Publications by Year
2025 2026

Research Outputs (2025)

  1. Macfarlane, B.
    A typology of critique about higher education teaching: Functional pragmatists, learning theorists, and critical theorists.
    Studies in Higher Education, 1–12.
    https://doi.org/10.1080/03075079.2025.2536594
  2. Banoğlu, K., Gümüş, S., Karataş, İ. H., & Lu, J.
    Transitivity between school principals' instructional and administrative advice-seeking relations in a rural district: Friendship matters.
    Journal of Professional Capital and Community, 1–25.
    https://doi.org/10.1108/JPCC-09-2024-0154
  3. Bellibaş, M. Ş., Nguyen, D., & Gümüş, S.
    Would teachers' professional collaboration promote cognitively activating teaching practices? The moderating role of collective innovativeness.
    ECNU Review of Education, 8(4), 1136–1158.
    https://doi.org/10.1177/20965311251327234
  4. Cansoy, R., Gümüş, S., & Walker, A.
    Challenges in implementing instructional leadership: Insights from Turkish school principals.
    Educational Management Administration & Leadership, 53(5), 991–1015.
    https://doi.org/10.1177/17411432241263915
  5. Chen, J.
    Conceptualising principal resilience: Development and validation of the Principal Resilience Inventory.
    Educational Management Administration & Leadership, 53(3), 561–581.
    https://doi.org/10.1177/17411432231186294
  6. Chen, J.
    A narrative research synthesis of principal well-being: Research evidence from 1978 to 2024.
    Educational Management Administration & Leadership, 1–21.
    https://doi.org/10.1177/17411432251346
  7. Chen, J., & Kouhsari, M.
    Demystifying the personal and social forces behind school digital transformation: An analysis of the job demands and resources theory through school leaders.
    Computers & Education, 228, 105232.
    https://doi.org/10.1016/j.compedu.2024.105232
  8. Chen, J., Li, X., Hallinger, P., & Lee, J. C.-K.
    Looking back and ahead: A bibliometric review of research on principal well-being, 1962–2022.
    Educational Management Administration & Leadership, 53(4), 730–750.
    https://doi.org/10.1177/17411432231190217
  9. Chen, J., Liu, Y., & Lee, J. C.-K.
    Neuroleadership is a miracle or a mirage: A bibliometric and comparative analysis between organisational neuroleadership and educational neuroleadership.
    Educational Management Administration & Leadership, 17411432251367167.
    https://doi.org/10.1177/17411432251367167
  10. Choi, S., Gümüş, S., Campbell, P., Lu, J., & Ho, C. S. M.
    Principal–teacher perceptual (in)congruence in instructional leadership, teacher collaboration, and organisational trust in Hong Kong schools.
    Educational Management Administration & Leadership, 17411432251389093.
    https://doi.org/10.1177/17411432251389
  11. Gümüş, S., Akcaoglu, M., Mcbrayer, J., & Belova, X.
    Virtual professional development for school leadership: Designing and testing a practical web-based simulation for classroom observation.
    Research in Educational Administration and Leadership, 10(2), 542–583.
    https://doi.org/10.30828/real.1576742
  12. Gümüş, S., & Bellibaş, M. Ş.
    The relationship between instructional leadership and teachers' self-efficacy and job satisfaction: Does school culture make a difference?
    School Leadership & Management, 45(5), 421–445.
    https://doi.org/10.1080/13632434.2025.2585018
  13. Gümüş, S., Xu, N., Berkovich, I., Buyukgoze, H., & DeMatthews, D.
    Exploring the role of context for social justice leadership: Perceptions, practices, and challenges through the lens of ecological systems theory.
    The Asia-Pacific Education Researcher, 1–11.
    https://doi.org/10.1007/s40299-025-01039-0
  14. Hilal, Y. Y., Hammad, W., & Gümüş, S.
    Exploring distributed leadership in the Muslim world: A meta-synthesis of qualitative studies.
    Leadership and Policy in Schools, 1–21.
    https://doi.org/10.1080/15700763.2025.2521612
  15. Ho, C. S. M., & Chen, J.
    Balancing act: The influence of entrepreneurial demands on teachers' emotional consequences and entrepreneurial behavior.
    Teaching and Teacher Education, 165, 105165.
    https://doi.org/10.1016/j.tate.2025.105165
  16. Ho, C. S. M., & Chen, J.
    Cross-sector internship insights: Recognizing leadership through cross-sector internship programs for vice-principals.
    Educational Management Administration & Leadership, 17411432251342985.
    https://doi.org/10.1177/17411432251342985
  17. Klassen, R. M., Wang, H., Cutting, J., Thompson-Lee, S., Snell, R. J., See, B.-H., & Saiger, M.
    Digital innovations in teacher recruitment: An experimental study.
    Computers & Education, 239, 105450.
    https://doi.org/10.1016/j.compedu.2025.105450
  18. Laursen, R., Gümüş, S., & Walker, A. D.
    Navigating egalitarian culture and accountability pressures: Shared instructional leadership practices of Danish school leaders.
    Journal of Professional Capital and Community, 10(3), 371–392.
    https://doi.org/10.1108/JPCC-01-2024-0014
  19. Li, Z., Li, X., & Chen, J.
    Emotional intelligence of educators: A bibliometric review, 1998–2024.
    Social Psychology of Education, 28(1), 99.
    https://doi.org/10.1007/s11218-025-10048-2
  20. Liu, Y., & Chen, J.
    A bibliometric review of research on digital leadership, 1991–2025: Implications for digital leadership in education.
    Educational Management Administration & Leadership, 17411432251349806.
    https://doi.org/10.1177/17411432251349806
  21. Lo, C. K., Hew, K. F., Xu, S., Song, Y., Chen, G., & Jong, M. S.-Y.
    Recommendations based on experiences of pandemic-led remote mathematics teaching in pre-K–12 contexts: A systematic review from the activity theory perspective.
    Journal of Computer Assisted Learning, 41(3), e70005.
    https://doi.org/10.1111/jcal.70005
  22. Lu, J., & Chen, J.
    The dynamics between teacher resilience and well-being: A cross-lagged panel analysis.
    The Asia-Pacific Education Researcher, 34(3), 1077–1089.
    https://doi.org/10.1007/s40299-024-00922-6
  23. Macfarlane, B., Jung, J., & Oleksiyenko, A.
    Crises in global higher education: Imagined or genuine threats?
    Higher Education Quarterly, 79(4).
    https://doi.org/10.1111/hequ.70070
  24. Men, Z., Lu, J., Bryant, D. A., & Qian, H.
    Understanding teacher voice at schools in China: Definition and narrative inquiry.
    Journal of Educational Change, 26(3), 527–551.
    https://doi.org/10.1007/s10833-025-09533-4
  25. Pietsch, M., Buyukgoze, H., Gümüş, S., Çoban, Ö., & Özdemir, N.
    Unpacking the microfoundations of educational innovation and change: A multi-level study of ambidexterity, commitment, and trust using Coleman's bathtub model.
    Public Management Review, 1–40.
    https://doi.org/10.1080/14719037.2025.2582610
  26. Qian, H., Yang, J., Tang, J., Seidumanova, M., & Lu, J.
    The development trajectory of the sister school scheme between Hong Kong and Chinese mainland schools: From the intertextuality perspective.
    ECNU Review of Education, 20965311251331641.
    https://doi.org/10.1177/20965311251331641
  27. Tan, C. Y., Gümüş, S., Xu, N., & An, A. Q.
    A review of empirical research on equitable school leadership practices for students from low socioeconomic status backgrounds.
    Educational Review, 1–34.
    https://doi.org/10.1080/00131911.2025.2526437
  28. Tao, L., Cukurova, M., & Song, Y.
    Learning analytics in immersive virtual learning environments: A systematic literature review.
    Smart Learning Environments, 12(1), 43.
    https://doi.org/10.1186/s40561-025-00381-6
  29. Tao, L., Deng, H., & Song, Y.
    Generative artificial intelligence in education: A topic-based bibliometric analysis.
    Educational Technology & Society, 28(2), 327–348.
    https://doi.org/10.30191/ETS.202504_28(2).TP05
  30. Thompson-Lee, S., Snell, R. J., Wang, H., & Klassen, R. M.
    Career motivations and perceptions of teaching of 16–19-year-olds in England and Wales.
    British Educational Research Journal, 1–23.
    https://doi.org/10.1002/berj.70034
  31. Wang, H., & Frenzel, A. C.
    "Exhaustive but effective": A multi-site study investigating the profiles of teachers' emotions and emotional labor.
    Journal of School Psychology, 110, 101456.
    https://doi.org/10.1016/j.jsp.2025.101456
  32. Wang, H., Cha, Y.-Y., Wen, Y.-Y., & Lim, C.-P.
    Interventions that promote teachers' occupational well-being: A meta-analytic investigation of their effectiveness.
    Review of Educational Research, 00346543251363570.
    https://doi.org/10.3102/00346543251363570
  33. Wang, H., Wang, I. Y., Chen, Y., & Burić, I.
    Is "faking" emotions always bad? Exploring the relationships between teachers' emotional labor, expressed enthusiasm, and teaching quality.
    Teaching and Teacher Education, 161, 105042.
    https://doi.org/10.1016/j.tate.2025.105042
  34. Wang, X., Yan, Z., Tang, A., Chen, C., Chen, J., & Xiong, Y.
    Adversity quotient influences self-regulated learning strategies via achievement motivation among Chinese university students.
    Education Sciences, 15(8), 1042.
    https://doi.org/10.3390/educsci15081042
  35. Xu, Y., Qiu, S., Chen, J., Sun, J., & Li, J. B.
    Chinese early childhood educators' manifestations of social-emotional competence at work: A qualitative study.
    Teaching and Teacher Education, 165, 105161.
    https://doi.org/10.1016/j.tate.2025.105161
  36. Yang, Y., Song, Y., Yan, J., & Ma, Q.
    Bridging classroom and real-life learning mediated by a mobile app with a self-regulation scheme: Impacts on Chinese EFL primary students' self-regulated vocabulary learning outcomes, enjoyment, and learning behaviours.
    System, 131, 103671.
    https://doi.org/10.1016/j.system.2025.103671
  37. Zheng, Y., Tang, J., Qian, H., Lu, J., & Cravens, X. C.
    Principal succession in China: A scale development and validation study.
    Educational Management Administration & Leadership, 17411432251358075.
    https://doi.org/10.1177/17411432251358075
  38. Kouhsari, M., & Chen, J.
    Demystifying school leader career sustainability: The role of trust in artificial intelligence and artificial intelligence collaboration.
    Journal of Computer Assisted Learning, 41(6), e70135.
    http://dx.doi.org/10.1111/jcal.70135
  39. Wu, J., & Xiao, H.
    Government size, fiscal decentralization, and budget slack.
    China Review, 25(1), 43–73.
    https://www.jstor.org/stable/48815207
  40. Macfarlane, B., & Han, X.
    The duty to explain: A positive defence of academic freedom in the social sciences.
    Teaching in Higher Education, 30(5), 1208–1220.
    https://doi.org/10.1080/13562517.2024.2420935
  41. Cai, B., He, Z., Fu, H., Zheng, Y., & Song, Y.
    Reducing English major students' writing errors with an automated writing evaluation system: Evidence from eye-tracking technology.
    IEEE Transactions on Learning Technologies, 18, 304–320.
    https://doi.org/10.1109/TLT.2025.3547321
  42. Berkovich, I., Waked, J., Gümüş, S., & DeMatthews, D.
    Meeting students' motivational needs based on Maslow's framework in challenging contexts: The role of integrated leadership in advancing social justice.
    International Journal of Leadership in Education, 1–30.
    https://doi.org/10.1080/13603124.2025.2606994
  43. Christensen, A. A., Nielbo, K. L., & Gümüş, S.
    Exploring school factors related to professional learning communities: A machine learning approach using cross-national data.
    Educational Studies, 51(5), 805–825.
    https://doi.org/10.1080/03055698.2024.2369855
  44. Hart, T. D., DeMatthews, D. E., & Gümüş, S.
    Defining and enacting social justice leadership: An examination of principal and assistant principal perceptions.
    Leadership and Policy in Schools, 1–22.
    https://doi.org/10.1080/15700763.2025.2462066
  45. Hallinger, P., Banoğlu, K., & Gümüş, S.
    Scoping review of research on digital simulations and serious games in educational leadership and management.
    Leadership and Policy in Schools, 24(1), 178–199.
    https://doi.org/10.1080/15700763.2024.2447315
  46. Banoğlu, K., Karataş, İ. H., & Gümüş, S.
    School principals' networking preferences for instructional and administrative advice-seeking relations: Insights from inferential social network analysis.
    Educational Management Administration & Leadership, 17411432241303673.
    https://doi.org/10.1177/17411432241303673
  47. Sun, Y., Lin, Y., Ho, H. C., Lu, J., Tse, C. Y., Gao, X., ... & Li, L. M. W.
    Identifying the optimal predictors for adolescent mental and physical health using machine learning methods.
    Journal of Affective Disorders, 399(15), 121046.
    https://doi.org/10.1016/j.jad.2025.121046
  48. Wang, H., Burić, I., Chang, M. L., & Gross, J. J.
    Correction: Teachers' emotion regulation and related environmental, personal, instructional, and well-being factors: A meta-analysis.
    Social Psychology of Education, 28(1), 141.
    https://doi.org/10.1007/s11218-025-10089-7
  49. Wang, H., Thompson-Lee, S., & Klassen, R. M.
    Performance on classroom simulations enhances preservice teachers' motivation in teaching: A latent change perspective.
    British Journal of Educational Psychology, 95(S1), S239–S255.
    https://doi.org/10.1111/bjep.12761
  50. Chen, J., Toprak, M., Karakus, M., & Kouhsari, M.
    The network structure of school principal resilience: Gender differences.
    European Journal of Education, 60(1), e12756.
    https://doi.org/10.1111/ejed.12756
  51. Chan, A. Y., Leigh, T. N., Böke, B. N., Wang, H., So, C. N., & Heath, N.
    Evaluation of a wellness programme for preservice teachers in Hong Kong: Promoting educational excellence through resilience to stress (PEERS).
    European Journal of Education, 60(1), e70018.
    https://doi.org/10.1111/ejed.70018
  52. Snell, R. J., Klassen, R. M., Thompson-Lee, S., & Wang, H.
    Back to basics with teacher recruitment: What do STEM undergraduates want?
    European Journal of Education, 60(1), e12840.
    https://doi.org/10.1111/ejed.70018
  53. Yu, D., Chen, J., & Kouhsari, M.
    Sowing seeds of flourishing: The mediating role of trust in the impact of resilience on school principals across career stages.
    Journal of Educational Administration, 63(1), 94–108.
    https://doi.org/10.1108/JEA-06-2024-0187
  54. Yang, Y., Song, Y., Hwang, G.-J., & Jin, C.
    Effectiveness and implications of chatbot-supported language learning: A meta-analysis of global studies.
    Interactive Learning Environments, 1–24.
    https://doi.org/10.1080/10494820.2025.2598061
  55. Wu, T., Zhai, X., & Song, Y.
    The effects of GAI-enhanced pedagogical agents in the metaverse (GPAiM) on elementary school students' conceptual understanding and cognitive engagement patterns.
    Computers & Education, 245, 105555.
    https://doi.org/10.1016/j.compedu.2025.105555
  56. Chen, J.
    Principal resilience research from its birth in 2005 to 2024: A narrative review and a conceptual framework.
    Educational Management Administration & Leadership, 17411432241294170.
    https://doi.org/10.1177/17411432241294170

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