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
1171 Hnin Hnin Nwe TEACHERS' COPING STRATEGIES FOR STUDENT MISBEHAVIOR IN BASIC EDUCATION HIGH SCHOOLS, MONYWA TOWNSHIP Student Misbehaviors disrupt the teaching-learning process. This paper concerns a research about the teachers' coping strategies for student misbehaviors in the sample schools. The main purpose of this study is to find out the most exhibited student misbehaviors and the most common strategies in the sample schools. The pilot test was conducted on the principals and the senior assistant teachers from the two selected high schools. Then, the instruments were modified again based on the data from the pilot study. A total of 5 principals and 144 senior assistant teachers from the sample schools participated in this study. In this study, the four dimensions for student misbehavior: least disruptive misbehavior, moderately serious misbehavior, illegal and very serious misconduct, but not life or health threatening, and illegal and very serious misconduct, life or health threatening were measured. For teachers' coping strategies, the four dimensions: strategies for educating and supporting teachers, strategies for educating and supporting students, strategies for changing in the school and classroom environment, and strategies for educating supporting parents were measured. The reliability coefficient (the Cronbach’s alpha) for student misbehavior was 0.89 and 0.90 for teachers’ coping strategies. Descriptive Statistics, One-way analysis of variance, and Post Hoc Multiple Comparison Tests were used to identify differences between the various independent variables. The findings, F (4,144) =2.872, p<.05 and F (4,144)=4.569, p<.05 showed that there were statistically differences among the schools in student misbehaviors and teachers' coping strategies. There was a statistically significant difference in the teachers grouped by teaching service on their coping strategies, F (7, 141) = 2.551, p<0.05. There is no significance difference in teachers’ coping strategies grouped by academic qualification and age. Information from the interviews with the principals and subject deans were complementary to the quantitative findings. Research propositions concerning student misbehavior and teachers' coping strategies are discussed. 2020
1172 Thida Soe THE INTERRELATION BETWEEN PRE-SERVICE SCIENCE TEACHERS’ CONCEPTIONS OF TEACHING AND LEARNING, LEARNING APPROACHES AND SELF-EFFICACY BELIEFS The purpose of this study was to investigate the interrelation between pre-service science teachers’ conceptions of teaching and learning, learning approaches and self-efficacy beliefs in Sagaing University of Education. Correlational research design was used in this study. A total of 858 preservice science teachers from different BEd courses were randomly selected as participants. In order to collect and analyze data, four surveys were used in this study. They are “Draw-AScience-Teacher-Test Checklist (DASTT-C)”, “Teaching and Learning Conceptions Questionnaire (TLCQ)”, “Learning Approach Questionnaire (LAQ)” and “Science Teaching Efficacy Belief Instrument (STEBI-B)”. Based on the research findings of “Draw-A-ScienceTeacher-Test Checklist (DASTT-C)”, 30% pre-service science teachers expressed that they will utilize student-centered instruction, 21.4% pre-service science teachers expressed that they will utilize teacher-centered instruction, and 48.6% pre-service science teachers expressed that they will utilize both student-centered and teacher-centered instruction when they become science teachers. It was also found that they had constructivist conceptions of teaching and learning, and they learned science subjects by meaningful learning approach. Therefore, they had both personal science teaching efficacy and science teaching outcome expectancy. Finally, it was also found that “Constructivist Conception” was moderately and significantly correlated with “Meaningful Learning Approach” (r=.375, p<0.01), positively correlated with “Personal Science Teaching Efficacy” (r=.346, p<0.01) and “Science Teaching Outcome Expectancy” (r=.229, p<0.01). On the other hand, “Traditional Conception” was highly related to “Rote Learning Approach” (r=.668, p<0.01), negatively and significantly correlated with “Personal Science Teaching Efficacy” (r=-.346, p<0.01) and “Science Teaching Outcome Expectancy” (r=-.134, p<0.01) in selected courses. Therefore, teacher educators from Sagaing University of Education should instruct their students to develop constructivist conceptions of teaching and learning and encourage them to use meaningful learning approach in their learning. Only then, they will increase their personal science teaching efficacy and science teaching outcome expectancy and they can teach science subjects effectively when they become science teachers. Further research needs to be expanded to other Universities of Education and Education Colleges in our country. 2020
1173 Zin Nwe Than THE IMPORTANCE OF STUDENT-TEACHER RELATIONSHIP IN THE LIVES OF BEd FIRST YEAR STUDENTS IN SAGAING UNIVERSITY OF EDUCATION Students’ relationships with their teachers can be a crucially important influence, affecting students’ connection to school, motivation, academic performance, and psychosocial well-being (Fredriksen & Rbodes, 2014). The purpose of this study was to explore the importance of studentteacher relationship in the lives of BEd first year students in Sagaing University of Education (SUOE). Out of BEd first year students, 200 students were selected as participants for the study. Quantitative data, gathered through the Class Maps Survey (CMS) which was developed by Beth Doll and associates (2007, cited in Knoell, 2012), provided an understanding of the studentteacher relationship from the perspective of first year students in SUOE. In this questionnaire, 53 items were included and they were divided into 8 dimensions such as “Believing in me”, “My teacher”, “Taking charge”, “My classmates”, “Following the class rules”, “Talking with my parents”, “I worry that”, and “Kids in this class”. Based on the results of this study, it was found that male and female students rated that they often conducted eight dimensions of student-teacher relationship. Although there was no significant difference in only one dimension of studentteacher relationship, “Following the class rules”, there were significant differences in 7 dimensions between perceptions of male and female students. On the other hands, all students from different age levels perceived that they often conducted eight dimensions of student-teacher relationship. Similarly, all students who were studying different types of specialized subjects perceived that they often conducted eight dimensions of student-teacher relationship. However, there was no significant difference in all dimensions of student-teacher relationship perceived by students according to their age levels and different types of specialized subjects. All in all, the literature review and results of this study found that teacher-student relationships are crucial to student success. 2020
1174 Lwin Lwin Than AN INVESTIGATION INTO COMPETENCIES OF HIGH SCHOOL PRINCIPALS The purpose of this study was to find out the generic ideas and concepts of high school principals’ competencies. This paper specifically focused on the competence of school principals based on Ministry of Education Malaysia, Ministry of National Education Indonesia, Japanese association for the study of Educational Administration (JASEA) and Competency Framework for Southeast Asian School Heads. According to the purpose of this study, document analyzing was conducted by adapting method of Concept Mapping. It was found that competencies of school principals are divided into five sections, namely: (1) Strategic thinking and innovation: (a) Policy and direction, (b) Managing change and innovation, and (c) Building and realizing a shared vision of school; (2) Instructional Leadership: (a) Development of teaching,(b) Establishing collaborative structure and climate for quality improvement of education; (3) Managerial leadership: (a) Management, (b) Resources and operation, (c) Effective utilization of various resources and risk management; (4) Personal excellence: (a) Self-effectiveness,(b) Personality, (c) Ethical behaviour and leadership; (5) Stakeholder engagement: (a) Collaborative relationship with parents and community, (b) Social, (c) Human relationship. And then the researcher adapted a generic model for competency of high school principal by using the findings of Concept Mapping. Based on this model, the researcher also developed a set of questionnaire and interview questions to measure the perceptions of principals and teachers from selected Basic Education High Schools in Sagaing Township. The quantitative and qualitative findings indicated that all principals agreed and accepted the competencies mentioned in the generic model. Therefore, it can be said that the generic model provides guidelines to improve the competencies of high school principals. 2020
1175 Win Win Thein INFLUENCE OF SCHOOL LEADERSHIP PRACTICES ON CLASSROOM MANAGEMENT, SCHOOL ENVIRONMENT AND ACADEMIC PERFORMANCE This study investigated the influence of school leadership practices on classroom management, school environment and academic performance at Basic Education High Schools in Nyaung Oo Township. All principals and teachers from these schools were chosen as participants for this study. This study was conducted by using quantitative research method. As research instrument, the “School Leadership, Environment, Classroom Management Assessment Questionnaire (SLECMAQ)” developed by Morgan (2015) was used to gather the required data. There are five dimensions in this questionnaire: perceptions of principals on school leadership practices, perceptions of teachers on school leadership practices, classroom management, school environment and academic performance. The distributed leadership (Spillane, 2005), the social activity (Bolden, 2011) and the social system (Bandura, 1977; Parsons, 1991, as cited in Morgan, 2015) theories were used as the theoretical framework. According to the research findings, school leadership practices of teachers (?=0.726) are more influence on classroom management than school leadership practices of principals (?=0.027), school leadership practices of principals (?=0.402) are more influence on school environment than school leadership practices of teachers (?=0.388) and school leadership practices of teachers (?=0.518) are more influence on academic performance than school leadership practices of principals (?=0.119). 2020
1176 Nyein Ma Ma Khin TEACHER PARTICIPATION IN DECISION MAKING The main purpose of this study was to investigate the perception of teachers on teacher participation in decision making at selected Basic Education High Schools in Mohnyin Township. All teachers (N=417) from nine selected high schools in Mohnyin Township participated in the study. In this study, the questionnaire for the teachers was used in order to collect the data required for the study. In this questionnaire, “Teacher Participation in Decision Making Questionnaire” developed by Keung (2002) was mainly used in order to measure the teachers’ perception on their participation in decision making in relation with school managerial practices and their affective outcomes. Based on the research findings, it was found that all teachers from selected high schools actually perceived that they had high participation in “Technical Domain” and moderate participation in “Managerial Domain”. According to the teachers’ responses, all teachers in selected high schools in Mohnyin Township desired to have a greater involvement in decision making than their actual participation in decision making. In addition, the finding of this study indicated that there was a significant and positive relationship between teacher participation in decision making and school managerial practices (r=0.300, p<0.01). Moreover, it was also found that “Teacher Participation in Decision Making” was significantly and positively related to “Teachers’ Affective Outcomes” (r=0.225, p=<0.01) in selected schools. 2020
1177 Saw Sandar Win Htut RELATIONSHIP BETWEEN PRINCIPALS’ SUPERVISORY BEHAVIOURS AND TEACHERS’ EFFICACY This paper concerns about the relationship between principals’ supervisory behaviours and teachers’ efficacy. In this study, two instruments were used: Supervisory Behaviors Survey developed by Bulach, Boothe and Pickett (1999) to measure principals’ supervisory behaviours and Teachers’ Sense of Efficacy Scale developed by Tschannen-Moran and Woolfolk-Hoy (2001) to measure teachers’ efficacy. Mixed-methods study was used for this study. The sample was chosen 238 teachers from seven selected Basic Education High Schools by using purposive sampling method. After collecting the data, descriptive statistics such as means, independent samples t-test, one-way analysis of variance (ANOVA), and Pearson product-moment correlation coefficient were calculated by using SPSS. Based on the research findings, there were significant differences in perception of teachers on their principals’ supervisory behaviours with respect to their gender, age, positions and teaching experiences but there was no significant difference in principal’s supervisory behavior according to academic qualifications of the teachers. Teachers had high levels in three dimensions of efficacy and it was found that there was no significant difference in teachers’ efficacy with respect to their gender, age, academic qualifications, positions and teaching experiences. Finally, principal supervisory behaviours was positively and moderately correlated with teacher efficacy (r=0.441, p<0.01). Based on the findings, this study suggested that if the supervisory behaviours of principals were good, teachers' efficacy would improve in their teaching efficacy. 2020
1178 Moe Thuzar Kyaw RELATIONSHIP BETWEEN COLLABORATIVE LEARNING AND STUDENT ENGAGEMENT The current study focused specifically on students’ perceptions of the collaborative learning and their engagement. The purpose of the study was to investigate the relationship between students’ perceptions of collaborative learning and their engagement. Purposive sampling method was used in this study. The subject of this study involved 200 second year students of Sagaing University of Education. In this study, quantitative research method was used. For quantitative study, "Collaborative Learning Questionnaire" developed by Gleeson, McDonald and Williams (2004) to measure the perceptions of students on collaborative learning practiced by teachers and "Students Engagement Questionnaire" developed by Lam & Jimerson (2008)to measure the perceptions of students on their engagement were used. This study used a descriptive research method. According to the results of the study, students’ perceptions on "social benefits" dimension was the highest in three dimensions of collaborative learning. For their engagement, they perceived that "behavioral engagement" was the highest in three dimensions. When examining the relationship between students’ perceptions on collaborative learning and their engagement, it was found that there was a positive correlation between two variables. A significant relationship between students’ perceptions on collaborative learning and their engagement (r=.236, p<0.01) was found based on research findings. 2020
1179 Moe Moe Aung RELATIONSHIP BETWEEN PRINCIPAL’S LEADERSHIP BEHAVIOURS TO ACADEMIC ACHIEVEMENT AND SCHOOL CULTURE This study focused on the relationship between principal’s leadership behaviours to academic achievement and school culture at selected High Achieving and Low Achieving High Schools in Mandalay. Mixed research method was used in this study. The sample schools which had limited to the schools by using two criteria: two years consecutive Matriculation Examination Pass Rate of Mandalay District and the participants who had been at least two years at the current school. Four principals and 309 teachers at different levels in high achieving and low achieving high schools participated in this study. For this study, Leadership Orientation Survey (Self and Other) designed by Bolman and Deal (1991, as cited in King, 2006) was used to investigate the principal’s leadership behaviours and School Improvement Questionnaire (SIQ II) developed by Webb and Pajares (1996, as cited in Clear, 2005) was also used to explore the levels of their school culture. According to quantitative research findings, principal’s leadership behaviours and school culture were positively and moderately correlated in both high achieving (r=0.419, p<0.01) and low achieving schools (r=0.573, p<0.01). Qualitative research findings are further provided to complete the quantitative findings for the teachers’ perceptions on their principal’s leadership behaviours and school culture of selected high and low achieving schools. Based on the related literature and findings of this study, it was recommended that, principals should know about how to operate all four frames of leadership behaviours depending on the conditions and how to shape and change positive school culture for student achievement and schools’ success. 2020
1180 Khin Moe RELATIONSHIP BETWEEN PRINCIPAL’S DISTRIBUTED LEADERSHIP AND TEACHER ORGANIZATIONAL COMMITMENT This study investigated the relationship between principal's distributed leadership and teachers’ organizational commitment at Basic Education High Schools in Sarlingyi Township. The sample schools were selected using the criterion that the principal has been at the current school for at least two years in this study. Two research instruments, Distributed Leadership School Survey (DLSS) and Organizational Commitment Questionnaire (OCQ), were used to measure the relationship between the variables. A total of 255 teachers (78 senior teachers, 143 junior teachers and 34 primary teachers) from the sample schools participated in this study. Descriptive statistics and Pearson product moment correlation were used to analyze the collected data. There was also found that the level of teachers’ organizational commitment was high with the mean value of 4.16. When studying the correlation between principal's distributed leadership and teachers’ organizational commitment, there was a positive relationship(r=0.494, p<.001)in selected schools. Qualitative findings also suggested that principal’s distributed leadership is positively related to teachers' organizational commitment. According to the result of the findings, it can be concluded that there has been a high level of teacher organizational commitment where their principals practiced distributed leadership in their schools. 2020