Browsing by Subject "Demographics"
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    A comparative study of high school students' perception towards school environment according to their demographics at an International School in Bangkok
    ( 2020) Yu, Zhen ; Ye, Yan
    This studymainly aimed to compare the high school students’ perceptions towards school environment according to their gender, nationality, grade and years of studying at anInternational School in Bangkok, Thailand. A total of 90 students from grade 10 to 12 got involved in this study. The adapted questionnaire based on Kate (2005) was used to students’ perception towards school environment of 6 indicators including health policies, physical environment, social environment, school-community relation, personal skill building, and access to health services at the selected international school. The collected data was analyzed statistically.The study found the overall level of high school students’ perceptions towards school environment at this international school wereregarded as high,particularly, the highest perception was for Health Policies, and the lowestperception was for School-community Relations.No significant differencesin thestudents’ perceptions towards schoolenvironmentaccording to their gender and gradewere identified, however, significant differences of the students’ perception towards school environment between Non-Thai students and Thai students;between the students studying at the international school of Bangkok for 1-3yearsand 10 years and abovewere determined.
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    A comparative study of teacher competence according to their demographics in Hanzhong High School of Shaanxi Province, China
    (Assumption University Press, 2020) Yuan, Xu ; Yan, Ye
    The main purpose of this research is to identify the level of teacher competence according to teachers’ demographics factors including age, gender, and education background in Hanzhong High School of Shaanxi Province. Five components of teacher competence are pre-instruction, presentation, student learning, learning environment and professionalism. This study used the original questionnaire by Huyen (2003) study, which was adopted it from Medley (1977). All 168 full time teachers were surveyed in this study in Hanzhong High School of Shaanxi Province in the academic year 2018. This study found that there were significant differences about teacher competence according to age and education background in Hanzhong High School of Shaanxi Province. But there is no significant difference about teacher competence according to gender. For five components of teacher competence, teachers got the highest score in professionalism, but teachers have some problems in presentation.
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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 of teachers' perception towards principal's leadership behavior according to their demographics at Pitaka Buddhist Monastic Educational Isntitute, Shan state, Union of Myanmar
    (Assumption University Press, 2020) Meinda, Khay ; Yan, Ye
    This study attempted to demonstrate and compare the teachers’ perception towards principal’s leadership behavior according to their demographic profile at Pitaka Buddhist Monastic Educational Institute (PBMEI). The total participants were 54 monk-teachers involvement and distributed from Buddhist Institute in academic year of 2018. The revised two parts questionnaire were used as a research instrumental tool to meet the research objectives. Questionnaire part one was the demographic profile and the questionnaire part two was path-goal leadership behavior adopted by Indvik (1985). Four styles of path-goal leadership theory such as supportive, directive, participative, achievement-oriented was developed by House (1971) and used as a main theory framework to investigate the principal's leadership behavior. The data analysis used the frequency and percentage, mean and standard deviation, and One-way ANOVA. Regarding to the results found, principal perceived as neutral level of leadership style, neither reward nor intervention consistently related medium to principal behavior by teachers' perspective. Thus, this study confirmed that there were no statistically significant differences of teachers’ perception towards principal's leadership behavior according to their demographics profile.
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    A comparative study of teachers' perception towards professional development according to their demographics in an International School in Pracha Uthit, Bangkok
    ( 2020) Meng, Weichao ; Ye, Yan
    This study was to compare the significant differences in the teachers’ perceptions towards school’s professional development according to their gender, age, nationality, teaching experience and teaching level at aninternational school in Pracha Uthit, Bangkok, Thailand. Sixty-five teachers from the international school were surveyed by questionnaire based on Guskey’s (2000) Professional Development Evaluation model. The results showed that teachers’ perception level towards school’s professional development at the international school was high. Majority of teachers thought their professional learning had positive impacts on students’ learning achievement, and they felt that could gain new knowledge and skills from it. Nevertheless, teachers had relatively low perceptions regarding to the school professional development for students learning outcomes. No significant differences in the teachers’ perceptions towards school’s professional development according to their demographics: gender, age, years of teaching experience and grade level teaching were founded at the international school. However, significant differences of teachers’ perceptions towards their school’s professional development between Thai and Non-Asian existed at the international school inPracha Uthit, Bangkok.
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    A comparative study of teachers' perception towards school environment according to their demographics at Zhaotong experimental primary school, Yunnan province, China
    (Assumption University Press, 2018) Zhang, Ruilian ; Yan, Ye
    This study attempted to determine and compare the teachers’ perception towards school environment according to their demographics at Zhaotong experimental primary school, Yunnan province, China. A total of 157 teachers from grade 1 to 6 got involved in this study during the academic year 2016-2017. The researcher adopted the questionnaire based on Kate (2005) to determine teachers’ perception towards school environment of 6 indicators including health policies, physical environment, social environment, school-community relation, personal skill building, and access to health services at Zhaotong experimental primary school. The study found that the total teachers’ perception towards school environment were positive. There was a significant difference of teachers’ perception towards school environment among teachers in different teaching grades at Zhaotong experimental primary school.
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    A comparative study of teachers' perception towards values education management according to their demographics at Bangkok Christian International School, Thailand
    (Assumption University Press, 2018) Cha, Daeyoung ; Yan, Ye
    The primary purpose of this research was to determine teachers' perceptions towards values education management according to their demographics in Bangkok Christian International School in Thailand. The study surveyed all 45 teachers in Pre-school, Elementary school, and High school department at Bangkok Christian International School in Thailand during the academic year 2016-2017. The research used the questionnaire adopted from Ye’s (2006) study, based on the Ministerial Council on Education in Australian (2002). The research found that teachers' perception towards values education management at BCIS in Bangkok, Thailand was regarded as much practice, and there were no significant differences in the teachers’ perception towards values education management according to their demographics, including gender, nationality, educational background, and teaching experience at Bangkok Christian International School in Thailand. For the school improvement regarding values education management, administrators and teachers at the school were recommended to develop the channel of conversation and cooperation with parents, create projects to promote the fundamental values of Christian values, and improve the effective planning and management for enhancing Christian values development.
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    The relationship between the teachers' demographics and their conflict management styles at Anuban Damrongrachanusorn School, Sisaket, Thailand
    (Digital Production Press, Assumption University, 2016) Bennagen, Markimson ; Yan, Ye
    This study was conducted mainly to determine the correlation between the teachers' demographics and their conflict management styles at Anuban Damrongrachanusorn School, Sisaket, Thailand in the academic year 2015. The demographics and the conflict management styles of the teachers were both surveyed and investigated by a questionnaire developed by Patana (2003). The demographics questionnaire surveyed the education background, age, and years of work experience while the conflict management styles questionnaire which was based on Thomas and Kilmann's (2008) theory of conflict management investigated the conflict management styles of the teachers. Eighty-four full-time teachers at the school participated in the study. Various tools were used to calculate the data gathered for this study: descriptive statistics (Percentage and Mean) and Pearson Product-Moment Correlation Coefficient. The findings indicated that majority of the teachers were bachelor's degree holders, 49 years old and below, and had at least 10 years of work experience. Moreover, the teachers' conflict management styles, ranked from the highest to the lowest, were often compromising, often accommodating, often collaborating, occasionally avoiding, and occasionally dominating. Furthermore, the teachers conflict management styles as classified by their education background were accommodating and compromising; by their age were compromising and accommodating; and by their years of work experience were collaborating, compromising, and accommodating. Finally, there was no significant relationship between the teachers' demographics and their conflict management styles at Anuban Damrongrachanusorn School, Sisaket, Thailand.