Hui-Chieh Li

Biographic Data

ID3915138
NAMEHui-Chieh Li
GIVEN NAMESHui-Chieh
FAMILY NAMELi
SIGNATURELI H
AFFILIATIONSNational Taipei University of Business
ORCID0000-0002-4474-8235
VERIFIEDYes
TOTAL WORKS8
TOTAL CITATIONS0
WORKS AS AUTHOR8
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2024
LATEST PUBLICATION YEAR2026
H-INDEX0

  • Impact of school leadership on teacher innovativeness

    Open AccessChuan‐Chung Hsieh, Shao-En Tai et al.ARTICLEAsia Pacific Journal of Education2026

    This study explores the impact of school leadership on teacher innovativeness, focusing on both direct and indirect effects with teacher self-efficacy playing the mediating role. Two most commonly used leadership styles, instructional leadership and distributed leadership, are analysed using a multilevel design, i.e. teachers are nested within schools. The proposed model is validated using data of Taiwan TALIS 2018 collected from both teachers an…

  • Impact of school leadership on teachers’ instructional practices

    Open AccessChuan‐Chung Hsieh, Anh Hoang Khau et al.ARTICLEInternational Journal of…2025

    Distributed leadership boosts teaching via enhanced teacher collaboration. • Instructional leadership shows no direct effect on instructional practices in Vietnam. • Collegiality improves both teacher autonomy and instructional practices. • Teacher autonomy significantly enhances classroom instructional practices. • Vietnam TALIS 2018 reveals cultural limits of instructional leadership’s impact. As globalization poses new challenges, enhancing te…

  • Impacts of Bilingual Teaching job Demands and Resources on Teacher self-Efficacy- A Taiwanese Example

    Open AccessChi‐Jia Hsieh, ChuanãChung Hsieh et al.ARTICLESAGE Open2025

    Taiwan’s government launched the Bilingual 2030 policy to create a bilingual nation by 2030. The aim is to improve global mobility by promoting English and Mandarin Chinese proficiency. This study explores how bilingual teaching job demands—work pressure, cognitive demands, and emotional demands—and job resources impact teacher self-efficacy under this policy. Quantitative data collected from 542 content teachers in lower secondary schools were a…

  • Impact of School Leadership on Teacher Autonomy

    Open AccessChuan-Chung Hsieh, Chuan‐Chung Hsieh et al.ARTICLESAGE Open2025

    This study examined the impact of school leadership on teacher autonomy (TA), with teacher professional collaboration (TPC) and teacher self-efficacy (TSE) playing the mediating role. Distributed leadership (DL) and instructional leadership (IL) are the most employed leadership styles. Data collected from teachers and principals nested within schools in Vietnam TALIS 2018 were analyzed using hierarchical linear modeling to explore the relationshi…

  • Untangling pathways from digital instructional leadership to AI pedagogy

    Open AccessChuan-Chung Hsieh, Chi‐Jia Hsieh et al.ARTICLEBMC Psychology2025

    Drawing on Diffusion of Innovation Theory, this empirical study examines how digital instructional leadership impacts the integration of AI and AI pedagogy in K-12 schools. In addition, the study examines how trust in AI moderates the relationship between AI integration and AI pedagogy. To achieve this goal, a large-scale cross-sectional survey was administered to 842 K-12 teachers in Taiwan who had prior experience integrating AI tools into thei…

  • Analyzing the relationship between distributed leadership and instructional quality in Taiwan

    Open AccessChuan-Chung Hsieh, Chuan‐Chung Hsieh et al.ARTICLEEducational Management…2025References: 60

    Instructional quality is a hot topic in education. Among the possible factors that can influence instructional quality, distributed leadership has emerged as a particularly influential factor at the school level. This study argues that distributed leadership relies on teachers taking autonomous responsibility and engaging in innovative practices. However, few studies have investigated the impact of distributed leadership on instructional quality …

  • Teachers’ voice behavior—Principal leadership‐driven or teacher self‐driven? Evidence from Taiwan

    Open AccessChuan‐Chung Hsieh, Imam Gunawan et al.ARTICLEPsychology in the Schools2024

    This study aims to explore whether teachers’ voice behavior is triggered by the leadership of the principal or the teachers themselves. Two conceptual frameworks are proposed to guide this research. In addition, the current study analyzes separately two dimensions of teachers’ voice behavior, namely, promotive voice and prohibitive voice. Data collected from 884 teachers in Taiwan were analyzed to test the moderated mediation model. Results of th…

  • Empowering teachers through principals' emotional intelligence

    Open AccessChuan-Chung Hsieh, Chuan‐Chung Hsieh et al.ARTICLEActa Psychologica2024

    The organizational citizenship behavior (OCB) of teachers is crucial for effective school functioning, and accessing valuable resources from principals greatly influences this behavior. Grounded in the conservation of resources (COR) theory, this study explored how a principal's emotional intelligence (EI) and teachers' organizational trust (OT) impact teachers' OCB. A survey was conducted on 521 elementary teachers in Taiwan using established sc…