Profile of Dr CHOI, Soobin - The Education University of Hong Kong


Assistant Professor	Department of Education Policy and Leadership

Contact

ORCiD

0000-0003-2139-0282

Phone

(852) 2948 8763

schoi@eduhk.hk

Address

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

Website

https://pappl.eduhk.hk/rich/web/person.xhtml?pid=300227&name=CHOI, Soobin

Scopus ID

58364591200

SDGs

4 - Quality Education
10 - Reduced Inequality
11 - Sustainable Cities and Communities
16 - Peace, Justice and Strong Institutions

Research Interests

Educational leadership
School organization
School improvement
Education policy
Cultural diversity
Quantitative research methods

Teaching Interests

Educational leadership

School organization

School improvement

External Appointments

Editorship

International Journal of Educational Policy and Leadership (Editorial Board Member)
Leadership and Policy in Schools (Editorial Board Member)
International Journal of Educational Management (Editorial Board Member)

Professional Affiliations

American Educational Research Association
University Council for Educational Administration
Korean Society of The Politics of Education (Board Member)

Personal Profile

Soobin Choi is an Assistant Professor in the Department of Education Policy and Leadership. He earned his Ph.D. in the Department of Educational Leadership & Policy Analysis from the University of Missouri. His primary research interests include educational leadership, school organization, and policy analysis, with a focus on diversity, equity, and inclusion. His research examines how school leaders prepare educators to teach a diverse student body in a culturally responsive manner. Additionally, his work explores the role of school leaders in creating an inclusive and culturally responsive school climate, emphasizing school capacity building and the development of global citizenship among school members. By employing critical quantitative approaches and utilizing data from large-scale international and national assessments, his research provides valuable insights into the role of school leaders in promoting cultural diversity and equity in schools. His scholarly work has been published in high-impact journals, including Educational Administration Quarterly, AERA Open, Teaching and Teacher Education, and School Effectiveness and Improvement.

Research Interests

Educational leadership
School organization
School improvement
Education policy
Cultural diversity
Quantitative research methods

Teaching Interests

Educational leadership

School organization

School improvement

External Appointments

Editorship

International Journal of Educational Policy and Leadership (Editorial Board Member)
Leadership and Policy in Schools (Editorial Board Member)
International Journal of Educational Management (Editorial Board Member)

Professional Affiliations

American Educational Research Association
University Council for Educational Administration
Korean Society of The Politics of Education (Board Member)

Research Outputs


Journal Publications Choi, S., Verma, I., & Walker, A. (2026). Instructional or distributed leadership for culturally responsive teaching? Cross-national analysis using TALIS 2018. Educational Administration Quarterly. https://doi.org/10.1177/0013161X261427038 Choi, S. & Bowers, A. J. (2026). Beyond single perspectives: Response surface analysis of distributed leadership congruence and teacher satisfaction. Leadership and Policy in Schools. https://doi.org/10.1080/15700763.2026.2619409 SDGs infomation: 4 - Quality Education Chun Sing Maxwell HO, Sedat GUMUS, Soobin CHOI, Basad BARAJEEH (2026). Financial literacy education, confidence, and digital financial behavior among adolescents: Evidence from 19 countries. The International Journal of Consumer Studies, e70188, 1-27. https://doi.org/10.1111/ijcs.70188 SDGs infomation: 4 - Quality Education Yang, H., Jeon, H., & Choi, S. (2025). Associations between time spent communicating with parents, teacher self-efficacy, and stress: The role of professional development. International Journal of Educational Research Open, 9, Article 100500. https://doi.org/10.1016/j.ijedro.2025.100500 SDGs infomation: 4 - Quality Education Soobin Choi, Sedat Gümüş, Paul Campbell, Jiafang Lu, & Chun Sing Maxwell Ho (2025). Principal–teacher perceptual (in)congruence in instructional leadership, teacher collaboration, and organisational trust in Hong Kong schools. Educational Management Administration and Leadership. https://doi.org/10.1177/17411432251389093 SDGs infomation: 4 - Quality Education Se Woong Lee, Xinyi Mao, & Soobin Choi (2025). Unveiling narratives: A systematic literature review on the K–12 schooling experiences of Asian American, Native Hawaiian, and Pacific Islander students. Review of Educational Research. https://doi.org/10.3102/00346543251363239 SDGs infomation: 10 - Reduced Inequality Seijoon Park & Soobin Choi (2025). Boosting novice teachers’ retention intention: International evidence on the role of mentoring via job satisfaction and organizational commitment. Journal of Educational Administration, 63(6), 489-504. https://doi.org/10.1108/JEA-04-2024-0108 SDGs infomation: 4 - Quality Education Choi, S. (2025). Bridging Between Us and Them: Cultivating Inclusive attitudes toward Immigrants through Global Citizenship Education and Intergroup Contact in South Korea. International Journal of Educational Research, 132, Article 102646. https://doi.org/10.1016/j.ijer.2025.102646 SDGs infomation: 4 - Quality Education, 10 - Reduced Inequality, 11 - Sustainable Cities and Communities, 16 - Peace, Justice and Strong Institutions Choi, S., Mao, X., & Park, S. (2025). Promoting school belonging for immigrant students: the interplay of inclusive school climate and multicultural education. School Effectiveness and School Improvement. School Effectiveness and School Improvement, Advance online publication, 1-21. https://doi.org/10.1080/09243453.2025.2492012 SDGs infomation: 4 - Quality Education, 10 - Reduced Inequality, 11 - Sustainable Cities and Communities, 16 - Peace, Justice and Strong Institutions Park, S., Mao, X., & Choi, S. (2025). Understanding the relationship between teacher collaboration and instructional clarity via teacher self-efficacy: A moderated mediation model of organizational commitment. Teaching and Teacher Education, 156, 104922. https://doi.org/10.1016/j.tate.2024.104922 Lee, S. W., & Choi, S. (2024). Teachers’ effects on student achievement in the United States from a cumulative perspective. Educational Research and Evaluation, 29(7-8), 566-588. https://doi.org/10.1080/13803611.2024.2398428 Choi, S. (2024). Is intergroup contact alone enough to cultivate inclusive attitudes toward immigrants? Global citizenship education as a complementary tool. International Journal of Educational Development, 104 https://doi.org/10.1016/j.ijedudev.2023.102941 Choi, S. (2023). Distributed leadership promotes teacher self-efficacy in multicultural classrooms through school capacity building: A multilevel SEM approach using U.S. teaching and learning international survey. Educational Administration Quarterly, 59(4), 811-844. https://doi.org/10.1177/0013161X231189196 Dorime Williams, M. L., & Choi, S. (2023). Class, sex, and the role of involvement on Black collegians degree attainment. Journal of Diversity in Higher Education, 16(2), 194-204. https://doi.org/10.1037/dhe0000325 Dorimé-Williams, M. L., Williams, M. S., Carr, A., Choi, S., Fritz, N. Y., Joseph, T., ... & Udoh, E. (2023). Assessing a summer bridge program: Centering student voice and student learning. Journal of Student Affairs Research and Practice, 60(3), 370-384. https://doi.org/10.1080/19496591.2022.2032114 Choi, S., & Cha, Y. K. (2021). Integration policy in education and immigrant students’ patriotic pride in host countries: A cross-national analysis of 24 European countries. International Journal of Inclusive Education, 25(7), 812-826. https://doi.org/10.1080/13603116.2019.1574315 Choi, S., & Lee, M. (2021). Diversity as an opportunity or a challenge? A cross-national study of ethnic diversity and students’ generalized trust. International Journal of Educational Development, 80 https://doi.org/10.1016/j.ijedudev.2020.102301 Choi, S., & Mao, X. (2021). Teacher autonomy for improving teacher self-efficacy in multicultural classrooms: A cross-national study of professional development in multicultural education. International Journal of Educational Research, 105 https://doi.org/10.1016/j.ijer.2020.101711 Choi, S., & Lee, S. W. (2020). Enhancing teacher self-efficacy in multicultural classrooms and school climate: The role of professional development in multicultural education in the United States and South Korea. Aera Open, 6(4), https://doi.org/10.1177/2332858420973574
Conference Papers Choi, Soobin (2026, April). The eye of the beholder: Principal-teacher perceptual(in)congruence in transformational leadership and teacher satisfaction. the American Educational Research Association, Los Angeles, USA. Wong, K. L., Chiu, M. M., Kennedy, K. J., Chan, K. K., & Choi, S. (2026, April). The influence of external pressures and school leader support on civic education teachers. the American Educational Research Association, Los Angeles, USA. SDGs infomation: 4 - Quality Education Choi, S. & Bowers, A. (2025, November). Not just either principals or teachers: The joint effect of distributed leadership on teacher satisfaction. the University Council for Educational Administration, San Juan, Puerto Rico. SDGs infomation: 4 - Quality Education Choi, S. & Bowers, A. (2025, October). Not just either principals or teachers: Response surface methodology to explore the joint effect of distributed leadership on teacher satisfaction. the Advanced Quantitative Methods and Analytics for Public Policy Support, New York City, USA. SDGs infomation: 4 - Quality Education Choi, S., & Park, S (2025, April). The Dynamics of Parent-Teacher Communication, Professional Autonomy, and Teacher Well-Being: Evidence from Korea PISA 2022. The American Educational Research Association, Denver, CO.. https://convention2.allacademic.com/one/aera/aera25/ SDGs infomation: 4 - Quality Education, 11 - Sustainable Cities and Communities, 16 - Peace, Justice and Strong Institutions Choi, S., Mao, Xinyi., & Park, S. (2025, April). We cultivate school climate for immigrant peers to belong: International evidence from PISA 2018. The American Educational Research Association, Denver, CO.. https://convention2.allacademic.com/one/aera/aera25/ SDGs infomation: 4 - Quality Education, 10 - Reduced Inequality, 11 - Sustainable Cities and Communities, 16 - Peace, Justice and Strong Institutions Choi, S. & Verma, I. (2024, November). Promoting culturally responsive teaching in multicultural classrooms: Cross-national evidence. The University Council for Educational Administration, Los Angeles, CA.. Park, S., Choi, S., & Lee, S.W. (2024, April). The Role of Higher-Order Thinking Skills Instructions in Enhancing Student Achievement and Attitudes Toward Mathematics [Paper presentation]. 2024 Annual Meeting of the American Educational Research Association, Philadelphia, PA, USA. https://www.aera.net/AERA24 Park, S. Mao, X., & Choi, S. (2023, November). Collaboration for Improving Teaching: A Moderated Mediation Model Linking Teacher Collaboration to the Clarity of Instruction. [Paper presentation] The 37th Annual Convention of the University Council for Educational Administration, Minneapolis, Minnesota, USA. https://www.ucea.org/convention.php

Journal Publications
Choi, S., Verma, I., & Walker, A. (2026). Instructional or distributed leadership for culturally responsive teaching? Cross-national analysis using TALIS 2018. Educational Administration Quarterly. https://doi.org/10.1177/0013161X261427038
Choi, S. & Bowers, A. J. (2026). Beyond single perspectives: Response surface analysis of distributed leadership congruence and teacher satisfaction. Leadership and Policy in Schools. https://doi.org/10.1080/15700763.2026.2619409
SDGs infomation: 4 - Quality Education
Chun Sing Maxwell HO, Sedat GUMUS, Soobin CHOI, Basad BARAJEEH (2026). Financial literacy education, confidence, and digital financial behavior among adolescents: Evidence from 19 countries. The International Journal of Consumer Studies, e70188, 1-27. https://doi.org/10.1111/ijcs.70188
SDGs infomation: 4 - Quality Education
Yang, H., Jeon, H., & Choi, S. (2025). Associations between time spent communicating with parents, teacher self-efficacy, and stress: The role of professional development. International Journal of Educational Research Open, 9, Article 100500. https://doi.org/10.1016/j.ijedro.2025.100500
SDGs infomation: 4 - Quality Education
Soobin Choi, Sedat Gümüş, Paul Campbell, Jiafang Lu, & Chun Sing Maxwell Ho (2025). Principal–teacher perceptual (in)congruence in instructional leadership, teacher collaboration, and organisational trust in Hong Kong schools. Educational Management Administration and Leadership. https://doi.org/10.1177/17411432251389093
SDGs infomation: 4 - Quality Education
Se Woong Lee, Xinyi Mao, & Soobin Choi (2025). Unveiling narratives: A systematic literature review on the K–12 schooling experiences of Asian American, Native Hawaiian, and Pacific Islander students. Review of Educational Research. https://doi.org/10.3102/00346543251363239
SDGs infomation: 10 - Reduced Inequality
Seijoon Park & Soobin Choi (2025). Boosting novice teachers’ retention intention: International evidence on the role of mentoring via job satisfaction and organizational commitment. Journal of Educational Administration, 63(6), 489-504. https://doi.org/10.1108/JEA-04-2024-0108
SDGs infomation: 4 - Quality Education
Choi, S. (2025). Bridging Between Us and Them: Cultivating Inclusive attitudes toward Immigrants through Global Citizenship Education and Intergroup Contact in South Korea. International Journal of Educational Research, 132, Article 102646. https://doi.org/10.1016/j.ijer.2025.102646
SDGs infomation: 4 - Quality Education, 10 - Reduced Inequality, 11 - Sustainable Cities and Communities, 16 - Peace, Justice and Strong Institutions
Choi, S., Mao, X., & Park, S. (2025). Promoting school belonging for immigrant students: the interplay of inclusive school climate and multicultural education. School Effectiveness and School Improvement. School Effectiveness and School Improvement, Advance online publication, 1-21. https://doi.org/10.1080/09243453.2025.2492012
SDGs infomation: 4 - Quality Education, 10 - Reduced Inequality, 11 - Sustainable Cities and Communities, 16 - Peace, Justice and Strong Institutions
Park, S., Mao, X., & Choi, S. (2025). Understanding the relationship between teacher collaboration and instructional clarity via teacher self-efficacy: A moderated mediation model of organizational commitment. Teaching and Teacher Education, 156, 104922. https://doi.org/10.1016/j.tate.2024.104922
Lee, S. W., & Choi, S. (2024). Teachers’ effects on student achievement in the United States from a cumulative perspective. Educational Research and Evaluation, 29(7-8), 566-588. https://doi.org/10.1080/13803611.2024.2398428
Choi, S. (2024). Is intergroup contact alone enough to cultivate inclusive attitudes toward immigrants? Global citizenship education as a complementary tool. International Journal of Educational Development, 104 https://doi.org/10.1016/j.ijedudev.2023.102941
Choi, S. (2023). Distributed leadership promotes teacher self-efficacy in multicultural classrooms through school capacity building: A multilevel SEM approach using U.S. teaching and learning international survey. Educational Administration Quarterly, 59(4), 811-844. https://doi.org/10.1177/0013161X231189196
Dorime Williams, M. L., & Choi, S. (2023). Class, sex, and the role of involvement on Black collegians degree attainment. Journal of Diversity in Higher Education, 16(2), 194-204. https://doi.org/10.1037/dhe0000325
Dorimé-Williams, M. L., Williams, M. S., Carr, A., Choi, S., Fritz, N. Y., Joseph, T., ... & Udoh, E. (2023). Assessing a summer bridge program: Centering student voice and student learning. Journal of Student Affairs Research and Practice, 60(3), 370-384. https://doi.org/10.1080/19496591.2022.2032114
Choi, S., & Cha, Y. K. (2021). Integration policy in education and immigrant students’ patriotic pride in host countries: A cross-national analysis of 24 European countries. International Journal of Inclusive Education, 25(7), 812-826. https://doi.org/10.1080/13603116.2019.1574315
Choi, S., & Lee, M. (2021). Diversity as an opportunity or a challenge? A cross-national study of ethnic diversity and students’ generalized trust. International Journal of Educational Development, 80 https://doi.org/10.1016/j.ijedudev.2020.102301
Choi, S., & Mao, X. (2021). Teacher autonomy for improving teacher self-efficacy in multicultural classrooms: A cross-national study of professional development in multicultural education. International Journal of Educational Research, 105 https://doi.org/10.1016/j.ijer.2020.101711
Choi, S., & Lee, S. W. (2020). Enhancing teacher self-efficacy in multicultural classrooms and school climate: The role of professional development in multicultural education in the United States and South Korea. Aera Open, 6(4), https://doi.org/10.1177/2332858420973574

Conference Papers
Choi, Soobin (2026, April). The eye of the beholder: Principal-teacher perceptual(in)congruence in transformational leadership and teacher satisfaction. the American Educational Research Association, Los Angeles, USA.
Wong, K. L., Chiu, M. M., Kennedy, K. J., Chan, K. K., & Choi, S. (2026, April). The influence of external pressures and school leader support on civic education teachers. the American Educational Research Association, Los Angeles, USA.
SDGs infomation: 4 - Quality Education
Choi, S. & Bowers, A. (2025, November). Not just either principals or teachers: The joint effect of distributed leadership on teacher satisfaction. the University Council for Educational Administration, San Juan, Puerto Rico.
SDGs infomation: 4 - Quality Education
Choi, S. & Bowers, A. (2025, October). Not just either principals or teachers: Response surface methodology to explore the joint effect of distributed leadership on teacher satisfaction. the Advanced Quantitative Methods and Analytics for Public Policy Support, New York City, USA.
SDGs infomation: 4 - Quality Education
Choi, S., & Park, S (2025, April). The Dynamics of Parent-Teacher Communication, Professional Autonomy, and Teacher Well-Being: Evidence from Korea PISA 2022. The American Educational Research Association, Denver, CO.. https://convention2.allacademic.com/one/aera/aera25/
SDGs infomation: 4 - Quality Education, 11 - Sustainable Cities and Communities, 16 - Peace, Justice and Strong Institutions
Choi, S., Mao, Xinyi., & Park, S. (2025, April). We cultivate school climate for immigrant peers to belong: International evidence from PISA 2018. The American Educational Research Association, Denver, CO.. https://convention2.allacademic.com/one/aera/aera25/
SDGs infomation: 4 - Quality Education, 10 - Reduced Inequality, 11 - Sustainable Cities and Communities, 16 - Peace, Justice and Strong Institutions
Choi, S. & Verma, I. (2024, November). Promoting culturally responsive teaching in multicultural classrooms: Cross-national evidence. The University Council for Educational Administration, Los Angeles, CA..
Park, S., Choi, S., & Lee, S.W. (2024, April). The Role of Higher-Order Thinking Skills Instructions in Enhancing Student Achievement and Attitudes Toward Mathematics [Paper presentation]. 2024 Annual Meeting of the American Educational Research Association, Philadelphia, PA, USA. https://www.aera.net/AERA24
Park, S. Mao, X., & Choi, S. (2023, November). Collaboration for Improving Teaching: A Moderated Mediation Model Linking Teacher Collaboration to the Clarity of Instruction. [Paper presentation] The 37th Annual Convention of the University Council for Educational Administration, Minneapolis, Minnesota, USA. https://www.ucea.org/convention.php

Projects


Exploring Leader-Follower (In)Congruence in Educational Leadership and Its Effects on Teachers through Large-Scale International Assessments This project employes polynomial regression analysis (PRA) combined with response surface methodology (RSM). These advanced statistical techniques have been increasingly adopted in leadership studies to assess the effects of the joint perspectives from multiple sources, yet they remain underutilized in educational leadership research. This project will be the first to apply the (in)congruence framework in educational leadership using a rigorous and precise statistical approach. By capturing the nuanced dynamics of these interactions, the study will provide insights into effective strategies for educational capacity building. Project Start Year: 2025, Principal Investigator(s): CHOI, Soobin SDGs Information: 4 - Quality Education
Can Distributed Leadership Help Teachers Better Teach Students in Multicultural Classrooms? A Cross-National Analysis This project investigates the relationship between distributed leadership and teacher self-efficacy in multicultural classrooms using data from the Teaching and Learning International Survey 2018. Project Start Year: 2023, Principal Investigator(s): CHOI, Soobin

Exploring Leader-Follower (In)Congruence in Educational Leadership and Its Effects on Teachers through Large-Scale International Assessments
This project employes polynomial regression analysis (PRA) combined with response surface methodology (RSM). These advanced statistical techniques have been increasingly adopted in leadership studies to assess the effects of the joint perspectives from multiple sources, yet they remain underutilized in educational leadership research. This project will be the first to apply the (in)congruence framework in educational leadership using a rigorous and precise statistical approach. By capturing the nuanced dynamics of these interactions, the study will provide insights into effective strategies for educational capacity building.
Project Start Year: 2025, Principal Investigator(s): CHOI, Soobin
SDGs Information: 4 - Quality Education

Can Distributed Leadership Help Teachers Better Teach Students in Multicultural Classrooms? A Cross-National Analysis
This project investigates the relationship between distributed leadership and teacher self-efficacy in multicultural classrooms using data from the Teaching and Learning International Survey 2018.
Project Start Year: 2023, Principal Investigator(s): CHOI, Soobin