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
1891 Naung Ye Zaw ASSESSING ORGANIZATIONAL HEALTH OF BASIC EDUCATION SCHOOLS The main aim of this study is to study the organizational health of Basic Education Schools in Hlegu Township. Both quantitative and qualitative methods were used in this study. by using the proportionate stratified sampling method, (307) teachers nested in fifteen schools were selected as sample from three strata – senior teachers, junior teachers and primary teachers in Hlegu Township. The organizational health of school questionnaire, open-ended questions, interview, and observation checklist were used to collect the required data. The internal consistency (Cronbach’s alpha) of questionnaire was (0.91). Descriptive statistics, Independent Samples t test, and One-way ANOVA were used to analyze the quantitative data. According to organizational health index, one school had low organizational health index, eleven schools had average organizational health index, two schools had above average organizational health index and one school had high organizational health index. The organizational index was not significantly different between urban school and rural schools as a result of t test. In accordance with type of schools, the organizational health indexes were significantly different among three types of schools (post primary schools, middle schools, and high schools) according to one-way ANOVA result. In line with qualitative study, it was found that teachers notably pointed out the problems of unreasonable parental demands, insufficient resource support and low students’ interest in learning. At low organizational health index school, the teachers pointed out that the principal’s managerial functions are the most important ones to be an organizational healthy school. 2021
1892 Phyu Thinn Khine A STUDY OF PRINCIPALS’ PRACTICES OF EXEMPLARY LEADERSHIP AND TEACHER COLLEGIALITY The main aim of the study is the principals’ practices of exemplary leadership and teacher collegiality in Basic Education High Schools, Taikkyi Township, Yangon Region. The participants were 6 principals and 201 teachers from 6 Basic Education High Schools in Taikkyi Township, Yangon Region during the 2019-2020 academic year. Quantitative and qualitative methods were used. To collect the data, questionnaire, open-ended and interview questions were conducted. This study was based on Kouzes and Posner’s model of Five Practices of Exemplary Leadership (2012) and Shah’s Teacher Collegiality (2011). Descriptive statistics, One-way ANOVA, Independent Samples t Test, and Pearson product-moment correlation were used for data analysis. According to the research findings, principals’ practices of exemplary leadership were often performed by the principals of 6 Basic Education High Schools. There were significant differences in principals’ practices of exemplary leadership among schools. Teacher collegiality in Basic Education High Schools was high. There were significant differences in teacher collegiality by schools, and teaching service. But there was no significant differences in qualification. Moreover, the findings revealed that there was significant positive relationship between principals’ practices of exemplary leadership and teacher collegiality. 2021
1893 Aye Aye Phyo A STUDY OF PRINCIPALS’ EMOTIONAL INTELLIGENCE AND JOB SATISFACTION OF TEACHERS The objectives of this research are to study the level of principals’ emotional intelligence and the differences of principals’ emotional intelligence according to their personal factors, to study the level of teachers’ job satisfaction and to investigate the relationship between principals’ emotional intelligence and job satisfaction of teachers. Both quantitative and qualitative methods were used in this study. By using simple random sampling method, eight principals and two hundred and five teachers were selected as sample from eight Basic Education High Schools in Thantwe Township, Rakhine State. For quantitative study, two sets of questionnaires: questionnaire for principals and questionnaire for teachers were used to collect data. Open-ended questions and interview were used for qualitative study. The internal consistency (Cronbach’s ?) of principals’ emotional intelligence and teachers’ job satisfaction were 0.96 and 0.87 respectively. In this study descriptive statistics, independent samples t test and Pearson-product moment correlation were used to analyze the data. According to the findings, the level of principals’ emotional intelligence was high (X?=3.97, SD=0.45). There was significant difference in principals’ emotional intelligence grouped by gender. There was no significant difference in principals’ emotional intelligence grouped by position. Then, the level of teachers’ job satisfaction was moderately high (X?=3.03, SD=0.22). There was a positive and moderate relationship between principals’ emotional intelligence and job satisfaction of teachers (r=0.309, p<0.01). 2021
1894 Thawdar Swe A STUDY OF TEACHERS’ READINESS FOR CHANGE AND PRINCIPALS’ TRANSFORMATIONAL LEADERSHIP PRACTICES The aim of the research is to study the relationship between teachers’ readiness for change and principals’ transformational leadership practices. The participants in the study were 208 teachers and seven principals from seven public high schools in Theagone Township, Bago region. The purposive sampling method was applied to select only those principals who had served for at least two years in their current schools. And all teachers in these schools participated. Teachers’ readiness for change was measured through the questionnaires which were modified based on the “Readiness for the Organizational Change Measure” developed by Holt, Armenakis et al. (2007) and its Cronbach ? was 0.886. In addition, principals’ transformational leadership practices were measured by using questionnaires which were modified based on the “Multifactor Leadership Questionnaire” developed by Avolio and Bass (2004) and its Cronbach ? was 0.955. The pilot tests were undertaken with 57 teachers from two public high schools. The collected data were analyzed by descriptive statistics, the independent samples t test, One-Way ANOVA and post hoc analysis. The readiness of teachers for change and principals’ transformational leadership practices were found to be moderately high in level. Among the personal factors of teachers, there was significant difference in appropriateness according to their age and there was also significant difference in change efficacy according to their total years of service. Moreover, there were significant differences in all dimensions of transformational leadership according to the age and gender of the principals. There was significant difference in idealized influence according to their total years of service. The schools which were highest and lowest in mean values were interviewed and results were found to be reflecting the quantitative findings with some variations. When the Pearson Product Moment Correlation was calculated, the idealized influence, inspirational motivation, intellectual stimulation and individualized consideration were found to be positively correlated with teachers’ readiness for change. Moreover, the principals’ transformational leadership practices were found to be positively correlated with teachers’ readiness for change with the r value of 0.297 although it was not high. 2021
1895 Myo Khin Wai Too A STUDY OF TEACHERS’ KNOWLEDGE AND ATTITUDES TOWARDS SEXUAL MINORITY STUDENTS The aims of this study are to investigate the teachers’ knowledge and attitudes towards sexual minorities, to determine whether the teachers’ knowledge and attitudes vary according to age, qualification, teaching service and teaching position, to examine whether the teachers’ attitudes vary according to knowledge level and to investigate the relationship between teachers’ knowledge and attitudes towards sexual minority students. Both quantitative and qualitative studies were conducted. For quantitative study, a set of questionnaire was used: knowledge questions with true-false items and attitude questions with five-point likert scale. For qualitative study, open-ended questions and interview were used. By using proportional stratified sampling method, a total of 210 teachers, 86 are senior teachers and 124 are junior teachers from Dawei Township, Tanintharyi Region were selected for sample. Descriptive statistics, Item Percent Correct (IPC), Independent Samples t Test, one-way ANOVA, Post-hoc Tukey HSD test and Pearson product moment correlation were utilized to analyse the data. Results indicated that most of the teachers were at the satisfactory level of knowledge concerning sexual minorities. Overall teachers’ knowledge varied depending on teachers’ personal factors such as, age and qualification. Findings revealed that the teachers held moderately positive attitude in such areas as “attitude towards lesbian” and “in giving equal rights to sexual minorities”. And, the teachers held moderately negative attitude in such areas as “attitude towards gay men” and “in being comfortable in the presence of sexual minorities”. It was also found that there were significant differences in teachers’ attitudes according to their age and knowledge level. The younger teachers had more positive attitude towards sexual minorities than the older teachers. There was a statistically significant association between teachers’ knowledge and attitudes towards sexual minorities (r =.24, p<0.01). It can be said that the teachers who were more knowledgeable about sexual minorities tend to have more positive attitude towards sexual minorities. 2021
1896 Hsu Myint Myat Hnin RELATIONSHIP BETWEEN SENIOR TEACHERS’ WORK VALUES AND JOB INVOLVEMENT IN KYONPYAW TOWNSHIP, AYEYARWADY REGION The purpose of the study is to investigate the relationship between work values and job involvement of senior teachers in Kyonpyaw Township, Ayeyarwady Region. Both quantitative and qualitative methods were used in this study. As focused on census method, total number of 190 senior teachers in Kyonpyaw Township participated. Wu et. al.’s Work Values Inventory (1996) and Agarwala’s five dimensions of Job Involvement (1978) were based in this study. Descriptive Statistics, Oneway ANOVA, Independent Samples t test and Pearson Correlation were used to analyze the data. Level of work values of senior teachers was high. There were no significant differences in the levels of work values of senior teachers according to their socio-demographic factors. Level of job involvement of senior teachers was moderate. There was a significant difference in the level of job involvement of senior teachers grouped by race (t=2.090, df=136.247, p<.05). There were no significant differences in other factors. The finding showed moderate level of positive significant relationship between work values and job involvement. 2021
1897 Nyein Chan Aung A STUDY OF PRINCIPALS’ TALENT MANAGEMENT LEADERSHIP AND TEACHERS’ ORGANIZATIONAL COMMITMENT The main aim of this research is to investigate the relationship between principals’ talent management leadership and teachers’ organizational commitment in Basic Education High Schools, Phyu Township, Bago Region. Quantitative and qualitative methods were used in this research. A total of two hundred teachers were selected as subjects from five Basic Education High Schools, Phyu Township, using the purposive sampling method. The reliability coefficient of principals’ talent management leadership questionnaire was 0.959 and that of teachers’ organizational commitment questionnaire was 0.773. Descriptive analysis, Independent Samples t-Test, One-Way ANOVA, Pearson product-moment correlation and Multiple regression analysis were conducted to analyze the data in this study. The level of principals’ talent management leadership in this study was moderately high (Mean = 3.14, SD = .31). There were significant differences in the level of principals’ talent management leadership among schools and principals grouped by administrative service. The level of teachers’ organizational commitment in this study was moderately high (Mean = 2.80, SD = .25). There were significant differences in the level of teachers’ organizational commitment among schools and teachers grouped by qualification, age, position and years of service in current school. There is a moderate positive correlation between principals’ talent management leadership and teachers’ organizational commitment (r = .548, p < .01). According to the result of multiple regression analysis, values dimension is the best predictor of teachers’ organizational commitment (R 2 = .289, F (5,194) = 17.183). Information from teachers’ interviews, open-ended answers and quantitative results were complementary to each other. The levels of principals’ talent management leadership were associated with the levels of teachers’ organizational commitment. 2021
1898 Su Myat Maw A STUDY OF SELF-DIRECTED LEARNING READINESS AND SELF-DIRECTED PROFESSIONAL DEVELOPMENT PRACTICES OF TEACHERS The main aim of this study is to investigate self-directed learning readiness and self-directed professional development practices of teachers from Basic Education High Schools in Myeik Township, Tanintharyi Region. By using proportional stratified sampling method, 83 senior teachers, 130 junior teachers and 57 primary teachers were selected as sample. A set of questionnaire, open-ended questions and interview were used to collect required data. The internal consistency (Cronbach’s Alpha) of questionnaire was 0.94. Descriptive statistics, independent samples t test, one-way ANOVA, Tukey post hoc mean comparison and Pearson product moment correlation were used to analyse the data. The research finding indicated that the teachers had high level of self-directed learning readiness and often performed the self-directed professional development practices. Moreover, significant differences were not found in self-directed learning readiness level and self-directed professional development practices of teachers according to their personal factors. However, in each area of self-directed professional development practices, there were significant differences according to teachers’ personal factors except gender. It was also found that there was a moderately positive correlation between self-directed learning readiness and selfdirected professional development practices of teachers (r= .442, p<0.01). 2021
1899 Thazin Linn A STUDY OF TEACHERS’ COMMUNICATION SATISFACTION AND ORGANIZATIONAL COMMITMENT The main purpose of this research was to study teachers’ communication satisfaction and organizational commitment in Basic Education High Schools, Bogalay Township, Ayeyarwady Region. Quantitative and qualitative research methods were used. A total of 235 teachers from Basic Education High Schools in Bogalay Township were selected to participate by using simple random sampling method. Required data were collected using two questionnaires: Communication Satisfaction Questionnaire developed by Downs and Hazen (1977) and Teachers’ Multidimensional Organizational Commitment Questionnaire developed by Celep (2000). The reliability coefficient (Cronbach ?) were 0.95 and 0.91 respectively. For qualitative study, open-ended and interview questions were used. Interviews were conducted with twelve teachers. Almost all teachers in this study were highly satisfied with the communication practices in their schools. There were no significant differences in the level of teachers’ communication satisfaction among teachers grouped by age and teaching service. There were significant differences among teachers grouped by educational qualification and position. Teachers in this study area highly committed to their schools. There were significant differences in teachers’ organizational commitment among teachers grouped by age and teaching service. There were no significant differences among teachers grouped by educational qualification and position. There was a moderately significant positive relationship between teachers’ communication satisfaction and organizational commitment (r= .467, p= .000) 2021
1900 Khine Mar Oo INTEGRATING EDUCATION FOR SUSTAINABLE DEVELOPMENT IN THE IMPLEMENTATION OF PRIMARY SCIENCE CURRICULUM The purpose of this research is to study the integrating Education for Sustainable Development (ESD) in the implementation of primary science curriculum. The research intends to investigate the ESD knowledge level and teaching practices of Grade 3 teachers. It also investigates the variations of teachers’ practices on integrating ESD into science curriculum by primary teachers according to their demographic data. Both quantitative and qualitative research methods were used. Census sampling method was used: 110 Grade 3 teachers were selected as participants in Thabeikkyin Township, Mandalay Region. IPC values, independent sample t test, one way ANOVA, post hoc test by Tukey HSD were used for the data analysis. The level of teachers’ overall ESD practices was moderate. There were statistically significant differences in integrating ESD in Grade 3 science curriculum grouped by class size. A qualitative follow up study was conducted through interviews and observation. The information obtained from the interviews and observations were complementary to the quantitative findings. 2021