Chuan‐Chung Hsieh
Biographic Data
| ID | 8840913 |
|---|---|
| NAME | Chuan‐Chung Hsieh |
| GIVEN NAMES | Chuan‐Chung |
| FAMILY NAME | Hsieh |
| SIGNATURE | HSIEH C C |
| AFFILIATIONS | National Tsing Hua University |
| ORCID | 0000-0002-9815-7350 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
The interaction of distributed leadership, school innovativeness, teacher self-efficacy, and teacher autonomy in enhancing teaching practices
This study investigates the relationships between distributed leadership (DL) and secondary school teachers’ teaching practices (TP) during Vietnam’s transition to a competency-based curriculum under Circular 32/2018/TT-BGDĐT. Addressing a critical gap in literature, this research examines the application of Western-centric leadership concepts within a highly centralised, Confucian socialist context. Using PLS-SEM to analyse cross-sectional TALIS…
Passion or Perseverance? The Mediating Role of Teacher Grit in Positive Leadership and Positive Education in Taiwan
This study examined the mediating role of teacher grit in the relationship between perceived positive leadership and positive education in Taiwan kindergartens. A total of 421 preschool teachers selected through stratified random sampling across Taiwan, completed self-report measures of perceived positive leadership and grit, and provided behavioral rating of children's wellbeing across the PERMA-H framework. Structural equation modeling was appl…
Impact of school leadership on teacher innovativeness
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 teaching strategies on student mathematics performance
The impact of teaching strategies on students' academic performance has garnered significant attention from educational scholars and practitioners, recognising instructional quality as a pivotal factor in student learning success. However, research on the impact of teaching strategies on student mathematics performance, particularly in Indonesia, remains limited. This study analysed data from the 2018 Programme for International Student Assessmen…
Understanding the role of AI Chatbots in English self-regulated learning
This study examines the constructs that predict Self-Regulated Learning (SRL) in English language learning through AI chatbots among low-achieving undergraduate students, focusing on the roles of social presence, trust in AI, enjoyment, and the Self-Determination Theory (SDT) constructs of perceived autonomy, relatedness, and competence. To achieve this aim, we employed a dual analytical approach that integrates Partial Least Squares Structural E…
Distributed leadership’s impact on instructional practices
This study examined the influence of distributed leadership on teachers’ instructional practices in Vietnam, with teacher self-efficacy and school innovativeness as mediators, and teacher autonomy as a moderator. Using secondary data from the Teaching and Learning International Survey (TALIS) 2018, responses from 3825 lower secondary teachers were analysed through partial least squares structural equation modelling (PLS-SEM). The findings indicat…
Impact of school leadership on teachers’ instructional practices
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…
Bibliometric Review of Bilingual Education Between 1983 and 2023 (40 Years)
This bibliometric review explores global research trends in bilingual education over the past four decades (1983–2023), using co-citation analysis, bibliographic coupling, and keyword co-occurrence. An analysis of 1,716 articles indexed in the Web of Science identifies key topics, influential scholars, and emerging research frontiers. In the review, significant themes include promoting bilingualism, implementing bilingual education policies, tran…
Impact of School Leadership on Teacher Autonomy
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…
Trait mindfulness among music-talented students
This study examined how trait mindfulness relates to grit and resilience in students and whether flow mediates these links. The study sample comprised 432 gifted and talented music students (females = 275, mean age = 14.52, S... | Find, read and cite all the research you need on Tech Science Press
Analyzing the relationship between distributed leadership and instructional quality in Taiwan
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
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
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…
Pre-service Teachers’ Perceived Importance of and Performance on Sustainable Development Goals
This study aimed to examine the awareness and performance of pre-service teachers in Taiwan regarding the Sustainable Development Goals (SDGs). A mixed-methods research approach was employed, utilizing a questionnaire survey to obtain quantitative data on pre-service teachers’ perceived importance of and performance on SDGs. Qualitative data were supplemented through interviews with professors and pre-service teachers at a university that incorpo…
Importance and performance of SDGs perception among college students in Taiwan
Transformation from traditional schools to alternative schools
Which is more influential on teaching practice, classroom management efficacy or instruction efficacy? Evidence from Talis 2018
No prominent works on this page.
Which is more influential on teaching practice, classroom management efficacy or instruction efficacy? Evidence from Talis 2018
Transformation from traditional schools to alternative schools
Importance and performance of SDGs perception among college students in Taiwan
Teachers’ voice behavior—Principal leadership‐driven or teacher self‐driven? Evidence from Taiwan
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
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…
Pre-service Teachers’ Perceived Importance of and Performance on Sustainable Development Goals
This study aimed to examine the awareness and performance of pre-service teachers in Taiwan regarding the Sustainable Development Goals (SDGs). A mixed-methods research approach was employed, utilizing a questionnaire survey to obtain quantitative data on pre-service teachers’ perceived importance of and performance on SDGs. Qualitative data were supplemented through interviews with professors and pre-service teachers at a university that incorpo…
Impact of school leadership on teachers’ instructional practices
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…
Bibliometric Review of Bilingual Education Between 1983 and 2023 (40 Years)
This bibliometric review explores global research trends in bilingual education over the past four decades (1983–2023), using co-citation analysis, bibliographic coupling, and keyword co-occurrence. An analysis of 1,716 articles indexed in the Web of Science identifies key topics, influential scholars, and emerging research frontiers. In the review, significant themes include promoting bilingualism, implementing bilingual education policies, tran…
Impact of School Leadership on Teacher Autonomy
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…
Trait mindfulness among music-talented students
This study examined how trait mindfulness relates to grit and resilience in students and whether flow mediates these links. The study sample comprised 432 gifted and talented music students (females = 275, mean age = 14.52, S... | Find, read and cite all the research you need on Tech Science Press
Analyzing the relationship between distributed leadership and instructional quality in Taiwan
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 …
The interaction of distributed leadership, school innovativeness, teacher self-efficacy, and teacher autonomy in enhancing teaching practices
This study investigates the relationships between distributed leadership (DL) and secondary school teachers’ teaching practices (TP) during Vietnam’s transition to a competency-based curriculum under Circular 32/2018/TT-BGDĐT. Addressing a critical gap in literature, this research examines the application of Western-centric leadership concepts within a highly centralised, Confucian socialist context. Using PLS-SEM to analyse cross-sectional TALIS…
Passion or Perseverance? The Mediating Role of Teacher Grit in Positive Leadership and Positive Education in Taiwan
This study examined the mediating role of teacher grit in the relationship between perceived positive leadership and positive education in Taiwan kindergartens. A total of 421 preschool teachers selected through stratified random sampling across Taiwan, completed self-report measures of perceived positive leadership and grit, and provided behavioral rating of children's wellbeing across the PERMA-H framework. Structural equation modeling was appl…
Impact of school leadership on teacher innovativeness
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 teaching strategies on student mathematics performance
The impact of teaching strategies on students' academic performance has garnered significant attention from educational scholars and practitioners, recognising instructional quality as a pivotal factor in student learning success. However, research on the impact of teaching strategies on student mathematics performance, particularly in Indonesia, remains limited. This study analysed data from the 2018 Programme for International Student Assessmen…
Understanding the role of AI Chatbots in English self-regulated learning
This study examines the constructs that predict Self-Regulated Learning (SRL) in English language learning through AI chatbots among low-achieving undergraduate students, focusing on the roles of social presence, trust in AI, enjoyment, and the Self-Determination Theory (SDT) constructs of perceived autonomy, relatedness, and competence. To achieve this aim, we employed a dual analytical approach that integrates Partial Least Squares Structural E…
Distributed leadership’s impact on instructional practices
This study examined the influence of distributed leadership on teachers’ instructional practices in Vietnam, with teacher self-efficacy and school innovativeness as mediators, and teacher autonomy as a moderator. Using secondary data from the Teaching and Learning International Survey (TALIS) 2018, responses from 3825 lower secondary teachers were analysed through partial least squares structural equation modelling (PLS-SEM). The findings indicat…
Psychology (11 works) · Mathematics education (7 works) · Pedagogy (7 works) · Political science (6 works) · Structural equation modeling (6 works) · Teacher Education and Leadership Studies (6 works) · Autonomy (5 works) · Social Psychology (5 works) · Educational leadership (4 works) · Mediation (4 works)