Prof CHEN, Junjun    陳君君 教授
Professor
Department of Education Policy and Leadership
Dean
Graduate School
Contact
ORCiD
0000-0002-1549-7991
Phone
(852) 2948 7637
Email
jjchen@eduhk.hk
Address
10 Lo Ping Road, Tai Po, New Territories, Hong Kong
Website
https://pappl.eduhk.hk/rich/web/person.xhtml?pid=147035&name=CHEN, Junjun
Scopus ID
55218143400
Research Interests
Principal & teacher development
Principal literacy, resilience & wellbeing
Systematic literature review
Psychometric measurement 
Personal Profile

Junjun Chen is a Professor at the Department of Education Policy and Leadership. Prof. Chen studied in Chinese Mainland, the Netherlands, and New Zealand. Before joining the EdUHK, she worked at the universities in Chinese Mainland and New Zealand. Her research has focused on principal and teacher development, well-being and resilience, systematic literature review, psychometric measurement, and how these have contributed to school effectiveness. She is willing to enlarge her research interest to advance the work of the EdUHK by cooperating with colleagues. This opportunity to work at EdUHK has made her feel very privileged indeed.


Research interests

  • Principal development, literacy, resilience, and well-being
  • Teacher development
  • Systematic literature review
  • Psychometric measurement

Research Grants Council of Hong Kong (RGC) funded-General Research Fund (GRF) Projects as Principal Investigator (PI)

  • Opening the black box of principal leadership literacy: Measures, drivers, and outcomes (2027-2028)
  • Leading for the future: Drivers, measure, and outcomes of principal system leadership (2026-2027)
  • Getting into the zone: Patterns, interplays, and outcomes of principal flow (2025-2026)
  • The missing link: Principal well-being literacy and its drivers and outcomes (2024-2025)
  • Principal resilience and its influential occupational drivers in Hong Kong: Developing and validating the principal resilience inventory (2023-2024)
  • Investigating the occupational well-being of Hong Kong school principals and influential psychosocial risk factors: A mixed-methods approach (2021-2023)
  • The psychological well-being of PhD students in Hong Kong: A territory-wide study and an international comparison (2020-2021)

Foundation Funding Projects as Principal Investigator (PI)

  • Enhancing holistic well-being for underprivileged children living in rural Chinese Mainland (2023-2024, Asia Story Education Limited)

Other Research Projects as Principal Investigator (PI)

  • Teacher well-being literacy in the GBA and beyond: Drivers, measure, and outcomes under the project of Virtual Interdisciplinary Research Centre (VIRC) of the Faculty of Education and Human Development (2024-27, Project leader)

International Baccalaureate Commissioned Research Project as Co-Investigator (Co-I)

  • The International Baccalaureate Continuum: Principals, teachers, students, and school outcomes (2012-2014, PI: Prof. Allan Walker)

External Government Research Grant as member

  • The Brazil Government Research Grant. The effectiveness of leadership in schools in Brazil (2014-2015, PI: Prof. Christopher Day).
  • The Economic and Social Research Council Grant of British & The University Grants Committee of Hong Kong. Reshaping educational practice for improvement in Hong Kong and England: How schools mediate reforms (2012-2013, PI: Prof. Allan Walker, Prof. Qing Gu & Prof. Christopher Day)

Recognition and Awards

  • UNESCO Global Education Monitoring Report (Educational leadership) Expert Group Member, 2024
  • The top 1% of the world's most-cited scientists by the Stanford University (Since 2023)
  • The top 2% of the world's most-cited scientists by the Stanford University (Since 2020)
  • The President’s Award for Outstanding Performance in Research, 2021
  • The Faculty Caring Teacher Award Scheme, Certificate of Merit, 2022 
  • The most-cited article by Web of Science, 2021
  • The most cited paper out of 25 papers from Chinese researchers by Wiley, 2020
  • The Faculty Quality Publication Award, EdUHK, 2016 & 2018
  • The Faculty Quality Publication Award Finalist, EdUHK, 2019 & 2021
  • The Top 10% Faculty Publication Award, EdUHK, 2014 & 2015
  • PhD Dissertation Award by The University of Auckland, New Zealand, 2012

Editorship

  • Senior Associate Editor for the Asia-Pacific Education Researcher, 2018/present (SSCI)
  • Editorial advisory board of School Effectiveness & School Improvement, 2023/Present (SSCI)
  • Editorial advisory board of Teachers and Teaching: Theory and Practice, 2024/Present (SSCI)
  • Editorial advisory board of Journal of Educational Administration, 2024/Present (SSCI)
  • Associate Editor for Teachers and Teaching: Theory and Practice, 2020/24 (SSCI)
  • Associate Editor for Frontiers in Psychology (Educational Psychology), 2020/Present (SSCI)
  • Consulting Editor for Educational Psychology, 2020/present (SSCI)

Reviewer for External Grants

  • Israel Science Foundation, Israel
  • Research Grants Council, Hong Kong
Research Interests
Principal & teacher development
Principal literacy, resilience & wellbeing
Systematic literature review
Psychometric measurement 
Research Outputs
Scholarly Books, Monographs and Chapters
Chapter in an edited book (author)
Chen, J.*, King, R. B., & Cai, Y. (2025). How Does Student’s Happiness Shapes Their Success? Uncovering the Role of Well-Being in Mediating the Effects of Socio-Demographic Background Characteristics on Students’ Academic Performance in Hong Kong. In J. C. K. Lee, & J. Chen (Eds), Student and Teacher Mental Health and Well-Being in Schools: Asian Contexts and Perspectives (23-37). London/Berlin: Springer.
Chen, J.* (2025). Students’ well-being and its influential factors: Insights from secondary students in Hong Kong.. In R. W. Fong, & L. Yang (Eds.), Social and Emotional Development for Diverse Learners (83-97). London/Berlin: Springer (Education & Language).
Chen, J., Li, Y.X., Yang, L., & Xu, W.D. (2023). Teacher Emotions Do Predict Teacher Effectiveness: Empirical Evidence from Chinese Teachers. In R.B. King, I.S. Caleon, & A.B.I. Bernardo (Eds.), Positive Psychology and Positive Education in Asia: Understanding and Fostering Well-Being in Schools (pp. 133-149). London/Berlin: Springer. https://doi.org/10.1007/978-981-99-5571-8
Yang, L., Zhu, J. X. & Chen, J. J. (2021). Validating the teacher emotion inventory among special education teachers in Hong Kong using Rasch analysis.. In J.-J. Chen & R. B. King (Eds.), Emotions in learning, teaching, and leadership: Asian perspectives (127-145). London: Routledge.
Chen, J. (2020). A descriptive review of research published on teacher emotion in Asia 1990-2019.. In J. Chen, & R.B. King (Eds.), Emotions in Learning, Teaching, and Leadership: Asian Perspectives (pp.79-95). London: Routledge.
Chen, J. (2020). School principals’ emotional labor strategies: A narrative perspective.. In J. Chen, & R.B. King (Eds.), Emotions in Learning, Teaching, and Leadership: Asian Perspectives (pp.198-211). London: Routledge.
Chen, J., & King, R.B. (2020). Introduction chapters: emotions in education from an Asian perspective.. In J. Chen, & R.B. King (Eds.), Emotions in Learning, Teaching, and Leadership: Asian Perspectives (pp.22-26). London: Routledge.
Chen, J., & Day, C. (2014). Tensions and dilemmas for Chinese teachers in responding to system wide change: New ideas, old models.. In Q. Gu (Eds.), The work and lives of teachers in China (pp.1-21). London: Routledge.
Edited book (editor)
Lee, J. C.-K., & Chen, J. (2025). Student and Teacher Well-being in schools: Asian Perspectives. Springer.
Chen, J., & King, R.B. (Eds.) (2020). Emotions in Learning, Teaching, and Leadership: Asian Perspectives. London: Routledge.

Journal Publications
Publication in refereed journal
Chen, J.* (2026). Principal resilience research from its birth in 2005 to 2024: A narrative review and a conceptual framework. Educational Management Administration & Leadership, 54(3), 722–745. https://doi.org/10.1177/17411432241294170
Chen, J., & Kouhsari, M. (2026). School leaders igniting the fire of desire amid external accountability pressures: From passion to innovation. British Journal of Educational Studies, OnlineFirst, Online. https://doi.org/10.1080/00071005.2026.2669074
Chen, J., Kouhsari, M., & Shirzad, K. (2026). The silent force: A daily diary exploration of affective commitment, optimism, and engagement among Iranian school principals. Educational Administration Quarterly, OnlineFirst, Online. https://doi.org/10.1177/0013161X261460482
Kouhsari, M., & Chen, J.* (2026). Personal and social determinants of school leaders’ behavioural intention to use generative artificial intelligence. Journal of Computer Assisted Learning, 42(4), Article e70274. https://doi.org/10.1002/jcal.70274
Kouhsari, M., & Chen, J.* (2026). The network structure of school principal well-being: the age effect. Research Papers in Education, 41(3), 426–452. https://doi.org/10.1080/02671522.2025.2604062
Kouhsari, M., Chen, J.*, & Shirzad, K. (2026). Think digital, thrive digital: A multilevel exploration from school principals' digital mindset to teachers’ digital flourishing. Computers & Education, 242, 105506. https://doi.org/10.1016/j.compedu.2025.105506
Li, X., & Chen, J.* (2026). Survive and Thrive in the Time of Changes: A Bibliometric Review of Teacher Resilience, 1998-2023. Review of Educational Research, 96(1), 176-214. https://doi.org/10.3102/00346543241293786
Liu, Y., & Chen, J.* (2026). A bibliometric and thematic analysis of successful educational leadership research, 1980–2025. Educational Management Administration & Leadership, OnlineFirst, Online. https://doi.org/10.1177/17411432261423473
Xu, W., Chen, J.*, Chen, X., & Li, X. (2026). A bibliometric and thematic analysis of PISA literature for school improvement and effectiveness over two decades. International Journal of Educational Research, 138, Article 103012. https://doi.org/10.1016/j.ijer.2026.103012
Ho, M., & Chen, J. (2026). Entrepreneurial leadership in educational settings: A systematic literature review from 1996 to 2025. Educational Research Review, 50, Article 100762. https://doi.org/10.1016/j.edurev.2026.100762
Ho, M., & Chen, J. (2026). From Control to Collaboration: A Systematic Review of School Board–Principal Relationships through Stewardship Theory. Educational Research Review, OnlineFirst, Online.
Karakus, M., Toprak, M., & Chen, J. (2026). Demystifying the impact of educational leadership on teachers’ subjective well-being: A bibliometric analysis and literature review. Educational Management Administration & Leadership, 54(2), 363-387. https://doi.org/10.1177/17411432241242629
Toprak, M., Ozfidan, B., Purinton, T., & Chen, J. (2026). School leadership in the United Arab Emirates (UAE): A narrative review of research. Educational Management Administration & Leadership, OnlineFirst, Online. https://doi.org/10.1177/17411432261428951
Yu, D., Chen, J., & Kouhsari, M. (2026). Teachers’ professional well-being across borders: the interaction between job demands and resources. The Asia-Pacific Education Researcher, OnlineFirst, Online. https://doi.org/10.1007/s40299-026-01091-4
Chen, J.* (2025). A narrative research synthesis of principal well-being: Research evidence from 1978 to 2024. Educational Management Administration and Leadership, OnlineFirst. https://doi.org/10.1177/17411432251346086
Chen, J.* (2025). Conceptualizing principal resilience: Development and validation of The Principal Resilience Inventory. Educational Management Administration & Leadership, 53(3), 561–581. https://doi.org/10.1177/1741143223118629
Chen, J., & Kouhsari, M. (2025). Demystifying the personal and social forces behind school digital transformation: An analysis of the job demands and resources theory through school leaders. Computer and Education, 228, 105232.
Chen, J., Liu, Y., & Lee, J. C. K. (2025). Neuroleadership is a miracle or a mirage: A bibliometric and comparative analysis between organisational neuroleadership and educational neuroleadership. Educational Management Administration and Leadership, OnlineFirst, 1. https://doi.org/10.1177/17411432251367167
Chen, J., Toprak, M., Karakus, M., & Kouhsari, M. (2025). The network structure of school principal resilience: Gender differences. European Journal of Education, 60(1), e12756. http://dx.doi.org/10.1111/ejed.12756
Kouhsari, M., & Chen, J.* (2025). Demystifying school leader career sustainability: The role of trust in artificial intelligence and artificial intelligence collaboration. Journal of Computer Assisted Learning, 41(6), e70135. http://dx.doi.org/10.1111/jcal.70135
Li, Y., Chen, J.*, Lu, J, & Wang, X. (2025). A meta-analysis of teacher well-being: A job demands and resources perspective. Educational Research Review, 49, 100719. https://doi.org/10.1016/j.edurev.2025.100719
Li, Z., Li, X., & Chen, J.* (2025). Emotional Intelligence of Educators: A Bibliometric Review, 1998–2024. Social Psychology of Education, 28(1), Article 99. https://doi.org/10.1007/s11218-025-10048-2
Ling, X., Kouhsari, M., & Chen, J.* (2025). A Latent Profile Analysis of School Principal Resilience: Associations with Flourishing and Burnout. Psychology in the Schools, 62(8), 2500-2512. https://doi.org/10.1002/pits.23481
Liu, Y., & Chen, J.* (2025). A Bibliometric and Thematic Analysis of Educational Neuroscience Research in Early Childhood Education, 1970–2024. Early Education and Development, 36(7), 1515-1540. https://doi.org/10.1080/10409289.2025.2472454
Liu, Y., Li, X., Chen, J.*, & Lee, J.C.K. (2025). A Bibliometric Review of Research on Digital Leadership, 1991–2025: Implications for Digital Leadership in Education. Educational Management Administration & Leadership, Latest Articles, Online. https://doi.org/10.1177/17411432251349806
Lu, J., & Chen, J.* (2025). The dynamics between teacher resilience and well-being: A cross-lagged panel analysis. The Asia-Pacific Education Researcher, 34(3), 1077–1089. https://doi.org/10.1007/s40299-024-00922-6
Xu, Y., Li. J., Chen, J., Sun, J., & Qiu S. (2025). Chinese early childhood educators’ manifestations of social-emotional competence at work: A qualitative study. Teaching and Teacher Education, 165, Article 105161. https://doi.org/10.1016/j.tate.2025.105161
Ho, M., & Chen, J. (2025). Balancing act: The influence of entrepreneurial demands on teachers' emotional consequences and entrepreneurial behavior. Teaching and Teacher Education, 165, Article 105165. https://doi.org/10.1016/j.tate.2025.105165
Yu, D., Chen, J., & Kouhsari, M. (2025). Sowing seeds of flourishing: The mediating role of trust in the impact of resilience on school principals across career stages. Journal of Educational Administration, 63(1), 94–108. https://doi.org/10.1108/JEA-06-2024-0187
Wang, X., Yan, Z., Tang, A., Chen, C., Chen, J., Xiong, Y. (2025). Adversity quotient influences self-regulated learning strategies via achievement motivation among Chinese university students. Education Sciences, 15(8), Article 1042. https://doi.org/10.3390/educsci15081042
Li, Y., Xu, W., & Chen, J.* (2025). PhD Student-supervisor Relationship and Its Impacts: A Perspective of the Interpersonal Relationship Model. Frontiers in Education, 10, Article 1570137. https://doi.org/10.3389/feduc.2025.1570137
Ho, C.S.M., & Chen, J. (2025). Cross-Sector Internship Insights: Recognizing Leadership through Cross-sector Internship Programs for Vice-Principals. Educational Management Administration & Leadership, Online First, online. https://doi.org/10.1177/17411432251342985
Li, Y., King, R.B., Chen, J., & Xu, W. (2025). PhD Students’ Well-being and Its Antecedents and Consequences: A Perspective of the Job Demands-Resources Model. Higher Education Research and Development, 44(8), 1981–1997. https://doi.org/10.1080/07294360.2025.2482204
Chen, J.* (2024). Reimaging teacher resilience for flourishing. The Asia-Pacific Education Researcher, 33, 1363-1372. https://doi.org/10.1007/s40299-023-00810-5
Bellibaş, M.S., Gümüş, S., & Chen, J.* (2024). The impact of distributed leadership on teacher commitment: The mediation role of teacher workload stress and teacher well-being. British Educational Research Journal, 50(2), 814-836. https://doi.org/10.1002/berj.3944
Cai, H., Cheng, T., & Chen, J.* (2024). Achievement motives and mastery-approach goals serially mediate the relationships between teaching quality and reading achievement: A multilevel mediation model from PISA 2018 data. Current Psychology, 43(27), 23247-23259. https://doi.org/10.1007/s12144-024-06020-6
Li, Y., Wang, X., Chen, J.*, Lee, J.C.K., Li, J.B., & Yan, Z. (2024). The intervention effects on teacher well-being: A three-level meta-analysis. Educational Psychology Review, 36(4), Article 129. https://doi.org/10.1007/s10648-024-09966-y
Liu, Y., et al., & Chen, J.* (2024). The correlations between parental warmth and children's approaches to learning: A moderated mediation model of self-efficacy and teacher-child closeness. Frontiers in Psychology, 15, Article 1290141. https://doi.org/10.3389/fpsyg.2024.1290141
Lu, J., Chen, J.*, Li, X., & Li, Z. (2024). A systematic review of teacher resilience: A perspective of the job demands and resources model. Teaching and Teacher Education, 151, Article 104742. https://doi.org/10.1016/j.tate.2024.104742
Xu, W., Li, Y., King, R. B., & Chen, J.* (2024). The well-being of doctoral students in education: An ecological systems perspective. Behavioral Sciences, 14(10), Article 929. https://doi.org/10.3390/bs14100929
Li, J.B., Deng, J., Xu, Y., Sun, J., Chen, J., Datu, J., Zhang, R., & Qiu, S. (2024). Which well-being elements are fundamental for early childhood educators in the Chinese context? A network analysis. Applied Research in Quality of Life, 9, 103-134.
Li, X., Zhang, L., Lee, J.C.-K., & Chen, J. (2024). A Systematic Review of Research Patterns and Trends in Early Childhood Education Teacher Well-Being from 1993 to 2023: A Trajectory Landscape. Behavioral Sciences, 14(12), Article 1179. https://doi.org/10.3390/bs14121179
Xu, Y., Wang, Y., Chen, J., Sun, J., & Li, J.B. (2024). The associations between early childhood educators' social-emotional competence and a wide range of outcomes: A three-level meta-analysis. Learning and Individual Differences, 114, 102521.
Chen, J.*, & Walker, A. (2023). Emotional trajectory at different career stages of principalship: A perspective from excellent principals. Educational Management Administration & Leadership, 51(2), 384-404. https://doi.org/10.1177/1741143220985300
Chen, J.*, Walker, A., & Riley, P. (2023). Reconceptualizing principal well-being: State, measurement, and consequences. Journal of Educational Administration, 61(5), 495-513. https://doi.org/10.1108/JEA-12-2022-0224
Chen, J.*, Zhang, L., Li, X., Li, Y., Xu, W., & Yan, Z. (2023). The multidimensional teacher well-being: A mixed-methods approach. Teachers and Teaching: Theory and Practice, xx, xx-xx. https://doi.org/10.1080/13540602.2023.2282483
Chen, J., King, R.B., Li, Y., & X, W. (2023). The role of the research environment and motivation in PhD students' well-being: a perspective from self-determination theory. Higher Education Research and Development, xx, xx-xx. https://doi.org/10.1080/07294360.2023.2269870
Chen, J., Bellibaş, M.S., & Gümüş, S. (2023). Impact of school climate and resources on principal workload stress and job satisfaction: Multinational evidence from TALIS 2018 data. Journal of Educational Administration, xx, xx. https://doi.org/10.1108/JEA-08-2022-0128
Zhang, L., Chen, J.J., Li, X., & Zhan, Y. (2023). A scope review of the teacher well-being research between 1968 and 2021. The Asia-Pacific Education Researcher, 0, 1-16.
Chen, J., Li, X., Hallinger, P., & Lee, J. C-K. (2023). Looking back and ahead: A bibliometric review of research on principal well-being, 1960 – 2022. Educational Management Administration & Leadership, xx, xx.
Kuang, X., Lee, J. C.-K., & Chen, J. (2023). Chinese virtues and resilience among students in Hong Kong. International Journal of Environmental Research and Public Health, 20, 3769. https://doi.org/10.3390/ijerph20043769
Karakus, M., Toprak, M., & Chen, J. (2023). Transformational leadership in school settings: A systematic review of existing evidence from a non-Western education context. Journal of Educational Administration, xx, xx. https://doi.org/10.1108/JEA-10-2022-0185
Liu, Y., Chen, J., Wang, P., Chen, K., Liu, J., & Wang, W. (2023). The association between parental warmth and children’s prosocial behavior: A moderated mediation analysis. Acta Psychologica, xx, xx-xx.
Lu, T.P.P., & Chen, J. (2023). The effects of teachers’ emotional intelligence on team-member exchange and job performance: the moderating role of teacher seniority. Current Psychology, xx, xx.
Yang, L., Lee, J.C-K., & Chen, J. (2023). Studying teaching assistants’ emotions, satisfaction with teaching life, and adding this “missing” piece to teacher well-being research. Teachers and Teaching: Theory and Practice, xx, xx-xx. https://doi.org/10.1080/13540602.2023.2265825
Yu, D. Q., & Chen, J.* (2023). Emotional well-being and performance of middle leaders: The role of organizational trust in Early Childhood Education. Journal of Educational Administration, xx, xx. https://doi.org/10.1108/JEA-11-2022-0196
Zhan, Y., Wan, Z., Chen, J., & Wang, M. (2023). How is student resilience affected by teacher feedback, teacher support, and achievement goals? A mediation model based on PISA 2018 survey data. The Asia-Pacific Education Researcher, xx, xx-xx.
Zhang, Y., Chen, J., Tsang, K. (2023). Responsible leadership, teacher recognition, and teacher emotional well-being: An investigation of gender differences. Teachers and Teaching: Theory and Practice, xx, xx-xx. https://doi.org/10.1080/13540602.2023.2265831
Chen, J.* (2022). Understanding teacher leaders’ behaviors: Development and Validation of a Teacher Leadership Inventory. Educational Management Administration & Leadership, 50(4), 630-648.. https://doi.org/10.1177/1741143220945704
Chen, J.*, & Lee, J.C-K. (2022). Teacher resilience matters: A buffering and boosting effect between job driving factors and their well-being and job performance. Teachers and Teaching: Theory and Practice.. https://doi.org/10.1080/13540602.2022.2116574
Shan, Y., & Chen, J.* (2022). Teaching research group leaders’ perceptions of their engagement in curriculum leadership. Frontiers in Psychology(Organizational Psychology), 13, 944445.. https://doi.org/10.3389/fpsyg.2022.944445
Yu, D., Chen, J.*, Li, X., & Yan, Z. (2022). Trajectory of teacher well-being research between 1973 and 2021: review evidence from 49 years in Asia. International Journal of Environmental Research and Public Health, 19(19), 12342.. https://doi.org/10.3390/ijerph191912342
Kouhsari, M., & Chen, J. (2022). The effect of principal emotional intelligence on teacher performance: Mediating roles of organizational trust and professional learning community. Leadership and Policy in Schools, xx, xx-xx.. https://doi.org/10.1080/15700763.2022.2088392
Chan, K.K.S., Lee, J.C.K., Yu, E.K.W., Chan, A.W.Y., Leung, A.N.M., Cheung, R.Y.M., Li, C.W., Kong, R.H.M., Chen, J., Wan, S.L.Y., Tang, C.H.Y., Yum, C.Y.N., Jiang, D., Wang, L., & Tse, A.C.Y. (2022). The Impact of Compassion from Others and Self-compassion on Psychological Distress, Flourishing, and Meaning in Life Among University Students. Mindfulness, 13(6), 1490-1498. https://doi.org/10.1007/s12671-022-01891-x
Chen, J., & Cheng, T.J. (2022). Review of research on teacher emotion during 1985-2019: A descriptive quantitative analysis of knowledge production trends.. European Journal of Psychology of Education, 37, 417-438. https://doi.org/10.1007/s10212-021-00537-1
Ling, X., Chen, J.*, Chow, D.H.K., Xu, W., & Li, Y. (2022). The “trade-off” of student well-being and academic achievement: A perspective of multidimensional student well-being. Frontiers in Psychology(Educational Psychology), 13, 772653.. https://doi.org/10.3389/fpsyg.2022.772653
Kouhsari, M., Chen J., & Baniasa, S. (2022). Multi-level analysis of teacher professional well-being and its influential factors based on TALIS data. Research in Comparative and International Education, 0, 1-24. https://doi.org/10.1177/17454999221143847
Wang, X., Yan Z., Huang, Y.C., Tang, A.Q., & Chen, J. (2022). Re-developing the Adversity Quotient Scale for Chinese University Students. International Journal of Environmental Research and Public Health, 19(1), 6389.. https://doi.org/10.3390/ijerph19116389
Cheng, T. J., Jin, J., & Chen, J.* (2021). Demystifying Subjective Well‐being of Academically At‐Risk Students: Case Study of a Chinese High School. Social Inclusion, 9(4), 36-46. https://doi.org/10.17645/si.v9i4.4572
Zhoc, K. C., King, R. B., Chung, T. S., Chen, J., & Yang, M. (2021). Emotional intelligence promotes optimal learning, engagement, and achievement: A mixed-methods study. Current Psychology. https://doi.org/10.1007/s12144-021-02294-2
Chen, J.* (2021). Development and validation of the Principal Emotion Inventory: A mixed-method approach. Educational Management Administration & Leadership, 49(5), 750-767. https://doi.org/10.1177/1741143220919764
Chen, J.* (2021). Leading with teacher emotions: Establishing a school well-being cascade. Australian Educational Leader, 43(1), 37-39.
Chen, J., Berkovich, I., & Eyal, O. (2021). School Leaders’ Emotional Experiences and Capabilities: Perspectives, Challenges, and Prospects. The Asia-Pacific Education Researcher, 30, 311-313. https://doi.org/10.1007/s40299-021-00564-y
Cheng, T. J., Chen, J.*, & Bryant D. (2021). Teacher Leaders’ Emotions Mirror Teacher Professionalism via Collegial Trust.. The Asia-Pacific Education Researcher, 30, 361-373. https://doi.org/10.1007/s40299-021-00551-3
Chen, J.* (2021). Refining the teacher emotion model: evidence from a review of literature published between 1985 and 2019. Cambridge Journal of Education, 51(3), 327-357. https://doi.org/10.1080/0305764X.2020.1831440
Jiang, Y., Lee, J.C-K., Wan, Z., & Chen, J. (2021). Stricter teacher, more motivated students? Comparing the impacts of teacher behaviours on the motivational beliefs of western and East Asian learners. Frontiers in Psychology (Educational Psychology), 11, 564327.. https://doi.org/10.3389/fpsyg.2020.564327
Zhoc, K. C. H., King, R. B., Chung, T. S. H., & Chen, J. (2020). Emotionally intelligent students are more engaged and successful: examining the role of emotional intelligence in higher education. European Journal of Psychology of Education, 35(4), 839-863. https://doi.org/10.1007/s10212-019-00458-0
Chen, J., Yin, H., & Frenzel, A.C. (2020). Teacher emotion matters: Nature, antecedents, and effects. Frontiers in Psychology (Educational Psychology), 11, 605389.. https://doi.org/10.3389/fpsyg.2020.605389
Chen, J.*, Lee, J.C-K., & Dong J (2020). Emotional trajectory at different career stages: Two excellent teachers’ stories. Frontiers in Psychology (Educational Psychology), 11, 1034. https://doi.org/10.3389/fpsyg.2020.01034
Chen, J.*, & Guo, W. (2020). Emotional intelligence can make a difference: The role of principals’ emotional intelligence on teaching strategy mediated by principals’ instructional leadership. Educational Management Administration & Leadership, 48(1), 82-105. https://doi.org/10.1177/1741143218781066
Chen, J.* (2020). Teacher emotions in their professional lives: implications for teacher development. Asia Pacific Journal of Teacher Education, 48(5), 491-507. https://doi.org/10.1080/1359866X.2019.1669139
Chen, J.*, & Teo, T. (2020). Chinese school teachers’ conceptions of high-stakes and low-stakes assessments:An invariance analysis.. Educational Studies, 46(4), 458-475. https://doi.org/10.1080/03055698.2019.1599823
Karakus, M., Toprak, M., & Chen, J. (2019). Teachers’ attitudes towards their school managers and their intent to leave: A gender-moderated model.. Current Psychology. https://doi.org/10.1007/s12144-019-00537-x, xx, xx-xx.
Chen, J.* (2019). High efficacious, positive teachers achieve better: Examining the relationship between teacher efficacy, emotions, and their practicum performance.. The Asia-Pacific Education Researcher, 28(4), 327-337.
Chen, J.* (2019). Research review on teacher emotion in Asia between 1988 and 2017: Research topics, research types and research methods.. Frontiers in Psychology., 10, 1-16.
King, R.B., & Chen, J. (2019). Emotions in education: Asian insights on the role of emotions in learning and teaching. The Asia-Pacific Education Researcher, 28(4), 279-281.
Chen, J.* (2019). Exploring the impact of teacher emotions on their approaches to teaching: A Structural Equation Modelling approach. British Journal of Educational Psychology., 89(1), 57-74.
Wu, Z., & Chen, J.* (2018). Teachers’ emotional experience: Insights from Hong Kong primary schools. Asia Pacific Education Review, 19, 531-541.
Gu, Q., Sammons, P., & Chen, J. (2018). How principals of successful schools enact education policy: Perceptions of senior and middle leaders in England. Leadership and Policy in Schools, 17(3), 373-390.
Chen, J.*, & Brown, G. T. L. (2018). Chinese secondary school students’ conceptions of assessment and achievement emotions: Endorsed purposes lead to positive and negative feelings.. Asia Pacific Journal of Education. doi:10.1080/02188791.2018.1423951, 38(1), 91-109.
Chen, J.* (2017). Exploring Primary Teacher Emotions in Hong Kong and Chinese Mainland: A Qualitative Perspective. Educational Practice and Theory, 39(2), 17-37.
Chen, J.*, & Cowie, B. (2016). Use of Digital Videos in New Zealand Science Classrooms: Opportunities for Teachers and Students. Curriculum and Teaching, 31(2), 71-86.
Chen, J.*, & Cowie, B. (2016). Chinese Preservice Teachers’ Beliefs about Assessment. Educational Practice and Theory, 38(2), 77-93.
Chen, J. (2016). Exploring middle school students’ and parents’ conceptions of excellent teaching. Asia Pacific Journal of Education, 36(4), 570-582.
Chen, J.* (2016). Understanding teacher emotions: The development of a teacher emotion inventory. Teaching and Teacher Education, 55, 68-77.
Chen, J.* & Brown, G. T. L. (2016). Tensions between knowledge transmission and student-focused teaching approaches to assessment purposes: Helping students improve through transmission. Teachers and Teaching: Theory and Practice, 22(3), 350-367.
Chen, J.* (2015). Teachers' conceptions of approaches to teaching: A Chinese perspective. The Asia-Pacific Education Researcher, 24(2), 341-351.
Hallinger. P., & Chen, J. (2015). Review of Research on Educational Leadership and Management in Asia: A Comparative Analysis of Research Topics and Methods, 1995-2012. Educational Management Administration and Leadership, 43, 5-27.
Li, F., Chen, J*., & Baker, M. (2014). University students’ attitudes toward physical education Teaching. Journal of Teaching in Physical Education, 33(2), 186-212.
Chen, J.*, & Brown, G. (2013). High-stakes examination preparation that controls teaching: Chinese prospective teachers’ conceptions of excellent teaching and assessment.. Journal of Education for Teaching doi:10.1080/02607476.2013.836338, 39(5), 541-556.
Chen, J.*, & Cowie, B. (2013). Scientists Talking to Students through Videos. International Journal of Science and Mathematics Education, 12 (2), 445-465.
Chen, J.*, & Cowie, B. (2013). Developing butterfly warriors: A case study of science for citizenship.. Research in Science Education DOI 10.1007/s11165-013-9349-y, 43(6), 2153-2177.
Chen, J.*, & Cowie, B. (2013). Engaging primary students in learning about New Zealand birds: A socially relevant context.. International Journal of Science Education DOI:10.1080/09500693.2012.763194, 35(8), 1344-1366.
Song, L., & Chen, J.* (2013). University students’ conceptions of an excellent physical education teacher in China.. European Physical Education Review, 19(1), 110-126.
Chen, J.*, & Cowie, B. (2012). A butterfly story: Being a citizen scientist.. New Zealand Science Teacher, 130, 34-37.
Harlow, A., Chen, J., & Brooks, M. (2012). A junior school science unit on the Solar System: Learning to think like a scientist.. Computers in New Zealand Schools: Learning, Teaching, Technology, 24(2), 205-216.
Chen, J.*, Brown, G.T.L. Hattie, J.A.C., & Millward, P. (2012). Teachers’ conceptions of excellent teaching and its relationships to self-reported teaching practices. Teaching and Teacher Education doi:10.1016/j.tate.2012.04.006, 28(7), 936-947.
Chen, J.*, Cowie, B., & Oliver, K. (2011). Reading to learn about New Zealand birds in a primary science classroom.. New Zealand Science Teacher, 129, 31-33.
Chen, J.* (2010). Chinese middle school teacher job satisfaction and its relationship with their moving.. Asia Pacific Education Review doi:10.1007/s12564-010-9085-1, 11(2), 263-272.
Chen, J.* (2007). Teachers’ conceptions of excellent teaching in middle schools in the north of China.. Asia Pacific Education Review, 8(2), 288-297.

Conference Papers
Refereed conference paper
Chen, J., Xu, W., & Jin, C. (2026, April). A conceptual framework of principal resilience: Narrative review from 2005 to 2024. The AERA (American Educational Research Association) Annual Meeting, Los Angeles, USA.

Projects
Leading for the future: Drivers, measure, and outcomes of principal system leadership
The work of school principals has become more complex and challenging than ever due to unprecedented uncertainties, rapid changes, and overwhelming digitalization in schools today (Fullan et al., 2024; Pettersson et al., 2024). This phenomenon calls for a new leadership paradigm involving system leadership for not only addressing the challenges, but also fostering school transformation and sustainability in the new era (Hopkins & Harris, 2023; Gurr et al., 2022). When examining the local context, system leadership is certainly in need as principals in Hong Kong are required to navigate universal and unique challenges stemming from political, social, and digital transformation (PI, 2023). However, the literature on system leadership reveals significant gaps, including conception fragmentation, lack of instrument development, and methodological imbalance (Cheah, 2023; PI & Xu, under review).
Project Start Year: 2026, Principal Investigator(s): CHEN, Junjun
SDGs Information: 4 - Quality Education, 11 - Sustainable Cities and Communities
 
Getting into the Zone: Patterns, Interplays, and Outcomes of Principal Flow

Project Start Year: 2025, Principal Investigator(s): CHEN, Junjun
SDGs Information: 3 - Good Health and Well-Being, 4 - Quality Education
 
Teacher Well-being Literacy in the GBA and Beyond: Drivers, Measure, and Outcomes

Project Start Year: 2024, Principal Investigator(s): CHEN, Junjun

 
The Missing Link: Principal Well-being Literacy and its Drivers and Outcomes
Based on a pilot study of principal well-being literacy and the PI’s previous project on principal well-being, this project will employ an exploratory sequential mixed-methods design with qualitative and quantitative strands. The three empirical studies with school principals in Hong Kong. The project will provide empirical insights to advance the theoretical framework on principal well-being by filling in the ‘black box’ (i.e., principal well-being literacy) between drivers and outcomes of principal well-being.
Project Start Year: 2024, Principal Investigator(s): CHEN, Junjun

 
Enhancing the Occupational Well-Being of Principals in Hong Kong and Chinese Mainland
This project aimed to develop a principal well-being instrument using a sample of school principals; investigate the states of occupational well-being of different groups of principals; and identify the psychosocial risk factors that particularly affect the occupational well-being of principals.
Project Start Year: 2023, Principal Investigator(s): CHEN, Junjun

 
Principal Resilience and its Influential Occupational Drivers in Hong Kong: Developing and Validating the Principal Resilience Inventory
Based on a pilot study and a systematic review on principal resilience (Chen & Li, under preparation), the main aim of this project is to investigate principal resilience and how salient job drivers influence this resilience in Hong Kong. Specifically, this study aims to (1) develop and validate a Principal Resilience Inventory; (2) investigate the states of principal resilience; (3) identify what job resources, job demands and interplays affect principal resilience; and (4) explore how these job resources, job demands and interplays affect principal resilience. To achieve these aims, the project will employ an exploratory sequential mixed-methods design with four studies located in qualitative and quantitative strands. The qualitative strand consists of an interview study with a sample of 24 Hong Kong principals and a 3-panel interview study in order to develop the items and dimensions of the Principal Resilience Inventory and identify the impact of salient job resources and demands and their interactions on principal resilience. The quantitative strand contains two survey studies with two different groups of principals (50~100 and 300~350) to validate the Principal Resilience Inventory and explore the impact of job resources and demands and their interactions on principal resilience.This project will provide empirical insights to advance knowledge of principal resilience by establishing an authentic conceptual linkage between salient job resources and demands and their interactions with principal resilience. This result will enable principals to better utilise their resilience to negotiate with available occupational resources and to navigate everyday challenges and adversities to optimise individual and school wellness and success. Through a robust validation procedure, this project will also produce a culturally-relevant, multi-dimensional Principal Resilience Inventory, that can potentially accelerate a balanced investigation of principal resilience through diverse research methods. Practically, the emphasis on salient job resources and demands and their interaction effect is solution-focused, as most of them are malleable and amenable to future resilience-building intervention efforts in order to cultivate resilient principals and then a resilient school through the cascade effect. The findings of this project can be also used to craft effective policies and practices for principal preparation, selection, and standardisation to enhance principal resilience in Hong Kong and help to enhance human capital building in Hong Kong society. These will eventually provide implications for the whole region and beyond.
Project Start Year: 2023, Principal Investigator(s): CHEN, Junjun

 
Documenting and promoting the occupational well-being of principals in Hong Kong and Mainland: A mixed method approach
This project aimed to document the current state of principal well-being by establishing an on-line principal well-being website which is expected to be used to annually survey and promote principal well-being in the long run; to explore the understanding of principal well-being and the possible changes before and after dissemination activities; to identify the influential antecedents (personal and contextual) of principal well-being; and to provide recommendations for promoting principal well-being in research and practice in Hong Kong, Chinese Mainland, and beyond.
Project Start Year: 2022, Principal Investigator(s): CHEN, Junjun

 
Investigating the Occupational Well-being of Hong Kong School Principals and Influential Psychosocial Risk Factors: A Mixed-methods Approach
Building on my previous research on the well-being of principals and teachers, this project has two aims: 1) to validate two robust instruments for evaluating principals’ well-being and influential psychosocial risk factors using a sample of Hong Kong principals; and 2) to investigate principals’ occupational well-being and influential psychosocial risk factors at work in the current Hong Kong context. The project will employ an explanatory sequential research design using a mixed-methods approach. First, a quantitative survey study will be conducted to explore the occupational well-being and influential psychosocial risk factors with a sample of principals in Hong Kong. Second, a qualitative study comprising in-depth individual interviews will be conducted with a sample of principals to elaborate the findings from the quantitative data analysis. This project is expected to improve the capacity of principals and their schools to serve the community, elucidate the psychosocial drivers that seed success and wellbeing, build Hong Kong’s human capital, and enrich and advance the international research agenda in relation to theory, research, and practice.
Project Start Year: 2021, Principal Investigator(s): CHEN, Junjun 陳君君

 
A Systematic Review of Research on Teacher Emotion 1982-2017
Since it is well aware of the important role of teacher emotion in education, this systematic review study aims at provide a clear picture of the existing research on teacher emotion from 1988 to 2017 on the topics, methodologies, tendencies, and issues, and address implications for future directions. The paper begins by visiting the four previous reviews and outlining the motivation of the current review.
Project Start Year: 2018, Principal Investigator(s): CHEN, Junjun 陳君君

 
Measuring Students' Well-being across Three Collaborative Positive and Values Education Courses: Creating a Well-being e-Portfolio Using an Integrated Well-being Model
This project aims at measuring students’ well-being with the goals of enhancing their level of well-being and their competence at meeting challenges in their personal and study life as well as in their future work life. This will be achieved by creating a well-being e-portfolio in the Sway system for students selected from three collaborative Positive and Values Education (PAVE) courses across three faculties at EduHK using an integrated well-being model.
Project Start Year: 2018, Principal Investigator(s): CHEN, Junjun 陳君君

 
Students’ and Teachers’ Well-being at Secondary Schools in Hong Kong: Modifying and Validating Two Well-being Instruments
The major purpose of this pilot study is to modify and validate two multidimensional well-being instruments in the Australian context to make the instrument culturally relevant to the Hong Kong context.
Project Start Year: 2018, Principal Investigator(s): CHEN, Junjun 陳君君

 
Inclusion of Emotion Regulation into a Core Undergraduate Course
This project aims at enhancing student teachers’ understanding of emotion regulation and cultivating their capacity on emotion regulation to improve their performance in Field Experience. These have been achieved through the inclusion of an intervention on emotion regulation in a core undergraduate course, which is offered just before Field Experience.
Project Start Year: 2017, Principal Investigator(s): CHEN, Junjun 陳君君

 
Positive Psychology and Education Research Program
Positive education and well-being
Project Start Year: 2016, Principal Investigator(s): KING RONNEL BORNASAL 龔仁崇, YEUNG, Siu Sze 楊少詩 (CHEN, Junjun 陳君君 as Co-Investigator)

 
The Impact of Teacher Emotion on Teaching Practice in Hong Kong Schools: A Mixed-Method Approach
The proposed project represents a pioneering investigation into teachers’ perceptions of teacher emotion and the impact of teacher emotion on teaching practice in Hong Kong schools. The proposed project comprises three major research goals. The first research goal is to examine how school teachers perceive their emotions. The second goal is to validate a Teacher Emotion Inventory in the Hong Kong school context. The third research goal is to assess the impact of teacher emotion on teaching practice.
Project Start Year: 2016, Principal Investigator(s): CHEN, Junjun 陳君君

 
Understanding Teacher Emotion Regulation Strategy and its Relationship with Teacher Emotion
This project will entail two studies using a mixed research method. Study 1 will be a qualitative study using a semi-structure teacher interview to gain a greater understanding of teachers’ emotion regulation strategies and its relation to their emotions. Study 2 will be a quantitative study using an appropriate sample of 200 primary teachers.
Project Start Year: 2016, Principal Investigator(s): CHEN, Junjun 陳君君

 
Assessing the Impact of Principals’ Emotional Intelligence on Their Leadership: A Teachers’ Perspective
The proposed study will explore how the emotional intelligence of school principals interacts with their leadership from a teacher's perspective.
Project Start Year: 2015, Principal Investigator(s): CHEN, Junjun 陳君君

 
Assessing the Impact of Principals’ Emotional Intelligence on Their Leadership Behavior
This research will represent a preliminary study on the impact of principals' emotional intelligence on their leadership behavior. The proposed study comprises two research goals. The first research goal is to examine if and how principals’ emotional intelligence enhances their leadership behavior. The second goal is to examine if and how differences between school principals in Hong Kong and Chinese Mainland produce different patterns of principals’ leadership behavior and emotional intelligence.
Project Start Year: 2014, Principal Investigator(s): CHEN, Junjun

 
Teacher Emotions at Primary Schools in Hong Kong and Chinese Mainland and Their Relationships to Teachers' Self-reported Approaches of Teaching
Emotion is at the heart of teaching but it is very often ignored or underplayed in most educational initiatives. The present study will investigate teacher emotions and their relationship to the teachers’ self-reported approaches of teaching through a large sample of primary teachers in Hong Kong and Chinese Mainland. The results might help to understand teacher emotions and to compare primary teacher emotions in Hong Kong and Chinese Mainland. The possible links such as positive teacher emotions and student-focused teaching approaches, and negative teacher emotions and transmission teaching approaches will be revealed. These might explain why teachers adopt some teaching approaches rather than others and why some new teaching approaches may not be successful or not even adopted within and between the Hong Kong and Mainland contexts.
Project Start Year: 2013, Principal Investigator(s): CHEN, Junjun

 
The International Baccalaureate Continuum: student, teacher and school outcomes
The International Baccalaureate (IB) is a global leader in international education, encouraging students to be active learners, well-rounded individuals, and engaged world citizens. Having grown dramatically in recent years in response to the burgeoning demand for high quality international curriculum, there is a need to document school practices associated with successful programme implementation and positive student outcomes that result from the IB curriculum.

The purpose of this study is to explore and document the impact of the IB continuum on students, teachers and schools in full-continuum IB schools in five Southeast Asia societies. The project will explore the impact that studying continuously in a full-continuum school has on DP students’ academic and affective learning outcomes. It will also explore changes longer term engagement with the full-continuum has had on individual, group and school-wide practices such as pedagogical practice, teacher collaboration, curriculum planning, school structures, leadership, school culture and cross level (PYP, MYP and DP) collaboration.

The project focuses on international schools in Southeast Asia that have offered the full continuum of IB programmes for at least ten years. The study will include the following components.

1.Comparative analysis of student academic outcome data from full-continuum and ‘DP’ only schools in order to gain insights into the differential impact of the full-continuum on students over time;

2.Development and testing of an instrument aimed assessing the Learner Profile attributes of student studying in IB schools;

3.Application of the Learner Profile Scale to understand the impact of IB programmes on student affective development in full-continuum schools;

4.Case-studies of two (2) full-continuum schools located in different countries in Southeast Asia. The case studies will seek to uncover and describe patterns of best practice in leading the implementation of the full continuum of IB programmes to achieve maximum impact on the quality of teaching and learning.

5.A detailed story line of the impact of the full continuum on student outcomes and schools processes drawn from the combination of quantitative and qualitative data.
Project Start Year: 2012, Principal Investigator(s): WALKER, Allan David 汪雅量 (CHEN, Junjun 陳君君 as Co-Investigator)

 
Teachers' Emotions at Primary Schools in Hong Kong and Chinese Mainland
Teacher emotion is considered to affect the approaches of teaching, teacher efficacy, student motivation, and student learning. This study will be a pilot study investigating teacher emotion through about interviews to 60 primary school teachers in Hong Kong and Chinese Mainland to gain insight about the nature of teacher emotions at primary schools. It is expected that the findings of teacher emotions will provide a lens to understand teacher’ personal and professional lives, this then will have significant implications for improvement of teacher and teaching effectiveness.
Project Start Year: 2012, Principal Investigator(s): CHEN, Junjun

 
Prizes and awards
The top 2% of the world’s most-cited scientists in the Stanford list

Date of receipt: /11/2022, Conferred by: Stanford University
 
The top 2% of the world’s most-cited scientists in the Stanford list

Date of receipt: /11/2021, Conferred by: Stanford University
 
The President’s Award for Outstanding Performance in Research

Date of receipt: /6/2021, Conferred by: The Education University of Hong Kong