Research List

No.	Researcher	Title	Abstract	Year
2651	Aye Nyein Nyein Htay1 and Wai Wai Oo2	THE RELATIONSHIP BETWEEN SELF-DIRECTED LEARNING SKILLS OF STUDENT TEACHERS IN SAGAING UNIVERSITY OF EDUCATION AND THEIR LIFELONG LEARNING TENDENCY	This study aimed to investigate the relationship between self-directed learning skills of student teachers in Sagaing University of Education and their lifelong learning tendency. The research design used in the study was correlational research design, one of the quantitative research designs. The participants in the study were first year and fourth year students in Sagaing University of Education. Data were collected by using two instruments, questionnaires for self-directed learning skills and lifelong learning tendency. There were 40 items for self-directed learning skills questionnaire and 27 items for questionnaire towards lifelong learning tendency. The quantitative data were analyzed by using descriptive statistics, independent samples t test to compare differences between gender and year of study, and Pearson product-moment correlation to examine the relationship between self-directed learning skills of student teachers and their lifelong learning tendency. The results revealed that self directed learning skills of student teachers and their lifelong learning tendency were at the high level and they were significantly different in terms of gender. However, there was found no significant differences based on year of study. The findings also showed that there was a moderate positive correlation between self-directed learning skills of student teachers and their lifelong learning tendency. Therefore, it can be said that student teachers had self-directed learning skills and these skills were related to lifelong learning.	2025
2652	Khin Mu Zaw Aung1 and Khin Mar Khine2	AN INVESTIGATION INTO TEACHERS� ATTITUDE TOWARDS CONTINUOUS PROFESSIONAL DEVELOPMENT	The main purpose of this study is to investigate the teachers� attitude towards Continuous Professional Development (CPD). Specifically, this study aims to compare the teachers� attitude towards CPD among three kinds of groups; age level groups (over 40 years and under 40 years), total service level groups (over 15 years and under 15 years) and Education Degree groups (pre-service and in-service). To attain the research objectives, the survey method was used and the used questionnaire contains (45) items for four dimensions (personal competence, pedagogical competence, professional competence and social competence). All high school teachers of the selected sample of 17schools from Naypyitaw Council Region participated in this study. Independent samples �t� test was used to compare significant differences between the groups. According to the results, younger, less service and education degree (pre-service) teachers have more positive attitudes than older, more service and education degree (in-service) teachers towards CPD. According to the results, 90.8% of teachers have a positive attitude towards CPD. They agreed that CPD can promote the competences of teachers and they have the willingness to continue their CPD to promote their competences. Therefore, CPD should be implemented at every school to promote the competences of teachers. Moreover, the Ministry of Education needs to recruit more effective CPD activities to meet the present demands of teachers.	2025
2653	Linn Htin Ko Ko1 and Naing Naing Thein2	THE IMPACT OF ACTIVITY-BASED MATHEMATICS PROCESS SKILLS MODEL ON HIGH SCHOOL STUDENTS� ACHIEVEMENT IN MATHEMATICS	The purpose of this study is to investigate the impact of activity-based mathematics process skills on high school students in mathematics. The design adopted for the research study was one of the quasi-experimental designs, non-equivalent control group design. The subjects were 80 Grade Ten students from BEHS (1) in Myitkyina Township, 100 Grade Ten students from BEHS (1) in Waingmaw Township, 75 Grade Ten students from BEHS (Namati) in Namati Town and 72 Grade Ten students from BEHS (1) in Moegaung Township. The instruments used in the study were pretest and posttest. The experimental groups were taught with activity-based mathematics process skills model while the control groups were taught the same concept using formal method. Students� mathematics achievement and mathematics process skills on posttest were compared using one-way ANCOVA. The results showed that there were significant differences between high school students who were taught with activity-based mathematics process skills model and those who do not receive it in performing mathematics process skills in all selected schools.	2025
2654	Pyae Hlyan Chan Myae Khin1 and Khin Mar Khine2	AN INVESTIGATION INTO TEACHER EDUCATORS� TECHNOLOGY ANXIETY	The main purpose of the study is to examine the level of technology anxiety of teacher educators of Education Degree Colleges within the academic year 2022-2023. The specific objectives are to find out technology anxiety of teacher educators in terms of the level of educational qualification, teaching service and time to study online teaching-learning resources daily. Quantitative survey research method was used in this study. The samples are 236 teacher educators (20% of population) from Education Degree Colleges (EDCs) by using stratified random sampling method. The instrument used in this study was the questionnaire. The descriptive statistical analysis and inferential statistical analysis (independent samples t test and ANOVA) were employed to analyze the data. According to the results, the majority of the teacher educators falls under the high technology anxiety level. There was no significant difference of technology anxiety in educational qualification. There were significant differences in technology anxiety with regard to teaching service and time to study online teaching-learning resources daily. A key contribution of the current study is to enlighten the teacher educators about the hardware, software and technical issues to realize the effectiveness of the educational technology and feel assertive using it. Moreover, this study is invaluable as it allows teacher educators to see the weaknesses and needs to minimize their technology anxiety.	2025
2655	Khin Myat Noe Oo1, Khin Mar Ni2 and Phyu Zar Zar Theint3	DEVELOPING A PROPOSED MODEL FOR PRINCIPAL LEADERSHIP PRACTICES FOR TEACHER COLLEGIALITY IN BASIC EDUCATION SCHOOLS*	The main objective of the study was to develop a proposed model for principal leadership practices for teacher collegiality in basic education schools. Principal leadership practices were studied with five domains based on school-level leadership practices developed by Belchetz and Leithwood (2007), Day and Sammons (2010) and Leithwood (2012). Teacher collegiality was examined with eight dimensions based on the teacher collegiality scale developed by Barth (1990), Little (1990) and Shah (2011). Mixed methods research was used. Two sets of questionnaires: questionnaire (1) for principals and questionnaire (2) for teachers were utilized. Four-point Likert scale was employed. By using simple random sampling, 33 principals and 390 teachers were selected as participants. The value of Cronbach�s alpha for principal leadership practices was .92 and for teacher collegiality was .93. Descriptive statistics, correlation and regression analysis were employed to interpret the quantitative data. Interview forms for principals and teachers were used in qualitative study. Principals practice to a moderate extent in the leadership practices. The leadership practices of MEd degree holder principals were significant from MA/MSc degree holder principals (p<.01, d=.96) and BEd degree holder principals (p<.01, d=.47). The principals who had 16-20 years of administrative service were significant from those who had 6-10 years of administrative service (p<.001, d=.98) and those who had 11-15 years of administrative service (p<.001, d=.47). Teachers practice to a moderate extent in collegiality. There was a positive relationship between principal leadership practices and teacher collegiality (r=.682, p<.01). The results showed that the domains of principal leadership practices appeared as predictors for teacher collegiality. Qualitative results revealed that principals provided teacher collegiality by supporting mutual trust among teachers, promoting a culture of openness, and organizing teachers to work on instructions for student achievement. Finally, a proposed model for principal leadership practices for teacher collegiality could be developed.	2025
2656	Ei Ei Phyo1, Khin Mar Ni2 , Su Su Hlaing3	TEACHERS� CRITICAL THINKING DISPOSITIONS, SUPPORTS OF THE PRINCIPALS AND TEACHERS� PRACTICES IN PROMOTING PRIMARY STUDENTS� CRITICAL THINKING SKILLS	The main purpose of this study is to investigate the teachers? critical thinking disposition, supports of their principals and their teaching practices in promoting primary students? critical thinking skills. The specific objectives are 1) to examine the critical thinking dispositions among primary teachers, 2) to explore the level of the principals? supports, 3) to inspect the practices of teachers in promoting primary students? critical thinking skills, 4) to investigate the best predictors for teachers? practices in promoting primary students? critical thinking skills, and 5) to study the primary students? critical thinking skills. Both quantitative and qualitative research methods were used to collect the required data for this study. Three phases were conducted in this study. In phase I, quantitative study was conducted by using questionnaire survey method. In phase II, qualitative study on teacher?s practices in teaching primary students? critical thinking skills was conducted by using observation method and interview method. As the phase III, primary students? critical thinking skills was assessed by using the questionnaire. Three hundreds and eighteen teachers who are teaching at the primary level participated in this study. The collected data were systematically analyzed by quantitative and qualitative data analysis method. The results revealed that the critical thinking dispositions of primary teachers in this study were high and the supports of the principals was enough. It was found that the principals? supports is the best predictor on teachers? practices on promoting primary students? critical thinking skills, teachers? critical thinking dispositions as the second predictor and teachers? qualification as the third predictor. The findings underscore the significant role that teachers? practices play in promoting critical thinking abilities among their students.	2025
2657	Khin Chan Myae Aung1, Khin Mar Ni2, Su Su Hlaing3	AN ANALYTICAL STUDY OF AUTHENTIC LEADERSHIP OF PRINCIPALS IN BASIC EDUCATION SCHOOLS	The main purpose of this study is to investigate authentic leadership of principals in Basic Education Schools. In this study, descriptive survey design and quantitative approach will be used. A total of 66 principals by using purposive sampling and 396 teachers by using the equal size stratified random sampling from Mon State were selected as subjects. The required data for quantitative study were collected by using two sets of questionnaires. The first set of questionnaire was developed for principals and the second was for teachers. Questionnaire for principals was composed of two parts; factors affecting authentic leadership and authentic leadership practices of principals with eight dimensions. The questionnaire for teachers was also developed based on these eight dimensions of authentic leadership. The internal consistencies ( ) of the questionnaire were 0.86 for principals� authentic leadership practices, 0.91 for psychological capital, 0.82 for self-leadership, 0.86 for self-knowledge and 0.76 for social intelligence. Descriptive statistics, multiple regression analysis were conducted to analyze the data. The result of multiple regression showed that psychological capital was the best predictor, self-knowledge was the second and self leadership was the third predictor for principals� authentic leadership practices. This study also highlights the importance of authentic leadership practices of principals in Basic Education Schools.	2025
2658	Khin Sandy Htoon1 and Su Su Hlaing2	AN INVESTIGATION INTO ORGANIZATIONAL HEALTH OF BASIC EDUCATION HIGH SCHOOLS	This study was attempted to investigate the level of organizational health of Basic Education High Schools perceived by teachers and to explore the differences in organizational health of Basic Education High Schools in terms of school related factors. Quantitative and qualitative research method were used in this study. A total of 190 teachers were selected as subjects from 6 Basic Education High Schools in Myaungmya Township, Ayeyarwaddy Region, using the cluster sampling method. The Cronbach�s alpha for overall items in organizational health of Basic Education High Schools was 0.92. To analyze the collected data, descriptive statistics, Independent Sample t-test, One- way ANOVA were used in this study. It was found that out of 6 Basic Education High Schools, the level of organizational health of school A was slightly below average with the standardized scores (SdS=476), that of school B was average with the standardized scores (SdS=494), that of school C was above average with the standardized scores (SdS=538), that of school D was average with the standardized scores (SdS=503), that of school E is slightly above average with the standardized scores (SdS=515) and that of school F was below average with the standardized scores (SdS=465). There was no statistically significant difference in organizational health index in terms of school grade and school size.	2025
2659	Yu Yu San1 and Su Chan Myae2	RELATIONSHIP BETWEEN SCHOOL PRINCIPALS� TRANSFORMATIONAL LEADERSHIP PRACTICES AND COLLECTIVE TEACHER EFFICACY	The general objective of this study is to study the relationship between school principals? transformational leadership practices and collective teacher efficacy in Basic Education Primary Schools in Pathein Township. In this study, sample size of 161 respondents from (21) Basic Education Primary Schools were selected by using cluster sampling. The questionnaires and open-ended questions were developed based on the literature review, Leithwood and Sun?s (2012) dimensions of principals? transformational leadership practices and Barr?s (2002) dimensions of collective teacher efficacy. Five-point Likert-scales were employed. The internal consistencies (Cronbach?s alpha) were (0.97) for the instruments of transformational leadership practices and (0.95) for the instruments of collective teacher efficacy. Descriptive statistics, One-way ANOVA, Independent Sample t-Test and Pearson-correlation were used to analyze the quantitative data. The level of principals? transformational leadership practices in this study was moderately high. There were no significant differences in these practices grouped in terms of principals? personal factors. However, there were significant differences in three dimensions except setting direction and overall transformational leadership practices according to their academic qualification. Overall collective teacher efficacy was high level. Among the dimensions of teacher collective efficacy, student discipline was also high but instructional strategies was moderately high. In qualitative findings, teachers did not believe in instructional strategies (N=10, 6.21%) because of lower staffing level, weakness in lesson plan and new curriculum reform. There were no significant differences grouped in terms of teachers? personal factors. The results of Pearson-correlation indicated that there were significant and positive relationships between principals? transformational leadership practices and collective teacher efficacy. The results of qualitative study were consistent with the findings of quantitative study.	2025
2660	Aye Aye Myat1 and Khin Mar Ni2	A STUDY OF PRINCIPALS� LEADERSHIP STYLES ON TEACHERS� PERFORMANCE IN BASIC EDUCATION HIGH SCHOOLS	The main aim of the research is to study the principals' leadership styles on teachers' performance. The specific aims of the research are to study the leadership style which is most commonly used by school principals, to investigate the level of performance among teachers and to identify the relationship between principals' leadership styles and teachers' performance. Quantitative method was used in this study. A total of two hundred and twenty teachers were selected as subjects from four schools in North Okkalapa Township, Yangon Region, using random sampling method. The questionnaires included items for demographic data, leadership styles and teachers' performance. Instrument was reviewed by a panel of experts. The Cronbach's alpha of the principals' leadership styles was 0.89 and the Cronbach's alpha of the teachers' performance was 0.89. Descriptive statistic and Pearson Correlation were used to analyze the data in this study.The democratic leadership style was found to be the most commonly used leadership style among principals. The total mean value of teachers' performance was high (Mean=4.05, SD=.45). There was an association between the principals' leadership styles and the teachers' performance. These findings strongly indicate that the principals' leadership styles are significantly related to teachers' performance.	2025

Research Publications

Myanmar Academy of Art & Science List of Research