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Yuan Teng
Faculty of Education, Central China Normal University, Wuhan 430079, China

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Journal article
Published: 16 August 2021 in Sustainability
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The literature suggests that teacher burnout is influenced by the market and hierarchy cultures of school management and teachers’ emotional labor strategies of surface and deep acting. However, studies have suggested that school management cultures and emotional labor strategies may not function independently based on the emotional labor theory. Nevertheless, the literature has paid less attention to the relationship between the school management cultures, emotional labor, and teacher burnout. Therefore, this study aims to investigate the relationship between the three variables in China via an online questionnaire survey. After surveying 425 kindergarten, primary and secondary teachers who participated in a professional development program organized by a public university in Beijing, the study found that teacher burnout was positively related to market culture but negatively related to hierarchy culture. Moreover, the impact of the market culture was fully mediated by surface acting while the impact of hierarchy culture was partially mediated by surface acting and deep acting.

ACS Style

Kwok Kuen Tsang; Yuan Teng; Yi Lian; Li Wang. School Management Culture, Emotional Labor, and Teacher Burnout in Mainland China. Sustainability 2021, 13, 9141 .

AMA Style

Kwok Kuen Tsang, Yuan Teng, Yi Lian, Li Wang. School Management Culture, Emotional Labor, and Teacher Burnout in Mainland China. Sustainability. 2021; 13 (16):9141.

Chicago/Turabian Style

Kwok Kuen Tsang; Yuan Teng; Yi Lian; Li Wang. 2021. "School Management Culture, Emotional Labor, and Teacher Burnout in Mainland China." Sustainability 13, no. 16: 9141.

Research article
Published: 27 June 2021 in Educational Studies
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Educational decentralisation has been implemented globally. However, few studies have compared the effects of different decentralisation strategies on students’ academic achievement in diverse cultural contexts. Using data from 49 countries participating in the Programme for International Student Assessment (PISA) 2015, this study attempts to fill this research gap by examining the relationship between three delegation strategies (school autonomy, teacher participation and parental involvement), student achievement and societal culture. Our findings suggest that teacher participation in school management is the most effective educational decentralisation strategy for enhancing students’ mathematics, reading and science performance. This strategy is particularly effective in countries with high power distance. The findings indicate that parental involvement does not have a significant effect on student academic achievement and that its effect is suppressed by a culture of uncertainty avoidance. Furthermore, school autonomy does not have a significant effect on students’ academic achievement in any of the societal cultures examined.

ACS Style

Yuan Teng; Kwok Kuen Tsang. Educational decentralisation and students’ academic achievement: a cross-cultural analysis. Educational Studies 2021, 1 -24.

AMA Style

Yuan Teng, Kwok Kuen Tsang. Educational decentralisation and students’ academic achievement: a cross-cultural analysis. Educational Studies. 2021; ():1-24.

Chicago/Turabian Style

Yuan Teng; Kwok Kuen Tsang. 2021. "Educational decentralisation and students’ academic achievement: a cross-cultural analysis." Educational Studies , no. : 1-24.

Articles
Published: 23 October 2019 in Asia Pacific Journal of Education
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This study explores the effects of school climate on the disparities in students’ mathematics achievement, drawing on data from the Programme for International Student Assessment (PISA) 2012 for Shanghai, China. The results of a two-level linear model and quantile regression indicate that three dimensions of school climate (student–teacher relations, disciplinary climate and students’ behaviour) compensate for the effect of family background on students’ mathematics performance, and that student–teacher relations and teacher morale can moderate the effect of family background on mathematics achievement for underachieving students and for low-performing schools, respectively. This shows the protective role of school climate in the relationship between family background and students’ mathematics performance. School climate has a more significant effect in low- and average-performing schools, and for medium-level students and underachievers, compared with high-performing schools and top students, indicating the potential of school climate in narrowing achievement gaps among schools and students. Furthermore, a negative disciplinary climate is the key factor explaining the under-performance of low-performing schools and underachieving students.

ACS Style

Yuan Teng. The relationship between school climate and students’ mathematics achievement gaps in Shanghai China: Evidence from PISA 2012. Asia Pacific Journal of Education 2019, 40, 356 -372.

AMA Style

Yuan Teng. The relationship between school climate and students’ mathematics achievement gaps in Shanghai China: Evidence from PISA 2012. Asia Pacific Journal of Education. 2019; 40 (3):356-372.

Chicago/Turabian Style

Yuan Teng. 2019. "The relationship between school climate and students’ mathematics achievement gaps in Shanghai China: Evidence from PISA 2012." Asia Pacific Journal of Education 40, no. 3: 356-372.