| Exploring the relationships among instructional leadership, professional learning communities and teacher self-efficacy in China X Zheng, H Yin, Z Li Educational Management Administration & Leadership 47 (6), 834-859, 2019 | 253 | 2019 |
| Multiplicative effect of intrinsic and extrinsic motivation on academic performance: A longitudinal study of Chinese students Y Liu, KT Hau, H Liu, J Wu, X Wang, X Zheng Journal of Personality 88 (3), 584-595, 2020 | 140 | 2020 |
| Facilitating professional learning communities in China: Do leadership practices and faculty trust matter? H Yin, X Zheng Teaching and Teacher Education 76, 140-150, 2018 | 121 | 2018 |
| Effects of leadership practices on professional learning communities: The mediating role of trust in colleagues X Zheng, H Yin, Y Liu, Z Ke Asia Pacific Education Review 17, 521-532, 2016 | 92 | 2016 |
| Leading teachers' emotions like parents: Relationships between paternalistic leadership, emotional labor and teacher commitment in China X Zheng, X Shi, Y Liu Frontiers in Psychology, 519. doi: 10.3389/fpsyg.2020.00519, 2020 | 64 | 2020 |
| The Relationship Between Distributed Leadership and Teacher Efficacy in China: The Mediation of Satisfaction and Trust X Zheng, H Yin, Y Liu The Asia-Pacific Education Researcher 28 (6), 509–518, 2019 | 60 | 2019 |
| Are professional learning communities beneficial for teachers? A multilevel analysis of teacher self-efficacy and commitment in China X Zheng, H Yin, Y Liu School Effectiveness and School Improvement 32 (2), 197-217, 2021 | 58 | 2021 |
| Leading with teachers’ emotional labour: relationships between leadership practices, emotional labour strategies and efficacy in China X Zheng, H Yin, M Wang Teachers and Teaching 24 (8), 965-979, 2018 | 58 | 2018 |
| Exploring the Relationship Between Paternalistic Leadership, Teacher Commitment, and Job Satisfaction in Chinese Schools X Shi, Z Yu, X Zheng Frontiers in Psychology 11, 1481. doi: 10.3389/fpsyg.2020.01481, 2020 | 50 | 2020 |
| Does instrumental motivation help students with low intrinsic motivation? Comparison between Western and Confucian students Y Liu, KT Hau, X Zheng International Journal of Psychology 55 (2), 182-191, 2020 | 46 | 2020 |
| Do Both Intrinsic and Identified Motivations Have Long-Term Effects? Y Liu, KT Hau, X Zheng The Journal of psychology 153 (3), 288-306, 2019 | 32 | 2019 |
| Teacher learning as boundary crossing: a case study of Master Teacher Studios in China X Zheng, J Zhang, W Wang Teachers and Teaching 25 (7), 837-854, 2019 | 26 | 2019 |
| “Doing authentic research” with artifacts to facilitate teacher learning across multiple communities X Zheng, H Yin, X Wang Teaching and Teacher Education 105, 103394, 2021 | 21 | 2021 |
| Facilitating undergraduates’ online self-regulated learning: The role of teacher feedback X Zheng, L Luo, C Liu The Asia-Pacific Education Researcher 32 (6), 805-816, 2023 | 13 | 2023 |
| The influence of schools’ organizational environment on teacher collaborative learning: A survey of Shanghai teachers J Zhang, X Zheng Chinese Education & Society 53 (5-6), 300-317, 2020 | 13 | 2020 |
| Do Servant Leadership and Emotional Labor Matter for Kindergarten Teachers’ Organizational Commitment and Intention to Leave? X Zheng, A Jiang, Y Luo Early Education and Development 34 (7), 1489-1505, 2023 | 9 | 2023 |
| Would emphasizing the instrumental value of learning help unmotivated students? Large-scale cross-cultural comparisons Y Liu, X Zheng, KT Hau Personality and Individual Differences 207, 112148, 2023 | 9 | 2023 |
| Teacher leadership for professional development in a networked learning community: A Chinese case study X Zheng, J Ye Educational Management Administration & Leadership, 17411432221121224, 2022 | 9 | 2022 |
| 中西方教师专业学习共同体的差异：跨文化比较的视角 郑鑫， 张佳 外国教育研究 42 (8), 83-94, 2015 | 9 | 2015 |
| 跨越教师学习的边界 郑鑫， 尹弘飚， 王晓芳 教育发展研究, 59-65, 2015 | 8 | 2015 |
Hongbiao Yin 尹弘飚Chinese University of Hong Kong在 cuhk.edu.hk 的电子邮件经过验证
