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
2921 Nan Kyu Kyu Win1 and Phyu Zar Zar Theint2 AN INVESTIGATION INTO TEACHERS’ JOB PERFORMANCE IN BASIC EDUCATION HIGH SCHOOLS The main objective of this research was to investigate teachers’ job performance in Basic Education High Schools. Quantitative and qualitative methods were explored in this study. Participants involved in this study were 210 teachers from Basic Education High Schools in Hlaing Bwe Township, Kayin State, using the proportional stratified sampling method. The questionnaires, including demographic data and teachers’ job performance were used for a quantitative study, and interview questions were used for a qualitative study. The internal consistency of the Cronbach’s alpha (?) of the questionnaire for the level of teachers’ job performance was (0.96). Using SPSS (version 23), descriptive statistics, the Independent Samples t Test, One-way ANOVA, Games-Howell, and Tukey HSD were used to analyze the collected data. The level of teachers’ job performance in this study was very high (Mean=4.37, SD=.56). There was a significant difference in counterproductive work behaviour among the teachers grouped by their current position. Significant differences were found in teachers’ job performance among the teachers grouped by school location and school size. 2026
2922 Hsu Mon Kyaw1, Su Su Hlaing2 RELATIONSHIP BETWEEN PRINCIPAL SUPPORT AND TEACHER ACADEMIC OPTIMISM The general objective of the study is to examine the relationship between principal support and teacher academic optimism in Basic Education High Schools. In this study, both quantitative and qualitative research methods were applied. A total of 15 high school principals were selected by using the purposive sampling method and 336 teachers from these schools were selected by using the proportional stratified sampling method. There are two sets of questionnaires: the first one is the questionnaire for principals and the second one is for teachers. The reliability coefficient (Cronbach’s alpha) was 0.982 for principal support and 0.925 for teacher academic optimism. Descriptive Statistics, and Pearson product-moment correlation were used for analyzing the collected data. Frequencies analysis was also used to know the number and percentage of the participants showing the level of each variable. It was found that high school principals provided support to a great extent and the level of teacher academic optimism was high. There was a positive and strong significant relationship between principal support and teacher academic optimism (r=.687, p<0.001). As the correlation between the principal support and the components of teacher academic optimism, it was found that there was a positive and moderate significant relationship between principal support and teacher sense of self-efficacy (r=.614, p<0.001), and also teacher trust in students and parents (r=.573, p<0.001). However, a positive and strong significant relationship was found between principal support and teacher academic emphasis (r=.661, p<0.001). 2026
2923 Han Thu Aung1 and CHEN Dian-bing2 A STUDY OF PRINCIPALS’ LEADERSHIP STYLES AND STUDENT ACHIEVEMENTS IN PUBLIC SECONDARY SCHOOLS This study aimed to determine principals’ leadership styles and student achievements in Matriculation Examination in public secondary schools in Bago (West) Region. Quantitative method design was used in this study. The sample of 52 principals and 1551 teachers were selected by using purposive sampling. A set of instruments for principals’ leadership styles questionnaire and student achievements inventory was used to collect data. The reliability coefficients (Cronbach’s alpha) were 0.73 for principals’ leadership styles. The findings suggested that principals mostly practiced transactional leadership styles, followed by transformational leadership styles, and occasionally exhibited passive/avoidant leadership styles. Moreover, the findings suggested that the difference between principals’ leadership types and student’s achievement. The transformational leadership styles, transactional leadership styles, and passive/avoidant leadership styles are significantly different on student achievements as low pass rate schools, average pass rate schools and high pass rate schools. 2026
2924 Aung Min Soe1 and Theingi Aung2 RELATIONSHIP BETWEEN PRINCIPALS’ LEADERSHIP BEHAVIOURS AND TEACHERS’ ORGANIZATIONAL CITIZENSHIP BEHAVIOURS This study aimed to find out the relationship between principals’ leadership behaviours and teachers’ organizational citizenship behaviours in Basic Education Schools in Kyaukphyu Township, Rakhine State. The research was conducted with an explanatory sequential mixed methods design. The sample of 464 teachers was selected using simple random sampling. A set of questionnaires for principals’ leadership behaviours and teachers’ organizational citizenship behaviours with high content validation index (CVI) values of 0.98 for leadership behaviours and 0.97 for organizational citizenship behaviours was used. The reliability coefficients (Cronbach’s alpha) were 0.86 for principals’ leadership behaviours and 0.94 for teachers’ organizational citizenship behaviours. Then, open-ended questions for principals’ leadership behaviours and interview questions for teachers’ organizational citizenship behaviours were employed as a qualitative study. The findings suggested that principals commonly practiced transformational leadership behaviours, followed by transactional leadership behaviours, and occasionally exhibited passive/avoidant leadership behaviours. Moreover, the findings suggested that teachers exhibited high level of organizational citizenship behaviours. Then, there were positively moderate relationships between principals’ transformational and transactional leadership behaviours and teachers’ organizational citizenship behaviours. According to qualitative results, most principals responded that they prioritized the school’s welfare over personal gain, they acknowledged teachers in various settings, and actively engaged in all relevant responsibilities and duties. Regarding with teachers’ organizational citizenship behaviours, most teachers provided mentorship and guidance to newer colleague. 2026
2925 Aye San1, Khin Myat Noe Oo2 EXAMINING THE FACTORS AFFECTING STUDENT TEACHERS’ ATTITUDES TOWARD LEARNING PHYSICAL EDUCATION The purpose of the study was to examine the factors affecting student teachers? attitudes toward learning physical education. A mixed research method was applied. 184 student teachers from eight Education Degree Colleges participated in the quantitative study. In the qualitative study, twenty-four student teachers and four physical education teachers from three Education Degree Colleges participated. Interview questions were developed based on the results of the quantitative study. Descriptive statistics, independent samples t test, one-way ANOVA, and multiple comparison analyses were used to analyze the data. The quantitative results indicated that student teachers? personal factors and teacher-related factors highly affected and school-related factors moderately affected student teachers? attitudes toward learning physical education. Volleyball players? perceptions of school-related factors were higher than football players (t = -2.30, p < .05). Significant differences were found in student teachers? perceptions of school-related factors (p < .001), and teacher-related factors (p < .001) in terms of their education degree colleges. In qualitative results, there were inadequate qualified and experienced physical education teachers, facilities, and sports equipment. The results of the study recommended that sufficient skilled and experienced physical education teachers, facilities, and sports equipment improve student teachers? attitudes toward learning physical education. 2026
2926 Yoon Wai Naing1 and Khaing Khin Kyaw2 AN INVESTIGATION INTO PARTICIPATION IN PHYSICAL ACTIVITY AMONG STUDENT TEACHERS AT EDUCATION DEGREE COLLEGES IN UPPER MYANMAR The purpose of this study is to investigate the participation in physical activities among student teachers at Education Degree Colleges in Upper Myanmar. In this study, five hundred student teachers participated. ?International Physical Activity Questionnaire (IPAQ)? developed by Craig et al., (2003) was modified. For the reliabilities of questionnaires, the Kuder-Richardson coefficient (KR-20) was 0.912 for ?International Physical Activity Questionnaire (IPAQ)?. In data analysis, Descriptive Statistics, One-Way Analysis of Variance (ANOVA), Independent Samples t Test were conducted. According to data analysis, it was found that the mean value for "Participation in Physical Activities" was at moderate level. The finding of this study indicated that there were statistically significant differences in student teachers’ in physical activities according to gender, grade and specialization. Moreover, qualitative findings support the results of quantitative study. It was hoped that the findings of this study will be helpful to student teachers in reflecting upon their participation in physical activities. 2026
2927 Khine May Thet1, Su Su Hlaing2 AN INVESTIGATION INTO PARTICIPATION IN PHYSICAL ACTIVITY AMONG STUDENT TEACHERS AT EDUCATION DEGREE COLLEGES IN UPPER MYANMAR The research intended to explore challenges faced by teachers in implementing new curriculum, to examine the differences in challenges of teachers in implementing new curriculum in terms of their personal factors and school related factors. As the sample, 639 teachers from 21 Basic Education Schools in Myitkyina Township, Kachin State were randomly selected for this study according to equal-size stratified sampling method. Quantitative and qualitative methods were used in this study. Descriptive statistics, frequency analysis and exploratory factor analysis were used to analyze the data. From the results of the findings, inadequate supervision, inadequate training and inadequate teachers? knowledge on teaching and assessment, large class size and over-workload, low level of students? readiness and motivation, inadequate participation and support from parents and community, fast transition process and time mismatch with teacher guide, teachers? negative attitude teachers? challenges related to infrastructures and resources, teachers? challenges related to information, communication and technology and teachers? challenges related to inadequate teachers and lack of coordination among teachers were the challenges that the teachers faced in new curriculum implementation. 2026
2928 Larb Shwin Thu11, Dr. Khin Mar Yee2 and Dr. Khin Mar Ni3 PRE-SERVICE TEACHERS’ PERCEPTIONS AND USE OF PERSONALIZED LEARNING ENVIRONMENTS This paper concerns a research study of the pre-service teachers? perceptions and use of personalized learning environments at Teacher Education Institutions in Sagaing Region. The purpose of this study was to investigate the pre-service teachers? perceptions and use of personalized learning environments at Teacher Education Institutions in Sagaing Region. A total of 350 pre-service teachers from the Teacher Education Institutions participated in this study. Descriptive statistics, one way ANOVA, Post Hoc Multiple Comparison Tests (Tukey HSD), independent sample t-Test and Pearson Product Moment Correlation were used to identify differences between the various independent variables. The finding, F (3,346) =16.381, p< .001 showed that there was a statistically significant difference in pre-service teachers? perceptions of personalized learning environments at Teacher Education Institutions in Sagaing Region. In addition, the finding, F (3,346) =23.402, p< .001 showed that there was a statistically significant difference in the pre-service teachers? use of personalized learning environments at Teacher Education Institutions in Sagaing Region. A positively moderate relationship between perceptions and use of personalized learning environments was revealed (r=.519, p< .001). Information gained by interviewing the pre-service teachers and responses of the open-ended questions was complementary to the quantitative findings. Then, the suggestions taken into account the pre service teachers? perceptions and use of personalized learning environments at Teacher Education Institutions in Sagaing Region were presented. 2026
2929 Khin Lat Lat Mon1, Su Su Hlaing2 & Phyu Zar Zar Theint3 THE EXPLORATION OF CULTURALLY RESPONSIVE TEACHING PRACTICES OF TEACHERS This study aimed to study the exploration of culturally responsive teaching practices of teachers. A mix-method design (the Exploratory Design) was used. The survey questionnaire was developed by the review of literature and the results of focus group interview. The reliability coefficient (Cronbach’s alpha) of the instrument was used to assess the reliability of the questionnaire, 0.95 for the degree of importance of culturally responsive teaching practices of teachers and 0.87 for the extent of culturally responsive teaching practices of teachers. A total of 849 teachers who are actually teaching culturally diverse students from Lower Myanmar were selected as samples through purposive sampling. For the qualitative study, focus group interview was employed. The questionnaires contained the information of teachers’ culturally responsive teaching practices. Quantitative data analysis included exploratory factor analysis, confirmatory factor analysis and descriptive statistics. The result five factors were using cultural congruity in classroom instruction, creating conducive learning environment and collaborating with colleagues and parents, appreciating other culture and providing cultural awareness to students, practising procedural justice and providing learning opportunity for students to live together. And the teachers perceived that they practiced culturally responsive teaching to a moderate extent. 2026
2930 Suu Myat Aung1 and Dr. Khin Khin Thant Sin2 A STUDY OF PRINCIPALS’ LEADERSHIP SELF-EFFICACY The primary purpose of this study is to study leadership self-efficacy of principals. Totaling 75 principals were selected by using stratified sampling from Basic Education Schools in Hinthada Townships in Ayeyarwaddy Region as the participants. Two sets of questionnaire and open-ended questions were used to collect the required data. The internal consistency (Cronbach’s alpha) of the questionnaire for principals’ leadership self-efficacy was (0.96). Descriptive research method was used to tabulate the mean values and standard deviations for groups of items. Moreover, Independent Samples t-Test, One-way ANOVA and post-hoc test by Tukey were used for the analysis of the data. The results found that the level of principals’ leadership was 3.86. According to the mean value, all principals participated in this study were found that Quite Confident on their leadership self-efficacy. Statistically significant differences were found in some areas of principals’ leadership self-efficacy according to their personal factors perceived by teachers. When investigating the levels of leadership self-efficacy of principals according to the qualitative findings, it was found that the mostly principals had quite confident in leadership self-efficacy according their responses. 2026