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
2961 Yinn Mar Saw1 A STUDY OF OPTIMISM AND LIFE SATISFACTION OF STUDENT TEACHERS The main objective of this study was to investigate optimism and life satisfaction of student teachers. Quantitative approach was used in this research. A total of 800 student teachers from Yangon University of Education participated in this study. Student teachers’ optimism was assessed by using the Revised Life Orientation Test (LOT-R) which consists of 10 items. Student teachers’ life satisfaction was measured by using the Multidimensional Students’ Life Satisfaction Scale (MSLSS) which consists of 40 items with five subscales. The internal consistency (Cronbach’s Alpha) for LOT-R and MSLSS was 0.4 and 0.85. As the results of the research, most of the student teachers in this study had high level of optimism and life satisfaction. There were significant differences in optimism and life satisfaction by gender and age. It could be seen that female student teachers have more optimism and life satisfaction than male student teachers. And, younger student teachers possess higher optimism and life satisfaction than older one. But, there was no significant difference in optimism by family income. But there was significant difference in life satisfaction by family income. Student teachers with high income were more satisfied in their life. Finally, Pearson product moment correlation result revealed that student teachers’ optimism was positively correlated with life satisfaction. According to the findings of the regression analysis, optimism can contribute to student teachers’ life satisfaction. 2026
2962 Si Thu Hein1 THE RELATIONSHIP BETWEEN ACADEMIC SELF-EFFICACY AND ACADEMIC PROCRASTINATION OF PRE-SERVICE TEACHERS The main objective of this study is to investigate the relationship between academic self-efficacy and academic procrastination of pre-service teachers. Cross-sectional survey research design was used in this study. A total of 550 pre-service teachers from Yangon University of Education participated in this study. As the research instruments, Academic Self-Efficacy Scale (ASES) developed by Sagone and Caroli (2014) and Academic Procrastination Scale developed by Thae Phyu Phyu Nyein (2022) were used. The reliability of ASES was 0.789 and that of APS was 0.932. Regarding gender, male pre-service teachers were more likely to procrastinate in academic tasks than female pre-service teachers, but significant gender related difference was not found on academic self-efficacy. Then, younger pre-service teachers were found to possess higher academic self-efficacy than older pre-service teachers, but more advanced pre-service teachers showed higher academic procrastination. Furthermore, younger pre-service teachers were found to possess higher academic self-efficacy than the older ones, but academic procrastination of older pre service teachers were found to be significantly higher than that of younger pre-service teachers. Moreover, pre-service teachers with lower daily internet use were more likely to have higher academic self-efficacy than the ones with higher daily internet use, but pre-service teachers with higher daily internet use were more likely to procrastinate in academic activities compared to those with lower daily internet use. According to the results of Pearson product-moment correlation, there was a significant negative correlation between academic self-efficacy and academic procrastination of pre-service teachers. The results pointed out that pre-service teachers with higher academic self-efficacy possessed lower academic procrastination. In addition, this study revealed that academic self-efficacy was a significant predictor of academic procrastination. Thus, this study can be beneficial to pre-service teacher education. 2026
2963 May Ko Ko Lwal1, Yupar Myint2 TEACHING APTITUDE OF STUDENT TEACHERS IN YANGON UNIVERSITY OF EDUCATION The purpose of this study was to investigate the teaching aptitudes of student teachers in Yangon University of Education (YUOE). The sample for this study consisted of 477 student teachers 250 males (117 from first-year and 133 from fourth-year) and 227 females (123 from first-year and 104 from fourth-year). Teaching aptitude test developed and standardized by Bingham (1937) and by Dr. R.P. Singh & Mrs. S. N. Sharma (2005) containing 30 items. These items were constructed with 28 multiple-choice questions and two open-ended questions. The reliability coefficient was found to be 0.705. The finding revealed that the student teachers make a significant difference in their aptitude due to variations in their gender, educational level, age group, specialization, and locality. This analysis results found that female student teachers are seen to be significantly better than male student teachers. According to the research findings, it was found that fourth-year student teachers may have higher aptitudes than first-year student teachers. There was a significant difference in age group. The regular attending older age group student teachers have a higher aptitude than the other groups. Similarly, there were also significant in specialization. The science major specialization student teachers have higher teaching aptitude than the others. There was no significant difference in locality. As a result of this study, it was found that there were significant differences in aptitude measures between gender, age group, educational level, and major specialization. It was hoped that the findings of this study will be useful to teachers, educators, and student teachers to know the importance of teaching aptitude. The findings of this study will be useful to improve the understanding of student teachers’ teaching aptitude. This study indeed provides a positive impact on teacher educators for facilitating their student teachers with effective training. 2026
2964 Kyaw Min Naing1, Khin Hnin Nwe2 THE RELATIONSHIP BETWEEN ORGANIZATIONAL CLIMATE AND ORGANIZATIONAL COMMITMENT OF TEACHERS The main purpose of this study is to examine the relationship between organizational climate and organizational commitment of teachers form selected high schools in Zayathri District and Yamethin District. The questionnaire survey method and quantitative approach were used in this study. A total of 600 teachers (including 240 senior assistant teachers, 240 junior assistant teachers and 120 primary assistant teachers) from 16 selected schools in the two districts participated as a sample and random sampling technique was utilized in the study. The instruments used in this study were Organizational Climate Index Questionnaire (OCI) developed by Hoy, Smith & Sweetland (2002) and Organizational Commitment Questionnaire (OCQ) developed by Meyer & Allen (2011). The descriptive results showed that overall teachers had satisfactory levels of organizational climate and organizational commitment. The results of the ANOVA revealed that the teachers were significantly different in both organizational climate and organizational commitment by their designations. Thus, it can be assumed that as the teachers increased in hierarchical rank, they became more satisfaction to their organizational climate and they were more professionally committed to the organization. According to the result of independent samples t-test, there were significant differences in organizational climate as well as organizational commitment by district in favor of urban and rural areas respectively. Therefore, it can be concluded that school location area (district) were the factors which can make difference in teachers? perceptions on organizational climate and organizational commitment. The results of the correlation showed that teachers? perception on organization climate was significantly and positively related to their organizational commitment. According to the results, it was found that the better the organizational climate perceived by the teachers, the higher the organizational commitment of teachers. Based on the results of the study, it can be concluded that the teachers who perceived organizational climate positively were more likely to have faith in the goals and values of the career, showed considerable efforts for the work, maintained membership in the job, and more committed to the organization. 2026
2965 Win Win Khaing1, Khin Hnin Nwe2 STUDENT TEACHERS’ PERCEPTIONS ON REFLECTIVE JOURNAL WRITING AND THEIR CRITICAL THINKING SKILLS The purpose of this study was to examine the perceptions of students teachers, regarding learning outcomes associated with reflective journal writing and their critical thinking skills in Education Degree Colleges of Ayeyarwady, Yangon and Bago (East) Regions. This study was also to evaluate and determine the reflective thinking and critical thinking skills of student teachers. Reflective journal writing is used extensively in teacher training program curriculum, specifically those preparing to become teachers with reflective and critical thinking skills. The original Reflective Journaling Instrument developed by McMullan (2006) and Maloney et al. (2013) that was adapted by Genua in 2019 was used in this study.The study was performed with the participation of 669 (male = 331 and female =338 ) student teachers enrolled in the seven selected Education Degree College from three regions in (2022-2023) Academic Year. Participants were selected by using simple random sampling method. The independent sample t-test and Tukey HSD multiple comparison results showed that reflective thinking skills as well as perceptions on reflective journal writing do not depend on gender but depend on EDCs. This means that student teachers in each EDC have different perceptions on reflective journal writing. In the comparison of student teachers' critical thinking skills by gender and by EDCs, there were significant differences. This means that student teachers' critical thinking skills depend on gender and EDC. The result of the value of Pearson product-moment showed a significant correlation. Reflective journal writing and critical thinking skills were positively correlated. This means that reflective journal writing in teacher education develop student teachers' critical thinking skills. Therefore, this study can provide some innovations and self-assessment habits for nurturing program of effective teachers to create an educated nation in the 21st century. 2026
2966 Wai Nwe Lin1, Tin Mar Naing2 A STUDY ON PARENT-CHILD RELATIONSHIP AND SOCIAL EMOTIONAL DEVELOPMENT OF PRESCHOOL-AGED CHILDREN The main purpose of this study was to investigate the parent-child relationship and social emotional development of preschool-aged children. In this study, a quantitative research design and descriptive survey method were used. As a sample, a total of 300 parents of preschool-aged children (150 from public preschools and 150 from private preschools) were randomly selected from Yangon and Ayeyarwaddy regions in Myanmar. As the research instruments, Child-Parent Relationship Scale (Pianta, 1998) modified by Driscoll and Pianta (2011) and Social-Emotional Development Questionnaire developed by Mardell and Dorothea (2011) were applied. Independent samples t-test and ANOVA results confirmed that significant differences were found in parent child relationship by parent’s gender, birth order and mother’s education level. In addition, independent samples t-test and ANOVA results also confirmed that significant differences were found in social-emotional development of children by type of school, family type and mother’s education level. Next, the Pearson product-moment correlation results revealed that positively significant relationship was found between parent-child relationship and social-emotional development (r = .579, p < .01) and also positively significant relationships were found among conflict subscale, closeness subscale and dependency subscale of parent-child relationship and social-emotional development (r = .583, p < .01), (r = .252, p < .01) and (r = .264, p < .01) respectively. The results of this study revealed that preschool children who had better parent-child relationship would be higher in their social-emotional development. Moreover, parent-child relationship and its subscales significantly contributed about 33% of the variance in social emotional development of preschool children. Finally, this study suggested that parents should try to improve and strengthen positive parent-child relationship in order to help their children higher social-emotional development. Therefore, it was vital to emphasize the parent-child relationship and social-emotional development of preschool-aged children. 2026
2967 May Zin Thant1, Ei Thinzar Ko2 THE INFLUENCE OF TRUST IN SCHOOLS AND JOB SATISFACTION ON TEACHER RETENTION The main purpose of the study was to investigate the influence of trust in schools and job satisfaction on teacher retention. A total sample of 630 in-service teachers (PAT, JAT, SAT) was randomly selected from the Ayeyarwady Region, Yangon Region, and Mon State. To find out trust in schools, job satisfaction, and teacher retention, the Omnibus T-Scale (OTS) developed by Hoy and Tschannen-Moran (2003), the Teacher Job Satisfaction Questionnaire (TJSQ) developed by Lester (1987), the Intent to Stay Questionnaire (ISQ) developed by Olivier (2001) were used. There was no significant difference in trust in schools (overall), job satisfaction (overall), and teacher retention (overall) by gender. ANOVA results indicated a significant difference in trust in schools (overall) by age and designation at 0.01 level and location at 0.001 level. ANOVA results indicated a significant difference in job satisfaction (overall) by age and designation at 0.001 level and location at 0.01 level. There was a significant difference in teacher retention by age at 0.05 level, location at 0.01 level, and total teaching experience at 0.001 level. There was a significant positive correlation between trust in schools and teacher retention at 0.001 level and job satisfaction and teacher retention at 0.001 level. The faculty trust in colleagues subscale at 0.001 level and faculty trust in clients subscale at 0.001 level of trust in schools were significant positive predictors of teacher retention. Again, the colleagues subscale at 0.01 level and work itself subscale at 0.001 level of job satisfaction were significant positive predictors of teacher retention. The construct of trust in schools and job satisfaction of in-service teachers were considered to support teacher retention. This study will be useful for educators, principals, and educational stakeholders to maintain qualified teachers in the teaching profession and then help to improve professional knowledge and feel fulfilled as educators. 2026
2968 Chan Myae Thu1 , Khin Nyunt Nyunt Saw2 MOTHER-CHILD ATTACHMENT AND CHILD’S PROSOCIAL BEHAVIOR The main purpose of this study was to investigate the effects of mother-child attachment on child’s prosocial behavior. The questionnaire survey method and quantitative approach were applied in this study. A total of 400 mothers of preschool children from Yangon participated in this study. The required ample was selected using a random sampling technique. As the research instruments, Mother-Object Relationship (Child) and Child-Parent Relationship Scales (Simikiss et al., 2013) was used to measure mother-child attachment and Questionnaire for Surveying Prosocial Behavior of Preschool-Aged Children (Fedorko, 2013) was used to measure child’s prosocial behavior. In general, the result of the descriptive analysis revealed that mother-child attachment and child’s prosocial behavior in this study were satisfactory because the mean percentage of mother-child attachment and child’s prosocial behavior were 81.49% and 74.04%. There was significant difference in mother-child attachment by type of school, mothers’ educational level and birth order but not found for gender. There were also significant differences in child’s prosocial behavior (total) and its subscales by gender, type of school and mothers’ educational level but not for birth order. Moreover, according to Pearson’s correlation, there was significantly correlated between mother child attachment and child’s prosocial behavior (r = 0.477, p < 0.01). Regression analysis revealed that proximately 24% of the variance in child’s prosocial behavior could be explained by mother-child attachment. The finding of this study will be benefited for preschool teachers, mothers and also caregivers to have a deeper understanding of the effects of mother-child attachment on child’s prosocial behavior while considering how to improve not only child’s prosocial behavior but also child’s all-round developments from childhood to adults life. 2026
2969 Zin Mar Khine1, Khin Hnin Nwe2 RELATIONSHIP BETWEEN OCCUPATIONAL STRESS AND ACADEMIC OPTIMISM OF SECONDARY SCHOOL TEACHERS The main purpose of the study was to investigate the occupational stress and academic optimism of secondary school teachers in Yangon Region. In this study, descriptive survey method and quantitative research design was used. Simple random sampling technique was used in this study. A total of 960 secondary school teachers were selected from Yangon Region in Myanmar. The Influence of Teachers’ Occupational Stress Questionnaire (ITOSQ) developed by Mailumo (2018) and the School Academic Optimism Scale (SAOS) developed by (Hoy, Tarter, & Hoy, 2006) were used in this study. According to occupational stress, the results of means, standard deviations and independent samples t-test showed that SAT were higher than JAT in occupational stress; teachers experienced <20 years were higher than teachers experienced > 20 years in occupational stress; the teachers who described being inadequacy were higher than the teachers who described being adequacy in stress due to excessive workload, stress due to instructional materials, stress due to delay and non-payment of salaries, stress due to students’ indiscipline and total occupational stress and there was not significantly different by class size in occupational stress. By one-way ANOVA, there were statistically significant differences in all dimensions of occupational stress by age. According to academic optimism, the results of means, standard deviations and independent samples t-test showed that JAT were higher than SAT in academic optimism, teachers experienced >20 years were higher than teachers experienced < 20 years in academic optimism, teachers who described being adequacy were higher than teachers who described being inadequacy in academic optimism, teachers teaching large class size were higher than teachers teaching small class size in each subscale of academic optimism except faculty trust in students and parents. By one-way ANOVA, there were statistically significant differences in collective teacher efficacy and academic emphasis by age. It was also found that higher level of occupational stress was significantly correlated with lower level of collective teacher efficacy. 2026
2970 Swe Swe Myint1 SCHOOL CONNECTEDNESS AND ACADEMIC MOTIVATION OF HIGH SCHOOL STUDENTS The aim of this study was to investigate school connectedness and academic motivation of high school students in Aunglan Township. This study conducted a survey research design and employed with a quantitative method. A total of 900 Grade 10 students (male=442, female= 458) from rural, suburban and urban high schools in Aunglan Township were selected by using random sampling techniques as the participants of the study. The research instruments: Measurement of School Connectedness (MOSC) questionnaire developed by Irina Sugar (2012) and Academic Motivation Scale (high school version) developed by Vallerand et al. (1993) were adapted and applied. The results pointed out that school connectedness of students was satisfactory. Female students were higher in school connectedness than males. Students from suburban areas have a greater sense of connection to their school compared to students from urban areas. There were no significant differences in school connectedness of students by subject combination. Moreover, students showed good motivation for their academic pursuits. There were no significant differences in academic motivation by gender, subject combination and school locality. Moreover, there was a significant positive correlation between school connectedness and academic motivation of students (r= .505). Thus, this study highlighted the fact that the stronger the students’ school connectedness, the higher their academic motivation. Finally, the linear regression analysis indicated that 25% of the academic motivation of students can be predicted from school connectedness (Adj R2= .254). 2026