Scholar: Vol. 10, No. 1 (2018)
Permanent URI for this collection
Browse
Browsing Scholar: Vol. 10, No. 1 (2018) by Subject "Demographic profiles"
Results Per Page
Sort Options
-
ItemTHE RELATIONSHIP OF TEACHERS’ PERCEPTIONS TOWARDS THE PROFESSIONAL LEARNING COMMUNITY ACCORDING TO THEIR DEMOGRAPHIC FACTORS AT LAI ZA HIGH SCHOOL, KACHIN STATE, MYANMARThe 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.
-
ItemA STUDY OF TEACHERS’ SELF-PERCEIVED EMOTIONAL INTELLIGENCE WITH THEIR DEMOGRAPHIC PROFILES IN PINYA SANYAE INSTITUTE OF EDUCATION, YANGON, MYANMARThis 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.