| Social justice leadership—Theory and practice: A case of Ontario F Wang Educational Administration Quarterly 54 (3), 470-498, 2018 | 319 | 2018 |
| School principals’ job satisfaction: The effects of work intensification F Wang, KE Pollock, C Hauseman Canadian Journal of Educational Administration and Policy 185, 73, 2018 | 188 | 2018 |
| Complexity and volume: An inquiry into factors that drive principals’ work K Pollock, F Wang, DC Hauseman Societies 5 (2), 537-565, 2015 | 138 | 2015 |
| From redistribution to recognition: How school principals perceive social justice F Wang Leadership and Policy in Schools 15 (3), 323-342, 2016 | 76 | 2016 |
| The changing nature of principals’ work K Pollock, F Wang, C Hauseman OPC Register 3, 22-26, 2014 | 70 | 2014 |
| Inconvenient, but Essential: Impact and Influence of School-Community Involvement on Principals' Work and Workload. DC Hauseman, K Pollock, F Wang School Community Journal 27 (1), 83-105, 2017 | 62 | 2017 |
| Conceptualizing social justice: Interviews with principals F Wang Journal of Educational Administration 53 (5), 667-681, 2015 | 47 | 2015 |
| The changing nature of principals’ work: Final report K Pollock, F Wang, DC Hauseman The Ontario Principals’ Council, 2014 | 35 | 2014 |
| The changing nature of vice-principals’ work: Final report K Pollock, F Wang, C Hauseman The Ontario Principals’ Council, Toronto, ON, Canada, 2017 | 24 | 2017 |
| Subversive leadership and power tactics F Wang Journal of Educational Administration 56 (4), 398-413, 2018 | 23 | 2018 |
| The lived experiences of Canadian-born and foreign-born Chinese Canadian post-secondary students in Northern Ontario F Wang Journal of International Students 6 (2), 451-477, 2016 | 23 | 2016 |
| Job demands amid work intensity: British Columbia school administrators’ perceptions F Wang Educational Management Administration & Leadership 50 (6), 1013-1031, 2022 | 21 | 2022 |
| “I am here for the students”: principals’ perception of accountability amid work intensification F Wang, C Hauseman, K Pollock Educational Assessment, Evaluation and Accountability, 1-24, 2022 | 21 | 2022 |
| Canadian offshore schools in China: A comparative policy analysis F Wang Globalisation and Education, 229-247, 2020 | 20 | 2020 |
| Principals’ self-and interpersonal leadership amid work intensification F Wang Journal of School Leadership 31 (5), 396-427, 2021 | 19 | 2021 |
| Leadership as a subversive activity: Principals’ perceptions F Wang International Journal of Leadership in Education 21 (5), 531-544, 2018 | 19 | 2018 |
| Ontario principals’ and vice-principals’ well-being and coping strategies in the context of work intensification F Wang, K Pollock, DC Hauseman Perspectives on flourishing schools, 287-304, 2018 | 19 | 2018 |
| Time demands and emotionally draining situations amid work intensification of school principals F Wang, K Pollock, C Hauseman Educational Administration Quarterly 59 (1), 112-142, 2023 | 18 | 2023 |
| Social injustices in schools: Principals’ perception F Wang Journal of Values and Ethics in Educational Administration 13 (1), 2017 | 17 | 2017 |
| Students’ perception of belonging: A photovoice action research M Stack, F Wang Canadian Journal of Action Research 19 (1), 63-28, 2018 | 16* | 2018 |
Katina PollockProfessor of Education, The University of Western OntarioVerified email at uwo.ca
