Zhengli Xie
Biographic Data
| ID | 6508902 |
|---|---|
| NAME | Zhengli Xie |
| GIVEN NAMES | Zhengli |
| FAMILY NAME | Xie |
| SIGNATURE | XIE Z |
| AFFILIATIONS | University of Hong Kong |
| ORCID | 0000-0003-3788-9811 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Research agendas and teaching emotions among academics
The roles of self-efficacy and teacher-student relationship in job satisfaction among teachers of students with disabilities in China
Perceived Principal Leadership and Work Engagement Among Chinese Primary School Teachers
Based on the job demands‐resources model, this study examined the effect of perceived principal leadership on primary school teachers' work engagement, and the mediating roles of occupational stress and job crafting in this relationship. Five hundred and fifteen Chinese primary school teachers completed a demographic form and responded to five self‐report measures. Structural equation modelling results showed that transformational and transaction…
Motivation profiles of Chinese language teachers of non-Chinese speaking students and the associations with teacher well-being in Hong Kong
The growing population of non-Chinese speaking (NCS) students in Hong Kong has presented substantial challenges for Chinese language teachers. Work motivation to teach NCS students has not gained much attention in previous studies but it is important for these teachers’ well-being. This study aimed to identify the motivation profiles of Chinese language teachers of NCS students and examine the relationships between motivation profiles and teacher…
Attitudes towards inclusive education and organizational commitment
This study compared attitudes towards inclusive education and organizational commitment, as well as their relationship, amongst three types of teachers working in Chinese inclusive education schools. A total of 623 teachers, including general education teachers (n = 168), inclusive education teachers (n = 246), and resource room teachers (n = 209), from 112 elementary schools in Beijing, China, participated in this study. The results showed that …
The Influence of Perceived Organisational Support on Work Engagement Amongst Chinese Inclusive Education Teachers
This study aimed to investigate the relationship between teacher perceived organisational support and their work engagement in the context of inclusive education, highlighting the mediating roles of psychological empowerment and attitudes towards inclusive education. A total of 366 primary and secondary inclusive school teachers participated in a cross‐sectional online survey. The results indicated that perceived organisational support significan…
Enhancing Autonomous Work Motivation and Engagement for Diverse Teaching Styles Among Chinese Inclusive Education Teachers
High‐quality teaching is vital for accommodating the individualised learning needs of diverse students. However, compared with specific explicit teaching practices, teaching styles that determine their use of teaching methods have received much less attention. This study investigated the contributions of inclusive education teachers' work motivation to their teaching styles and the mediating role of work engagement. A total of 515 teachers from i…
A longitudinal study of job crafting among Chinese inclusive education teachers
This study aimed to investigate how teachers' attitudes towards inclusive education and perceived principals' leadership influence their job crafting, as well as the mediating role of work motivation in these relationships. A sample of 666 teachers from inclusive primary schools in Beijing, China, participated in the investigation twice within a six-month interval. The results showed that attitudes towards inclusive education positively predicted…
Work motivation profiles among inclusive school teachers of students with intellectual and developmental disabilities
Measuring social support perceived by inclusive education teachers in China
Social support perceived by inclusive education teachers is seldom empirically investigated, and there are few tools to measure it. This research aims to develop a valid instrument to investigate inclusive education teachers’ social support and to determine the current situation of such support in China. A total of 216 and 367 valid questionnaires from teachers in elementary and junior high inclusive education schools were collected in study 1 an…
Research agendas and organizational commitment among academics in mainland China
A case study on peer relationships between children with and without autism spectrum disorder in a Chinese inclusive kindergarten
The development of sustainable early childhood education advocates for the holistic development of all children, including children with autism spectrum disorder (ASD). As an important indicator of children’s social development, peer relationships between children with and without ASD in inclusive kindergarten have not gained much attention. Adopting peer nomination, semi-structured interviews, and participant observations, this study described p…
From regular education teachers to special educators
This study aims to explore the perspectives of resource room teachers (RRTs) on their role transformation from regular education teachers to special educators and its influencing factors. Semistructured interviews were conducted with 10 RRTs from inclusive education schools in Beijing, China. This study found that the RRTs have experienced three stages of role transformation moving from confusion by the new job to conflict among multiple expectat…
A longitudinal study of job crafting among Chinese inclusive education teachers
This study aimed to investigate how teachers' attitudes towards inclusive education and perceived principals' leadership influence their job crafting, as well as the mediating role of work motivation in these relationships. A sample of 666 teachers from inclusive primary schools in Beijing, China, participated in the investigation twice within a six-month interval. The results showed that attitudes towards inclusive education positively predicted…
From regular education teachers to special educators
This study aims to explore the perspectives of resource room teachers (RRTs) on their role transformation from regular education teachers to special educators and its influencing factors. Semistructured interviews were conducted with 10 RRTs from inclusive education schools in Beijing, China. This study found that the RRTs have experienced three stages of role transformation moving from confusion by the new job to conflict among multiple expectat…
From regular education teachers to special educators
This study aims to explore the perspectives of resource room teachers (RRTs) on their role transformation from regular education teachers to special educators and its influencing factors. Semistructured interviews were conducted with 10 RRTs from inclusive education schools in Beijing, China. This study found that the RRTs have experienced three stages of role transformation moving from confusion by the new job to conflict among multiple expectat…
Measuring social support perceived by inclusive education teachers in China
Social support perceived by inclusive education teachers is seldom empirically investigated, and there are few tools to measure it. This research aims to develop a valid instrument to investigate inclusive education teachers’ social support and to determine the current situation of such support in China. A total of 216 and 367 valid questionnaires from teachers in elementary and junior high inclusive education schools were collected in study 1 an…
Research agendas and organizational commitment among academics in mainland China
A case study on peer relationships between children with and without autism spectrum disorder in a Chinese inclusive kindergarten
The development of sustainable early childhood education advocates for the holistic development of all children, including children with autism spectrum disorder (ASD). As an important indicator of children’s social development, peer relationships between children with and without ASD in inclusive kindergarten have not gained much attention. Adopting peer nomination, semi-structured interviews, and participant observations, this study described p…
Work motivation profiles among inclusive school teachers of students with intellectual and developmental disabilities
Motivation profiles of Chinese language teachers of non-Chinese speaking students and the associations with teacher well-being in Hong Kong
The growing population of non-Chinese speaking (NCS) students in Hong Kong has presented substantial challenges for Chinese language teachers. Work motivation to teach NCS students has not gained much attention in previous studies but it is important for these teachers’ well-being. This study aimed to identify the motivation profiles of Chinese language teachers of NCS students and examine the relationships between motivation profiles and teacher…
Attitudes towards inclusive education and organizational commitment
This study compared attitudes towards inclusive education and organizational commitment, as well as their relationship, amongst three types of teachers working in Chinese inclusive education schools. A total of 623 teachers, including general education teachers (n = 168), inclusive education teachers (n = 246), and resource room teachers (n = 209), from 112 elementary schools in Beijing, China, participated in this study. The results showed that …
The Influence of Perceived Organisational Support on Work Engagement Amongst Chinese Inclusive Education Teachers
This study aimed to investigate the relationship between teacher perceived organisational support and their work engagement in the context of inclusive education, highlighting the mediating roles of psychological empowerment and attitudes towards inclusive education. A total of 366 primary and secondary inclusive school teachers participated in a cross‐sectional online survey. The results indicated that perceived organisational support significan…
Enhancing Autonomous Work Motivation and Engagement for Diverse Teaching Styles Among Chinese Inclusive Education Teachers
High‐quality teaching is vital for accommodating the individualised learning needs of diverse students. However, compared with specific explicit teaching practices, teaching styles that determine their use of teaching methods have received much less attention. This study investigated the contributions of inclusive education teachers' work motivation to their teaching styles and the mediating role of work engagement. A total of 515 teachers from i…
A longitudinal study of job crafting among Chinese inclusive education teachers
This study aimed to investigate how teachers' attitudes towards inclusive education and perceived principals' leadership influence their job crafting, as well as the mediating role of work motivation in these relationships. A sample of 666 teachers from inclusive primary schools in Beijing, China, participated in the investigation twice within a six-month interval. The results showed that attitudes towards inclusive education positively predicted…
Research agendas and teaching emotions among academics
The roles of self-efficacy and teacher-student relationship in job satisfaction among teachers of students with disabilities in China
Perceived Principal Leadership and Work Engagement Among Chinese Primary School Teachers
Based on the job demands‐resources model, this study examined the effect of perceived principal leadership on primary school teachers' work engagement, and the mediating roles of occupational stress and job crafting in this relationship. Five hundred and fifteen Chinese primary school teachers completed a demographic form and responded to five self‐report measures. Structural equation modelling results showed that transformational and transaction…
Psychology (8 works) · Social Psychology (7 works) · Motivation and Self-Concept in Sports (6 works) · Mathematics education (5 works) · Pedagogy (5 works) · Political science (5 works) · Teacher Education and Leadership Studies (5 works) · Disability Education and Employment (4 works) · Job Satisfaction and Organizational Behavior (4 works) · Sociology (4 works)