Profile of Dr TSANG, Kwok Kuen 曾國權 - The Education University of Hong Kong


Assistant Professor	Department of Education Policy and Leadership

Contact

ORCiD

0000-0001-7238-9156

Phone

(852) 2948 8185

tkwokkuen@eduhk.hk

Address

10 Lo Ping Road, Tai Po, New Territories, Hong Kong

Website

https://pappl.eduhk.hk/rich/web/person.xhtml?pid=295009&name=TSANG, Kwok Kuen

Scopus ID

55452516100

Personal Profile

Dr. Kwok Kuen Tsang is an Assistant Professor at the Department of Education Policy and Leadership at the Education University of Hong Kong (EdUHK). Before joining the EdUHK, Dr. Tsang was an Associate Professor and Associate Dean of the College of Education Administration at Beijing Normal University, a Postdoctoral Fellow at the Chinese University of Hong Kong, and an Assistant Professor at Caritas Institute of Higher Education, respectively. He is a member of the editorial advisory board of the British Journal of Sociology of Education, an Associate Editor of Beijing International Review of Education, an Associate Editor of Fronters in Education, and a Section Editor of International Education Journal: Comparative Perspectives. His research covers teachers' work and emotions, education policy and governance, and school leadership.

Research Outputs


Journal Publications 白晝、王光強和曾國權 (2024)。賦能學校科層制對教師職業倦怠的影響: 有調節的中介模型。現代教育科學，第 2 期，頁 74-82。 https://doi.org/10.13980/j.cnki.xdjykx.2024.02.012 Zhang, Y., Chen, J., & Tsang, K.K. (2023). Responsible Leadership, Teacher Recognition, and Teacher Emotional Well-being: An Investigation of Gender Differences. Teachers and Teaching: Theory and Practice, Latest Articles https://doi.org/10.1080/13540602.2023.2265831 Li, G., & Tsang, K.K. (2023). Does Accountability Aggravate the Risk of Teacher Burnout? Evidence from the Chinese Education System. Behavioral Sciences, 13(9), 772. https://doi.org/10.3390/bs13090772 Tsang, K.K. (2023). Bringing Emotions Back to Research on STEM Teachers and Teaching. Beijing International Review of Education, 5(3), 315-336. https://doi.org/10.1163/25902539-05030008 曾國權、王光強和宋萑 (2023)。培養數字化卓越教師: 中小學教師數字素養提升的校本路徑。中小學管理，第 9 期，頁 20-23。 https://tra-oversea-cnki-net.ezproxy.eduhk.hk/KCMS/detail/detail.aspx?dbcode=CJFD&dbname=CJFDAUTO&filename=ZXXG202309006&uniplatform=OVERSEA&v=c_Mlh7SPaVrlXXiVhikbWO0BpThO8rQPCwaQyJkx6wtxdjX_2V-xBCHyXs78gD88 王光強、李雨曈和曾國權 (2023)。父母教養方式對大學生專業認同的影響: 未來工作自我清晰度的中介作用。內江師範學院學報，第 38 卷第 6 期，12-18。 http://dx.doi.org/10.13603/j.cnki.51-1621/z.2023.06.003 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) https://doi.org/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 https://doi.org/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 https://doi.org/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. https://doi.org/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. https://doi.org/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. https://doi.org/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) https://doi.org/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) https://doi.org/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 https://doi.org/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) https://doi.org/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) https://doi.org/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. https://doi.org/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 https://doi.org/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. https://doi.org/10.1080/02188791.2020.1772719
All Other Outputs Su, J., & Tsang, K.K. (2023). Reconstruction of Modernized Education Governance: Chinese Experiences and Future Search. Taylor & Francis. https://doi.org/10.1080/10611932.2023.2265803

Journal Publications
白晝、王光強和曾國權 (2024)。賦能學校科層制對教師職業倦怠的影響: 有調節的中介模型。現代教育科學，第 2 期，頁 74-82。 https://doi.org/10.13980/j.cnki.xdjykx.2024.02.012
Zhang, Y., Chen, J., & Tsang, K.K. (2023). Responsible Leadership, Teacher Recognition, and Teacher Emotional Well-being: An Investigation of Gender Differences. Teachers and Teaching: Theory and Practice, Latest Articles https://doi.org/10.1080/13540602.2023.2265831
Li, G., & Tsang, K.K. (2023). Does Accountability Aggravate the Risk of Teacher Burnout? Evidence from the Chinese Education System. Behavioral Sciences, 13(9), 772. https://doi.org/10.3390/bs13090772
Tsang, K.K. (2023). Bringing Emotions Back to Research on STEM Teachers and Teaching. Beijing International Review of Education, 5(3), 315-336. https://doi.org/10.1163/25902539-05030008
曾國權、王光強和宋萑 (2023)。培養數字化卓越教師: 中小學教師數字素養提升的校本路徑。中小學管理，第 9 期，頁 20-23。 https://tra-oversea-cnki-net.ezproxy.eduhk.hk/KCMS/detail/detail.aspx?dbcode=CJFD&dbname=CJFDAUTO&filename=ZXXG202309006&uniplatform=OVERSEA&v=c_Mlh7SPaVrlXXiVhikbWO0BpThO8rQPCwaQyJkx6wtxdjX_2V-xBCHyXs78gD88
王光強、李雨曈和曾國權 (2023)。父母教養方式對大學生專業認同的影響: 未來工作自我清晰度的中介作用。內江師範學院學報，第 38 卷第 6 期，12-18。 http://dx.doi.org/10.13603/j.cnki.51-1621/z.2023.06.003
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) https://doi.org/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 https://doi.org/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 https://doi.org/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. https://doi.org/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. https://doi.org/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. https://doi.org/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) https://doi.org/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) https://doi.org/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 https://doi.org/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) https://doi.org/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) https://doi.org/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. https://doi.org/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 https://doi.org/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. https://doi.org/10.1080/02188791.2020.1772719

All Other Outputs
Su, J., & Tsang, K.K. (2023). Reconstruction of Modernized Education Governance: Chinese Experiences and Future Search. Taylor & Francis. https://doi.org/10.1080/10611932.2023.2265803

Projects


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

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