Browsing by Author "Banks, Jerome"
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    A comparative study of teachers' perceptions towards administrative support according to their demographic factors at three public high schools in Kyeemyindine Township, Yangon, Myanmar
    (Assumption University Press, 2018) Phyu, Poe Ei ; Banks, Jerome
    The main purpose of this study was to compare teachers’ perceptions of administrative support according to their demographic factors including age, grade level currently teaching and years of teaching experience at three public high schools in Kyeemyindine Township, Yangon, Myanmar. A total of 102 teachers from three public high schools in Kyeemyindine Township completed a survey questionnaire designed for identifying the teacher’s demographic factors and their perceptions towards administrative support. The questionnaire was adapted from the Methner Administrative Support Survey (MASS), developed and utilized in 2013 by Methner. This study was designed as a quantitative and comparative study. The data gathered from this study was analyzed using Descriptive Statistics (Frequency & Percentage, Means and Standard Deviation), One-Way Analysis of Variance (ANOVA) and PostHoc Multiple Comparison. The study discovered that there were significant differences of teachers’ perceptions towards administrative support according to their demographic factors in three public high schools in Kyeemyindine Township, Yangon, Myanmar. This study would give valuable insight into the role of administrative support in shaping teacher-principal relationships, school climate and student achievement. It reveals that administrators must make a greater effort to improve teacher-principal relationships through effective implementation of innovative instructional leadership approaches, such as classroom walkthroughs and professional learning development. Improved teacher-principal relationships can contribute to better instructional practices and enhanced student achievement.
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    The relationship between instructors' transformational leadership style and their job satisfaction in nursing science faculty, University of Somalia
    (Bangkok : Assumption University, 2019) Ali, Leila Ismail ; Banks, Jerome
    This study investigated the relationship between instructors’ transformational leadership style and their job satisfaction in nursing science faculty, University of Somalia. This study aimed (1) to identify the degree in which transformational leadership style is used by the instructors; (2) to determine the satisfaction level of the instructors; and lastly (3) to examine the relationship between instructors’ transformational leadership style and job satisfaction of the nursing science instructors at University of Somalia. The study had 76 respondents, all full time instructors at the nursing science faculty and 100% of them responded to the survey. This research design was a quantitative and relationship study. A previously developed descriptive survey was used to investigate the Nursing Science department. The researcher used a statistical software program to analyze the collected data. This study found that the degree in which instructors use transformational leadership style was high, the instructors were overall highly satisfied with their job, and that there was a positive significant relationship between instructors’ transformational leadership style and their job satisfaction in nursing science faculty at the University of Somalia.
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    The relationship between teachers' perception of the head teacher's leadership style and teachers' job satisfaction at an international school in Bangkok 
    (Bangkok : Assumption University, 2019) Dampier, Stephen ; Banks, Jerome
    The purpose of this study was to examine the relationship between the teachers’ perception of the Head Teacher’s leadership style and the teachers’ job satisfaction at a selected International School in Bangkok, Thailand. The researcher conducted a quantitative study to answer the research questions and test the research hypothesis; there is a significant relationship between the teachers’ perception of the Head Teacher’s leadership style and job satisfaction. The results indicated the teachers’ did not perceive the Head Teacher to use a transformational leadership style. The teachers showed they were neither satisfied nor dissatisfied. Finally, the analysis indicated that there was no significant relationship between the teachers’ perception of the Head Teacher’s leadership style and their level of job satisfaction. The researcher recommended that the Head Teacher should act more as a mentor or a coach to the teaching staff. Also a more collaborative culture should be fostered amongst staff.
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    THE RELATIONSHIP OF TEACHERS’ PERCEPTIONS TOWARDS THE PROFESSIONAL LEARNING COMMUNITY ACCORDING TO THEIR DEMOGRAPHIC FACTORS AT LAI ZA HIGH SCHOOL, KACHIN STATE, MYANMAR
    (Digital Production Press, Assumption University, 2018) Hkawng, Htu ; Banks, Jerome
    The purpose of this study was to determine the relationship of teachers’ perceptions towards the Professional Learning Community according to their demographic factors of age, educational background, teaching experience and training experience at Lai Za High School, Kachin State, Myanmar. Ninety full time teachers from Lai Za high school, participated in this study and the researcher identified the teachers’ demographic factors, and determined the relationships of teachers’ perceptions towards the Professional Learning Community in Lai Za high school. While the researcher hypothesized that there was a significant relationship between teachers’ perceptions towards the Professional Learning Community and their demographic factors the findings were inconclusive but provided some insights into why the relationship between these two factors are not significant. In order for PLCs to work in Lai Za High School, many of the problems currently facing the school will have to be addressed.
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    A STUDY OF TEACHERS’ SELF-PERCEIVED EMOTIONAL INTELLIGENCE WITH THEIR DEMOGRAPHIC PROFILES IN PINYA SANYAE INSTITUTE OF EDUCATION, YANGON, MYANMAR
    (Digital Production Press, Assumption University, 2018) Elizabeth ; Banks, Jerome
    This correlational study examined the relationship of the overall teachers’ self-perceived Emotional Intelligence and its sub-skills (Self-Awareness, Self-Management, Social Awareness and Relationship Management) with their demographic profiles (age, educational background and working experience) at Pinya Sanyae Institute of Education, Yangon, Myanmar. To meet this study’s objectives, all 60 teachers who are currently working Pinya Sanyae Institute of Education were given a survey questionnaire to complete an Emotional Intelligence Appraisal which was used to measure teachers’ emotional intelligence. The researcher constructed questions which aimed to depict the demographic profiles of each participant, then the data was analyzed using Descriptive Statistics (Frequency and Percentage, Mean and Standard Deviation) and Pearson Product Moment Correlation Coefficient. The study found that teachers’ Emotional Intelligence in Pinya Sanyae Institute of Education was “Below Average”. There was no significant relationship between the overall teachers’ self-perceived Emotional Intelligence and their age, educational background and working experience in Pinya Sanyae Institute of Education, Yangon, Myanmar. Similarly, no relationship was found between teachers’ Self-Awareness, Self-Management, their age and educational background. However, there was a significant relationship between Self-Awareness, Self-Management, and their working experience in this school. In addition, Social Awareness and Relationship Management had no relationship with their age, educational background and working experience in Pinya Sanyae Institute of Education, Yangon, Myanmar.