Browsing by Author "Jane Kanjanaphoomin"
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    A comparative study of teachers' perception towards extracurricular activities according to their demographics in giraffe English School Nanjing, China
    (Bangkok : Assumption University, 2019) Ailun, Gu ; Yan, Ye ; Jane Kanjanaphoomin
    This study attempted to determine and compare the teachers’ perception towards extracurricular activities according to their demographics in Giraffe English school, Nanjing City, Jiangsu province, China. A total of 75 full time teachers got involved in this study during the academic year 2017. The researcher adopted the questionnaire based on Judith’s (1978) to determine teachers’ perception towards extracurricular activities of 2 indicators including inclusive activities and exclusive activities in Giraffe English School Nanjing China. The study found that the total teachers’ perception towards extracurricular activities were moderate. There were significant differences of teachers’ perception towards extracurricular activities among teachers with different gender, age, work experience and background of study in Giraffe English School.
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    A comparative study on teachers' perceptions towards principal's instructional leadership according to their demographics in USH private school, Mandalay, Myanmar
    (Bangkok : Assumption University, 2019) Kyi Kyi Yu ; Yan, Ye ; Jane Kanjanaphoomin
    The main purpose of this study was to identify the demographic profiles of teachers, to determine Teachers’ Perceptions towards Principal’s Instructional Leadership, and to compare Teachers’ Perceptions towards Principal’s Instructional Leadership at USH private School Mandalay according to their gender, age, educational background and work-experiences in 2017. A total of 53 teachers (23 male and 30 female) from USH private school Mandalay completed the questionnaire, it was designed to identify the Teachers’ demographics and their perceptions towards principal’s Instructional Leadership. The questionnaire was adopted from Murphy & Hallinger (1985) Principal’s Instructional Management Range Scale (PIMRS). This research study was designed as a quantitative and comparative study. The data from this research was analyzed by frequency & percentage, mean and standard deviation, Independent Sample t-test and OneWay ANOVA. The study found that the level of Teachers’ Perceptions towards Principal’s Instructional Leadership was moderate. At the significance level .05, there were no significant differences on Teachers’ Perceptions towards Principal’s Instructional Leadership according to their gender, age, Educational background and work-experiences in USH private school Mandalay, Myanmar. This research study would give valuable insight into the role of Instructional Leadership support in shaping teachers, principal and teacher-principal relationship, student achievement and school improvement. It recommended that the Principal must involve his/her Instructional Leadership management on teachers and students such as protecting Instructional time, communicating school goals, monitoring student progress.
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    A development of a teacher leadership framework for gifted education in Thailand
    (Assumption University, 2014) Jane Kanjanaphoomin ; Sangob Laksan, jt. auth. ; Assumption University. Graduate School of Education
    Teacher leadership was examined in the context of gifted education in Thailand for a development of an effective framework. An explanatory mixed method design was employed involving both quantitative and qualitative data collection from content analysis; and survey, interview and document from teachers. Results revealed that there were three major areas and nine attributes leading to effective teacher leadership. School leadership, teacher leadership and principles of learning are major considerations for teacher leadership to succeed in gifted education. Findings revealed that the gifted high school under study demonstrated good overall teacher leadership. Two significant areas strongly permeating were teacher collaboration, and teachers’ relationship and positive influence on one another. Two areas that were perceived not strongly present by teachers at the school were distributed leadership and professional learning community. The findings suggest that the framework can serve as a guideline for both gifted and general education in Thailand. Since the school is the country’s national high school for the gifted; the prevailing teacher leadership practices currently found can to some extent be a legitimate framework to emulate.