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
1881 Mi Mi Win RELATIONSHIP BETWEEN PRINCIPALS’ LEADERSHIP STYLES AND TEACHER MOTIVATION The purpose of this study was to explore the relationship between principals’ leadership styles and teacher motivation. The theoretical framework was based on Kurt Lewin’s leadership model and Fredreick Herzberg’s two factors theory of motivation. The reliability coefficient (Cronbach’s alpha) was .639 for overall. A total of 246 teachers from 5 selected Basic Education High Schools in Monywa Township participated in this study. Moreover, mixed research method (quantitative and qualitative research methods) was used in this study. The results of this study indicated that teachers perceived that their principals mostly practiced democratic leadership. And they perceived that they were moderately motivated under their principals and also by other factors such as their students, school climate and their attitudes on teaching profession and good relationships with colleagues. In addition, the teachers were demotivated when their principal cannot lead them well or they face the difficulties in the classroom. The results of this study found that there was a positive and significant relationship between principals’ autocratic leadership. And democratic leadership of principals were positively and moderately correlated with teacher motivation. Then, there was a positive and slightly correlation between principals’ laissez-faire leadership and teacher motivation. 2021
1882 Yuzana Hlaing RELATIONSHIP BETWEEN PRINCIPALS’ DECISION MAKING STYLES AND TEACHER EMPOWERMENT The purpose of this study was to explore the relationship between principals’ decision making styles and teacher empowerment. The theoretical framework of this study was developed based on Scott and Bruce (1995) and Short and Rinehart (1992). The reliability coefficient (Cronbach’s alpha) was 0.910. Mixed research method (quantitative and qualitative) was used in this study.280 teachers from 8 high schools in Sagaing Township were participated in this study. According to quantitative results, teachers from Sagaing Township answered that their principals most highly practiced “rational” decision making styles (X?=3.98), followed by “dependent” (X?=3.50), “spontaneous” (X?=2.72), “intuitive” (X?=2.69), and “avoidant” decision making styles (X?=2.60). And, it was found that teachers from all selected high schools had high empowerment levels (X?=3.78).Furthermore, it was found that there were significant and positive relationship between principals’ rational decision making styles and teacher empowerment (r=.473, p<0.01), significant and positive relationship between principals’ dependent decision making styles and teacher empowerment (r=.386, p<0.01), significant and low relationship between principals’ spontaneous decision making styles and teacher empowerment (r=.120, p<0.05), significant and low relationship between principals’ intuitive decision making styles and teacher empowerment (r=.164, p<0.01), and no correlation between principals’ avoidant decision making styles and teacher empowerment (r=.086). The results of qualitative data were consistent with the findings of quantitative results. Therefore, based on the results, it can be suggested that the principals should make decisions based on rational reasons and discussion with teachers so that the teachers feel empowered and take responsibilities, which in turn, can directly or indirectly increase school achievement. 2021
1883 Saw Khun Aung RELATIONSHIPS AMONG ADMINISTRATIVE BEHAVIOUR OF PRINCIPALS, WORK MOTIVATION AND ORGANIZATIONAL COMMITMENT OF TEACHERS The purpose of this study is to investigate relationships among administrative behaviour of principals, work motivation and organizational commitment of teachers at selected Basic Education High Schools in Mogaung Township. Quantitative research methods were applied to collect required data. The sample for quantitative study was selected through purposive sampling which included 243 teachers from 6 selected Basic Education High Schools in Mogaung Township. This quantitative study was conducted by using three instruments: “Administrative Behaviour Scale” to assess the perceptions of teachers on their principals’ administrative behaviour, “Work Motivation Scale” to find out the perceptions of teachers on their work motivation, “TCM Employee Commitment Survey” to evaluate the perceptions of teachers on their organizational commitment. Data were computed by utilizing descriptive statistics and Pearson product-moment correlation analyses through SPSS software. According to the result of this study, teachers perceived that there were high levels of administrative behaviour of their principals, their work motivation and organizational commitment at selected high schools in Mogaung. Moreover, administrative behaviour of principals was positively and moderately correlated with organizational commitment of teachers (r=0.629, p<0.01). Moreover, a positive and high correlation was found between work motivation and organizational commitment of teachers (r=0.790, p<0.01). Again, administrative behaviour of principals was significantly and highly correlated with work motivation of teachers (r=0.726, p<0.01). Therefore, it can be concluded that if the level of administrative behaviour of principals was high, the work motivation of teachers will also be high and thereby leading greater organizational commitment of teachers. 2021
1884 Ghon Yee Win A STUDY OF TEACHERS’ KNOWLEDGE AND APPLICATION TOWARDS CIVIL SERVICE ETHICS AND DISCIPLINE FOR TEACHERS Teachers with civil service status should know and apply civil service ethics and discipline for teachers in day-to-day dealings because they are the makers of history who prepare the future disciplined citizens of a country. This research study explored knowledge and application of teachers towards civil service ethics and discipline for teachers in Basic Education High Schools, Sagaing Township. Purposive sampling method was used to select 335 teachers from 10 Basic Education High Schools in Sagaing Township as sample of the study. Quantitative research method was used in this study. The questionnaire for knowledge and application towards civil service ethics and discipline for teachers developed by the researcher was used for data collection. The generated data was analyzed using Item Percent Correct (IPC), Descriptive statistics, One-way ANOVA and Tukey HSD test. The results of the study revealed that the levels of teachers’ knowledge towards civil service ethics and discipline for teachers were found to be at satisfactory and above satisfactory. The teachers always applied civil service ethics and discipline for teachers (Mean= 4.60, SD= 0.43). There was statistically significant difference in knowledge of teachers according to schools. Similarly, significant difference was found in teachers’ application according to schools. Based on the findings, it can be concluded that teachers apply civil service ethics and discipline for teachers according to their knowledge levels. Thus, teachers’ attitude towards civil service ethics and discipline for teachers should be analyzed in further research. 2021
1885 Nay Yee Shunn A STUDY OF PROFESSIONAL LEARNING COMMUNITIES AND TEACHERS’ COLLECTIVE EFFICACY The main purpose of this study was to study the professional learning communities and teachers’ collective efficacy at Basic Education High Schools, Thanlyin Township, Yangon Region. In this study, a total of 224 teachers from Basic Education High Schools, Thanlyin Township were selected to participate by using simple random sampling method. Mixed method (qualitative and quantitative) was used. Two sets of questionnaires: Professional learning communities (PLCs) Questionnaire adapted from Olivier, D.F., Hipp, K.K., & J.B. (2003) and Collective Efficacy (CE) Questionnaire developed by the review of literature were used in this study. The reliability coefficients (Cronbach’s alpha) of the instruments were 0.98 for PLCs and 0.96 for CE. For qualitative study, open-ended and interview questions were conducted. Descriptive statistics, Independent Samples t Test, One-way ANOVA, and Pearson Product Moment Correlation were used to analyze the data. According to the findings, teachers at Basic Education High Schools, Thanlyin Township practiced professional learning communities at high level. There were no significant differences in teachers’ practices on PLCs grouped by their age and teaching service. But, there were significant differences among teachers grouped by their position and educational qualification. Teachers in this study had high level of collective efficacy. Although there was no significant difference in teachers’ collective efficacy grouped by their age, there were significant differences among teachers grouped by their teaching service, position and educational qualification. There was a positively moderate correlation between professional learning communities and teachers’ collective efficacy (r=.567**, p=.000). 2021
1886 Aye Su Su Htwe A STUDY OF DIGITAL LITERACY OF STUDENT TEACHERS IN EDUCATION COLLEGES The main objective of this study is to study digital literacy of student teachers in Education Colleges. Quantitative and qualitative methods were used in this study. The questionnaire included the demographic information, digital literacy knowledge and digital literacy practices. The reliability coefficient (Cronbach’s alpha) of student teachers’ digital literacy practices was 0.91. Non - Proportional or Equal-sized Stratified sampling was used to analyze the collect data of 320 student teachers from Mawlamyine Education College and Yankin Education College. In qualitative study, interview was conducted. Out of 320, 12 student teachers were selected as participants in qualitative study. The Statistical Package for Social Science (SPSS) software version 22 was used to analyze the collected data. Item Percent Correct (IPC), Descriptive statistics, Independent Sample t Test, One-Way ANOVA and Pearson correlation were used to analyze the data in this study. The levels of digital literacy knowledge of student teachers were found to be at satisfactory. The levels of practices of student teachers’ digital literacy was also found to be at satisfactory (Mean= 2.9, SD=0.63). There were statistically significant differences in digital literacy knowledge of student teachers grouped by college, year of study and specialization. Similarly, significant differences were found in student teachers’ digital literacy practices in grouped by gender, training and specialization. Pearson correlation was found that student teachers’ digital literacy knowledge positively and weakly correlated with digital literacy practices. Qualitative study suggested that student teachers need to do practice their presentations and assignments by using PowerPoint application, communicate other people by using digital tools and know about E-safety. 2021
1887 Hla Hla Nwe A STUDY OF COLLABORATIVE SCHOOL CULTURE AND STUDENT ACHIEVEMENT This research aimed to study collaborative school culture and student achievement in Basic Education High Schools, Thanphyuzayet Township, Mon State. The sample of the present study was composed of 230 teachers from eight different high schools from Thanphyuzayet Township, Mon State. For the data collection, the only instrument, collaborative school culture questionnaire was used. Quantitative and qualitative research method was used in this study. Collaborative school culture at Basic Education High Schools in this study was moderately strong according to the mean scores responses on the questionnaire items (mean=3.17, SD=.24). According to the results of Oneway ANOVA, there were significant differences among schools in all six dimensions (F=3.44, p<.01, F=3.75, p<.01, F=8.81, p<.001, F=7.40, p<.001, F=8.22, p<.001, F=3.03, p<.01). According to the results of the Independent Samples t Test, there were significant differences in all six dimensions in terms of student achievement (t=-2.40, p<.05, t=-3.82, p<.001, t=-3.27, p<.01, t=-3.95, p<.001, t=-2.86, p<.01, t=-3.77, p<.001). Pearson product-moment correlation coefficient indicated that collaborative school culture was correlated with student academic achievement at (r=.309, p<.01). 2021
1888 Yee Mon Oo RELATIONSHIP BETWEEN TEACHERS’ WORK-AUTONOMY AND THEIR PROFESSIONAL COMPETENCES The focus of this study is to study the relationship between teachers’ work-autonomy and their professional competences at Basic Education High Schools in Tamwe Township, Yangon Region. The specific aims are to investigate teachers’ work-autonomy, to investigate their professional competences and to study the relationship between teachers’ work-autonomy and their professional competences. Quantitative and qualitative methods were used in this study. The participants of this study consisted of 150 teachers. Instrument was reviewed by a panel of experts. The Cronbach’s alpha of the whole scale of teachers’ work-autonomy and their professional competences was 0.82. Descriptive statistics, one-way ANOVA and independent samples t test were used to analyze the data in this study. The result found mean value of teachers’ work-autonomy was 2.99. So, the level of teachers’ work-autonomy was moderate level. Mean value of their professional competences was 3.04. The level of their professional competences was moderate level. Therewere strong correlation between teachers’ work-autonomy and their professional competences r=.649. It was found that there were statistically significant and positive relationship teachers’ work-autonomy and their professional competences. This research suggests that one way to increase teachers’ level of professional competences by enhancing teachers’ degree of autonomy at schools. School principals should consider decentralizing the power of decision making at school and accommodate teachers to participate autonomously in school activities both in the classroom area and the school wide area. 2021
1889 Nwe Ni Win A STUDY OF TEACHERS’ INVOLVEMENT IN DECISION-MAKING The objectives of this research are to study the extent of teachers’ involvement in decision-making, to investigate the differences of teachers’ involvement in decision-making according to their personal factors, to study the level of teachers’ satisfaction on their involvement in decision-making and to examine the variations on teachers’ involvement and their satisfaction on decision-making. In this study, both quantitative and qualitative methods were used. By using proportional stratified sampling method, two hundred and one teachers were selected as sample from eight Basic Education High Schools in Shwepyithar Township, Yangon Region. For quantitative study, questionnaire for teachers’ involvement in decision-making was used. Open-ended questions and interviews questions were used for qualitative study. The internal consistency (Cronbach’s ?) of teachers’ involvement in decision-making and their satisfaction on involvement in decision-making were 0.94 and 0.93 respectively. In this study, the descriptive statistics, One-Way ANOVA, Tukey HSD test and Paired samples t-test were utilized. According to the findings, the extent of teachers’ involvement in decision-making was moderate (X?=2.92, SD=0.45). There were no statistically significant differences in teachers’ involvement in decision-making grouped by age, service and academic qualification. There was statistically significant difference in teachers’ involvement in decision-making grouped by their position. The level of teachers’ satisfaction on their involvement in decision-making was moderate level in all areas of decision-making. There was a significant difference between the teachers’ involvement and their satisfaction on decision-making. 2021
1890 Thinn Thiri A STUDY OF TEACHERS’ CONTINUOUS PROFESSIONAL DEVELOPMENT (CPD) PRACTICES AT THE BASIC EDUCATION SCHOOLS IN GYOBINGAUK TOWNSHIP The main aim of this study is to study the continuous professional development (CPD) practices of teachers at the Basic Education Schools in Gyobingauk Township. Quantitative and qualitative methods were used. Two hundred and ninety four teachers were selected by using simple random sampling method. The questionnaire was developed by researcher based on the literature. The reliability coefficient was 0.9. Descriptive statistics was used to analyze the quantitative data. Teachers’ practices are moderately high on the continuous professional development according to the mean values. There were significant differences in the continuous professional development practices of teachers grouped by gender and type of school. But there were no significant differences in the continuous professional development practices of teachers according to age, position, teaching service and qualification. 2021