Professor
Center for Teacher Education Research
Faculty of Education
Beijing Normal University
Beijing, China
E-mail： qiongli@bnu.edu.cn

EDUCATION
Ph. D., The Chinese University of Hong Kong
           Educational Psychology, 2004
Ed. M., Beijing Normal University
           Developmental Psychology, 2000
B. S., Beijing Normal University, Education, 1997

RESEARCH AREAS
Teacher education
Teacher Professional development
Mathematics teachers’ teaching and learning
Teacher resilience and well-being
Quantitative data analysis in large-scale research

TEACHING AND RESEARCH EXPERIENCE
Professor, Beijing Normal University, 2014-
Visiting scholar in State University of New York at Albany (2011-2012)
Associate Professor, Beijing Normal University, 2009- 2014
Post-doctoral Fellow, The Chinese University of Hong Kong, 2007
Assistant professor (since 2005), Beijing Normal University

RECENT SELECTED PUBLICATIONS
Li, Z., Li, Q.*(2025) Unraveling the impact of parent–child relationships on adolescent creativity: the mediating effects of persistence and resilience. Current Psychology, 44, 14697–14712.（Corresponding author）

Li, Z., & Li, Q.*(2025). Understanding creativity in context: A socio-emotional mediation model based on the 4Ps framework in Turkish schools. European Journal of Psychology of Education, 40, 127. https://doi.org/10.1007/s10212-025-01041-6

Li, Z., & Li, Q.* (2025). Unraveling the impact of parent–child relationships on adolescent creativity: The mediating effects of persistence and resilience. Current Psychology. https://doi.org/10.1007/s12144-025-08183-2  

刘圣培，李琼*（2025）.“青稞地的教育坚守”：西藏农牧区教师韧性研究，教育学报（3）:178-194.

Adams, F., Li, Q.*, & Mu, H.(2025). Teacher Agency in Ghanaian Schools: Impact of Career Choice Motivations and Perceptions of the Teaching Profession. Behavioral Sciences, 15(7), 895. https://doi.org/10.3390/bs15070895

Li, Z., & Li, Q.* (2025). The effects of school climate on students' creativity: The mediating role of growth mindset and self-efficacy. Thinking Skills and Creativity, 57(101851).

周敬天，李琼：教师教育者的实践性知识：北京市区级教研员的个案研究，当代教师教育，2025（1）

杜娇阳，刘许，李琼*：名师工作室何以促进教师专业资本发展：制度优势与理论建构。教师教育研究，2025（1）:13-19.

Zhenyu Li and Qiong Li *(2025). The impact of family environment, optimism, and empathy on students' creativity. Personality and Individual Differences 236 (2025) 113019. (Corresponding author)

Farwa, U. E., Li, Q., Ye, J., Khan, M. K. & Zulfiqar, S. (2024). Organizational and Psychological factors in teacher educators’ professional identity development: An empirical analysis. British Educational Research Journal, 00, 1–28.

Sun, X., Zhou, J. , Liu, L. & Li, Q.*Teacher resilience development in rural Chinese schools: Patterns and cultural influences. Teaching and Teacher Education 147 (2024) 104656. (Corresponding author)

Li, Z.; Liu, W.; Li, Q*.(2024). How Distributed Leadership Affects Social and Emotional Competence in Adolescents: The Chain Mediating Role of Student-Centered Instructional Practices and Teacher Self-Efficacy. Behavioral. Sciences, 14, 133-149.

Li, Z.; Li, Q.*(2024). How Social Support Affects Resilience in Disadvantaged Students: The Chain-Mediating Roles of School Belonging and Emotional
Experience. Behavioral Sciences, 14,114-130.

Day, C.W., Simpson, A., Li, Q.*, Bi, Y. and He, F. (2023), Teacher professionalism: Chinese teachers' perspectives, Journal of Professional Capital and Community, 8,2, pp. 65-89.

Li, Q., Sun, X., Zhou, J.,（2023）. Thriving on challenges: understanding teacher resilience in hard-to-staff Chinese rural schools. In: Tierney, R.J., Rizvi, F.,Erkican, K. (Eds.), International Encyclopedia of Education, vol. 5. Elsevier, pp.191–203.

He, W.; Tian, G.; Li, Q.*; Liu, L.B.; Zhou, J. (2022). Examining the Relationships between Student Teacher Professional Identity Tensions and Motivation for Teaching: Mediating Role of Emotional Labor Strategies in China. Sustainability 14, 12727.

He, W., Acheampong, P., & Li, Q.* (2021). Learning Power of Chinese Students: Why Perceived Achievement Goal Motivation, Teacher-Student Closeness and Parent Involvement Matter. Asia Pacific Journal of Education, 39, 1, 96-112.

Liu, L., J.M. Conner & Q. Li* (2021): Cultivating teacher professionalism in Chinese and U.S. settings: contexts, standards, and personhood, Education Inquiry, DOI:10.1080/20004508.2021.1950274

Tang, Y.P., Wang, T., Liu, L. Li, Q.*(2020) Teacher Job Satisfaction in High-Performing Systems: A Multi-Level Study of Teacher, Classroom, and School Factors Using TALIS 2013 Surveys. Asia Pacific Journal of Educational Research, 3(1) 17-43.

Li, Q., Gu, Q., & He, W. (2019): Resilience of Chinese teachers and its relationship with perceived working conditions and relational trust. Measurement:Interdisciplinary Research and Perspectives. 17:3, 143-159.

Huang, J., Tang, Y., He, W. & Li, Q * (2019). Singapore’s School Excellence Model and student learning: evidence from PISA 2012 and TALIS 2013, Asia Pacific Journal of Education. Https://doi.org/10.1080/02188791.2019.1575185.

Tang, Y., He, W., Liu, L., & Li, Q.* (2018). Beyond the paycheck: Chinese rural teacher well-being and the impact of professional learning and local community engagement. Teachers and Teaching: Theory and Practice, 24(7), 825-839.

He, W., Li, Q.* & Mu, H. (2018). Effect of school culture on teacher job satisfactory: The mediating role of teacher agency. Journal of Teacher Education Research, 30(3), 39-45. (Corresponding author)

SELECTED GRANTS
Principal Investigator，Study on the Mechanism and Effectiveness of Translating Educator Spirit into Practice (Beijing Education Science 14th Five-Year Plan Key Project, CAFA25030
Principal Investigator, Teacher education evaluation in China. Ministry of Education Grants. 2017-2020.
Principal Investigator, Teacher resilience in Chinese rural areas. Ministry ofEducation Grants. 2014-2016
Co-Investigator, A study of novice teachers’ development of mathematical knowledge for teaching and the influence of previous preparation, school context and opportunities to learn-on-the-job. International comparative study across 15 counties, 2013-2016
Principal Investigator, Chinese teachers’ professional development in a changing context. Ministry of Education Grants. 2009-2012.
Co-Investigator, Has Curriculum Reform Made a Difference? Looking for Change in Classroom Practice. HKRGC. 2007-2010.