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
1161 Zin Mar Lwin A STUDY OF PRINCIPALS’ LEADERSHIP PRACTICES IN BASIC EDUCATION HIGH SCHOOLS The purposes of this study are to study the principals’ leadership practices in Basic Education High Schools, North Okkalapa Township, Yangon Region. Quantitative and qualitative methods were used in this study. The 319 teachers were used as participants from 6 Basic Education High Schools by using purposive sampling method. A questionnaire for teachers' expectations and perception on principals’ leadership practices was used for this study. The reliability coefficients (Cronbach's alpha) were 0.91 for teachers’ expectations and 0.92 for teachers’ perception on principals’ leadership practices. Descriptive statistics was used to analyze the data. According to findings, the level of teachers’ expectation on principals’ leadership practices in Basic Education High Schools was very high (Mean=4.21). Moreover, the level of teachers’ perception on principals’ leadership practices in Basic Education High Schools was high (Mean=4.11). The mean value of teachers’ expectation on principals’ leadership practices in School E is a little higher than other schools. The mean value of teachers’ perception on principals’ leadership practices in School E is a little higher than other schools. So, it is observed that little differences are formed between teachers’ expectation and teachers’ perception on principals’ leadership practices among schools. It can be assumed that the principals almost equally perform all these five tasks of principals’ leadership practices. 2020
1162 Wut Yee Phyo TEACHER SELF-EFFICACY FOR PROMOTING STUDENT MOTIVATION The purposes of this study are to study the levels of teacher self-efficacy in Basic Education High Schools, Sanchaung Township, Yangon Region and to study the variations of the levels of teacher self-efficacy in terms of demographic data. Quantitative and qualitative methods were used in this study. 165 teachers were applied as participants from four Basic Education High Schools by using census method. One set of questionnaire for teachers' perception on their self-efficacy for promoting student motivation was applied for this study. The reliability coefficient (Cronbach's alpha) of the whole scale of teacher self-efficacy was 0.78. The teachers perceived that the level of overall dimension of teacher self-efficacy was moderately high for student motivation in Basic Education High Schools, Sanchaung Township. Descriptive statistics was applied in exploring the levels of teacher self-efficacy in schools. The total mean values of teacher self-efficacy according to respective schools, School B had the highest mean value and School D had the lowest mean value among these schools. Concerning the ANOVA result of teacher self-efficacy grouped by service, there were significant differences on the dimensions of teachers' motivation belief and teachers' perceived level of power. Regarding the ANOVA result of teacher self-efficacy grouped by position, there were significant differences on the dimensions of teachers' motivation belief, teachers' perceived level of power and teacher morale. A qualitative follow up study was conducted by open-ended questions. In their responses, some teachers said that they want opportunities that can assist to make decision making. 2020
1163 Myat Htet San A STUDY OF PRINCIPALS’ LEADERSHIP PRACTICES AND SCHOOL ETHICAL CLIMATE This study aims to study the principals’ leadership practices and school ethical climate in Basic Education High Schools, Myaungmya Township, Ayeyarwaddy Region. The participants were 6 principals and 243 teachers in 6 Basic Education High Schools during the 2018-2019 academic year. Quantitative and qualitative methods were used. The questionnaire for principals’ leadership practices was developed by the researcher based on Leithwood and his colleagues’ successful leadership model and the questionnaire for ethical climate was based on Victor and Cullen’s the ethical climate questionnaire. The internal consistency of Principals’ Leadership Inventory and School Ethical Climate were 0.91 and 0.82 respectively. Descriptive statistics, Independent Samples t Test, one-way ANOVA and Pearson product-moment correlation were used for data analysis. According to the quantitative findings, the level of principals’ leadership practices was high level. Setting direction was higher than other dimensions and managing the instructional program was lower than others in principals’ leadership practices. According to personal factors, although there were no significant differences between gender, there were significant differences between qualification and administrative services of principals in leadership practices. The level of school ethical climate in Basic Education High Schools in Myaungmya was high. Among the school ethical climate, law and code was the highest level and instrumental at the lowest level as ethical climate types. According to personal factors, there were significant differences between qualification and position of teachers. The results of finding on the relationship, all dimensions of leadership practices were positively related to all dimensions of school ethical climate. 2020
1164 Khin Mar Ni A STUDY OF LEARNING ENVIRONMENT AND STUDENT ACHIEVEMENT IN BASIC EDUCATION HIGH SCHOOLS The aim of the study was to investigate the learning environment and student achievement from teachers’ perceptions in Basic Education High Schools, Chaung Sone Township, Mon State. Quantitative and qualitative methods were used in this study. A total of 227 teachers were selected as participants from six Basic Education High Schools, using purposive sampling method. Questionnaires for teachers’ perceptions on principals’ contribution to learning environment was used for this study. The reliability coefficient (Cronbach’s ?) of the whole scale of learning environment was 0.94. Descriptive statistics analysis and independent samples t Test were conducted to analyze the data in this study. In this study, learning environment is defined as an environment which includes physical learning environment, emotional learning environment and social learning environment. It was identified by the mean values of the teachers’ response on the questionnaire items regarding physical learning environment, emotional learning environment and social learning environment. In this study, schools were classified into two groups according to their matriculation pass rates of three years (2013-2016). The average pass rate of three years (2013-2016) in Chaung Sone Township was 48.06%. The above average group included schools above 48.06% and below average group contained schools below 48.06%. According to the findings, principals’ contribution to physical learning environment, emotional learning environment and social learning environment was moderately high level in Chaung Sone Township. 2020
1165 Ei Thuzar Naing KNOWLEDGE AND PRACTICES OF PRIMARY TEACHERS ON SCIENCE TEACHING FOR PROMOTING STUDENTS' CRITICAL THINKING SKILLS The main aim of this study is to investigate knowledge and practices of primary teachers on science teaching for promoting students' critical thinking skills. Specific aims of the research are to study the variations of primary teachers' practices on science teaching for promoting students' critical thinking skills in terms of their knowledge levels, types of school and personal factors. Quantitative and qualitative methods were used in this study. A total of one hundred and sixteen teachers were selected as subjects from fifty six schools in Paung Township, using the purposive sampling method. This questionnaire included demographic data, teachers' knowledge, and practices on science teaching for promoting students’ critical thinking skills. Instrument was reviewed by a panel of experts. The reliability coefficient for the whole instrument was 0.90. Descriptive Statistics, Independent Samples t-test and One-Way ANOVA were utilized to analyze the quantitative data. The result found that upper primary teachers' knowledge on science teaching for promoting students' critical thinking skills were satisfactory level (50%-74%). The mean value of level of primary teachers' practices for promoting students' critical thinking skills was moderately high. There was no significant variation in any three groups of teachers with different knowledge levels for teachers' critical thinking practices. There were significant differences in the practices of promoting students' critical thinking skills among the teachers grouped by types of school and academic qualification. There were no significant differences in the practices of promoting students' critical thinking skills grouped by teaching service and position. Information from teachers' interview, observation and documentation were complementary to each other. 2020
1166 Zin Mar Soe RELATIONSHIP BETWEEN TEACHERS’ ORGANIZATIONAL CITIZENSHIP BEHAVIOR AND ORGANIZATIONAL COMMITMENT The main aim of this research is to investigate the relationship between teachers’ organizational citizenship behavior and organizational commitment in Basic Education High Schools, Taikkyi Township,Yangon Region. The specific aims are to study the levels of teachers’ organizational citizenship behavior and organizational commitment. Quantitative and qualitative methods were used in this study. A total of 175 teachers were selected as subjects, using the proportional stratified random sampling method. This questionnaire included demographic data, teachers’ organizational citizenship behavior items and organizational commitment items. Instrument was reviewed by a panel of experts. Cronbach’s alpha (?) of the whole scales of teachers’ organizational citizenship behavior and organizational commitment was .89. Descriptive, one-way ANOVA and Pearson product moment correlation were used to analyze the data in this study. The result found that the level of teachers’ organizational citizenship behavior in this study was moderately high (mean=3.44, SD=.31). The level of teachers’ organizational commitment in this study was moderately high (mean=3.48, SD=.20). There is an association between teachers’ organizational citizenship behavior and organizational commitment (r=.410, p<.01) and it was moderately level in this study area. 2020
1167 Htike Khin Khin AN INVESTIGATION OF PROFESSIONAL DEVELOPMENT ACTIVITIES OF PRIMARY TEACHERS IN YANKIN TOWNSHIP The objectives of this study were to study primary teachers’ participation in professional development activities and to study primary teachers’ perceptions on their needs of professional development. The questionnaire was developed based on “An analysis of Teachers’ Professional Development Based on the Teaching and Learning International Survey” (OECD, 2009), others’ research and literature review. Both quantitative and qualitative methods were adopted. 130 teachers were selected as subjects by using purposive sampling. For quantitative study, 40 items with five point Likert scale for activities and 11 items with four point Likert scale for needs were used to collect data. For qualitative study, 8 interview questions were used. Descriptive statistics, independent samples t test, one-way ANOVA and Tukey were used to find out the significant differences in teachers’ participation in their professional development activities grouped by academic qualification and trainings. The quantitative findings showed that teachers often participated in all professional development activities. There was a significant difference grouped by their teaching services in professional development activities. There were significant differences in observation, participation and research activities in training for new curriculum refresher courses. It was found that teachers moderately need for their professional development. In qualitative finding, most of the teachers do not get the opportunities to participate in professional development activities. 2020
1168 Lei Kyi Phyu PRINCIPAL LEADERSHIP STYLE AND TEACHER SELF-EFFICACY IN BASIC EDUCATION HIGH SCHOOLS The main aim of this study is to study the principal leadership style and teacherself- efficacy in Basic Education High School of Kyauktaga Township in Bago region. Specific aims are 1) to study the principal's leadership style based on teacher perceptions, 2) to study the teachers' self - efficacy based on teachers' perceptions, 3) to study the relationship between the principal's leadership style and teachers' self-efficacy. A total of 211 teachers from Basic Education High Schools located in Kyauktaga Township in Bago region, were selected to participate in this study. In this study, quantitative and qualitative research methodologies were used. Two sets of questionnaires were used to investigate principal's leadership style and teachers' self-efficacy (Multifactor Leadership Questionnaire from 5X developed by Bass and Avolio (1995) and teacher self- efficacy developed by Bandura (1986).The reliability coefficient Cronbach's alpha of principal's leadership style was 0.92 and Cronbach's alpha of teachers' self-efficacy was 0.95.Using the Statistical Package for the Social Sciences (SPSS) software version 22, Descriptive statistics, One-way ANOVA and Pearson correlation were used to analyze the data obtained. The research findings show that high school principals in Kyauktaga Township often used each leadership styles. And it was found that teachers were high level in their teachers' self-efficacy. There were statistically significant relationship between transformational leadership style and teacher self-efficacy and between transactional leadership style and teacher self-efficacy. 2020
1169 Mai Leine Htung A STUDY ON THE PRINCIPAL'S ADMINISTRATIVE PRACTICES OF NO.3 BASIC EDUCATION HIGH SCHOOL, SHWEPYITHAR The purposes of the study are to study the administrative practices of high school principal in No. (3) Basic Education High School, Shwepyithar in accordance with the perception of the teachers. It is based on six areas; Educational Leadership, Plotting Directions for the School, Improving Teaching, Learning and Curriculum, Improving the School as an Organizational Unit, Providing a Climate for Personal and Professional Growth and Providing the Best in Human and Material Resources. The quantitative perspective was applied in this study. The required data were collected from the 15 junior and 20 senior teachers in No. (3) Basic Education High School, Shwepyithar. Questionnaire survey method was used in this study so as to collect the required data. The teacher's perception on administrative practices of principal was measured with 53-item questionnaire. These 53 items were developed as five point Likert-type items: (1= never, 2 = seldom, 3 = sometimes, 4 = often and 5 = always) for degree of administrative practices. Administrative practices of school principal perceived by junior and senior teachers were analyzed by using descriptive statistics. The teachers from selected school rated the function of ''educational leadership'' as the highest mean value (X = 4.25) in six administrative functions and the function of ''Improving Teaching, Learning and Curriculum" is seen as the lowest mean (X = 3.78). It means that the highest performance of the function is educational leadership and the lowest performance is the function of improving teaching, learning and curriculum''. There is little difference between the means, so the school administrator nearly equal performs in the administrative functions. Research study suggests the principal should try to improve these functions. 2020
1170 Than Zaw RELATIONSHIP BETWEEN PROFESSIONAL LEARNING COMMUNITIES AND TEACHER SELF-EFFICACY The focus of this study is to explore the relationship between professional learning communities and teachers’ self-efficacy at the selected nine Basic Education High Schools in Sagaing Township. In this study, social cognitive theory, adult learning theory and social capital theory were used. For the research design, descriptive research design was used. The quantitative and qualitative methods were used to collect the data. The Professional Learning Community Assessment- Revised (PLCA-R) survey instrument developed by Oliver, Hipp & Huffman (2010) and the Teachers’ Sense of Efficacy Scale (TSES) questionnaire developed by Tschannen-Moran and Woolfolk Hoy (2001) were utilized. A total of 301 teachers from the selected nine schools participated in this study. By utilizing SPSS version 20, Descriptive statistics, one way ANOVA, and Pearson Product Moment Correlation were used to identify differences between variables. Based on the findings, the mean value (x? =4.27) showed that professional learning communities highly implemented in the selected schools. The mean score of teacher self-efficacy (x? =4.03) pointed out that all the teachers from the selected schools possessed high self-efficacy level. There were significant differences in professional learning communities and teacher self-efficacy according to teachers’ position and professional qualification. As a result, a positive and weak correlation (r = .126, ? < 0.01) was found between professional learning communities and teacher self-efficacy. The more professional learning communities are implemented, the higher teacher self-efficacy will develop as well. Teachers could have peer coaching and mentoring to observe peers, share knowledge and offer encouragement so they could enhance their professional development. Thus, a school community should be created to develop the teachers’ judgment of their capabilities to foster desired outcomes for student. 2020