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
1861 Su Chan Myae AN INVESTIGATION INTO FACTORS AFFECTING PRIMARY SCHOOL CHILDREN’S AWARENESS AND ATTITUDES TOWARDS ENVIRONMENTAL ISSUES IN CHAUNGZONE TOWNSHIP* The purposes of this study are (1) to investigate the level of primary school children’s existing awareness towards environmental issues, (2) to investigate the level of primary school children’s existing attitudes towards environmental issues, (3) to identify the factors affecting environmental awareness of primary school children, and (4) to identify the factors affecting environmental attitudes of primary school children. Descriptive method was used in this research. The reliability coefficient (Cronbach’s Alpha) of questionnaire was 0.83. In qualitative study, interview and observation were used. A proportional stratified sampling was used to select 354 primary school children from 38 Basic Education Schools in Chaungzone Township. The parents of the children and teachers who taught at primary level also participated in this study. Among them, 20 teachers and 20 parents were purposively selected for qualitative study. Descriptive statistics, Item Percent Correct (IPC), Independent Samples t Test, One-Way ANOVA, post-hoc test by Tukey, and Multiple Regression were used for the analysis of quantitative data. In analyzing qualitative data, the cyclical process was used. According to the findings, it was found that most of the primary school children have satisfactory level of environmental awareness and above satisfactory level of environmental attitudes. Regarding the factors affecting children’s environmental awareness, the first predictor was their concern towards environmental issues and the second one was their out-ofschool experience. Concerning the factors affecting children’s environmental attitudes, the first predictor was their interest towards environmental issues, the second one was their in- school experience and the third one was gender. Qualitative study suggested that children who got the opportunity to participate in out-of-school experience and connect the lesson with the natural environment conveyed more environmental awareness than those of others. 2021
1862 Moe Thuzar Kyaw RELATIONSHIP BETWEEN TEACHER-STUDENT INTERACTION AND STUDENT ENGAGEMENT The current study focused specifically on students’ perceptions of teacher-student interaction and their engagement. The purpose of this paper is to investigate the relationship between students’ perceptions of teacher-student interaction and their engagement. Quantitative research method was used in this study. Thirty eight percent of fifth year students at Sagaing University of Education were selected as the participants of this study by using simple random sampling method. In this study, “Questionnaire for Students” was used to collect the required data. In this questionnaire, two instruments; instrument one which investigated the students’ perceptions of teacher-student interaction developed by the researcher and instrument two which investigated the perceptions of students on their engagement developed by Lam and Jimerson (2008). According to the results of the study, students’ perceptions on teachers’ dominant interaction, cooperation interaction, and submissive interaction dimension were high level and opposition interaction dimension was moderate level. For the students’ engagement, they perceived that affective engagement and cognitive engagement dimensions were high level and behavioural engagement dimension was moderate level. When examining the relationship between students’ perceptions of teacher-student interaction and their engagement, teachers’ dominant interaction (r= .415, p < 0.01) was positively and moderately correlated with students’ engagement, teachers’ cooperation interaction (r= .499, p < 0.01) was positively and moderately correlated with students’ engagement, teachers’ submissive interaction (r= .477, p < 0.01) was positively and moderately correlated with students’ engagement. Furthermore, teachers’ opposition interaction (r= .233, p < 0.01) was positively and low correlated with students’ engagement. This study suggested to fill three basic needs of students; competence, relatedness and autonomy. 2021
1863 Saw Sandar Win Htut RELATIONSHIP BETWEEN PRINCIPALS’ LEADERSHIP STYLES AND TEACHERS’ JOB SATISFACTION This paper concerns a research study about the relationship between principals’ leadership styles and teachers’ job satisfaction at selected Basic Education High Schools in Sagaing Township. In this study, two instruments: Principals’ Leadership Behaviour Survey developed by Ibrahim (2014) to measure principals’ leadership styles and Teachers’ Job Satisfaction Survey adapted from Minnesota job satisfaction survey developed by Weiss (1967) to measure teachers’ job satisfaction were used. In this study, quantitative research method was used. The sample was chosen 147 teachers from five selected Basic Education High Schools by using purposive sampling method. After collecting the data, descriptive statistics such as, Mean Values and Standard Deviations and Pearson product-moment correlation coefficient were calculated by using SPSS. The findings of the study indicated that teachers from selected high schools perceived that their principals mostly practiced “Democratic” leadership style (?? = 3.76) but moderately used “Autocratic” (?? =3.54) and “Laissez-Faire” leadership style (?? =2.95) to manage their schools. The finding of teachers’ “job satisfaction” showed that “overall job satisfaction” of teachers from all selected schools falls under the moderate level (?? =3.48). When studying the correlation between principals’ leadership styles and teachers’ job satisfaction at selected schools, it was found that principals’ “Autocratic” leadership style and “Democratic” leadership style were positively and moderately correlated with teachers’ job satisfaction (r = .607, p<0.01, r= .633, p<0.01). In addition, there was a low and negative relationship between “Laissez-Faire” leadership style and teachers’ “job satisfaction” (r= -.210, p<0.05) at selected high schools. And two open-ended questions were also discussed. Based on the research findings, this study helps to provide guidance and direction to principals who wish to exercise their leadership on a more appropriate and relevant way particularly in a context of change. 2021
1864 Khin Moe RELATIONSHIP BETWEEN SCHOOL STRUCTURE AND TEACHER EMPOWERMENT This study specially focused on relationship between teachers’ perceptions of their school structure and their empowerment. A total of 147 teachers from five basic education high schools participated in this study. Two research instruments, ''School Structures Questionnaire'' adapted from Hoy & Sweetland (2001) and ''School Participant Empowerment Scale (SPES)'' developed by Short & Rinehart (1992) were used to collect quantitative data. Descriptive statistics such as means and standard deviations, and Pearson product-movement correlation coefficient were calculated through SPSS software. The findings of the study indicated that there were high levels of enabling school structures and moderate levels of hindering school structures in Basic Education High Schools according to teachers' perceptions. Similarly, the levels of teacher empowerment were at high levels in those schools based on teachers’ perceptions. When studying the correlation between school structure's dimensions and teacher empowerment, it was found that enabling school structure was positively and moderately correlated to teacher empowerment (r=.486, p<0.01). However, it was also found that there was no relationship between hindering school structure and teacher empowerment. 2021
1865 Khaing Khin Kyaw AN ANALYTICAL STUDY ON PEDAGOGICAL KNOWLEDGE AND PRACTICES OF TEACHER EDUCATORS IN EDUCATION COLLEGES This paper intended to study pedagogical knowledge and practices of teacher educators in education colleges, There are two phases in this study, namely, quantitative study (questionnaire survey) and qualitative study (interviews and observation). Descriptive research method was used in this study. Two sets of questionnaires developed by the researcher: questionnaire for teacher educators’ pedagogical knowledge and questionnaire for teacher educators’ practices concerning their pedagogical knowledge were used. The reliability coefficient (Cronbach ?) was 0.98 for the questionnaire for teacher educators’ practices. In qualitative study, interview and observation were conducted. Out of twenty-five Education Colleges, three hundred and twenty teacher educators from eight Education Colleges were selected as subjects by the use of equal-sized stratified sampling method. Among them, twenty four teacher educators were selected as participants in qualitative study. Item Percent Correct (IPC), Descriptive statistics, Independent Samples t-Test, One-way ANOVA, Tukey HSD test, and multiple regression were used for the data analysis. The level of pedagogical knowledge and practices of teacher educators were found to be at satisfactory and above satisfactory except from three teacher educators who were at below satisfactory in pedagogical knowledge. There were statistically significant differences in pedagogical knowledge of teacher educators grouped by qualifications and teaching subject. Similarly, significant differences were found in teacher educators’ practices in groups divided by gender, age, position, and service. The first predictor affecting pedagogical knowledge was teaching subject and the second one is qualifications. The gap between knowledge and practice in some dimensions of pedagogical knowledge was suggested by qualitative findings. 2021
1866 Khin Tha Zin AN INVESTIGATION INTO HIGH SCHOOL PRINCIPALS’ SUPPORT FOR WORK-RELATED STRESS MANAGEMENT OF TEACHERS This study is intended to investigate high school principals’ support for work-related stress management of teachers. Both quantitative and qualitative research methods were employed. The sample consisted of 30 high school principals and 240 senior teachers from high schools in Mandalay City Development Area who were selected as subject by using cluster sampling method. The questionnaire survey and interview were carried out to collect the required data. The internal consistency (Cronbach’s alpha (?)) of questionnaire of teachers’ stress was 0.95, that of questionnaire of teachers’ coping strategies was 0.808 and that of questionnaire of principals’ support was 0.97. Descriptive statistics, Pearson product-moment correlation and multiple regression analysis were used to analyze the quantitative data. According to the overall mean value, the level of teachers’ work-related stress was moderate. Teachers adopted large extent of problemfocused coping strategies and emotion-focused coping strategies and adopted little extent of dysfunctional coping strategies. As the results of quantitative study, principals provide large extent of support for work-related stress management of teachers. According to the beta weight of multiple regression analysis, “Emotional Support”, “Instrumental Support” and “Appraisal Support” significantly predict for work-related stress management of teachers. As the results of the qualitative study, interview responses of teachers were consistent with the findings of quantitative study. 2021
1867 Cherry Win Zaw DEVELOPING THE FACTORS FOR CREATING PROFESSIONAL LEARNING COMMUNITIES IN BASIC EDUCATION HIGH SCHOOLS In 21st century, there has been increasing interest in professional learning community (PLC) because of its valuable effects on education not only in western context but also in eastern context. Teaching as a profession needs a team of collaborating in various functions together with, and developing countries are appropriate reasons to implement professional learning communities (PLCs) in schools as school-based professional development. In order to explore in-depth the concept of PLC in this context, the professional learning community model of Basic Education High Schools (BEHSs) was intended to study. Exploratory factor analysis was used to get the validity of the research findings. Questionnaires were developed based on thorough reviewing of literature related to PLC and PLC models of high education performing countries. A total of 610 teachers and 30 principals from 30 Basic Education High Schools in Mandalay City Development Area was selected as a sample through proportional stratified sampling method. Supportive and shared leadership, collaborative professional culture, deprivatized instructional practices, facilitative structure and relationship to teacher learning, and collective implementing to shared values and vision were found as factors of professional learning community by exploratory factor analysis. 2021
1868 Khin Myat Noe Oo PRINCIPALS’ LEADERSHIP BEHAVIOURS ON TEACHERS’ PROFESSIONAL DEVELOPMENT IN BASIC EDUCATION HIGH SCHOOLS The main aim of the paper was to study principals’ leadership behaviours on teachers’ professional development in Basic Education High Schools, Tada-U Township. The specific aims were to study the levels of teachers’ perception of principals’ leadership behaviours, to study the levels of teachers’ professional development, to investigate the relationship between principals’ leadership behaviours and teachers’ professional development, and to identify the predictors of principals’ leadership behaviours on teachers’ professional development. Principals’ leadership behaviours questionnaire developed by House (1996) and the teachers’ professional development questionnaire developed by Loucks-Horsely, Stiles, Mundry, Love and Hewson (2010) were used to collect the necessary information. A total of 198 teachers participated in the study. Descriptive statistics, Pearson product-moment correlation and multiple regression analysis were used to analyze the data. There were moderate level of teachers’ perceptions of principals’ leadership behaviours and moderate level of teachers’ professional development. Moreover, there is a strong and positive relationship between the dimensions of principals’ leadership behaviours and teachers’ professional development. The multiple regression result of the study showed that directive leadership behaviour was appeared as the most influential predictor of teachers’ professional development. Open-ended responses verified that the impact of leadership behaviours is organized and directed by the principals that lead to a great change in teachers’ professional development. 2021
1869 Kathy Winn A STUDY OF PRINCIPAL’S LEADERSHIP STYLES ON TEACHERS’ JOB PERFORMANCE IN BASIC EDUCATION HIGH SCHOOLS The main aim of this study is to examine the leadership styles adopted by school principals and their influence on the job performance of basic education high school principals’ current leadership styles. Descriptive research method was used in this study. 139 teachers at five selected Basic Education High Schools working in Waw Township, Bago Region were studied, using purposive sampling method. Questionnaires for teachers composing four main portions, demographic data, the perceptions on teachers’ on leadership styles, the perceptions on teachers’ on job performance and the open-ended questions were used. Instrument was reviewed by the teacher-experts. The reliability coefficient for the principals’ leadership styles was 0.87 and for the teachers’ performance was 0.91. Based on the findings obtained from the questionnaires, the total mean values for the principals’ leadership styles were 4.48, 4.45, 4.42 and 4.41 respectively. It could be concluded that the principals mostly used supportive styles and directive styles than participative styles and achievement-oriented styles. Moreover, the total mean values for teachers’ job performance for School A, B, C, D and E were 4.68, 4.62, 4.71, 4.65 and 4.47 respectively. The result of the data analysis indicated that the principals of School A, C and D always used supportive leadership style and directive leadership style was frequently used by the principals of School B and E. According to the result, the dimensions teachers' job performance were significantly correlated with principal’s leadership styles. Computing to the result of Pearson correlation, the result indicated that the principal’s leadership styles have a positively impact on the teachers’ job performance in this study. 2021
1870 Khin Thet Swe KNOWLEDGE MANAGEMENT PRACTICES OF TEACHER EDUCATORS The purpose of this study is to explore the knowledge management practices of teacher educators. Descriptive research method was applied to collect data from two hundred and twenty three teachers from two selected Universities in Sagaing Township. In this study, two instruments: “Knowledge Management Practices Questionnaire” to measure the knowledge management practices of teacher educators, and “Universities’ Support for Knowledge Management Practices Questionnaire” to elicit the perceptions of teacher educators on universities’ support for knowledge management were mainly used. Both instruments used in this study were developed by the researcher. The instrument for teacher educations’ knowledge management practices was developed based on the SECI model of Nonaka and Takeuchi (1993, as cited in Cheng, 2015). Again, the instrument for universities’ support for knowledge management was based on the use of KM system in universities developed by Al-Zoubi (2014). Data were analyzed by the use of descriptive statistics such as means and standard deviations, independent samples t test, one-way ANOVA and Post Hoc multiple comparison tests (Tukey HSD and Games-Howell) and bivariate correlation through SPSS software. The findings of this study indicated that teacher educators from the selected universities often practiced knowledge management. According to the teachers’ perceptions, the level of universities’ support for knowledge management was high. Moreover, there was a positive correlation between “knowledge management practice” and “universities’ support for knowledge management” in selected universities. Therefore, the universities’ support for knowledge management is very important for teacher educators in order to reach higher level of knowledge management practices. 2021