Prof CHEN, Junjun    陳君君 教授
Professor
Department of Education Policy and Leadership
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 development, well-being, and resilience; Teacher development, well-being, and resilience; Systematic literature review; Psychometric measurement 
Personal Profile

Dr. Junjun Chen is a Professor at the Department of Education Policy and Leadership. Dr. Chen studied in Mainland China, Holland and New Zealand. Before joining the EdUHK, she worked at the universities in Mainland China 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, well-being, and resilience
  • Teacher development, well-being, and resilience
  • Systematic literature review
  • Psychometric measurement

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

  • 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 mainland China (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 2% of the world's most-cited scientists by the Stanford University, 2020 & 2021 & 2022
  • 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 development, well-being, and resilience; Teacher development, well-being, and resilience; Systematic literature review; Psychometric measurement 
Research Outputs
Scholarly Books, Monographs and Chapters
Chapter in an edited book (author)
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
Chen, J., King, R.B., & Cai, Y. (In press) (2021). Subjective well-being mediates the effects of socio-demographic background characteristics on students’ academic achievement: The case of Hong Kong.. In R.B. King, I. Caleon, & A. Bernardo (Eds.), Positive psychology and positive education in Asia: Understanding and fostering well-being in schools (xx-xx). London/Berlin: Springer.
Chen, J. (in press) (2021). 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 (xx-xx). London/Berlin: Springer (Education & Language).
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)
Chen, J., & King, R.B. (Eds.) (2020). Emotions in Learning, Teaching, and Leadership: Asian Perspectives. London: Routledge.

Journal Publications
Publication in refereed journal
Li, X., & Chen, J.* (in press) (2024). Survive and Thrive in the Time of Changes: A Bibliometric Review of Teacher Resilience, 1998-2023. Review of Educational Research, xx, xx-xx.
Xu, Y., Wang, Y., Chen, J., Sun, J., & Li, J.B. (in press) (2024). Early childhood educators’ social-emotional competence and teacher well-being, teacher-student relationship, classroom management, social-emotional learning implementation, and organizational outcomes: A three-level meta-analysis. Learning and Individual Differences, xx, xx-xx.
Chen, J.* (2024). Reimaging teacher resilience for flourishing. The Asia-Pacific Education Researcher, xx, xx-xx. https://doi.org/10.1007/s40299-023-00810-5
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.
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, xx, xx.
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, xx, xx-xx.
Karakus, M., Toprak, M., & Chen, J. (2024). Demystifying the impact of educational leadership on teachers’ subjective well-being: A bibliometric analysis and literature review. Educational Management Administration & Leadership, xx, xx-xx.
Chen, J.* (2023). Conceptualizing principal resilience: Development and validation of The Principal Resilience Inventory. Educational Management Administration & Leadership, xx, xx. https://doi.org/10.1177/1741143223118629
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, xx, xx.. 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 Mainland China: 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
Invited conference paper
Chen, J. (2022, December). PhD students’ well-being: Evidence from Hong Kong. Conference for Educating Postgraduates on Educational Management and Administration in the New Times. Beijing Normal University,, Beijing, China (On-line).
Chen, J. (2022, November). Refining the Teacher Emotion Model: Evidence from the literature. Northeast Normal University, Chine (Online).
Chen, J. (2022, November). Teacher Resilience: Research observations. Beijing Normal University-Monash University International Symposium, Online.
Chen, J. (2022, October). Refining the Teacher Emotion Model: Evidence from the literature. The 8th Empirical Research Conference, originated by Southeast Normal University, China (On-line).
Chen, J. (2022, September). School Leadership during change. Zhongshan EDB, China (On-line).
Chen, J. (2022, July). Leading with resilience and well-being: Establishing a school well-being cascade. Cambridge China Education Forum, On-line.
Chen, J. (2022, May). Publishing in English Journals. Northeast Normal University, China (On-line).
Chen, J. (2022, April). Resilience and Well-being of educators: Invisible teacher & principal standards. The First Extramural Education Professionals Forum Teaching & Leadership in the Pandemic, On-line.
Chen, J. (2022, January). Leading with resilience and well-being in Turbulent Times. XII Interamerican Conference on Management and School Leadership, organized by the Pontificia Universidad Católica de Chile, Santiago, Chile (On-line).
Chen, J. (2022, January). Seven Laws of Influence. Zhongshan EDB, Chine(On-line).
Chen, J. (2021, November). Teacher Resilience: Research observations & Implications. Northeast Normal University, China (On-line).
Chen, J. (2019, July). Research methods in Education. Research methodology forum, Qingdao, China (On-line).
Chen, J. (2019, April). Publishing in SSCI journals. Journal publication forum, Chengdu, China(On-line).
Chen, J. (2018, March). Exploring the Impact of Principals’ Emotional Intelligence on Teaching Strategy Mediated by Principals’ Instructional Leadership. The Asia Pacific center for leadership and Change, Hangzhou, China, Hangzhou, China.
Refereed conference paper
Chen, J., & Li, Y. (2023, May). Conceptualizing and Measuring Principal Resilience: A Mixed-Method Approach [Paper presentation]. 2023 AERA Annual Meeting, Chicago, IL, USA. https://www.aera.net/Events-Meetings/2023-Annual-Meeting
Xu, W.D., Chen, J., & Li, Y.X (2023, April). PhD Student Psychological Well-Being and Outcomes: A Buffering and Boosting Effect of Research Environment. American Educational Research Association (AERA), Chicago, USA.
Chen, J. (2022, November). PhD Student Well-Being: The role of research Environment and motivation. New Zealand Association for Research in Education, Hamilton, New Zealand (On-line).
Chen, J. (2022, November). Principal Occupational Well-being: Evidence from Hong Kong. New Zealand Association for Research in Education., Hamilton, New Zealand (On-line).
Chen, J. (2022, September). Principal Occupational Well-being: Evidence from Hong Kong. World Education Leadership Symposium by the University of Teacher Education Zug, On-line.
Chen, J. (2022, May). PhD students’ well-being in Hong Kong: a qualitative perspective. Comparative Education Society of Hong Kong, Hong Kong (On-line).
Chen, J. (2022, April). Teacher well-being in Hong Kong: Surviving, recovering, and thriving. Leading teams in a time of high teacher mobility. School forum organized by the The Education University of Hong Kong, Hong Kong (On-line).
Chen, J. (2021, December). Leading with resilience: One way to promote well-being. Asia-Pacific International Schools Conference, On-line.
Chen, J. (2021, November). Understanding PhD student well-being and its influential drivers. International Conference on Learning and Teaching, Hong Kong (On-line).
Chen, J. (2021, July). Measuring university students’ well-being. The International Positive Psychology Association (IPPA) World Congress, On-line.
Chen, J. (2020, December). Disseminating the findings of Teaching Development Grant: Measuring students’ well-being across three collaborative Positive and Values Education courses using an integrated well-being model. International Conference on Learning and Teaching, On-line.
Chen, J. (2019, March). Teacher emotions in their professional lives: Implications for teacher development. The Asia Pacific Center for leadership and Change, Guilin, China.
Chen, J. (2018, December). Inclusion emotion regulation into a core undergraduate course: An intervention study. The Hong Kong Educational Research Association Annual Conference 2018, Hong Kong.
Chen, J. (2018, December). Understanding student teachers’ attitudes towards emotion and emotion regulation knowledge in their courses. The 6th Hong Kong International Conference on Education, Psychology and Society 2018, Hong Kong.
Chen, J. (2017, November). Exploring the relationship between teacher emotions and teaching practice. The World Education Research Association, Hong Kong.
Chen, J. (2017, November). Teacher emotions at primary schools. The New Zealand Association for Research in Education Conference, Hamilton, New Zealand.
Chen, J. (2016, May). A qualitative study on teacher emotion: Implications for teacher professional development. The 4th International Conference on Business and Social Sciences, Japan.
Chen, J. (2016, March). Understanding teacher emotions: The development of a teacher emotion inventory. Asia Pacific Centre for Leadership and Change, Singapore.
Chen, J., & Brown, G. (2015, May). Understanding teachers’ conceptions of excellent teaching and assessment in China. The Global Symposium on Social Sciences, Bali, Indonesia.
Gu, Q., Day, C., Mariano, S., & Chen, J. (2015, April). Mapping the Effectiveness of Principals in Secondary Schools in Rio de Janeiro State.. The Annual American Educational Research Association Conference, Chicago, USA.
Gu, Q., Day, C., Walker, A., Armstrong, P., Bryant, D. A., Ko, J., Chen, J., & Sammons, P. (2014, September). How successful secondary schools in England and Hong Kong reshape external educational reforms: Key messages from the Research. Paper presented at the. Symposium at the BERA 2014 Annual Conference, London.
Chen, J. & Cowie, B. (2014, August). Chinese student teachers’ beliefs about assessment.. European Association for Research on Learning and Instruction, Madrid, Spain.
Brown, G., & Chen, J. (2013, August). High-stakes examination preparation that controls teaching: Chinese prospective teachers' conceptions of excellent teaching and assessment. European Association for Research on Learning and Instruction, Munich, Germany.
Chen, J. & Cowie, B. (2013, April). Scientists talking to student through videos. The annual meeting of American Educational Research Association, the annual meeting of American Educational Researc.
Hallinger, P., & Chen, J. (2013, March). Review of Research Topics and Methods in Educational Leadership and Management: A Comparative Analysis of the Asian Literature, 1995-2012.. The Asia Leadership Roundtable 2013, Shanghai, China.
Other conference paper
Xu, W., Chen, J., & Yu, D. (2024, April). Emotional Well-Being and Performance of Middle Leaders: The Role of Organizational Trust [Paper presentation]. 2024 Annual Meeting of American Educational Research Association: "Dismantling Racial Injustice and Constructing Educational Possibilities: A Call to Action" (AERA 2024), Philadelphia, United States. https://www.aera.net/AERA24
Chen, J. (2017, March). Exploring Primary Teacher Emotions in Hong Kong and Mainland China: A Qualitative Perspective. Asia Pacific Centre for Leadership and Change, Taiwan.

Projects
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 Mainland China
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, Mainland China, 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 Mainland China produce different patterns of principals’ leadership behavior and emotional intelligence.
Project Start Year: 2014, Principal Investigator(s): CHEN, Junjun 陳君君

 
Teacher Emotions at Primary Schools in Hong Kong and Mainland China 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 Mainland China. The results might help to understand teacher emotions and to compare primary teacher emotions in Hong Kong and Mainland China. 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 陳君君

 
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 Mainland China
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 Mainland China 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 陳君君

 
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