All Outputs (25)

School–University Partnerships in Vietnam: Insights, Reflections, and Recommendations (2023)
Book Chapter
Nguyen, D., Dinh, H. T., & Nguyen, N. (2023). School–University Partnerships in Vietnam: Insights, Reflections, and Recommendations. In International Perspectives on School-University Partnerships (69-83). Springer Verlag. https://doi.org/10.1007/978-981-99-0807-3_6

Reviewing the evidence base on school leadership, culture, climate and structure for teacher retention (2023)
Report
Nguyen, D., See, B. H., Brown, C., & Kokotsaki, D. (2023). Reviewing the evidence base on school leadership, culture, climate and structure for teacher retention. Education Edowment Foundation

Teacher retention has been a persistent challenge internationally and in England. Failure to recruit and retain qualified teachers may result in teacher shortage that has a negative effect on student learning. This issue is exacerbated in challenging... Read More about Reviewing the evidence base on school leadership, culture, climate and structure for teacher retention.

A review of the empirical research literature on PLCs for teachers in the Global South: evidence, implications, and directions (2023)
Journal Article
Nguyen, D., Boeren, E., Maitra, S., & Cabus, S. (2023). A review of the empirical research literature on PLCs for teachers in the Global South: evidence, implications, and directions. Professional Development in Education, https://doi.org/10.1080/19415257.2023.2238728

This article presents a review of 70 empirical articles focussing on professional learning communities (PLCs) for teachers in the Global South. The review highlights an upward trend in the quantity of the publications on PLCs from 2010 onwards. The e... Read More about A review of the empirical research literature on PLCs for teachers in the Global South: evidence, implications, and directions.

Effects of Leadership for Professional Learning on Teacher Affective Factors: Mediational Role of School Culture (2022)
Presentation / Conference
Nguyen, D., Luo, W., & Ng, D. (2022, December). Effects of Leadership for Professional Learning on Teacher Affective Factors: Mediational Role of School Culture. Paper presented at American Educational Research Association (AERA) Annual Meeting, San Diego, California, USA

Transformational leadership and its relations to teacher outcomes in Singapore: Mastery goals and self-efficacy as mediators (2022)
Journal Article
Lou, W., Ng, D., Nguyen, D., Ng, P., & Salleh, H. (2022). Transformational leadership and its relations to teacher outcomes in Singapore: Mastery goals and self-efficacy as mediators. Leadership and Policy in Schools, 21(3), 618-634. https://doi.org/10.1080/15700763.2020.1811879

School-University Partnerships in Vietnam: Insights, Issues and Recommendations (2022)
Presentation / Conference
Nguyen, D., Dinh, H., & Nguyen, N. (2022, December). School-University Partnerships in Vietnam: Insights, Issues and Recommendations. Paper presented at The European Conference on Educational Research, Yerevan (online)

Exploring the relationships between instructional leadership and teacher competences: Singapore primary school teachers’ perceptions (2022)
Journal Article
Nguyen, D., Ng, D., Luo, W., & Mansor, S. (2022). Exploring the relationships between instructional leadership and teacher competences: Singapore primary school teachers’ perceptions. International Journal of Leadership in Education, 25(6), 919-940. https://doi.org/10.1080/13603124.2020.1731765

Developing a Model of Establishing Receptivity to Teacher-Led Change in Schools (2022)
Book Chapter
Nguyen, D. (2022). Developing a Model of Establishing Receptivity to Teacher-Led Change in Schools. In I. Menter (Ed.), The Palgrave Handbook of Teacher Education Research. (New ed.). Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-59533-3_24-1

A Review on the Empirical Research of PLCs in the Global South: Evidence and Recommendations (2021)
Report
Nguyen, D., Boeren, E., Maitra, S., & Cabus, S. (2021). A Review on the Empirical Research of PLCs in the Global South: Evidence and Recommendations. [No known commissioning body]

Collective teacher innovativeness in 48 countries: Effects of teacher autonomy, collaborative culture, and professional learning (2021)
Journal Article
Nguyen, D., Pietsch, M., & Gumus, S. (2021). Collective teacher innovativeness in 48 countries: Effects of teacher autonomy, collaborative culture, and professional learning. Teaching and Teacher Education, 106, https://doi.org/10.1016/j.tate.2021.103463

Professional Learning Communities in the Global South: Exploring the contemporary evidence base (2021)
Presentation / Conference
Nguyen, D., & Boeren, E. (2021, December). Professional Learning Communities in the Global South: Exploring the contemporary evidence base. Paper presented at The UKFIET Education and Development Forum, United Kingdom

Implementing education system reform: Local adaptation in school reform of teaching and learning (2021)
Journal Article
Dimmock, C., Tan, C., Nguyen, D., Tran, T., & Dinh, T. (2021). Implementing education system reform: Local adaptation in school reform of teaching and learning. International Journal of Educational Development, 80, https://doi.org/10.1016/j.ijedudev.2020.102302

A review of the empirical research on teacher leadership (2003–2017): Evidence, patterns and implications (2020)
Journal Article
Nguyen, D., Harris, A., & Ng, D. (2020). A review of the empirical research on teacher leadership (2003–2017): Evidence, patterns and implications. Journal of Educational Administration, 58(1), 60-80. https://doi.org/10.1108/jea-02-2018-0023

Teacher collaboration for change: sharing, improving, and spreading (2020)
Journal Article
Nguyen, D., & Ng, D. (2020). Teacher collaboration for change: sharing, improving, and spreading. Professional Development in Education, 46(4), 638-651. https://doi.org/10.1080/19415257.2020.1787206

Leadership learning in initial teacher education (2020)
Report
King, F., McMahon, M., Roulston, S., & Nguyen, D. (2020). Leadership learning in initial teacher education. [No known commissioning body]

Middle leaders and middle leadership in schools: exploring the knowledge base (2003–2017) (2019)
Journal Article
Harris, A., Jones, M., Ismail, N., & Nguyen, D. (2019). Middle leaders and middle leadership in schools: exploring the knowledge base (2003–2017). School Leadership and Management, 39(3-4), 255-277. https://doi.org/10.1080/13632434.2019.1578738

Leadership learning for pre-service and early career teachers: insights from Ireland and Scotland (2019)
Journal Article
King, F., McMahon, M., Nguyen, D., & Roulston, S. (2019). Leadership learning for pre-service and early career teachers: insights from Ireland and Scotland

Using grounded theory methodology to theorise change processes (2019)
Presentation / Conference
Nguyen, D. (2019, December). Using grounded theory methodology to theorise change processes. Paper presented at BELMAS Annual Conference, Hinckley, United Kingdom

Exploring the relationships between instructional leadership and teacher competences: Evidence from Singapore primary schools. (2019)
Presentation / Conference
Nguyen, D., Ng, D., Luo, W., & Mansor, S. (2019, December). Exploring the relationships between instructional leadership and teacher competences: Evidence from Singapore primary schools. Paper presented at The European Conference on Educational Research, Hamburg, Germany

Instructional leadership structure in Singapore: A co-existence of hierarchy and heterarchy (2017)
Journal Article
Nguyen, D., Ng, D., & Yap, P. (2017). Instructional leadership structure in Singapore: A co-existence of hierarchy and heterarchy. Journal of Educational Administration, 55(2), 147-167. https://doi.org/10.1108/jea-05-2016-0060