Assist in literature review, instrument development, and ethics documentation (IRB preparation).
Support data collection and management (survey administration, transcription, data entry, and cleaning).
Conduct quantitative and qualitative analysis under supervision (e.g., thematic coding, growth mixture modelling).
Contribute to research reports, journal manuscripts, and conference materials.
Coordinate communication with project stakeholders, including NIE and MOE partners.
Provide administrative support for meetings, dissemination activities, and project documentation
Any other task assigned by the research team.
Application
Applicants (external and internal) will apply via Workday. We regret that only shortlisted candidates will be notified.
Closing Date
Closing date for advertisements will be set to 14 calendar days from date of posting.
Hiring Institution: NIE
Requirements
Education:
Bachelor's degree with Honours (2nd Upper or above) in Education, Psychology, or Social Sciences. A Master's degree will be advantageous.
Skills and Knowledge:
Demonstrated competence in quantitative and/or qualitative research, including survey administration, data cleaning, statistical and thematic analysis.
Familiarity with statistical software (e.g., SPSS, R, or Mplus) and qualitative coding tools (e.g., NVivo).
Strong writing skills and ability to synthesise literature and data into clear, coherent reports.
Meticulous attention to detail, organisation, and ability to manage projects and meet research timelines.
Personal Attributes:
Self-motivated, responsible, and able to work both independently and collaboratively.
Strong interpersonal skills and openness to learning across disciplines (e.g., teacher education, psychology, CCE).
Benefits
Vision insurance
Additional Information
The National Institute of Education invites suitable applications for the position of Research Associate on a 19 -month contract under the Director's Office .
Project Title : Fostering Resilience and Teacher Efficacy through Teacher Identity Formation and Exploration
Project Introduction : This study investigates how teacher identity exploration and formation can foster resilience and efficacy among pre-service teachers in Singapore, particularly in their preparation for teaching Character and Citizenship Education (CCE). Framed by the Dynamic Systems Model of Role Identity (DSMRI), the study conceptualises teacher identity as a dynamic, context-sensitive system shaped by beliefs, goals, and self-perceptions that influence coping and motivation.
The project adopts a mixed-methods design, combining surveys and qualitative reflections from PGDE pre-service teachers to identify how identity configurations and pedagogical scaffolds support adaptive coping and reflective practice. Findings will inform the design of teacher education programmes and professional learning to strengthen teacher well-being, efficacy, and agency.
Ntu · Ntu Main Campus, Singapore