Dr TSANG, Kwok Kuen    曾國權 博士
Assistant Professor
Department of Education Policy and Leadership
(852) 2948 8185
10 Lo Ping Road, Tai Po, New Territories, Hong Kong
Scopus ID
Research Outputs

Journal Publications
Tsang, K. K., Li, G., Tang, H. H. H., & Wang, X. (2022). Stories to live by: Narrative understandings of the self-concept of students at self-financing higher education institutions in Hong Kong. Sustainability, 14(20) Doi:10.3390/su142013059.
Tsang, K. K., & Wu, H. (2022). Emotional labour as alienated labour versus self-actualized labour in teaching: Implications of the outbreak of the COVID-19 pandemic for the debate. Educational Philosophy and Theory Doi:10.1080/00131857.2022.2108399.
Tsang, K. K., Chang, L., Li, G., Ho, W. C., & To, A. H. K. (2022). Social participation of social organizations in education governance in China. Asia Pacific Education Review Doi:10.1007/s12564-022-09771-8.
Asgarova, V., & Tsang, K. K. (2022). Students' self-determination in Azerbaijan. International Journal of Comparative Education and Development, 24(2), 69-85. Doi:10.1108/IJCED-08-2021-0080.
Tsang, K. K., Jiang, L., & Zhu, G. (2022). Teacher emotions in Chinese societies: An introduction to the special issue. Beijing International Review of Education, 4(1), 5-10. Doi:10.1163/25902539-04010002.
Tsang, K. K., Li, G., Wang, G., & Hu, W. (2022). The relationship between teaching experiences and teacher burnout in China: The mediating role of emotional labor. Beijing International Review of Education, 4(1), 135-151. Doi:10.1163/25902539-bja10010.
Tsang, K. K., Wang, G., & Bai, H. (2022). Enabling school bureaucracy, psychological empowerment, and teacher burnout: A mediation analysis. Sustainability, 14(4) Doi:10.3390/su14042047.
Zhang, Y., Tsang, K. K., Wang, L., & Liu, D. (2022). Emotional labor mediates the relationship between clan culture and teacher burnout: An examination on gender difference. Sustainability, 14(4) Doi:10.3390/su14042260.
Zhang, Y., Aramburo, C., & Tsang, K. K. (2021). Measuring teacher recognition through Honneth’s recognition theory: Development and validation of a teacher recognition scale. Asia-Pacific Education Researcher Doi:10.1007/s40299-021-00637-y.
Tsang, K. K., Teng, Y., Lian, Y., & Wang, L. (2021). School management culture, emotional labor, and teacher burnout in mainland China. Sustainability, 13(16) Doi:10.3390/su13169141.
Lian, Y., Tsang, K. K., & Zhang, Y. (2021). The construction and sustainability of teachers’ positive emotions toward STEM educational work. Sustainability, 13(11) Doi:10.3390/su13115769.
Tsang, K. K., Lian, Y., & Zhu, Z. (2021). Alienated learning in Hong Kong: A Marxist perspective. Educational Philosophy and Theory, 53(2), 181-196. Doi:10.1080/00131857.2020.1767588.
Zhang, Y., & Tsang, K. K. (2021). Performance-based accountability and teacher emotions: Role of Zhongyong thinking. Frontiers in Psychology, 12 Doi:10.3389/fpsyg.2021.612206.
Tsang, K. K., & Lian, Y. (2021). Understanding the reasons for academic stress in Hong Kong via photovoice: Implications for education policies and changes. Asia Pacific Journal of Education, 41(2), 356-367. Doi:10.1080/02188791.2020.1772719.


The Development and Validation of Teacher Accountability Scale in Chinese Societies
The aim of the project is to develop and validate a scale, which is the Chinese Version of Personal Accountability Measure (PAM-Ch), to assess the subjective aspect of teacher accountability in Chinese societies. To achieve this aim, the PI conducts studies in Hong Kong and Beijing to test the validity and reliability of the PAM-Ch. The two cities are selected because they share similar cultural backgrounds, namely Confucian tradition, but share different education systems – Hong Kong is a more decentralized and neoliberal governance system, but Beijing is a more centralized and social governance system. Therefore, the research findings are likely to apply to both education systems in different Chinese societies.
Project Start Year: 2022, Principal Investigator(s): TSANG, Kwok Kuen