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
2661 Tin Mar Lwin1 RELATIONSHIP BETWEEN PRINCIPALS’ LEADERSHIP COMPETENCIES AND SCHOOL CULTURE This study examined the relationships between the leadership competencies of school principals and school culture at selected Education Degree Colleges in Upper Myanmar. Two hundred and twenty-eight teachers in selected Education Colleges were chosen as the sample by using the purposive sampling method. Data for the quantitative study were collected using the Competency Approach survey developed by Glover (2015) to measure the perceptions of teachers about the leadership competencies of school principals and the School Culture Triage Survey developed by Wanger (2006, as cited in Glover, 2015) to measure the perceptions of teachers about school culture. For the qualitative data, interviews were conducted with 20 teachers from four selected Education Degree Colleges in Upper Myanmar to obtain detailed information. The data was analyzed using descriptive statistics and the Pearson-product moment correlation coefficient through SPSS software. When studying the perceptions of teachers on principals? leadership competencies, generally, teachers from selected Education Degree Colleges perceived that their principals? leadership competencies were moderate, with a mean value of 3.62. In addition, this study also found that school culture was high, with a mean value of 3.72. Moreover, this study also revealed that principals? leadership competencies (r=.586, p<.01) were positively and moderately correlated with school culture at selected Education Degree Colleges. In addition, the qualitative data provided by interviews with teachers was consistent with the quantitative findings. 2025
2662 Ei Khaing Win1, Zin Nwe Than 2 and Khaing Khin Kyaw3 AN EXPLORATORY STUDY OF BEGINNING TEACHERS’ PERCEPTIONS ON TEACHER PROFESSIONALISM The aim of this study is to explore the beginning teachers’ perceptions on teacher professionalism in seven selected townships in Mandalay Region. The questionnaire survey was constructed based on the models of Dr. Kornhauser (1962), Hall (1968), Hargreaves and Goodson (1996), Tichenor and Tichenor (2009), and the OECD (2016). It included 68 items, which had five subscales: subject and pedagogical knowledge, commitment, autonomy, ethics, relationships, and work responsibilities beyond the classroom. A four-point Likert scale was used in this study. Although the questionnaires were distributed to 423 beginning teachers from the selected townships, the responses of 407 beginning teachers were collected for the study. After collecting the data, descriptive statistics, an independent samples t-test, one way ANOVA, and post-hoc multiple comparison tests were calculated to analyze the data. The findings showed that the beginning teachers’ perceptions on teacher professionalism were high. It was found that there was a significant difference in perceptions of beginning teachers in the dimension of autonomy according to their gender and in the dimension of subject and pedagogical knowledge according to their teaching subjects. However, no significant differences were found in beginning teachers’ perceptions on teacher professionalism according to their age, position, academic qualification, and professional training. The information gained from the responses to three open-ended questions was complementary to the quantitative findings. 2025
2663 Aye Aye Myint Lay1 CURRENT PRACTICES OF BASIC EDUCATION HIGH SCHOOL PRINCIPALS AS INSTRUCTIONAL LEADERS This study aimed to investigate the practices of basic education high school principals as instructional leaders in selected basic education high schools. Mixed-method research design was used in this study. For quantitative study, two research instruments, questionnaire (1) for principals and questionnaire (2) for senior teachers, including seven instructional leadership practices developed by Chell (2002), were used to collect data. Survey data were collected from 131 participants (5 principals and 126 teachers), and 10 participants were interviewed. Descriptive statistics, one-way ANOVA and Post Hoc Multiple Comparison Tests (Turkey HSD) were used to analyze the data in this study. Analysis of principals’ instructional leadership rated by principals themselves revealed that principals from high schools in Monywa township practised positive school climate, group development, and school and community involvement mostly as their important instructional leadership practices. On the other hand, teachers’ perceptions of their principals’ instructional leadership practices indicated that the principals most frequently practiced positive school climate, group development, and curriculum implementation. There were significant differences in instructional leadership practices among selected high schools. This study suggests that good instructional leadership requires collaboration with colleagues to solve instructional problems. 2025