Journal Articles

Pisapia, J. & N.S.K. Pang (2013, in press). Influence actions of School Principals in Hong Kong, Mainland China, and the United States: A cross-cultural perspective. School Leadership & Management, 33(1)

Pang, N.S.K. & Pisapia, J. (2012). The strategic thinking skills of Hong Kong school leaders: Usage and effectiveness. Educational Management, Administration & Leadership.

Pang, N.S.K. & Leung, Z.L.M. (2011). Teachers’ Competency in Assessment for Learning in Early Childhood Education in Hong Kong. Educational Research Journal, 26(2), 199-222.

Lee, J.C.K. & Pang, N.S.K. (2011). Educational leadership in China: Contexts and issues. Frontiers of Education in China, 6(3), 331-341.

Pang, N.S.K. (2010). The leadership forces within Hong Kong primary schools. Journal of Quality School Education, 6, 7-20.

Pang, N.S.K. (2010). Leadership forces in Hong Kong secondary schools. School Leadership & Management, 30(4), 351-365.

Pisapia, J., Pang, N.S.K., Hee, T.F., Lin, Y., & Morris, J.D. (2009). A Comparison of the Use of Strategic Thinking Skills of Aspiring School Leaders in Hong Kong, Malaysia, Shanghai and the United States: An Exploratory Study. International Education Studies, 2(2), 46-58.

Gamage, D. & Pang, N.S.K. (2009). Navigating Professional Development of School Leaders of New South Wales (Australia) and Hong Kong. Education Practice and Theory, 31(2), 71-86.

Pang, N.S.K. (2007). The continuing professional development of principals in Hong Kong SAR, China. Frontiers of Education in China, 2(4), 605-619.

Mok, Y.F., Fan, R.M.T., & Pang, N.S. K. (2007). Developmental patterns of school students’ motivational- and cognitive-metacognitive competencies. Educational Studies, 33(1), 81 -98.
Pang, N.S.K. (2006). The Organizational Values of Gimnazija in Slovenia. Educational Management, Administration and Leadership, 34(3), 319-343.

Gamage, D.T. & Pang, N.S.K. (2006). Facing the challenges of the 21st century: Preparation of school leaders in Australia and Hong Kong. Educational Research Journal, 21(1), 21-46.

Pang, N.S.K. & Gamage, D.T. (2005). A Comparative Study of Continuing Professional Development of School Principals in New South Wales, Australia and Hong Kong. Comparative Education Bulletin, 8, 29-35.

Pang, N.S.K. (2004). Teachers’ Feelings about School Life: A Multilevel Analysis. Hong Kong Teachers’ Centre Journal, 2, 64-84.

Pang, N.S.K. (2003). Initiating Organizational Change through School Self-evaluation. International Journal of Knowledge, Culture and Change Management, 3, 245-256.

Pang, N.S.K. (2003). Binding forces and teachers’ school life: A recursive model. School Effectiveness and School Improvement, 14(3), 293-320.

Lam, Y.L.J. & Pang, N.S.K. (2003). The relative effects of environmental, internal and contextual factors on organizational learning: the case of Hong Kong schools under reform. The Learning Organization: An International Journal, 10(2), pp. 83-97.

Pang, N.S.K., & Yeung, W. C. (2001). Pleasurable learning in a project-based interdisciplinary curriculum. Educational Research Journal, 16(1), 99-130.

Pang, N.S.K. (1999). Students’ quality of school life in band 5 schools. Asian Journal of Counseling, 6(1), 79-106.

Pang, N.S.K. (1999). Students’ perceptions of quality of school life in Hong Kong primary schools. Educational Research Journal, 14(1), 49-71.

Pang, N.S.K. (1998). Should quality school education be a kaizen (improvement) or an innovation? International Journal of Educational Reform, 7(1), 2-12.

Pang, N.S.K. (1998). Managerial practices in Hong Kong primary schools. Journal of Basic Education, 8(1), 1-42.

Pang, N.S.K. (1998). The binding forces that hold school organizations together. Journal of Educational Administration, 36(4), 314-333.

Pang, N.S.K. (1998). Organizational values and cultures of secondary schools in Hong Kong. Canadian and International Education, 27(2), 59-84.

Pang, N.S.K. (1996). School values and teachers’ feelings: A LISREL model. Journal of Educational Administration, 34(2), 64-83.


彭新強、田愛麗 (2007)。《上海民辦中學與公辦中學管理文化的比較研究》。《教育研究學報》。第二十二卷第二期,頁269-287。









Chinese University of Hong Kong