Dr. Lisa E. Kim

Lecturer (Assistant Professor)
Chartered Psychologist (CPsychol)

About Me

I am a Lecturer (Assistant Professor) in Psychology in Education in the Department of Education at the University of York, UK.
I am also a Chartered Psychologist (CPsychol) in the UK.

My research interests lie in understanding what makes a great teacher and how teachers and the teaching profession can be better supported and valued.

I use interdisciplinary frameworks, including educational psychology, organisational psychology, personality and individual differences, and use both quantitative and qualitative methods.

#teacher #wellbeing #TeachersMatter #SupportTeachers

Recent Work

  1. My latest Project

  2. Selected Publications

  3. Selected Presentations

  4. Participate in research

Contact Me

Latest project:

Being a teacher in England during the COVID-19 pandemic

Funded by the Economic and Social Research Council (ESRC) Impact Acceleration Account

Principal Investigator: Dr Lisa E. Kim (University of York)
Co-Investigator: Dr Kathryn Asbury (University of York)

About: When the COVID-19 pandemic hit England, and schools closed, we became worried about what this would mean for teachers. So we started this project.

So far, we have interviewed our initial sample of 24 primary and secondary state schools in England five times: April, June, July, November 2020, and February 2021.

The project allows us to see how the pandemic has affected education, through teachers’ eyes, and to understand its impact on teacher and the teaching profession, including wellbeing and professional identity.

The project aims to generate evidence-informed recommendations for how the government and schools can support teachers, and therefore pupils, by consolidating teachers’ accounts of their lived experiences and the scientific literature.

Click here for outputs.

Click here to participate in future research.

Being a teacher in England during COVID-19:
Outputs

Outputs

Public features

  1. Jessica Powell, a TES correspondent (2021), wrote two articles called "Are schools on the brink of a burnout crisis?", and "Are we being engulfed by burnout?" which featured Kim and the project

  2. National Institute of Economic and Social Research's (2021) blog featured the project

  3. Written evidence (2021) on Teachers’ Experiences during the First COVID-19 Lockdown submitted to the UK Parliament’s Public Account's Committee.

  4. A featured article in Tes Magazine (March, 2021) on What toll has Covid taken on teachers' mental health?

  5. An invited expert interview for a KCL's Our Sick Society podcast (2021) Episode 6: Covid-19 and Mental Health - What about the teachers?

  1. An invited blog post for the International Teacher Task Force (2021) on A reflection on teachers’ experiences of the COVID-19 pandemic: Where do we go from here?

  2. An invited presentation at the Open Innovation Team’s seminar series, organised by the Cabinet Office, with participation from Department for Education officials and civil servants from across Whitehall, on 30 September 2020.

  3. Written evidence (2020) on The Impact of COVID-19 on Education submitted to the UK Parliament’s Education Committee.

  4. Claudia Civinini, a TES correspondent, (2020) wrote an article called “Teachers 'misunderstood and vilified' during Covid-19” based on our Time 1 (baseline) findings

Academic contributions

  1. Kim, L. E., Leary, R., & Asbury, K. (2021). Teachers’ narratives during COVID-19 partial school reopenings: an exploratory study. Educational Research. https://doi.org/10.1080/00131881.2021.1918014

  2. Kim, L. E., Oxley, L., & Asbury, K. (2021). “My brain feels like a browser with 100 tabs open”: A longitudinal study of teachers’ mental health and wellbeing during the COVID-19 pandemic in 2020. https://doi.org/10.31234/osf.io/cjpdx

  3. Asbury, K., & Kim, L. E. (2020). “Lazy, lazy teachers”: Teachers’ perceptions of how their profession is valued by society, policymakers, and the media during COVID-19. https://doi.org/10.31234/osf.io/65k8q

  4. Kim, L. E. & Asbury, K. (2020) “Like a rug had been pulled from under you”: The impact of COVID-19 on teachers in England during the first six weeks of the UK lockdown. British Journal of Educational Psychology, 90, 1062-1083. https://doi.org/10.1111/bjep.12381

  5. Kim, L. E., Dundas, S., & Asbury, K. (2020). “I think it's been difficult for the ones that haven't got as many resources in their homes”: Teacher concerns about the impact of COVID-19 on pupil learning and wellbeing. https://doi.org/10.31234/osf.io/wsyqk

Selected Publications

Participate in research

For a full list of publications, see here

Open access (publicly available) versions of the articles may be found here

  1. Burić, I., Kim, L. E. & Hodis, F. (2021) Emotional labor profiles among teachers: Associations with positive affective, motivational and well-being outcomes. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000654

  2. Madigan, D. J. & Kim, L. E. (2021) Does teacher burnout affect students? A systematic review of its association with academic achievement and student-reported outcomes. International Journal of Educational Research, 105, 101714. https://doi.org/10.1016/j.ijer.2020.101714

  3. Kim, L. E. & Asbury, K. (2020) 'Like a rug had been pulled from under you': The impact of COVID-19 on teachers in England during the first six weeks of the UK lockdown. British Journal of Educational Psychology, 90, 1062-1083. https://doi.org/10.1111/bjep.12381

  4. Bardach, L., Rushby, J., Kim, L. E., & Klassen, R. M. (2020) Using video- and text-based situational judgment tests for teacher selection: A quasi-experiment exploring the relations between test format, subgroup differences, and applicant reactions. European Journal of Work and Organizational Psychology. Advance online publication. https://doi.org/10.1080/1359432X.2020.1736619

  5. Burić, I. & Kim, L. E. (2020) Teacher self-efficacy, instructional quality, and student motivational beliefs: An analysis using multilevel structural equation modeling. Learning and Instruction, 66, 101302. https://doi.org/10.1016/j.learninstruc.2019.101302

  6. Kim, L. E., & Buric, I. (2020) Teacher self-efficacy and burnout: Determining the directions of prediction through an autoregressive cross-lagged panel model. Journal of Educational Psychology, 112, 1661–1676. https://doi.org/10.1037/edu0000424

  7. Klassen, R. M., Kim, L. E., Rushby, J. & Bardach, L. (2020) Can we improve how we screen applicants of initial teacher education?. Teaching and Teacher Education, 87, 102949. https://doi.org/10.1016/j.tate.2019.102949

  8. Kim, L. E., Jörg, V. & Klassen, R. M. (2019). A meta-analysis of the effects of teacher personality on teacher effectiveness and burnout. Educational Psychology Review, 31, 163-195. https://doi.org/10.1007/s10648-018-9458-2

  9. Klassen, R. M., & Kim, L. E. (2019). Selecting teachers and prospective teachers: A meta-analysis. Educational Research Review, 26, 32–51. https://doi.org/10.1016/j.edurev.2018.12.003

  10. Kim, L. E., Dar-Nimrod, I., & MacCann, C. (2018). Teacher personality and teacher effectiveness in secondary school: Personality predicts teacher support and student self-efficacy but not academic achievement. Journal of Educational Psychology, 110, 309-323. https://doi.org/10.1037/edu0000217

  11. Kim, L. E. & Klassen, R. M. (2018). Teachers’ processing of complex school-based scenarios: Differences across experience levels. Teaching and Teacher Education, 73, 215-226. https://doi.org/10.1016/j.tate.2018.04.006

  12. Rikoon, S. H., Brenneman, M., Kim, L. E., Khorramdel, L., MacCann, C., Burrus, J., & Roberts, R. D. (2016). Facets of Conscientiousness and their differential relationships with cognitive ability factors. Journal of Research in Personality, 61, 22–34. https://doi.org/10.1016/j.jrp.2016.01.002

Selected Presentations

Participate in research

An invited presentation at the Open Innovation Team’s seminar series, organised by the Cabinet Office, with participation from Department for Education officials and civil servants from across Whitehall, on 30 September 2020.

A presentation on Is student personality associated with academic achievement?

A presentation on Breaking the walls of teacher selection

Participate in research

Participate in research

I run various research projects to understand teachers and how to best support them.

Sign up to participate or to find out more in my research.

News

OECD Global Insights want to hear from teachers around the world!

Tell them about your teaching innovations and ideas from during #coronavirus
Submit your two-minute video here 👉👉 www.globalteachinginsights.org
#GlobalTeachingInSights