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
261 Zin Nwe Than INVESTIGATION OF STUDENT TEACERS SELFEFFICACY BELIEFS AND ATTITUDES TOWARDS TEACING PROFESSION IN SAGAING UNIVERSITY OF EDUCATION The purpose of this study was to examine the student teachers’ self-efficacy beliefs and attitudes towards teaching profession in Sagaing University of Education. The sample of the study consisted of 380 student teachers who were studying at BEd final year course from Sagaing University of Education. Scale of Self-Efficacy Beliefs and Scale of Attitudes towards Teaching Profession were used as data gathering tools. Descriptive statistics, independent samples t-tests, and ANOVA have been used in analyzing the data. According to the findings, student teachers had high levels of self-efficacy in all three dimensions: Instructional Strategies, Classroom Management and Student Engagement. Again, there was a significant difference in self-efficacy beliefs of Classroom Management between student teachers who were 20-21 years old and 2425 years old. In addition, it was also been discovered that student teachers’ attitudes towards teaching profession were good levels in Professional Choice, Developing Attitudes during Training Period, Commitment towards Teaching Profession and Professional Expectations but they had a very good level in Professional Pride. To sum up, student teachers from Sagaing University of Education had high levels of self-efficacy beliefs and good attitudes towards teaching profession. 2018
262 Nyein Ma Ma Khin TE RELATIONSIP BETWEEN TEACER TRANSFORMATIONAL LEADERSIP AND STUDENT MOTIVATION AT EDUCATION COLLEGES IN SAGAING REGION The main purpose of this study was to explore the relationship between teacher transformational leadership and student motivation at Education Colleges in Sagaing Region. In this paper, qualitative and quantitative research designs were used. Some students from Sagaing Education College and Monwya Education College participated in this study. They were selected by using simple random sampling technique. Two research instruments were employed to collect the required data. They are Multifactor Leadership Questionnaire (MLQ-5x Short) by Bass and Avolio (1995) to measure teacher transformational leadership and Academic Intrinsic and Extrinsic Motivation Questionnaire (AIEMQ) by Regina (2008) to measure student motivation. There are five dimensions for transformational leadership: idealized influence (attributed), idealized influence (behaviour), intellectual simulation, inspirational motivation and individualized consideration, and two dimensions for motivation: intrinsic and extrinsic motivation. The findings of the study indicated that the second year college students from Education Colleges in Sagaing Region asserted that the teachers often practiced all dimensions of transformational leadership to lead their students and the student motivation fell into the range of high level. In this study, correlational analysis showed that it was a positive significant relationship between teacher transformational leadership and student motivation (r .670, p.01). Through the research results, teachers will be able to gain some valuable ideas about the transformation all eadership that can help to promote the student motivation in everyday classroom practices. 2018
263 Win Win Thein EXPLORING TE TYPES AND CAUSES OF STUDENTS' DISCIPLINARY PROBLEMS AT SELECTED BASIC EDUCATION IG SCOOLS IN SAGAING This study investigated the types and causes of students’ disciplinary problems at selected Basic Education High Schools in Sagaing. Some teachers and students from these selected schools were chosen as participants for this study by using simple random sampling technique. This study was conducted by using mixed method which included qualitative and quantitative methods. As research instrument, Students’ Disciplinary Problems Questionnaire (SDPQ) developed by Erena. T.M (2015) was used to gather the required data. There are seven dimensions in this questionnaire: parents related factors, teacher related factors, school and school administrators related factors, curriculum related factors, learner related factors, gender related factors and finally role played by school management. Based on this questionnaire, two questionnaires were constructed (one for principals/teachers and another for students). According to the research findings, an interview study was conducted as a follow up study. The results obtained from the study reveal that major types of students’ disciplinary problems are mainly caused by learner related factor. It is hoped that this study will be able to give the principals and teachers some ideas about the students’ disciplinary problems and by using these ideas, the most appropriate ways will be able to be used to solve the students’ problems. 2018
264 Aye Mya Wai TE RELATIONSIP BETWEEN PRINCIPALS INSTRUCTIONAL LEADERSIP BEAVIOURS AND ORGANIZATIONAL CLIMATE AT SELECTED BASIC EDUCATION IG SCOOLS IN MONYWA TOWNSIP The main aim of this study was to investigate the principals’ instructional leadership behaviours and organizational climate at Selected Basic Education High Schools in Monywa Township. Two existing survey instruments, rincipals nstructional Leadership Scale and rganiational limate escriptive uestionnaire, measure the relationships among the constructs. All senior, junior, and primary school teachers (N= 409) from six selected high schools in Monywa Township participated in the study. Descriptive statistics was used in analyzing data. The results of the study indicated that the extents of principals’ instructional leadership behaviours for selected high schools in Monywa Township were high with mean value (3.77) and the levels of organizational climate of schools was also high according to openness level (SdS: above 600). Correlational analysis demonstrated highly positive relationship between principals’ instructional leadership behaviours and organizational climate (r=.782, p< 0.01). Thus, there was positive and significant relationship between principals’ instructional leadership behaviours and organizational climate perceived by teachers in selected high schools. In this study, it was found that principals’ instructional leadership behaviours were highly correlated with organizational climate of schools to create an open climate of schools. 2018
265 Mai Leine Htung A STUDY OF PEDAGOGICAL KNOWLEDGE OF LOWER SECONDARY SCIENCE TEACERS FOR CREATING LEARNING ENVIRONMENT IN TE SELECTED SCOOLS OF KYAIKLAT TOWNSIP The primary purpose of this research is to study pedagogical knowledge for creating a learning environment in the selected schools of Kyaiklat Township, Ayeyarwady Region. A total of 110 lower secondary science teachers from selected Basic Education Schools participated in this study. The level of pedagogical knowledge and the variation of pedagogical knowledge of lower secondary science teachers for creating a learning environment were explored. Quantitative approaches were applied in this study. Questionnaire was developed by the researcher based on the related literature. The reliability coefficient (Split-half) was 0.88 for the questionnaire to explore the pedagogical knowledge of lower secondary science teachers for creating a learning environment. Descriptive statistics, IPC (Item Percent Correct), MPC (Mean Percent Correct) were employed for the analysis of quantitative data. In interpreting the MPC and IPC values, 1to 49% is considered as unsatisfactory level, the value between 50 to 74 % as fairly satisfactory and the value 75 to 100% as satisfactory. According to the total mean percent values, most of the lower secondary science teachers had satisfactory level of pedagogical knowledge for creating a learning environment. 2018
266 Theingi Nwe Oo AN ANALYSIS OF INSTRUCTIONAL LEADERSIP FOR IMPROVING PRIMARY SCIENCE TEACING The purposes of this study are (1) to study the extent of principals’ instructional leadership practices perceived by teachers according to demographic data, school level and their knowledge level, (2) to study the extent of teachers’ primary science teaching practices according to school level, (3) to study the relationship between principals’ instructional leadership practices and teachers’ primary science teaching practices, and (4) to reveal the best predictor of instructional leadership practices for primary science teaching. Descriptive method was used in this research. Two sets of questionnaires: questionnaire for principals and questionnaire for teachers were used in quantitative study. In qualitative study, interview, documentation and observation checklists were used. A proportional stratified sampling method was used to select 95 principals and 450 teachers from 10 selected townships in Yangon City Development Area. Among them, 7 principals and 21 teachers were purposively selected for qualitative study. Descriptive statistics, Item Percent Correct (IPC), independent samples t-test, one-way ANOVA, post-hoc test by Tukey, the Pearson product moment correlation and multiple regression, and cyclical process were used for the analysis of quantitative and qualitative data. It was found that there were significant differences in principals’ instructional leadership practices according to gender, school level, and their knowledge level. a significant difference was found in teachers’ primary science teaching practices according to school level. There was an association between principals’ instructional leadership practices and teachers’ primary science teaching practices. The first predictor of instructional leadership was giving incentives, and the second one monitoring the teaching/ learning process for improving primary science teaching. Qualitative study suggests that school level, extra work loads, and number of teachers may be the main reasons affecting instructional leadership 2018
267 Phyo Thida A STUDY OF TE MANAGEMENT STYLES OF EADMISTRESSES AND OB SATISFACTION OF TEACERS IN BASIC EDUCATION IG SCOOLS The main aim of this study was to study the management styles of headmistresses and job satisfaction of teachers in Basic Education High Schools, Insein Township, Yangon Region. The specific aims were to study the management styles of headmistresses, to identify the level of teachers’ job satisfaction, to investigate the variations of teachers’ job satisfaction in terms of personal factors and to investigate the relationship between the management styles of headmistresses and job satisfaction of teachers. Quantitative and qualitative methods were used in this study. The headmistresses who had served at least for 2 years in the current school were selected by using purposive sampling. 186 teachers (including JTs and STs) from Basic Education High Schools in Insein Township were randomly selected as participants. Managerial Grid Questionnaire by Blake and Mouton and Teacher Job Satisfaction Questionnaire (TJSQ) by Lester were used as an instrument. The reliability coefficient Cronbach’s alpha () of headmistresses’ management styles was 0.89 and the reliability coefficient Cronbach’s alpha () of teachers’ job satisfaction was 0.81. The Statistical Package for the Social Sciences (SPSS) software version 20, Descriptive statistics, One-way ANOVA, independent samples t test and Pearson Correlation were used to analyze the data obtained in this study. The research findings showed that dominant management style of headmistresses was team management style. And it was found that teachers were moderately high satisfaction level in their job. There were significant differences in some items of the job satisfaction of teachers grouped by position and years of teaching service. However, there was no significant difference among groups of teachers grouped by qualification. According to the data obtained by quantitative methods, headmistresses’ people-oriented management style and task-oriented management style were moderately correlated with job satisfaction of teachers. 2018
268 Pyae Phyo Khin AN ANALYTICAL STUDY OF INSTRUCTIONAL LEADERSIP ON PROFESSIONAL DEVELOPMENT FOR PROMOTING PRIMARY MATEMATICS TEACING The objectives of this research are to investigate the levels of principals’ instructional leadership knowledge and to analyze the principals’ instructional leadership practices on professional development for promoting primary mathematics teaching, to study the relationship between principals’ instructional leadership practices on professional development and teachers’ primary mathematics teaching practices, and to identify the excellent predictors of instructional leadership practices on professional development for promoting primary mathematics teaching. Ninety two principals and five hundred teachers were selected in Yangon City Development Area (YCDA) by using the proportional stratified sampling. For quantitative study, questionnaire for principals and questionnaire for teachers were used to collect data. Interview, documentation, and observation checklists were used in qualitative study. Instrument was reviewed by a panel of expert. Descriptive statistics, independent samples t test, one-way ANOVA, Item Percent Correct (IPC), Pearson product moment correlation, and multiple regression analysis were employed to analyze the data in quantitative study. Cyclical process was used for qualitative study. The principals’ instructional leadership practices on professional development were satisfactory. There were significant differences in principals’ instructional leadership practices on professional development grouped by qualification, professional qualification, positions, level of knowledge. There was an association between principals’ instructional practices on professional development and teachers’ primary mathematics teaching practices. According to the result of multiple regression analysis, providing incentives, organizing learning opportunities, leading learning, and establishing a vision were the excellent predictors for promoting primary mathematics teaching practices. Based on the qualitative data, it appears that principals’ instructional leadership practices on professional development had an influence on teachers’ primary mathematics teaching practices. 2018
269 Pyae Pyae Kaung A STUDY OF INSTRUCTIONAL LEADERSIP PRACTICES OF BASIC EDUCATION IG SCOOL PRINCIPALS The main aim of this study is to study instructional leadership practices of the Basic Education High School Principals in Myawaddy Township, Kayin State. The specific aims of this study are (1) to study the instructional leadership practices of the principals in creating an effective learning environment, (2) to investigate the instructional leadership practices of the principals in improving classroom instruction, (3) to examine the instructional leadership practices of the principals for the professional development of the teachers, (4) to study the variations of principals’ instructional leadership practices related to their personal factors, and (5) to find out the variations of principals’ instructional leadership practices among selected schools. Quantitative and Qualitative methods were used. Two sets of questionnaire were used to collect the required data, one for the teachers and one for the principals. The questionnaires were developed by the researcher based on the literature review. The reliability coefficient (Cronbach's alpha) was 0.95 for the questionnaire to explore the level of performance of instructional leadership practices of Basic Education High School Principals rated by teachers. Five principals and two hundred and nine teachers in Myawaddy Township, Kayin State were selected as the participants for this study. Instructional leadership practices of Basic Education High School Principals in this study were divided into three main areas (1) creating an effective learning environment, (2) improving classroom instruction and (3) teachers’ professional development. Principals’ performances were rated at moderately high level in all areas of instructional leadership practices. From the open-ended questions answered by the principals themselves, it was found that their practices were weak in the areas of improving classroom instruction and teachers’ professional development. Statistically significant differences were found between the principals according to the subjects they can teach well. There were also significant differences of the principals’ performance among the schools. 2018
270 Shwe Yee Win READINESS LEVEL OF KINDERGARTEN CILDREN The primary purpose of this study is to examine the readiness level of kindergarten children to find out the various factors that related to readiness for schooling. Descriptive questionnaire survey method and crosssectional approach were used in this study. A total of 240 kindergarten students participated in this study. Students from urban areas have higher readiness skills than those from rural areas. Boys have higher verbal skills and lower visuomotor skills than girls. Attending preschool is the only predictor for verbal skill. The higher the father’s education, the higher the readiness level of children. But the younger the mother’s age, the higher the readiness level of children. Furthermore, age of children can be the predictor of visuomotor skills but it has the less beta value then other predictors. With regard to the whole readiness test, the results revealed that the age of kindergarten children, their father’s education and attending preschool were significantly related with the readiness level of kindergarten children although children’s age is not relatively the best predictor for children’s readiness level. 2018