Mohammad Noman, Ph.D. (Educational Leadership), possesses three decades of extensive experience in research, leadership, teaching, teacher training, and community engagement across K-12 and higher education sectors. He is an Assistant Professor (Tenure Track) at Wenzhou-Kean University, where he serves as the Director for the Department of Educational Leadership and Administration.

Dr. Noman has a rich and varied academic experience spanning over three decades across both K-12 and higher education settings. He has worked in four countries – India (K-12), Thailand (K-12 and Higher Education), Malaysia (K-12 and Higher Education), and China (Higher Education) - giving him a diverse perspective on educational issues across different levels. He firmly believes that people, irrespective of their socio-economic, cultural, religious, or racial background, have an innate ability to learn, and it is the job of an educator to ensure that they realize their full potential. He strives to make learning meaningful, fun, engaging, and filled with purpose. He loves teaching and the uniqueness of every student under his tutelage every day.

Dr. Noman is an avid researcher and has produced a rich body of work published in top journals in the field of education. He has produced over 50 articles, mostly in SCCI or Scopus Indexed journals. His research has generated valuable practical insights for educational leadership, teaching, learning, and assessment in K-12 and higher education and the Internationalization of higher education. His publications have generated nearly 1000 citations with an H-Index value of 18, which demonstrates the impact of his research work. He has collaborated with several international scholars and is keen on expanding such collaborations in the future.

His research interests follow two distinct strands. His primary focus is on exploring educational leadership through a triadic lens, moving away from its traditional person-centric conceptualization. He is among the few scholars currently examining leadership as a phenomenon comprising three essential elements: Leader, Followers, and Context. This innovative approach to context-based leadership has contributed significantly to the field's understanding of how leadership manifests and operates within different educational settings. The second strand of his research centers on teaching and learning in higher education. As a Scholarship of Teaching and Learning (SoTL) practitioner, he has conducted numerous SoTL inquiries that have been published in high-impact journals, contributing to the advancement of pedagogical practices in higher education.

马来西亚北方大学，哲学博士，教育领导学
泰国那空那育圣德丽莎国际学院，教育学硕士，教育行政与管理
印度勒克瑙大学，理学学士，物理、化学、数学

教育领导力
研究方法
教学领导
组织理论
定性研究方法
学校与社会
高效学校的管理创新
教育人力资源开发

研究兴趣
教育领导、管理和行政；教学学术
教学兴趣
教育领导与理论，教育行政与管理，组织理论与变革，研究方法，教育学理论。

文章：

(2024). Principal's learning-centred leadership practices and teacher's wellbeing: A self-determination theory perspective. Educational Studies. (SSCI/SCOPUS).

(2024). The interplay of academic emotions and teacher interpersonal behaviors on psychological well-being of university students in China. Educational Psychology. (SSCI).

(2024). Chinese students' conception of psychological need support and need frustration: A qualitative analysis from self-determination theory perspective. The Asia-Pacific Education Researcher. (SSCI/SCOPUS).

(2024). The interplay of contextual leadership and teacher-related organizational outcomes: The mediating role of group cohesion. Educational Management Administration & Leadership. (SSCI/SCOPUS).

(2024). Leading to succeed: Contextual leadership practices of semi-urban school principals in China. International Journal of Leadership in Education. (SSCI/SCOPUS).

(2024). Seat selection as a function of cultural and individual differences: Insights from undergraduate students in China. Teaching and Learning Inquiry. (SCOPUS).

(2023). The viability of doctoral thesis and oral exams in student’s native language. Journal of Language, Identity & Education. (SSCI/SCOPUS).

(2023). Navigating new terrain: First-year Chinese students’ transitionary experiences in a Sino-US joint venture university in China. International Journal of Chinese Education. (ESCI/SCOPUS).

(2023). Breaking the silence: Exploring the challenges of oral participation faced by Chinese undergraduate students in a Sino-US university in China. Asian Education and Development Studies. (ESCI/SCOPUS).

(2023). Reflection on visioning as a leadership practice. Management in Education. (SCOPUS). (2023). Principals’ contextual leadership on teachers’ organizational commitment: Teacher empowerment and teachers’ workplace well-being as a serial mediator. The Journal of Management Theory and Practice. (ESCI).

(2023). What does an engaged preschool classroom look like? Teachers’ conceptions of student engagement—voices from Malaysia. Asia-Pacific Journal of Research in Early Childhood Education. (ESCI/SCOPUS).

(2022). Partnering with doctoral students in research supervision: Opportunities and challenges. Higher Education Research & Development. (SSCI/SCOPUS).

(2022). ‘Smile and Nod’ or more? Reassessing the role of the silent supervisor in the doctoral viva. International Journal of Doctoral Studies. (SCOPUS).

(2022). Gender equity and the “Lost Boys” in Malaysian education. In Education in Malaysia. (Not Indexed).

(2022). Undergraduate capstone projects in information technology course: Bridging the gap between theory and practical skills. International Journal of Innovation and Learning. (SCOPUS).

(2022). Teaching personality theories for engagement in higher-order thinking skills. Scholarship of Teaching and Learning in Psychology. (SSCI).

(2021). Core leadership practices of school principals in the Kingdom of Saudi Arabia. Educational Management Administration & Leadership. (SSCI/SCOPUS).

(2021). Covid-19 fallout: Interplay between stressors and support on academic functioning of Malaysian university students. Children and Youth Services Review. (SSCI/SCOPUS).

(2021). Principal’s learning-centered leadership practices and teacher’s wellbeing: A self-determination theory perspective. Educational Studies. (SSCI/SCOPUS).

(2021). The impact of student-faculty partnerships on student partners who become academics. International Journal for Students as Partners. (SCOPUS).

(2019). Exploring and evaluating differentiated assessment practices of in-service teachers for components of differentiation. Teaching Education. (SCOPUS).

(2019). Investigating students' experiences of Students as Partners (SaP) for basic need fulfilment: A self-determination theory perspective. Journal of University Teaching & Learning Practice. (SCOPUS).

(2018). The role of goal orientations in students’ perceptions of classroom assessment in higher education. Assessment & Evaluation in Higher Education. (SSCI/SCOPUS).

(2018). Contextual leadership practices: The case of a successful school principal in Malaysia. Educational Management Administration & Leadership. (SSCI/SCOPUS).

(2017). Inclusive assessment for linguistically diverse learners in higher education. Assessment & Evaluation in Higher Education. (SSCI/SCOPUS).

(2017). Defining intercultural education for social cohesion in Malaysian context. International Journal of Multicultural Education. (SCOPUS).

(2017). Principal’s coalition building and personal traits brings success to a struggling school in Malaysia. The Qualitative Report. (SCOPUS).

(2016). Exploring strategies of teaching and classroom practices in response to challenges of inclusion in a Thai school: A case study. International Journal of Inclusive Education. (SCOPUS).

(2015). The interplay of socio-psychological factors on school engagement among early adolescents. Journal of Adolescence. (SSCI).

(2015). Exploring classroom practices in collectivist cultures through the lens of Hofstede's model. The Qualitative Report. (SCOPUS).

(2015). Parents' perception of dimensions of quality K-12 schools in Bangkok, Thailand. International Journal of Management in Education. (SCOPUS).

(2014). Teacher autonomy support: Does it hinder motivation among Thai students? Malaysian Journal of Learning and Instruction. (SCOPUS).

书籍章节：

(2025 Forthcoming) Strengthening Program-Level Learning in a Malaysian University Through Multidisciplinary SoTL. In Scholarship of Teaching and Learning (SoTL) in Asian Higher Education: Cultures of Inquiry in SoTL. IG Global

(2024). Symbiosis of teacher leadership and professional learning communities. Oxford Research Encyclopedia of Education.

(2023). Collaborative Assignments and Projects. In Integrating High Impact Educational Practices for Malaysia (UUM Press).

(2023). Distributed instructional leadership: The SHARE model. In Educational leadership: Contemporary theories, principles, and practices (pp. 39-55).

(2023). High Impact Educational Practices (HIEPs): Keeping the students engaged. In Integrating High Impact Educational Practices for Malaysia (UUM Press).

(2022). Gender equity and the “Lost Boys” in Malaysian education. In Education in Malaysia (Routledge).

(2021). Contextual awareness and sensemaking among Malaysian school principals: From leaders to leadership. In School Leadership in Malaysia (Routledge).

(2020). Contextual leadership and culture in education. In School Leadership in Malaysia (Oxford University Press).

(2020). Educational leadership and self-determination theory in collectivist cultures. In Oxford Research Encyclopedia of Education Cultures (Oxford University Press).

书籍：

(2023). Integrating high impact educational practices for Malaysia. UUM Press.

(2025 Forthcoming). Scholarship of Teaching and Learning (SoTL) in Asian Higher Education: Cultures of Inquiry in SoTL. IG Global