Professor Alison Kington

professor-alison-kington

Professor in Psychology of Education

Institute of Education

Professors

Contact Details

email: a.kington@worc.ac.uk
tel: 01905 542025

Alison completed her PhD at the University of Bristol in 2001, since which she has worked in a number of research roles at the National Foundation for Educational Research and Universities of Roehampton, Nottingham and UCL Institute of Education, gaining extensive experience of designing and conducting mixed (and merged) methods projects. Alison joined the Institute of Education at the 小欧视频 in 2012 and became Professor in Psychology of Education in 2014. He current leadership roles include Lead for the Social Psychology of Education Research Group, Chair of the Education, Culture and Society Research Ethics Panel, Deputy Chair of the Professors’ Forum, and REF Lead for Unit of Assessment (UoA) 23 (Education).

Building on her doctoral work, Alison’s research continues to draw on influences from (social) psychology to understand how the presence of others affects our interactions, perceptions and behaviours within educational contexts, providing a framework for investigation into how teachers/practitioners, pupils and parents identify and inter-relate within schools. Her current research, which is cross-disciplinary in its theoretical and methodological approaches, focuses on the nature and quality of educational relationships and identities; more specifically, the influence of teacher and pupil characteristics on social interactions and behaviours, which offers crucial insights into how these aspects of school/classroom life impact on the effectiveness and retention of teachers, and the quality of children’s school experiences.

Alison has led a range of research projects, securing external funding from Research Councils, charities and Government agencies, including the Economic and Social Research Council, OECD, Department for Education, European Commission, and the Education Development Trust, generating research income of over £3.8m. Her sustained profile of research and collaboration, both nationally and internationally, has resulted in a strong track record of publications, including a number of books such as Effective teaching (2023), Developing Social and Learning Relationships in Primary Schools (2020), Effective Classroom Practice (2014), Paradigms of Educational Practice (2012), The Role of Theory and Research in Educational Practice (2008), and Teachers Matter (2007). She is also co-author of the forthcoming volume, The Emergence of Critical Realist Grounded Theory (Routledge, 2025). In addition, Alison has published papers, chapters and reports relating to her substantive and methodological interests and has presented more than 70 papers at international/national conferences and research seminars, including keynote addresses and symposia.

Alison is a Chartered Psychologist (CPsychol), Chartered Scientist (CSci), ONSE Approved Researcher, UKCGE Recognised Research Supervisor, and a qualified primary school teacher. She has received various distinctions for her research including Fellowships from the Royal Statistical Society (FRSS), College of Teachers (FCollT) and Royal Society of Arts (FRSA).

Qualifications

Academic qualifications:

  • Postgraduate Certificate: Teaching and Learning in Higher Education (2014)
  • PhD Education and Social Psychology (University of Bristol, 2001)
  • BEd (Hons) Primary Education and English (University of the West of England, 1994)

 Professional qualifications:

  • Chartered Scientist (Social Science) (CSci; 2023)
  • Accreditation: ONS/DfE Safe Researcher (2022)
  • Chartered Psychologist (CPsychol; 2014)
  • Fellowship of the Higher Education Academy (FHEA; 2014)
  • Certificate: Associate Teachers Programme (2010)
  • Certificate: Teaching and Learning (2008)
  • Certificate: Research Management (2005)

Research

Below is a summary of Alison's consultancy, funded research and project experience:

  • 2024-26: Cross-cultural variations in teachers’ organisational citizenship behaviours with outcomes such as psychological wellbeing, strain, and job satisfaction
  • 2022-24: The impact of the ‘Implicit Pupil-teacher Social Contract’ on trainee teachers’ sense of self-efficacy when developing positive pupil-teacher relationships
  • 2024: The impact of Synaesthesia on children’s school experiences: Mapping the field for use in Initial Teacher Education (ITE) programmes (UW SAP scheme)
  • 2023: International Comparative Analysis of Teaching & Learning (ICALT): extension(Erasmus+)
  • 2022-25: There’s No Place I’d Rather Be! The Influence of motivation, relationships and self-efficacy on teachers’ decisions to remain in the profession
  • 2021-22: The Self-efficacy of Non-specialist Physics Teachers (Ogden Trust)
  • 2020-21: The Impact of Home-schooling during Lockdown on Parent-child Relationships
  • 2020-21: Teachers’ experiences of teaching remotely: Professional life without physical peer interaction and support
  • 2019-22: The Role of Friendships in the Early Years for Siblings and Non-siblings
  • 2019-22: Teacher Resilience in Singapore (NiE/SDfE)
  • 2018-20: Early Career Teacher Development Programme: An evaluation (UW)
  • 2017-19: The Influence of Teacher-pupil Relationships on the Professional Identities of Early Career Teachers
  • 2016-19: The Role of School Staffrooms on Primary Teachers’ Wellbeing
  • 2015-21: International Comparative Analysis of Learning and Teaching (ICALT)
  • 2014-18: Tales from the Watershed: Developing Identities of Mid-career Primary School Teachers• 2016-17: Developing Effective Leadership in Schools (Stoke Local Authority)
  • 2014-15: The Impact of Multi-agency Working on Families with Severe and Multiple Disadvantage (Lankelly Chase)
  • 2014: Developing a Research-led Culture in Post-92 Education Departments (HEA)
  • 2013: Identifying and Elaborating the Competencies required for Effective Classroom Practice (HEA)
  • 2012-14: Inspirational and Effective Teachers (CfBT)
  • 2011-12: Evaluation of the Making Headway Pilot Project (SkillForce Development)
  • 2010-11: Pedagogic Quality and Inequality in University First Degrees (ESRC)
  • 2009-11: Includ-ED (European Commission)
  • 2009-10: Impact of the Two-Year Old's Pilot (Nottingham City Council)
  • 2009-10: Evaluation of Mathematics Pathways (QCA)
  • 2009: Analysis of PRES, PTES and CROS surveys (University of Nottingham)
  • 2007-08: Defining Classroom Relationships: developing the repertory grid technique
  • 2006-08: Effective Classroom Practice: A Mixed Method Study of Influences and Outcomes(ESRC)
  • 2005-08: Impact of School Leadership on Pupil Outcomes (DfES)
  • 2005-06: Variations in Teachers' Work, Lives and Effectiveness: an extension (DfES)
  • 2003-05: Variations in Teachers' Work, Lives and Effectiveness (VITAE) (DfES)
  • 2002: Evaluation of the Laptops for Teachers Initiative (DfES)
  • 2002: Evaluation of the Excellence in Cities EMAG Programme (DfES)
  • 2002: Evaluation of the Leading Small Schools Pilot Programme (NCSL)
  • 2001-02: Evaluation of the Computers for Teachers Scheme (DfES)
  • 2000-02: The Use of Computers in Learning Environments an international project (OECD)
  • 2000-02: Classroom Practices using ICT in England: The 2nd Information Technology in Education Study (SITES) (IEA)
  • 1998: Children's Friendships and Learning in School (Froebel Educational Trust)

 

Supervision

Alison is a UKCGE Recognised Research Supervisor and was shortlisted for the Times Higher Education (THE) Research Supervisor of the Year in 2023. She has supervised 24 research students from a range of international and national contexts to successful completion of their studies and is currently working with students in the following research areas:

  • Factors influencing teacher identity and retention in coastal schools
  • Influence of peer relationships and collective identity on teacher well-being
  • Impact of home-schooling during lockdown on children’s friendships
  • Support opportunities of PVI leaders in the early years sector
  • Primary teachers’ experiences of secondary traumatic stress
  • Role of the school nurse in secondary school pupils’ wellbeing

Alison currently has two self-funded studentships advertised:

She would also welcome enquiries regarding further study in the following areas:

  • educational identities of teachers and pupils
  • classroom behaviours and interaction
  • teacher-pupil relationships
  • peer relationships/friendships in the classroom
  • role of the staffroom• teacher careers and retention
  • teacher/collective self-efficacy
  • children's socio-cognitive development

University responsibilities

  • Chair of the Arts, Humanities and Social Sciences Research Ethics Panel
  • Deputy Chair of the University Professors’ Forum
  • Lead for Social Psychology of Education Research Group
  • REF Lead for UoA 23 (Education)
  • Member of various committees, including Research Integrity and Governance Committee, REF Working Group, Researcher Concordat Implementation Group, and RKE Forum. 

External roles

Funding bodies, committees and organisations:

  • ESRC Research Talent Advisory Group
  • Linköping University, Sweden: Research Evaluation Panel
  • DfE Roundtable: Research on Supporting Children and Young People to Thrive
  • ESRC Grant Assessment Panel (B)
  • BERA College of Reviewers
  • BPS Psychology of Education Section Committee
  • Irish Research Council’s Post-doctoral Fellowships and Postgraduate Scholarships
  • Hong Kong Research Council’s General Research Fund (GRF) and Early Career Scheme (ECS)
  • ESRC Peer Review College

Editorial boards and reviewing:

  • Co-editor:
  • Associate Editor: (Educational Psychology section)
  • Editorial Board: and
  • Reviewer for various educational and psychological international, peer-reviewed journals

Societies and associations:

  • Fellow: Royal Statistical Society (FRSS)
  • Fellow: Royal Society of Arts (FRSA)
  • Associate Fellow: British Psychological Society (AFBPsS)
  • Historical Fellow: College of Teachers (FCollT)
  • International Affiliate: American Psychological Association (APA)
  • Member: International Association of Relationships Research
  • Member: British Educational Research Association (BERA)
  • Member: American Educational Research Association (AERA)
  • Member: International Mixed Methods Research Association
  • Member: European Association of Methodology
  • Member: National EdD Network

Publications

Below is a selection of Alison’s most recent publications and outputs. For a full list, please see .

2025

Jones, S.E., Kempers, K., Cartmel, K., Kington, A. and Holliman. (2025). Editorial. Psychology of Education Review. 49(1): 2-3.

Looker, B., Vickers, J. & Kington, A. (forthcoming, 2025). The Emergence of Critical Realist Grounded Theory. London: Routledge

Maulana, R., Fenga, X., Helms-Lorenza, M., Ko, J., Chund, S., Shahzade, A., Irnidayantif, Y., Leeg, O.,de Jagerh, T., Fadhilahi, N., Fernandez–Garciaj, C., Inda–Caroj, M., Kington, A., Adiyasurenl, A. &Galindev, U. (2025). Comparing teaching quality of secondary education teachers across diverse education systems. American Educational Research Conference (Colorado), April 2025.

2024

Jones, S., Holliman, A. and Kington, A. (2024) Editorial. Psychology of Education Review, 48(2): 4-5.

Kington, A. and Looker, B. (Eds) (2024). Education Science: The Nature, Quality and Dynamics of Teacher-pupil Relationships. MDPI

Sewell, A. and Kington, A. (2024). The impact of Synaesthesia on children’s school experiences: Mapping the field for use in Initial Teacher Education (ITE) programmes. Final project report, 小欧视频: UW.

Sewell, A., Kington, A. and Davies, S. (2024). Review protocol for a systematic literature review of the impact of Synaesthesia on children’s school experiences: Mapping the field for use in Initial Teacher Education (ITE) programmes.

Spicksley, K. and Kington, A. (2024) Uniting Teachers Through Critical Language Awareness: A Role for the Early Career Framework? British Journal of Educational Studies. 71(1), 23-41.

2023

Kington, A., Maulana, R. and Ko, J. (Eds) (2023). Effective teaching: Measurements, antecedents, correlates, characteristics, and links with outcomes. Lausanne: Frontiers Media SA.

Looker, B. and Kington, A. (2023). The Self-efficacy of Non-specialist physics teachers. Final report. London: Ogden Trust

Looker, B., Kington, A., Hibbert-Mayne, K., Blackmore, K. and Buckler, S. (2023). The Illusion of Perspective: Examining the dynamic between teacher effectiveness and self-efficacy. In: Maulana etal (Eds), Effective Teaching around the World: Theoretical, empirical, methodological and practical insights. The Netherlands: Springer

Looker, B., Kington, A. and Vickers, J. (2023). Close and conflictual: How pupil-teacher relationships can contribute to the alienation of pupils from secondary school. Education Science. 13(10), 1009.

Maulana, R., Kington, A., Ko, J., Feng, X., Helms-Lorenz, M., Looker, B., Blackmore, K. and Hibbert-Mayne (2023). Observing Effective Teaching Behavior in the Netherlands, England, and the United States using the ICALT observation instrument. Frontiers in Education. 8: 1068938.

Spicksley K. and Kington, A. (2023). Written evidence submitted to the Education Select Committee Enquiry on Teacher Recruitment, Training and Retention ().