2026-01-12T18:19:52+08:00

Affiliation

Faculty of Education
University of Macau

Accepting applications from PhD/EdD students

Email

Dongnguyen@um.edu.mo

Tel

(853) 8822 9251

Fax

(853) 8822 2402

Office

Room 3021, Faculty of Education,

University of Macau, E33,

Av. da Universidade, Taipa, Macau, China

Dong NGUYEN 

Associate Professor of Educational Leadership & Management
Faculty of Education, University of Macau

Academic Qualifications

  • Postgraduate Certificate in Academic Practice (University of Glasgow, UK) [2022]
  • PhD in Educational Leadership (Nanyang Technological University, Singapore) [2018]
  • MA in International and Comparative Education (Stockholm University, Sweden) [2012]
  • BA in English Language Teaching (Vietnam National University, Hanoi, Vietnam) [2007]

Professional Appointments

  • Associate Professor of Educational Leadership and Management, Faculty of Education, University of Macau, Macao, China (1/2026 – present)
  • Co-Editor-in-Chief of the International Journal of Educational Management, Emerald Publisher (1/2023 – present)
  • Associate Professor, School of Education, Durham University, UK (9/2023 – 1/2026)
  • Lecturer, School of Education, University of Glasgow, UK (10/2018 – 8/2023)
  • Postdoctoral Research Associate, School of Education, University of Glasgow, UK (12/2017 – 9/2018)
  • Research Associate, Nanyang Technological University, Singapore (2/2013 – 8/2013)
  • High School Teacher, Vietnam National University, Hanoi, Vietnam (1/2008 – 2/2013)

Research Interests

  • Leadership and management (across sectors / nations / cultures)
  • Leadership/professional development and learning
  • Diffusion of innovations
  • Intersection of management, organisation and technology

Publications

Selected Journal Articles

  • Nguyen, D., See, B. H., Brown, C., & Kokotsaki, D. (2026). Leadership for teacher retention: exploring the evidence base on why and how to support teacher autonomy, development, and voice.Oxford Review of Education, 52(1), 96–116. https://doi.org/10.1080/03054985.2024.2432635
  • Bellibas, M.S., Nguyen, D., & Gumus, S. (2025). Would Teachers’ Professional Collaboration Promote Cognitively Activating Teaching Practices? The Moderating Role of Collective Innovativeness. ECNU Review of Education. https://doi.org/10.1177/20965311251327234
  • Nguyen, D., Boeren, E., Maitra, S., & Cabus, S. (2024). A review of the empirical research literature on PLCs for teachers in the Global South: evidence, implications, and directions. Professional development in education, 50(1), 91-107. https://doi.org/10.1080/19415257.2023.2238728
  • 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. https://doi.org/10.1080/13603124.2020.1731765
  • Nguyen, D., Pietsch, M., & Gümüş, S. (2021). Collective teacher innovativeness in 48 countries: Effects of teacher autonomy, collaborative culture, and professional learning.Teaching and Teacher Education, 106, 103463. https://doi.org/10.1016/j.tate.2021.103463
  • Dimmock, C., Tan, C. Y., Nguyen, D., Tran, T. A., & Dinh, T. T. (2021). Implementing education system reform: Local adaptation in school reform of teaching and learning. International Journal of Educational Development, 80, 102302. https://doi.org/10.1016/j.ijedudev.2020.102302
  • 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
  • Luo, W., Ng. D., Nguyen, D., Ng, P. T., & Hairon, S. (2020). Transformational leadership and its relations to teacher outcomes in Singapore: mastery goals and self-efficacy as mediators. Leadership and Policy in Schools. https://doi.org/10.1080/15700763.2020.1811879
  • 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
  • Harris, A., Jones, M., Ismail, N., & Nguyen, D. (2019). Middle leaders and middle leadership in schools: exploring the knowledge base (2003–2017). School Leadership & Management, 39(3-4), 255-277. https://doi.org/10.1080/13632434.2019.1578738
  • King, F., McMahon, M., Nguyen, D., & Roulston, S. (2019). Leadership learning for pre-service and early career teachers: insights from Ireland and Scotland. International Studies in Educational Administration, 47(2), 6-22.
  • Chen, W., Teo, M. H., & Nguyen, D. (2019). Singapore parents’ use of digital devices with young children: Motivations and uses.The Asia-Pacific Education Researcher, 28(3), 239-250. https://doi.org/10.1007/s40299-019-00432-w
  • Nguyen, D., Ng, D., & Yap, P. S. (2017). Instructional leadership structure in Singapore: A co-existence of hierarchy and heterarchy. Journal of Educational Administration, 55(2), 148-167. https://doi.org/10.1108/JEA-05-2016-0060
  • Ng, D., Nguyen, D., Wong, B., & Choy, W. (2015b). A Review of Singapore principals’ leadership qualities, styles, and roles. Journal of Educational Administration, 53(4), 512-533. https://doi.org/10.1108/JEA-08-2013-0085
  • Ng, D., Nguyen, D., Wong, B., & Choy, W. (2015a). Instructional leadership practices in Singapore. School Leadership and Management, 32(5), 1-20. https://doi.org/10.1080/13632434.2015.1010501

Other Research Publications

  • Pham Xuan, R., & Nguyen, D. (2025). Academic Tracking in Germany as a Challenge to Children’s Rights: Implications for School Leadership. In Educational Leadership and Children’s Rights? Kinderrechte als Führungsaufgabe?. Waxmann. https://doi.org/10.31244/9783830998259_4
  • Nguyen, D. (2023). 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
  • 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 Endowment Foundation. Click here for a full report.
  • Nguyen, D., Dinh, HV.T., Nguyen, NP. (2023). School–University Partnerships in Vietnam: Insights, Reflections, and Recommendations. In: Acquaro, D., Bradbury, O.J. (eds) International Perspectives on School-University Partnerships. Springer, Singapore. https://doi.org/10.1007/978-981-99-0807-3_6.
  • Nguyen, D., Boeren, E., Maitra, S., & Cabus, S. (2022). A review of the empirical research of PLCs in the Global South: Evidence and recommendations. VVOB Belgium. Click here for a full report.

  • Evaluating the impact of leadership development programmes on leadership practices, teaching and learning outcomes in 420 schools in Rwanda (2023-2025). Principal Investigator. Funded by Funded by VVOB – Education for Development.
  • Effective school leadership for teacher retention to support disadvantaged schools (2023-2024). Principal Investigator. Funded by Education Endowment Foundation, England.
  • Professional learning communities (PLCs) in the Global South (2021). Co-Applicant and Lead Researcher. Funded by VVOB – Education for Development, Belgium.

  • Nguyen, D. (2023, June). Exploring evidence base on the impacts of PLCs on teacher professional development in the Global South. PAPER PRESENTED AT IPDA Annual International Conference 2023, Aston University, Birmingham, UK.
  • Nguyen, D. (2022, August). Issues on School-University Partnerships in Vietnam. PAPER PRESENTED AT the European Conference on Educational Research 2022 Yerevan in-person and/or online.
  • Nguyen, D.,Luo, W. and Ng, D. (2021, 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 2022, San Diego, California, USA.
  • Nguyen, D., Ng, D., Luo, W., & Mansor, S. (2019, September). Exploring the relationships between instructional leadership and teacher competences: Evidence from Singapore primary schools. PAPER PRESENTED AT the European Conference on Educational Research 2019, Hamburg, Germany.
  • Nguyen, D. (2019, July). Using grounded theory methodology to theorise change processes. PAPER PRESENTED AT BELMAS Annual Conference 2019, Hinckley, United Kingdom.
  • Nguyen, D. (2017, August). Teachers leading change: A theoretical model of change engagement. PAPER PRESENTED AT the European Conference on Educational Research 2017, Copenhagen, Denmark.
  • Nguyen, D. (2017, May). The influence process of teacher leadership in Singapore primary schools. PAPER PRESENTED AT Redesigning Pedagogy International Conference 2017, Singapore, Singapore.
  • Nguyen, D. (2016, August). A Contemporary review of research on teacher leadership. PAPER PRESENTED AT the European Conference on Educational Research 2016, Dublin, Ireland.

  • External Examiner for EdD/PhD theses – University of Canterbury, New Zealand (2022-2024); Newcastle University, UK (2024); University of Leeds, UK (2024); Monash University, Australia (2024)
  • External Assessor for Monash University’s academic promotion (2024)
  • External Examiner for MA programmes at University of Nottingham, UK (2024-2026)
  • Peer Reviewer for research funding organisations – UK Research and Innovation Funding Service and Swiss National Science Foundation (SNSF)

  • Leadership for teacher retention – the Education University of Hong Kong, Hong Kong (2015); University of Nottingham, UK (2025); Stockholm University (2023); and Stockholm School of Economics (2023).
  • Retaining teachers in schools – Leadership Conference organised by Education Durham (2024); and Tooled Up Education professional development organisation (2024).
  • Developing frameworks for research on leadership and management across sectors – at the 6th Asian Conference on Business and Economic Studies in August 2024 (in Bali, Indonesia).
  • Teachers leading change – Chinese University of Hong Kong, Hong Kong (2023/2024); Tallinn University, Estonia (2021); and Professional Development Services for Teachers in the Republic of Ireland.
  • Professional Learning Communities in the Global South – at a professional event organised by eNSPIRED Belgium (2021).

  • Discretionary Award for “making a contribution over and above the normal expectations” as Associate Professor at Durham University, UK (2023)
  • Dean’s Commendation for Research at the National Institute of Education, Singapore (2017)
  • A Nanyang Technological University Research Scholarship (2013-2017)