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    TSANG Kwok Kuen Associate Professor
    College of Education Administration
    Email:kktsang@bnu.edu.cn
    Address:Yingdong 524

    Research Interests

    Teachers’ work and emotions; education governance; education reform


    Education

    9/2010-7/2014, University of Hong Kong, PhD

    9/2007-7/2009, City University of Hong Kong, Master of Social Science in Applied Sociology

    7/2006-6/2007, Sheffield Hallam University, Bachelor of Art (Honors) in Applied Social Sciences

    9/2004-7/2006, City University of Hong Kong, Associate of Social Science in Applied Social Studies


    Full CV 

    https://bnu.academia.edu/KwokKuenTsang


    SELECTED PUBLICATIONS

    Books

    1. Tsang, K. K., Liu, D., & Hong, Y. (Eds.) (2019). Challenges and Opportunities in Qualitative Research: Young Scholars’ Experiences Sharing. Singapore: Springer.

    2. Tsang, K. K. (2019). Teachers’ Work and Emotions: A Sociological Analysis. London: Routledge.


    Journal Articles

    1. Tsang, K. K., Wang, G., & Bai, H. (2022). Enabling School Bureaucracy, Psychological Empowerment, and Teacher Burnout: A Mediation Analysis. Sustainability, 14, 2047. Doi: 10.3390/su14042047 (IF2020 = 3.251; Q2).

    2. Tsang, K. K., Du, Y., & Teng, Y. (2022).  Transformational Leadership, Teacher Burnout, and Psychological Empowerment: A Mediation Analysis. Social Behavior and Personality: An International Journal, 50 (1). e11041. Doi: 10.2224/sbp.11041. (IF2020 = 0.976; Q4)

    3. Tsang, K. K., Teng, Y., Lian, Y., & Wang, L. (2021). School Management Culture, Emotional Labor, and Teacher Burnout in Mainland China. Sustainability, 13, 9141. Doi: 10.3390/su13169141 (IF2020 = 3.251; Q2).

    4. Tsang, K. K., Lian, Y., & Zhu, Z. (2021). Alienated Learning in Hong Kong: A Marxist Perspective. Educational Philosophy and Theory, 53 (2), 181-196. doi: 10.1080/00131857.2020.1767588. (IF2020 = 1.645; Q3)

    5. Tsang, K. K. & Qin, Q. (2020). Ideological Disempowerment as an Effect of Neoliberalism on Teachers. Power and Education, 12 (2), 204-212. doi: 10.1177/1757743820932603

    6. Tsang, K. K. (2019). The Interactional-Institutional Construction of Teachers’ Emotions in Hong Kong: The Inhabited Institutionalism Perspective. Frontiers in Psychology, 10: 2619. doi: 10.3389/fpsyg.2019.02619 (IF2018 = 2.219; Q2)

    7. Tsang, K. K. (2019). Teachers as Disempowered and Demoralised Moral Agents: School Board Management and Teachers in Hong Kong. British Journal of Educational Studies, 67 (2), 251-267. doi: 10.1080/00071005.2018.1497770. (IF2018 = 2.298; Q1)

    8. Tsang, K. K. (2018). Teacher Alienation in Hong Kong. Discourse: Studies in the Cultural Politics of Education, 39 (3), 335-346. doi: 10.1080/01596306.2016.1261084. (IF2016 = 1.496; Q2)

    9. Tsang, K. K., & Kwong, T. L. (2017). Teachers Emotions in the Context of Education Reform: Labor Process Theory and Social Constructionism. British Journal of Sociology of Education, 38 (6), 841-855. doi: 10.1080/01425692.2016.1182007. (IF2016 = 1.324; Q2)

    10. Tsang, K. K., & Kwong, T. L. (2016). Emotional Experience of Caam2 in Teaching: Power and Interpretation of Teachers Work. Frontiers in Psychology, 7:1400. doi: 10.3389/fpsyg.2016.01400 (IF2015 = 2.463; Q1)

    11. Tsang, K. K., & Liu D. (2016). Teacher Demoralization, Disempowerment, and School Administration. Qualitative Research in Education, 5 (2), 200-225. doi:10.17583/qre.2016.1883. (ESCI)


    Book Chapters

    1. Sun, X., Li., G., and Tsang, K. K. (2022). Pleasant and Warm: How Class Group Affects Students’ Learning Experiences and Helps Form a Community of Practice. In Rolph, W. S. (Ed.), Students’ Attitudes towards Learning and Education (pp.93-109). Nova Science Publishers.

    2. Su, J. Y., Tsang, K. K., & Sun, F. (2021). Basic Education Governance in China: Policy Evaluation, Challenges and Development Trends. In N. S. K. Pang & P. W. K. Chan (Eds.), School Governance in Global Context: Trends, Challenges and Practices (pp.). Routledge.

    3. Pang, N. S. K., Tsang, K. K., & Chan, P. W. K. (2021). Changing Leadership and Accountability Framework in Education Reform in Hong Kong. In M. A. Peters & R. Heraud (Eds.), Encyclopedia of Educational Innovation. Springer. Doi: 10.1007/978-981-13-2262-4_229-1

    4. Tsang, K. K., Jiang, L. & Qin, Q. (2020). Teachers’ Positive Emotions and Student-Related Matters. In J. A. Jaworski (Ed.). Advances in Sociology Research (pp. 65-91). New York: Nova.

    5. Tsang, K. K., Qin, Q., Li, G., & Chang, L. (2020). “Education is a Game of Wasting Time”: Student Voices of the Education System in Hong Kong. Advances in Sociology Research (pp.123-146). New York: Nova.

    6. Tsang, K. K., (2019). Coding with Story Line Approach: Recommendations to Cope with Challenges of Qualitative Data Analysis. In K. K. Tsang, D. Liu, & Y. Hong (Eds.). Challenges and Opportunities in Qualitative Research: Young Scholars’ Experiences Sharing (pp.125-138). Singapore: Springer.

    7. Tsang, K. K., & Jiang, L. (2018). Sociological Understandings of Teachers’ Emotions in Second Language Classrooms in the Context of Education/Curricular Reforms: Directions for Future Research. In J. D. M. Agudo (ed.), Emotions in Second Language Teaching: Theory, Research and Teacher Education (pp.73-90). Badajoz: Springer.

    8. Tsang, K. K. (2017). Exploring Teachers’ Work and Emotional Experiences in Hong Kong: A Qualitative Study. In A. M. Columbus (ed.), Advances in Psychology Research (pp.127-157). New York: Nova Publishers.

     

    SELECTED RESEARCH PROJECTS

    1. 2020-2022. Emotional Experiences, Job Burnout, and Work Alienation among Primary and Secondary Schoolteachers in China funded by the Humanity and Social Science Youth Foundation of Ministry of Education of China. (project no.: 20YJC880002; 80,000RMB)

    2. 2019-2020. The Psychological and Social-Structural Factors Affecting Teachers’ Job Burnout funded by the Research Foundation of Young Teachers of the Beijing Normal University (project no.: 2019NTSS49; 100,000RMB)

    3. 2019-2020. Investigating the Relationship between Educational Decentralization and Educational Quality by Using PISA funded by 2018 Comprehensive Discipline Construction Fund of Faculty of Education, Beijing Normal University (project no.: 2019QNJS002; 80,000RMB).

    4. 2018-2019. Teachers’ Work and Emotions: A Sociological Analysis funded by 2018 Comprehensive Discipline Construction Fund of Faculty of Education, Beijing Normal University (project no.:2018YWZZ002; 50,000RMB)

     

    SERVICE & CONSULTING

    Associate Editor, Beijing International Review of Education

    Editorial Broad Member, British Journal of Sociology of Education

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