Research Publications

Academic theses and dissertations are regularly published and widely disseminated in YUOE Journal, Monographs, Universities Research Journal (URJ), Myanmar Academy of Arts and Science (MAAS) Journal, AsTEN Research Journal and International online Journals for sharing knowledge and contributing to the development of our education.

Myanmar Academy of Art & Science List of Research

No. Researcher Title Abstract Year
1151 Lwin Lwin Mar RELATIONSHIP BETWEEN FOLLOWERSHIP STYLES AND JOB PERFORMANCE OF SENIOR TEACHERS IN SHWE PYI THAR TOWNSHIP The purpose of this study was to examine what followership style was mostly conducted by senior teachers in Shwe Pyi Thar Township. The study intended to study job performance of these teachers in terms of schools and their personal factors such as specialized subjects and total years of service in education. The main purpose of the study was to investigate relationship between followership styles and job performance. Descriptive survey research design was employed in this study. Both quantitative and qualitative methods were used in this study. As focused on census method, all senior teachers in Shwe Pyi Thar Township were selected as samples. Data were collected from 159 senior teachers. The instrument consisted of demographic data, 20 items for Followership Style Questionnaire and 20 items for Teachers’ Job Performance Questionnaire. The internal consistency (Cronbach’s alpha) of the whole scales of Followership Styles was 0.83 and that of Teachers’ Job Performance was 0.88. Follow up interview questions were also asked to six interviewees for the confirmations of quantitative study statistics. Descriptive statistics revealed that exemplary followership style was the most common followership style and the level of job performance was moderate. One-Way ANOVA analyses revealed that there were significant differences in some dimensions of teachers’ job performance grouped by schools (df=7, F=3.531, p<.01) but not by total years of service in education. Independent Samples t Test analyses showed that job performance of senior teachers who specialized in Arts subjects were slightly lower than that of senior teachers who specialized in Science subjects (p=0.048). Pearson correlation analyses expressed that there were significant and moderate positive relationships between followership style and job performance of senior teachers (r=.452, p<.01). The interview results were generally complementary to the quantitative findings. 2020
1152 Khin Sandar Win CHALLENGES OF GRADE 1 TEACHERS IN IMPLEMENTING NEW CURRICULUM The main aim is to study of the challenges of grade 1 teachers in implementing new curriculum. Quantitative and qualitative methods were used to collected data for this study. The participants of this study were 103 grade 1 teachers from South Dagon Township, Yangon Region. The valid response rate was 100%. Descriptive statistics, One-way ANOVA and independent samples t test were used to analyze the data. According to findings, 62% of participant teachers had above satisfactory level and 38% of teachers had satisfactory level of knowledge about grade 1 children development. The participant grade 1 teachers had challenges slightly in implementing new curriculum. There were significant differences in implementing new curriculum between the groups of grade 1 teachers classified by number of students in class who directly joined grade 1. The findings from open-ended responses and interview revealed that there were some challenges for teachers in implementing new curriculum. 2020
1153 Khine Hsu Wai A STUDY OF TEACHERS’ KNOWLEDGE AND PRACTICES OF GOOD CITIZENSHIP The aim of this study was to study the teachers’ knowledge and practices of good citizenship in Insein Township, Yangon Region. Quantitative and qualitative methods were used in this study. Nine Basic Education Schools were selected by using systematic sampling method including four Basic Education High Schools and five Basic Education Middle Schools in Insein Township, Yangon Region. Two hundred and twenty five junior teachers were selected as sample by using simple random sampling method. The set of questionnaire included 8 items for demographic data, 30 true-false items for knowledge, 30 four-point Likert scale items for practice, and 6 open-ended questions. The reliability coefficient of Cronbach’s alpha (?) of junior teachers’ practices concerning good citizenship was 0.86.The Statistical Package for the Social Sciences (SPSS) software version 24 was used in this study. Descriptive statistics, independent samples t test, oneway ANOVA, and Pearson correlation were used to analyse the data obtained in this study. The research showed that the knowledge level of most of junior teachers concerning good citizenship was above satisfactory level. The practice level of junior teachers regarding good citizenship was moderately high (Mean= 3.18, SD=0.38). There was no significant difference in junior teachers’ practice levels grouped by their knowledge levels. Moreover, there were no significant differences in their knowledge and practice levels grouped by their total years of service and teaching subjects. According to quantitative results, junior teachers’ knowledge concerning good citizenship was positively low correlated with their practices. 2020
1154 Thin Hay Mar Soe RELATIONSHIP BETWEEN TEACHERS' PARTICIPATION ANDMOTIVATION IN PROFESSIONAL DEVELOPMENT The main aim of this study was to investigate the relationship between teachers' participation and motivation in professional development in Basic Education High Schools from South Dagon Township, Yangon Region. Quantitative and qualitative methods were employed in this study. All 196 Senior teachers from eight Basic Education High Schools were targeted as participants by using census survey. Questionnaire was used as instrument in this study. Questionnaire was developed based on the eleven categories of professional development activities developed by OECD (2009) and OISE (2006), Self-determination theory (SDT) (Ryan and Deci, 2000a) for teachers' motivation and teachers' basic needs for facilitating intrinsic motivation. For the expert validity, instrument was reviewed by a panel of experts. The reliability coefficient (Cronbach's alpha) for whole scale of the questionnaire was 0.90. SPSS (Statistical Package for the Social Science) software version 25, descriptive statistics, One-way Analysis of Variance (ANOVA) and Tukey Post-hoc mean comparison and Pearson product-moment correlation were used to analyze the quantitative data. For qualitative study, open-ended questions and interview were conducted. In participation, teachers often participated in all categories of professional development activities. The most common type of teachers' motivation to participate in professional development was autonomous motivation (identified regulation, intrinsic motivation). There were significant differences in teachers' participation grouped by their age. There were also significant differences in teachers' motivation grouped by their age and teaching service. Teachers who have teaching service of (31 years and above) and (7-18 years) got high mean values in controlled motivation (external and introjected regulation). Teacher participation in professional development and their autonomous motivation were correlated in this study. The extent of teachers' satisfaction on their three basic needs (autonomy, competence and relatedness) for facilitating intrinsic motivation was moderately high. After quantitative study, qualitative study followed up. The information obtained from qualitative study was complementary to quantitative findings. 2020
1155 Khant Nyar Su Su San AESTHETIC LEADERSHIP AND TEACHER MORALE IN BASIC EDUCATION HIGH SCHOOLS The purpose of this study is to study the aesthetic leadership and teacher morale in Basic Education High Schools, Thanlyin Township. The specific objectives are 1) to study the level of principals’ aesthetic leadership behaviours perceived by teachers, 2) to study the differences in principals’ aesthetic leadership behaviours based on demographic data, 3) to study the level of teacher morale, 4) to study the differences in level of teacher morale in terms of personal factors and 5) to analyze the significant relationship between the aesthetic leadership behaviours and teacher morale. Total of 7 principals and 177 teachers in Basic Education High School, Thanlyin Township were selected to participate in this study. Quantitative and qualitative methods were used. The reliability coefficient (Cronbach ?) was 0.96 for Aesthetic Leadership Scale questionnaire and 0.73 for Purdue Teacher Opinionnaire. Descriptive statistics, Independent Samples t Test, One-Way Analysis of Variance (ANOVA), Post Hoc Tukey HSD and Pearson product-moment correlation were used to analyze the data in quantitative study. In this study, principals from Basic Education High School, Thanlyin Township, Yangon Region behaved the aesthetic leadership behaviours perceived by teachers at high level (Mean=3.18, SD=.32). Although there were significant differences in aesthetic leadership behaviours of principals among school groups, no significant difference was found according to administrative service and school location. Similarly, the teachers from Basic Education High School, Thanlyin Township have high level of morale (Mean=3.08, SD=.28). There were significant differences in teacher morale level among school groups, educational qualification and position of the teachers. But, no significant difference was found in teacher morale level according to the age and teaching service of the teachers. Also, there was a significant relationship between aesthetic leadership behaviours and teacher morale (r=.584, p=.000). 2020
1156 Soe Khant Lin RELATIONSHIP BETWEEN TEACHER SELF-EFFICACY AND CLASSROOM MANAGEMENT STYLES IN BASIC EDUCATION HIGH SCHOOLS The research aimed to study the levels of teacher self-efficacy, the variations of the levels of teacher self-efficacy grouped by age, teaching service, academic qualification, position, teaching subjects, marital status and school, to study the classroom management styles that the teacher mostly used and the relationship between the teacher self-efficacy and classroom management styles. From the selected seven Basic Education High Schools in Mingalardon Township, 82 senior teachers, 102 junior teachers and 48 primary teachers participated in this study by using proportional stratified sampling method. The study was based on two dimensions of self-efficacy (personal teaching efficacy and general teaching efficacy) and three types of classroom management styles (noninterventionist, interactionist and interventionist). In this study, the levels of teacher self-efficacy and classroom management styles were determined by the mean values responses to the questionnaire items. The reliability coefficients (Cronbach’s alpha) of the instrument were 0.73 for self-efficacy and 0.77 for classroom management styles. For qualitative methodology, open-ended questions and partially structured interview were conducted. Descriptive statistics, Independent Samples t-Test, One-way ANOVA, Tukey post-hoc mean comparison and Pearson correlation were used to analyze the data. According to findings, the levels of teachers’ overall self-efficacy were moderately high and among two dimensions, personal teaching efficacy had higher mean values than general teaching efficacy. There were no significant differences in overall self-efficacy of teachers grouped by age, teaching service, educational qualification, teaching subject and marital status. There were significant differences in overall self-efficacy of teachers grouped by position (between junior and senior teachers) and school (between school C and E). The type of classroom management style that was mostly used by teachers was noninterventionist style. There were no significant differences in classroom management styles grouped by age but there were significant differences in interventionist style grouped by service. Married teachers used interactionist style more than single teachers and there were significant differences between School E and School A, C in this style. There were also significant differences in classroom management styles grouped by educational qualification and position. There was positively weak correlation between teachers’ overall self-efficacy and all styles of classroom management. 2020
1157 Htet Paing Oo TEACHERS’ PERCEPTION ON FACTORS AFFECTING EXPERIENCED TEACHER ATTRITION The main aim of the study was to find out teachers’ perception on factors affecting experienced teachers attrition in Hlaing Thar Yar Township, Yangon Region. The specific aim was to find out the teachers’ perception on human, social, structural and psychological capital factors, and the most important factors for attrition. Quantitative and qualitative methods were used in this study. The questionnaire were developed by Mason, S., & Matas, C.P (2015). It consists of 35 items about teachers’ perception on factors affecting experienced teacher attrition with two open-ended questions. Cronbach’s alpha value was 0.80. The 90 Senior teachers and 201 Junior teachers were selected by using proportionate sampling method. Descriptive Statistics, Independent Samples t-test and One-way ANOVA were conducted to analyze the data. One to One Interviews were conducted. In this research, teachers’ perception on Human Capital Factor was low (Mean=2.23, SD=0.57), perception on Social Capital Factor was low (Mean=2.48, SD=0.52), perception on Structural Capital Factor was high (Mean=2.93, SD=0.58), and perception on Positive Psychological Capital Factor was low (Mean=2.37, SD=0.62). According to overall findings, inadequate salary, excessive workloads and over unnecessary workloads were considered as the most important factors for experienced teacher attrition in the priority level. 2020
1158 Honey Shwe Sin Mg RELATIONSHIP BETWEEN TEACHERS’ EMPOWERMENT AND TEACHERS’ PROFESSIONAL COMMITMENT The objective of this research is to study the relationship between teachers’ empowerment and teachers’ professional commitment. In this study, quantitative and qualitative research methods were used. Questionnaire survey was carried out in this study. One hundred and fifty-two teachers were selected as participants from ten Basic Education High Schools in Kawhmu Township, Yangon Region by using proportional stratified sampling method. The questionnaire was comprised of three sections. Section A included 7 items for teachers’ demographic variables. Section B included 35 items for teacher empowerment. Section C included 17 items for teachers’ professional commitment and 8 open-ended questions. The questionnaires were piloted with 40 senior teachers from Basic Education High School. The reliability coefficients (Cronbach’s ?) for teachers’ empowerment and teachers’ professional commitment were 0.89 and 0.71 respectively. In this study descriptive statistics, one-way ANOVA, Tukey HSD test and Pearson-product moment correlation were used to analyze the data. For qualitative study, semi-structure questions were used. According to the findings, the level of teaches’ perceptions on their empowerment was somewhat empowerment. There were slight differences on teachers’ empowerment grouped by age, qualification, position and teaching services. Also the level of teachers’ professional commitment was high. And then there were also slight differences on teachers’ professional commitment grouped by age, qualification, position and teaching services. There was positive and moderate relationship between teachers’ empowerment and teachers’ professional commitment. 2020
1159 Shwe Yee Hnin A STUDY OF TEACHERS’ PEDAGOGICAL KNOWLEDGE AND PRACTICES IN BUILDING STUDENTS’ CHARACTER The main aim of this study to study the junior teachers’ pedagogical knowledge and practices in building students’ character in Basic Education Middle/ High (Branch) and High Schools in Hlaing Thar Yar Township, Yangon Region. Quantitative and qualitative research methods were used in this study. Two sets of questionnaire were used to collect data. This questionnaire consisted of demographic data, Yes or No items, Four-point Likert scale and open-ended questions. By using cluster sampling method, (246) junior teachers from the selected schools in Hlaing Thar Yar Township were chosen as the participants. Among them, 4 junior teachers and 6 middle school students were purposively selected for qualitative study. Descriptive Statistics was used to tabulate the mean values and standard deviations for groups of items. Then, one-way ANOVA, post-host test by Tukey and Independent Samples t-Test were used to evaluate and tabulate whether there were significant differences among demographic descriptions. Pearson product moment correlation was used for the analysis of data. Questionnaires were validated by six experienced teacher educators from Department of Educational Theory. The reliability coefficient of the questionnaire was 0.83. It was found that most of the participant junior teachers had above satisfactory level in pedagogical knowledge and their actual practices were high level. There were significant differences in junior teachers’ pedagogical knowledge for building civic virtue and citizenship according to their school location at p <.05, in building trustworthiness and civic virtue and citizenship according to their gender at p <.05 and in building caring according to their teaching subjects at p <.05. There were significant differences in junior teachers’ actual practices for building civic virtue and citizenship according to their academic qualification at p <.05 and for building responsibility according to their teaching service at p <.05. According to the open-ended questions and interview, most of junior teachers provided relevant responses. It can be recognized that their opinions were consistent and supportive to the quantitative findings. 2020
1160 Tha Zin Htay RELATIONSHIP BETWEEN PRINCIPALS’ MANAGEMENT PRACTICES AND STUDENTS’ ACHIEVEMENT The main aim was to study the relationship between principals’ management practices and students’ achievement in Basic Education High Schools, Laymyethna Township, Ayeyarwaddy Region. The specific aims were to study the teachers’ perceptions on the degree of importance of principals’ management practices, to study the teachers’ perceptions on principals’ management practices and to study the relationship between principals’ management practices and students’ achievement. Quantitative and qualitative methods were used in this study. The participants of this study were 103 Seniors teachers from 8 Basic Education High Schools of Laymyethna Township by using purposive sampling. The questionnaire was based on the Principals’ Management Practices and review of related literature. There were 40 items for principals’ management practices and the reliability coefficient (Cronbah’s Alpha) was 0.89 for the degree of importance of principals’ management practices and 0.87 for principals’ management practices. Descriptive statistics and Spearman’s rho Correlation were used to analyze to data. By using SPSS version 23.0, principals' distributed leadership practices were found out with the descriptive statistics. According to findings, high school principals continually performed management practices by their teachers' perceptions (Means=3.96, SD=0.65). There was significant correlation between principals' management practices and student achievement (r=0.359, p<0.01). The information from open-ended questions were complementary to the quantitative findings. 2020