Assistant Professor (助理教授)       
Office: 18/F, School of Arts and Humanities, Tung Wah College Cheung Kung Hai Memorial Building, 90A Shantung Street, Mong Kok, Kowloon
Telephone: (852) 3725 6201
Email: [email protected]
 

Biography
Dr. Paul Wong is an assistant professor in the field of early childhood education. He has got his doctoral degree since the year of 2012 and studied Hong Kong kindergarten teachers’ subjective well-being and its relationship with perceived work environment and personality types. This is a significant topic to address teachers’ needs in the early childhood education settings.

Dr. Paul Wong has a track record of publication in top journals. His publications that align with his research interests, include “Cross-National Comparison on Subjective Well-Being of Kindergarten Teachers: Hong Kong and Italy”, “Perceived Attributes of Music Teaching Effectiveness Among Kindergarten Teachers: Role of Personality” and “Development of a work environment rating scale for kindergarten teachers”. Consequently, he has won several publication awards for his contributions in the field. Besides authoring academic papers, Dr. Paul Wong has also participated in the academic community by playing the role of co-editor in journals such as that “Frontiers in Psychology” and journal reviewers of top journals such as the Learning and Individual Differences and Journal of Educational Psychology. He is an External Examiner of the Yi-Jin Diploma Programme (Early Childhood Education), Hong Kong Institute of Technology.He has also been the principal investigators of several projects, with a total project grant of over one million dollars (Hong Kong). These projects focus on the use of iPads to promote the effectiveness of feedback in teaching supervision, a longitudinal study on the impact of personality and self-efficacy on early childhood teachers’ wellbeing.

Apart from the academic capability, Dr. Paul Wong has substantial teaching experience in tertiary education, with specialization in children with diverse needs and child health promotion. He believes that teaching is best when students find the process of learning joyful and meaningful. He also believes that effective teaching is learned, and research is pivotal to inform best teaching. These beliefs always guide him to achieve excellence in teaching to students.

Academic and Professional Qualifications
RN, BSc, PGCE, MEd, PhD

Author Identifications
ORCID ID: 0000-0002-1162-4826
SCOPUS Author ID: 54682613800 / 35796578400

Education
Doctor of Philosophy, Faculty of Education, The University of Hong Kong (Hong Kong)
PGCE (School Review), Faculty of Education, The University of Melbourne (Australia)
Master of Education, Faculty of Education, The Chinese University of Hong Kong (Hong Kong)
PGCE (School Review), Faculty of Education, The University of Hong Kong (Hong Kong)
Bachelor of Science, Department of Psychology, Goldsmiths College, London University (England)
Registered Nurse (Psychiatric), The Hong Kong Nursing Board (Hong Kong)

Professional Qualifications / Memberships:
Hong Kong Psychological Society (Graduate membership since 2008)
Hong Kong Nursing Board (Registered Psychiatric Nurse, qualified since 1987)

Teaching Areas
Child health issues and health promotion
Teachers' personality, work environment, and well-being
Special educational needs for children

Research Interests
Kindergarten teachers’ subjective well-being and perceived work environment
Teachers’ personality and well-being
Child health promotion

Funded Projects (Selected)

Co-Investigator of an external funded project (titled as “玩回童心 情意更深Play Like a Kid; Feel Like a Kid”) (funded by the Commission on Children).

Principal Investigator of an internal funded project to develop an e-platform for supporting students’ learning (funded by the School Reserves Fund).
The Work Life and Mental Health of Early Childhood Educators Study (ECEMH). Funded by School of Arts and Humanities, Tung Wah College (Principal Researcher, Project No.: 2019-00-51 CRG051903)

Investigating the impact of flipped classroom on pre-service pre-primary teachers’ efficacy and learning motivation. Funded by School of Arts and Humanities, Tung Wah College (Principal Researcher, Project No.: 2019-05-52-SRG190501)

Examining the effectiveness of iFeedback in Teaching Supervision across different teaching programmes.

The impact of personality and self-efficacy on early childhood teachers’ wellbeing: A longitudinal study. Funded by the Centre for Child and Family Science.

Promoting children’s socio-emotional wellbeing through music visualization technology. Funded by the Centre for Child and Family Science.

Attitudes on classroom code-switching: A comparison between English speaking and Chinese speaking pre-service kindergarten teachers. Funded by EMI Enhancement Grants.

Promoting digital evidence-based reflections in teaching practicum by using iPads for early childhood student teachers. Funded by Teaching Development Grant.

Relationship between early childhood teachers’ personality types and teaching beliefs and practices of developmentally appropriate practice. Funded by ECE department, the Education University of Hong Kong.

Using iPad to promote evidence-based reflections of pre-service student teachers. Funded by the Professional Development in e-Learning Initiative.

Construction of an e-quiz template. Funded by Teaching and Development Grant; Department of ECE, the Education University of Hong Kong.

Personality and work environment: Effects on kindergarten teachers’ subjective well-being. Funded by Internal Research Grants.

Needs Assessment on implementing preventive smoking education in kindergartens. Funded by Tobacco Control Office & PLK.

Development of Case Studies on Curriculum Leadership and the Implementation of the “Guide to the Pre-primary Curriculum (2006). Funded by Department of ECE.

Publications (Selected)
Fiorilli, C., Paul, W. Y. H., De Stasio, S., Castro, F. V., Benevene, P., eds. (2020). Well-Being of School Teachers in Their Work Environment. Lausanne: Frontiers Media SA. doi: 10.3389/978-2-88966-064-3

Wong, Y.P. (2019). Teaching Beliefs on Developmentally Appropriate Practice among Chinese Preschool Teachers: The Role of Personality Journal: Frontiers in Psychology, 10, 2822.

Benevene P, Wong YHP, Fiorilli C and De Stasio S (2018) A Cross-National Comparison on Subjective Well-Being of Kindergarten Teachers: Hong Kong and Italy. Front. Psychol. 9:2626. doi: 10.3389/fpsyg.2018.02626

Wong, Y.P. & Lau, W. C. (2018). Perceived Attributes of Music Teaching Effectiveness Among Kindergarten Teachers: Role of Personality. Australian Journal of Teacher Education, 43(9), 2.

Wong, Y.P. (2017). A comparison of urban and rural kindergarten teachers’ perceptions of school safety for young children: Implications for quality teacher education. Early Child Development and Care, 187(1), 80-88.

Wong, Y.P., Cheng, P.D., & Leung, E.Y. (2016). Implementing Smoking Prevention Education in Early Childhood: Views from Parents and Early Childhood Educators. Education & Health, 34(3), 3-7.

Wang, Z., Wong, R., Wong, Y., Ho, F., & Cheng, D. (2016). Play and theory of mind in early childhood: A Hong Kong perspective Early Child Development and Care, DOI: 10.1080/03004430.2016.1146261.

Xie, Q., Fan, W., Wong, P., & Cheung, F. (2015). Personality and Parenting Style as Predictors of Life Satisfaction Among Chinese Secondary Students. The Asia-Pacific Education Researcher. Doi: 10.1007/s40299-015-0271-0

Wong, Y. H. P. (2015). Development of a work environment rating scale for kindergarten teachers. Occupational Medicine, 65(6), 489-495.

Wong, Y.P. & Zhang, L. (2014). Perceived school culture, personality types, and well-being among kindergarten teachers in Hong Kong. Australasian Journal of Early Childhood, 39 (2), 100-108.

Wong, Y.P. & Zhang, L. (2013). Personality types of Hong Kong kindergarten teachers: implications for teacher education. Australian Journal of Teacher Education, 38 (2), 91-101.

Wong, Y.H & Lam, L.Y.（2012）. Relationship between Children’s Eating Behavior and Caregivers’ Parental Feeding Styles. Hong Kong Journal of Early Childhood, 11 (1 & 2), 73-77.

Lau, W.C.M., Wong, S.S. P., & Wong, Y.H.P. (2012). Teachers’ Feelings on ‘Flow’: Music-Movement Curriculum: Implications for Teachers’ Health. Hong Kong Journal of Early Childhood, 11 (1 & 2), 68-72.

Zhang, L. and Wong, Y. (2011). Hardiness and Thinking Styles: Implications for Higher Education. Journal of Cognitive Education and Psychology, 10(3), 294-307.

Tsang, K. L. V., Wong, P.Y.H., & Lo, S. K. (2011). A meta-analytic review of psychosocial wellbeing measures for adolescents. Child: Care, Health & Development. 38 (5), 629-646.

Wong, Y. H. (2010). Kindergarten teachers' perceived school culture and well-being: a comparison of non-profit-making and profit-making kindergartens. Early Child Development and Care, 180 (3), 271-278.

Wong, Y.H. (2008). Rethinking curriculum and pedagogy: implications for kindergarten teachers’ personality types. Hong Kong Journal of Early Childhood, 7(2), 38-41.

Wong, Y.H. (1998). Bullying in special schools, Hong Kong Special Education Forum, 1(2), 68-75.

Community/ Professional Contributions (Selected)
An article“融合教育更有助孩子建立同理心”published on 教育專欄 [HK01] 2022-11-10
External Examiner of the Yi-Jin Diploma Programme (Early Childhood Education), Hong Kong Institute of Technology (2013 - present)
External Advisor of the Yi-Jin Diploma Programme (Early Childhood Education), Hong Kong Institute of Technology (2015 - 2017)
An article “關注家庭「二手煙」的影響” published on Sing Tao Daily (Education Section), dated 24 May 2016
An article “何謂「優質」兒童教育？” published on Sing Tao Daily (Education Section), dated 18 June 2015
An article “幼兒家居受傷的原因” published on Sing Tao Daily (Education Section), dated 5 Nov 2013