Journal Publications
Wang, C. Huang, X., Signe, S., & Xu, P. (2025). Unlocking the relationship between instructional leadership, psychological well-being, and teacher job crafting. International Journal of Education Management, 1, 1-18. SDGs infomation: 4 - Quality Education Wang, C. Huang, X. (2025). Beyond the call of duty: Effects of school learning culture, teacher self-efficacy, and informal learning on organizational citizenship behavior.. Studies in Educational Evaluation, 1, 8-16. https://doi.org/10.1016/j.stueduc.2025.101459SDGs infomation: 4 - Quality Education Wang, C. Huang, X., & Xu, P. (2025). From instructional leadership to instructional quality: The critical role of teacher academic optimism. Educational Studies. https://doi.org/10.1080/03055698.2025.2455608SDGs infomation: 4 - Quality Education Huang, X. Lin, C.H., Sun, M. Y., (2025). Untangling the relationship between teacher self-efficacy, job satisfaction, and occupational commitment. Educational Studies. https://doi.org/10.1080/03055698.2025.2482636SDGs infomation: 4 - Quality Education Kouhsari Masoumeh, Huang Xianhan, Wang Chan, Lee Chi-kin John (2024). The association between school climate, teacher emotions, and adaptive instruction. Frontiers in Education, 9, Article 1447440. https://doi.org/10.3389/feduc.2024.1447440SDGs infomation: 4 - Quality Education Huang X., Wang, C. (2024). Pre-service teachers’ professional identity transformation: a positioning theory perspective. Professional Development in Education, 50(1), 174-191. https://doi.org/10.1080/19415257.2021.1942143 Huang, X.*, Lai, C., & Wang, C. (2023). The relationship between informal teacher learning and self-efficacy among public school teachers and private school teachers in China. Journal of Education for Teaching 49(4), 597-615. Huang, X., Lam, S. M., Wang, C., & Xu, P. (2023). Striving for personal growth matters: The relationship between personal growth initiative, teacher engagement and instructional quality. British Journal of Educational Psychology, 93(3), 658-675. Huang, X., Wang, C., Lam, S. M., & Xu, P. (2024). Teachers’ job crafting: The complicated relationship with teacher self-efficacy and teacher engagement.. Professional Development in Education, 1, 1-18. Huang, X., Zhang, S., Sun, M., Kouhsari, M., Wang, D. (2024). Uncovering Relationships Between Formal and Informal Learning: Unveling the Mediating Role of BasicNeed Satisfaction and Challenge Seeking Behaviour. Journal of Workplace learning. Journal of workplace learning, 1, 1-16. Qian, Q., Zheng, G., Huang, X., & Liao, X. (2024). Relationship between student-perceived reading strategy instruction and students’ reading comprehension: A serial multiple mediation model.. Reading & Writing Quarterly, 39(6), 582-597. Wang, C., Huang, X., Lee, J.C.K., & Xu, P. (2024). Teachers’ Informal Workplace Learning Profiles: Outcomes and Antecedents. Teaching and Teacher Education, 137, Article 104407, Article 104407. https://doi.org/10.1016/j.tate.2023.104407 Wang, D., Huang, L., Huang, X., Deng, M., & Zhang, W. (2024). Enhancing inclusive teaching in China: Examining the effects of principal transformational leadership, teachers’ inclusive role identity, and efficacy. Behavioral Sciences, 14(3), Article 175. https://doi.org/10.3390/bs14030175 Zhou, K., Jin, F., Li, W., Song, Z., Huang, X., & Lin, C. H. (2024). The design of technology-enhanced vocabulary learning: A systematic review. Education and Information Technologies. https://doi.org/10.1007/s10639-023-12423-y Kousari, M., Huang, X.*, & Wang, C. (2023). The impact of school climate on teacher enthusiasm: The mediating effect of collective efficacy and teacher self-efficacy. Cambridge Journal of Education, 54(2), 143-163. https://doi.org/10.1080/0305764X.2023.2255565 QIAN, Q., ZHENG, G., HUANG, X. & LIAO, X. (2023). Relationship between student-perceived reading strategy instruction and students’ reading comprehension: A serial multiple mediation model. Reading and Writing Quarterly. https://doi.org/10.1080/10573569.2023.2165464 Huang, X. (2023). Constructing the associations between creative role identity, creative self-efficacy, and teaching for creativity for primary and secondary teachers. Psychology of Aesthetics, Creativity, and the Arts. https://doi.org/10.1037/aca0000453 Huang, X. Lin, C.H., Sun, M. Y., Xu, P. (2023). Metacognitive skills and self-regulated learning and teaching among primary school teachers: The mediating effect of enthusiasm. Metacognition and Learning, 17, 897-919. https://doi.org/10.1007/s11409-022-09297-9 Huang, X., Sun, M., Wang, D. (2023). Work harder and smarter: The critical role of teachers’ job crafting in promoting teaching for creativity. Teaching and Teacher Education, 116, Article 103758. https://doi.org/10.1016/j.tate.2022.103758 Lai, C., Wang, Q, Huang, X. (2023). The differential interplay of TPACK, teacher beliefs, school culture and professional development with the nature of in-service EFL teachers' technology adoption. British Journal of Educational Technology, 53(5), 1389-1411. https://doi.org/10.1111/bjet.13200 Lai, C., Wang, Q, Huang, X. (2023). The evolution of the association between teacher technology integration and its influencing factors over time. Journal of Research on Technology in Education, 55(4), 727-747. https://doi.org/10.1080/15391523.2022.2030266 Wang, C., Huang, X. (2023). Mapping trajectories of teacher leadership development: A study of Chinese teachers. Asia Pacific Journal of Education, 43(4), 1208-1223. https://doi.org/10.1080/02188791.2021.1994919 Huang, X., Lai, C., Sun, M., & Sun, C. (2022). Associations of different types of informal teacher learning with teachers’ technology integration intention.. Computers & Education,, 190, 104604. Huang, X. (2021). Striving for better teaching and student creativity development: Linking informal workplace learning and teaching for creativity. Thinking Skills and Creativity, 41, Article 100889. https://doi.org/10.1016/j.tsc.2021.100889 Huang, X., Lin, C. H., & Lee, J. C. K. (2021). Moving beyond classroom teaching: a study of multidimensional teacher self-efficacy on job satisfaction and occupational commitment. Teachers and Teaching: Theory and Practice, n.a., 1-22. Huang, X. Lin, C.H., Sun, M. Y., Xu, P. (2021). What drives teaching for creativity? Dynamic componential modelling of the school environment, teacher enthusiasm, and metacognition. Teaching and Teacher Education, 107, Article 103491. https://doi.org/10.1016/j.tate.2021.103491 Huang, X., Wang, C. (2021). Factors affecting teachers’ informal workplace learning: The effects of school climate and psychological capital. Teaching and Teacher Education, 103, Article 103363. https://doi.org/10.1016/j.tate.2021.103363 Huang, X., Lai C. (2020). Connecting formal and informal workplace learning with teacher proactivity: A proactive motivation perspective. Journal of Workplace Learning, 32(6), 437-456. https://doi.org/10.1108/JWL-01-2020-0005 Lai C., Huang, X., Lam, T.F. (2020). Teachers’ socio-spatial practice in innovative learning environments. Cambridge Journal of Education, 50(4), 521-538. https://doi.org/10.1080/0305764X.2020.1736003 SHUM, S. K., Shi, D., Huang, X. H., Tai, C. P., & Yung, W. S (2019). Using the genre-based approach in teaching Chinese written composition to South Asian ethnic minority students in Hong Kong. Writing and Pedagogy, 11(2), 253-283. http://www.scopus.com/inward/record.url?scp=85076346340&partnerID=8YFLogxK Scopus publicationLink to publication in Scopus, https://search-ebscohost-com.ezproxy.eduhk.hk/login.aspx?direct=true&db=esu&AN=140201427&site=ehost-live&scope=sitepublished version (EdUHK Users only) Huang, X., Lee J.C.K., & Dong X. (2018). Mapping the factors influencing creative teaching in mainland China: An exploratory study. Thinking Skills and Creativity, 31, 79-90. 李子建 黃顯涵 (2017)。 語文教學模式發展芻議。 小學語文，2017(4)，4-9。 http://ezproxy.eduhk.hk/login?url=https://tra.oversea.cnki.net/kcms/detail/detail.aspx?dbcode=CJFD&filename=XXYU201704003&dbname=CJFDLASN2017published version (EdUHK Users only) 李子建 陶麗 黃顯涵 (2016)。 從教師改變水平看教師專業身份構成：基於職前與在職教師的比較研究。 教育發展研究，2016(18)，66-71。 https://doi.org/10.14121/j.cnki.1008-3855.2016.18.013 黃顯涵 李子建 (2015)。 高風險考試影響下教師復雜的信念與行為：一項關於中國大陸高考的實證研究。 教育發展研究，2015(6)，58-65。 https://doi.org/10.14121/j.cnki.1008-3855.2015.06.012 Huang, X.H. & Lee, J.C.K. (2015). Disclosing Hong Kong teacher beliefs regarding creative teaching: Five different perspectives. Thinking Skills and Creativity, 15, 37-47. 黃顯涵 李子建 (2013)。 西方評價理念的轉型之路：兼談對中國課程改革的啟示。 教育發展研究，2013(20)，36-40。 https://doi.org/10.14121/j.cnki.1008-3855.2013.20.006 Huang, X.H. and Lee, J.C.K. 黃顯涵、李子建 (2012)。 Analysis of the senior secondary Chinese curriculum reform in Mainland China from multiple perspectives: Issues and challenges 對中國大陸高中語文課程革的多維審視：問題與挑戰。 Hong Kong Teachers' Centre Journal 《香港教師中心學報》，11，63-78。 Lee, J. C. K., Huang, X. H., & Zhong, B. L. (2012). Friend or Foe: The impact of Undergraduate Teaching Evaluation in China. Higher Education Review, 44(2), 5-25. Huang, X. H., & Lee, J. C. K. 黃顯涵、李子建 (2011)。 Considering the key role of assessment in curriculum reform: A neglected issue 審視評價在課程改革中的關鍵角色：一個被忽視的問題。 Tsinghua Journal of Education 《清華大學教育研究》（CSSCI journal），32(5) 第32卷第5期，56-61。
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