Kwok Kuen Tsang
Datos Biográficos
| ID | 757970 |
|---|---|
| NOMBRE | Kwok Kuen Tsang |
| NOMBRES | Kwok Kuen |
| APELLIDO | Tsang |
| FIRMA | TSANG K K |
| AFILIACIONES | Education University of Hong Kong |
| ORCID | 0000-0001-7238-9156 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 29 |
| TOTAL DE CITAS | 17 |
| TOTAL COMO AUTOR | 28 |
| TOTAL COMO EDITOR | 1 |
| PRIMER AÑO DE PUBLICACIÓN | 2009 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
The effects of ambidextrous leadership on teacher burnout
Purpose This study aims to examine the relationship between ambidextrous leadership, which integrates empowering and directive leadership, and teacher burnout in the Chinese context, as well as to reveal the mediating roles of teacher autonomy and teacher self-efficacy from the resource perspective of the job demand-resources (JD-R) model. Design/methodology/approach A total of 814 Chinese teachers participated in this research. The data were ana…
Parents as customers, students as consumers
Pursuing social justice through education policy programmes
Moving the Debate Forward
The Marxist perspective asserts that teachers' emotional labor is alienating because it is prescribed by institutional forces such as external accountability, leading to burnout. However, the interactionist perspective disagrees with this perspective; it posits that teachers possess subjectivity, such as a sense of calling, which enables them to intentionally manage their emotions to achieve self‐actualization. Thus, this study aims to contribute…
Relationship between external accountability and teacher burnout
The politics of teacher wellbeing
The concept of wellbeing has attracted global attention from governments and transnational organisations concerned with the ‘teacher crisis’ in education. Since 2006, the Hong Kong government have introduced a suite of policies (‘sung baang’) to address the problem of teacher stress and burnout. Education pressure groups are critical of these efforts, however, pointing to evidence that other, celebrated policies in vogue, such as decentralisation…
The effect of teacher collaboration on teachers' career well-being in China
Emotional labour as alienated labour versus self-actualized labour in teaching
Exploring the Effects of Empowering Leadership on Teachers’ Career Calling in China
Asia as Method
Social participation of social organizations in education governance in China
Responsible leadership, teacher recognition, and teacher emotional well-being
Teacher emotional well-being is under challenges. Although previous research has revealed the positive effects of responsible leadership in education fields, its influence on teacher emotional well-being has remained underdeveloped. Therefore, this study aimed to fill the research gap by examining the direct effect of responsible leadership on teacher emotional well-being and testing the mediation effects of teacher recognition and gender differe…
Assessing the validity and reliability of enabling structure scale in mainland China
Purpose Developing an enabling bureaucratic structure for school organization has been an important aim of education governance reforms in China, like many societies across the globe, since the 1990s. However, there is a lack of valid measures to investigate the extent to which the Chinese education governance reforms facilitate the development of the enabling structure of school bureaucracy and examine the antecedents and consequences of enablin…
Reconstruction of Modernized Education Governance
Transformational leadership, teacher burnout, and psychological empowerment
Since the 1990s, teachers have become more prone to job burnout as education reforms worldwide have intensified their workload. We examined the relationships between teacher burnout, transformational leadership, and psychological empowerment among 339 primary and secondary school teachers in China. Results show that transformational leadership and psychological empowerment negatively predicted teacher burnout, and the transformational leadership–…
Understanding the reasons for academic stress in Hong Kong via photovoice
The aim of this study is to investigate the reasons for academic stress in Hong Kong and provide recommendations to the government on ways to alleviate this problem. Using photovoice, 15 undergraduate students from a private community college in Hong Kong were invited to take and discuss photographs regarding their lived experiences of learning. Thematic analysis is applied to generate themes from the photovoice data. The results suggest several …
Ideological disempowerment as an effect of neoliberalism on teachers
In works based on deprofessionalisation/proletarianisation theory, teachers are described by researchers as technically disempowered because of the entry of neoliberalism into the institutional environment of education. Technically disempowered teachers suffer not only from work stress but also from other kinds of negative emotional experiences. This article contributes to deprofessionalisation/proletarianisation theory by introducing the concept…
Alienated learning in Hong Kong
This study uses a Marxist perspective to investigate Hong Kong students’ alienation from learning. Alienated learners find learning to be a meaningless, disempowering, and estranging activity. Fifteen Hong Kong undergraduate students were invited to join a photovoice project in which they actively took, shared, and discussed photographs of their experiences with learning. The results suggest that social beliefs about high-stakes examinations legi…
The Interactional–Institutional Construction of Teachers’ Emotions in Hong Kong
This article illustrates the social construction of teachers' emotions by drawing on the emergent sociological perspective of inhabited institutionalism to report on a qualitative research project on teachers' emotions in Hong Kong. A thematic analysis was performed on the transcripts of interviews conducted in 2012 with 21 teachers at Hong Kong secondary schools and on the policy documents and newspaper articles from the education reform era of …
Challenges and Opportunities in Qualitative Research
Teachers as Disempowered and Demoralised Moral Agents
This study argues that teachers are disempowered and demoralised moral agents. Specifically, it uses a qualitative study of Hong Kong teachers to show that teachers’ agency in the pursuit of the moral goal of education is socially disempowered. The study shows that although teachers are committed to the moral goal of education, the obstacles to attaining this goal result in demoralisation. The difficulties consist of technical disempowerment (dep…
Teachers’ Work and Emotions
Being a teacher is often thought of as an emotionally fulfilling job, with many positive experiences in watching students grow and mature. However, as Tsang’s research shows, there are plenty of negative emotional experiences in this line of work as well. Given the recent attention towards mental health and well-being, this book addresses these negative experiences and provides recommendations for dealing with them. Focusing on teachers in Hong K…
The Structural Causes of Teacher Burnout in Hong Kong
Since the mid 1990s, teacher burnout has become a crucial phenomenon in the Hong Kong education system, as increasing numbers of Hong Kong teachers have been reported as stressed, exhausted, and depersonalized in their teaching. In the Hong Kong community, including the academic circle, many people have applied the psychological theory of burnout to study the psychological causes of teacher burnout. However, this article argues that teacher burno…
Teacher alienation in Hong Kong
Teachers’ negative emotions began to receive attention in the Hong Kong context in the mid-1990s. As negative emotions may affect both teachers’ well-being and the quality of their teaching, Hong Kong education policy-makers and educators have used psychological approaches to determine the reasons why teachers experience negative feelings. However, these approaches fail to accommodate the social causes of negative emotions. Therefore, this study …
Sociological Research on Teachers’ Emotions
During the mid-1990s, teachers’ emotions emerged as an area of research in the sociology of education because many teachers all over the world were reported to be unhappy, dissatisfied, stressed, frustrated, and even alienated. This implies that teachers’ emotions, especially negative ones, go beyond individual factors and have become a social issue. Therefore, researchers use sociological perspectives and theories to deepen our understanding of …
Teachers' emotions in the context of education reform
In recent years, many teachers suffered different kinds of negative emotions in the context of education reforms. A typical explanation was that the education reforms disempowered teachers in teaching, so teachers were forced to do much non-instructional work. Teachers considered their work meaningless but were powerless to change it, and eventually indulged themselves in negative emotions. However, the present research suggested that this explan…
Ideological disempowerment as an effect of neoliberalism on teachers
In works based on deprofessionalisation/proletarianisation theory, teachers are described by researchers as technically disempowered because of the entry of neoliberalism into the institutional environment of education. Technically disempowered teachers suffer not only from work stress but also from other kinds of negative emotional experiences. This article contributes to deprofessionalisation/proletarianisation theory by introducing the concept…
Teacher alienation in Hong Kong
Teachers’ negative emotions began to receive attention in the Hong Kong context in the mid-1990s. As negative emotions may affect both teachers’ well-being and the quality of their teaching, Hong Kong education policy-makers and educators have used psychological approaches to determine the reasons why teachers experience negative feelings. However, these approaches fail to accommodate the social causes of negative emotions. Therefore, this study …
Emotional labour as alienated labour versus self-actualized labour in teaching
Reconstruction of Modernized Education Governance
Teachers as Disempowered and Demoralised Moral Agents
This study argues that teachers are disempowered and demoralised moral agents. Specifically, it uses a qualitative study of Hong Kong teachers to show that teachers’ agency in the pursuit of the moral goal of education is socially disempowered. The study shows that although teachers are committed to the moral goal of education, the obstacles to attaining this goal result in demoralisation. The difficulties consist of technical disempowerment (dep…
Ingratiation among Hong Kong Youth
The major objective of this article is to examine the conceptualization of ingratiation among Hong Kong Chinese youth through an online questionnaire survey. This examination is important because ingratiation presumably contributes to the quality of interpersonal relationships. The findings reveal a multifaceted concept of ingratiation, comprising the tactics of conformity, modesty, self-presentation, favor rendering, and enhancing the qualities …
The Purpose of Teaching and Teaching Experience
This research examines the negative feelings of teachers in Hong Kong toward teaching in order to provide recommendations to improve teachers' emotional experience in professional settings.Many teachers in Hong Kong have been reported as being stressed, anxious, and depressed while teaching (Chan, 2011).These emotional experiences significantly affect both the teachers' well-being and quality of teaching (Sutton, 2005).Drawing on sociological per…
Sociological Research on Teachers’ Emotions
During the mid-1990s, teachers’ emotions emerged as an area of research in the sociology of education because many teachers all over the world were reported to be unhappy, dissatisfied, stressed, frustrated, and even alienated. This implies that teachers’ emotions, especially negative ones, go beyond individual factors and have become a social issue. Therefore, researchers use sociological perspectives and theories to deepen our understanding of …
Teacher Demoralization, Disempowerment and School Administration
Teacher demoralization is a concept describing the negative emotional experiences affecting teachers’ well-being and quality of teaching. However, since the dominant discourse about teacher demoralization is influenced by psychological perspectives, especially the theory of burnout, most of effort to promote teachers’ well-being and quality of teaching reply on psychological approaches. Nevertheless, teacher demoralization is more socially constr…
Teachers' emotions in the context of education reform
In recent years, many teachers suffered different kinds of negative emotions in the context of education reforms. A typical explanation was that the education reforms disempowered teachers in teaching, so teachers were forced to do much non-instructional work. Teachers considered their work meaningless but were powerless to change it, and eventually indulged themselves in negative emotions. However, the present research suggested that this explan…
Teachers’ Work and Emotions
Being a teacher is often thought of as an emotionally fulfilling job, with many positive experiences in watching students grow and mature. However, as Tsang’s research shows, there are plenty of negative emotional experiences in this line of work as well. Given the recent attention towards mental health and well-being, this book addresses these negative experiences and provides recommendations for dealing with them. Focusing on teachers in Hong K…
The Structural Causes of Teacher Burnout in Hong Kong
Since the mid 1990s, teacher burnout has become a crucial phenomenon in the Hong Kong education system, as increasing numbers of Hong Kong teachers have been reported as stressed, exhausted, and depersonalized in their teaching. In the Hong Kong community, including the academic circle, many people have applied the psychological theory of burnout to study the psychological causes of teacher burnout. However, this article argues that teacher burno…
Teacher alienation in Hong Kong
Teachers’ negative emotions began to receive attention in the Hong Kong context in the mid-1990s. As negative emotions may affect both teachers’ well-being and the quality of their teaching, Hong Kong education policy-makers and educators have used psychological approaches to determine the reasons why teachers experience negative feelings. However, these approaches fail to accommodate the social causes of negative emotions. Therefore, this study …
The Interactional–Institutional Construction of Teachers’ Emotions in Hong Kong
This article illustrates the social construction of teachers' emotions by drawing on the emergent sociological perspective of inhabited institutionalism to report on a qualitative research project on teachers' emotions in Hong Kong. A thematic analysis was performed on the transcripts of interviews conducted in 2012 with 21 teachers at Hong Kong secondary schools and on the policy documents and newspaper articles from the education reform era of …
Challenges and Opportunities in Qualitative Research
Teachers as Disempowered and Demoralised Moral Agents
This study argues that teachers are disempowered and demoralised moral agents. Specifically, it uses a qualitative study of Hong Kong teachers to show that teachers’ agency in the pursuit of the moral goal of education is socially disempowered. The study shows that although teachers are committed to the moral goal of education, the obstacles to attaining this goal result in demoralisation. The difficulties consist of technical disempowerment (dep…
Ideological disempowerment as an effect of neoliberalism on teachers
In works based on deprofessionalisation/proletarianisation theory, teachers are described by researchers as technically disempowered because of the entry of neoliberalism into the institutional environment of education. Technically disempowered teachers suffer not only from work stress but also from other kinds of negative emotional experiences. This article contributes to deprofessionalisation/proletarianisation theory by introducing the concept…
Alienated learning in Hong Kong
This study uses a Marxist perspective to investigate Hong Kong students’ alienation from learning. Alienated learners find learning to be a meaningless, disempowering, and estranging activity. Fifteen Hong Kong undergraduate students were invited to join a photovoice project in which they actively took, shared, and discussed photographs of their experiences with learning. The results suggest that social beliefs about high-stakes examinations legi…
Understanding the reasons for academic stress in Hong Kong via photovoice
The aim of this study is to investigate the reasons for academic stress in Hong Kong and provide recommendations to the government on ways to alleviate this problem. Using photovoice, 15 undergraduate students from a private community college in Hong Kong were invited to take and discuss photographs regarding their lived experiences of learning. Thematic analysis is applied to generate themes from the photovoice data. The results suggest several …
Transformational leadership, teacher burnout, and psychological empowerment
Since the 1990s, teachers have become more prone to job burnout as education reforms worldwide have intensified their workload. We examined the relationships between teacher burnout, transformational leadership, and psychological empowerment among 339 primary and secondary school teachers in China. Results show that transformational leadership and psychological empowerment negatively predicted teacher burnout, and the transformational leadership–…
Reconstruction of Modernized Education Governance
Social participation of social organizations in education governance in China
Responsible leadership, teacher recognition, and teacher emotional well-being
Teacher emotional well-being is under challenges. Although previous research has revealed the positive effects of responsible leadership in education fields, its influence on teacher emotional well-being has remained underdeveloped. Therefore, this study aimed to fill the research gap by examining the direct effect of responsible leadership on teacher emotional well-being and testing the mediation effects of teacher recognition and gender differe…
Assessing the validity and reliability of enabling structure scale in mainland China
Purpose Developing an enabling bureaucratic structure for school organization has been an important aim of education governance reforms in China, like many societies across the globe, since the 1990s. However, there is a lack of valid measures to investigate the extent to which the Chinese education governance reforms facilitate the development of the enabling structure of school bureaucracy and examine the antecedents and consequences of enablin…
Moving the Debate Forward
The Marxist perspective asserts that teachers' emotional labor is alienating because it is prescribed by institutional forces such as external accountability, leading to burnout. However, the interactionist perspective disagrees with this perspective; it posits that teachers possess subjectivity, such as a sense of calling, which enables them to intentionally manage their emotions to achieve self‐actualization. Thus, this study aims to contribute…
Relationship between external accountability and teacher burnout
The politics of teacher wellbeing
The concept of wellbeing has attracted global attention from governments and transnational organisations concerned with the ‘teacher crisis’ in education. Since 2006, the Hong Kong government have introduced a suite of policies (‘sung baang’) to address the problem of teacher stress and burnout. Education pressure groups are critical of these efforts, however, pointing to evidence that other, celebrated policies in vogue, such as decentralisation…
The effect of teacher collaboration on teachers' career well-being in China
Emotional labour as alienated labour versus self-actualized labour in teaching
Exploring the Effects of Empowering Leadership on Teachers’ Career Calling in China
Psychology (17 obras) · Sociology (17 obras) · Political science (15 obras) · Pedagogy (13 obras) · Social science (12 obras) · Social Psychology (11 obras) · Teacher Education and Leadership Studies (11 obras) · Law (8 obras) · China (7 obras) · Job Satisfaction and Organizational Behavior (7 obras)