Taeyeon KimAssistant Professor
Ph.D., K-12 Educational Administration, Michigan State University, 2020
M.A., Educational Administration, Seoul National University, 2014
M.Ed., Elementary Education Administration, Daegu National University of Education, 2011
B.A., Elementary Education, Daegu National University of Education, 2008
Dr. Kim joined the University of Nebraska-Lincoln in 2020 as an assistant professor. Her research focuses on how leaders’ voices and strategies intersect with school organizations and policy contexts. Specifically, her research examines 1) policy enactment in school settings whereby leaders and educators interpret and transform multiple accountability policies and 2) leadership development in school organizations by applying learning theories. In her research, she tries to revisit and reimagine concepts around policy and leadership by centering the voices of school leaders who advocate for equity and social justice.
Dr. Kim teaches courses in P-12 educational leadership, including Administration Theories in Educational Organizations and School Culture and Student Behaviors. She also teaches qualitative research methods for doctoral students. Dr. Kim advises students in the Ed.D. and Ph.D. programs with a focus on P-12 educational leadership. Beyond UNL, Dr. Kim serves on the internal editorial team of the Educational Administration Quarterly.
Prior to higher education, Dr. Kim spent more than seven years in the K-12 education serving as an elementary school teacher and professional development consultant for teachers and principals in South Korea. She earned her Ph.D. in K-12 Educational Administration from Michigan State University.
Areas of Expertise
- Policy Enactment
- Leadership Development and Equity
- Educational Accountability
- Comparative Perspectives in Education
- Qualitative Research Methods
- Kim, T. & Reichmuth (2021). Exploring cultural logic in becoming teacher: a collaborative autoethnography on transnational teaching and learning. Professional Development in Education.
- Kim, T. & Lowery (2021). Who Should Get “Ineffective”? A Principal’s Ethical Dilemmas on Teacher Evaluation. Journal of Cases in Educational Leadership.
- Kim, T. (2020). What is the meaning of educational leadership in a time of policy engineering? International Journal of Leadership in Education.
- Torres, C. Bulkley, K., & Kim, T. (2020). Shared leadership for learning in Denver’s Portfolio Management Model. Educational Administration Quarterly.
- Kim, T. (2020). Becoming skillful leaders: American school principals’ transformative learning. Educational Management Administration & Leadership, 48(2), 353–378.
- Wright, J., & Kim, T. (2020). Reframing community (dis)engagement: The discursive connection between undemocratic policy enactment, minoritized communities and resistance. Journal of Education Policy.
- Kim, T., & Lee, Y. (2020). Principal instructional leadership for teacher participation in professional development: Evidence from Japan, Singapore, and South Korea. Asia Pacific Education Review. 21, 261-278.
- Kim, T. (2020). Revisiting the governance narrative: The dynamics of developing national educational assessment policy in South Korea. Policy Futures in Education, 18(5), 574-596.
- Kim, T., & Yun, J. T. (2019). Logics of accountability: Cross-national patterns in school-level control. Education Policy Analysis Archives. 27(119).
Taeyeon Kim’s research focuses on how leaders’ voices and strategies intersect with school organizations and policy contexts. Specifically, her research examines 1) policy enactment in school settings whereby leaders and educators interpret and transform policy and 2) leadership development in school organizations by applying learning theories. In her research, she tries to revisit and reimagine concepts around policy and leadership by centering the voices of school leaders who advocate for equity-driven learning. Her current projects explore “accountability” through the lived experience of school leaders, community-engaged school-level policy with immigrant families, and schools’ responses to the COVID-19 pandemic. Her previous work, which includes qualitative, quantitative, and mixed methods, has been published in Educational Administration Quarterly, Journal of Education Policy, Educational Management Administration & Leadership, International Journal of Leadership in Education, and others.