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.
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