Browsing by Subject "Professional development"
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ItemA study of the relationship between instructors’ perceptions towards professional development and job satisfaction at literature faculty of Yunnan Normal University in Kunming, ChinaThe main purpose of this study was to determine the relationship between instructors’ perceptions towards professional development and job satisfaction at the Literature Faculty of Yunnan Normal University in Kunming, China, during the academic year 2019 - 2020. The researcher surveyed 67 instructors from the Literature Faculty of Yunnan Normal University for this study. The main instrument used to collect data was a questionnaire to investigate instructors’ perceptions of professional development and job satisfaction. This study was based upon Guskey’s Theory of Professional Development and Herzberg’s Two-Factor Theory. The researcher used the Mean and Standard Deviation and Pearson Product Moment Correlation Coefficient to analyze the collected data. The Pearson correlation coefficient r was .500, with a significance value of .001. There was a relationship between instructors’ perceptions towards professional development and job satisfaction at the Literature Faculty of Yunnan Normal University in Kunming, China. Research findings indicated that instructors’ perceptions towards professional development had shown a “high” (4.50) level, and the level of instructors’ perceptions towards job satisfaction was also regarded as “high” (4.47).
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ItemA comparative study of teachers' perception towards professional development according to their demographics in an International School in Pracha Uthit, Bangkok( 2020) Meng, Weichao ; Ye, YanThis 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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ItemEFL university teachers' professional development in the Thai context( 2018) Sureepong PhothongsunanThis study aims to explore the perceptions of 30 English as a Foreign Language (EFL) teachers serving in public universities in Thailand regarding needs, challenges and quality of teacher career development in their universities. A questionnaire and an interview are employed to gather data. According to the teacher development programs offered, all universities served by the participants provide prospects for teachers to have further in-service education. In relation to professional development, nearly all participants point out a strong need for obtaining a higher degree as career advancement in their field and interestingly as a tool for salary increment. Teacher collaboration and student learning also emerge as possible factors motivating teachers to strive for self-improvement. Although undertaking research is referred to as an important and for some a required element for English teaching jobs, time-consuming nature and a sophisticated process discourage its instigation. Regarding views about quality of university teacher development, most report being satisfied with the overall universities’ emphasis on improving English teaching and learning by accentuating teachers as a key. However, teachers’ lacking motivation to progress professionally due to excessive teaching workload and internal politics embedded in some universities can be reasons preventing teachers from securing educational growth. Implications from the study shed light on the significance to support the quality of university teachers through furnishing sufficient opportunities of professional development and what Thai EFL university teachers aspire to accomplish most to develop themselves efficiently.
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ItemA professional development model for teacher leaders of Catholic schools in Thailand(Assumption University, 2012) Monthol Prathumarach ; Assumption University. Graduate School of EducationThe professional development model for teacher leaders of Catholic schools in Thailand is created for the higher quality of teacher and the higher academic achievement of student. Mixed-methodology is applied during the study which refers to content analysis, questionnaire, and interview. The study begins with the Catholic School System in Thailand exploring by using content analysis then identifies the current situation and the expectation situation of the professional development of Catholic schools in Thailand by using the questionnaire. Later, the professional development model is developed by using the results from previous methods of data collection and the application of transformational leadership theory. The focus group is called for evaluate and approve to the model proposing. The correction is made according to the comments and suggestions before the model is presented. Final outcome concerns as the five layers of the model which the two outer layers refer to the six factors with the detail namely: resource factor, individual development factor, teamwork factor, teacher training factor, working environment factor, and teaching and learning factor. While the three layers inside are connected with the two outer layers refers to the application of transformational leadership, the teacher leaders and the final outcome is students’ achievement. As of the study the model can apply to all Catholic schools in Thailand. The professional development model gives school administrators the opportunity to use professional development model in developing teacher leaders. The teacher leaders are going to helping students to have the higher academic achievement which support to the school goal.
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ItemA relationship study of teachers' perception towards professional development and their job satisfaction in Guilin University of Electronic Technology, Guangxi, ChinaThe main purpose of this study was to determine the relationship between teachers' perception towards professional development and their job satisfaction in GuiLin University of Electronic Technology, GuangXi, China in the academic year 2014-2015. A total of one hundred and forty-one (141) full-time teachers from the GuiLin University of Electronic Technology were surveyed for this study. The main resource of data was the questionnaire that investigated the teachers' perception towards professional development and their job satisfaction. The collected data were analyzed by using the mean, standard deviation and Pearson Product Moment Correlation Coefficient. The research findings indicated that the level of teachers' professional development was the high in the school, and from the results of teachers' job satisfaction, it was found that the level of their job satisfaction was regarded as 'moderate'. A moderate possitive relationship between teachers' perception towards professional development and their job satisfaction was existing in GuiLin University of Electronic Technology, GuangXi province of China.
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ItemThe relationship study of teachers' perceptions towards professional development and their job satisfaction at monastic primary school in Namlan, Hsipaw, Northern Shan state, MyanmarThe main purpose of this study was to identify the relationship between teachers’ perceptions towards professional development and teachers’ job satisfaction at Monastic Primary School in Namlan, Hsipaw, Northern Shan State, Myanmar. A total of 60 full- time teachers from Monastic Primary School in Namlan Hsipaw, Northern Shan State, Myanmar during the academic year of 2017- 2018 were surveyed for this study. The research was designed as a quantitative and relationship study using the Guskey (2003) Professional development and Herzberg motivation-hygiene theory (1959) job satisfaction. The questionnaire used for this investigation consisted of two parts. There were 16 items pertaining to the three dimensions in part one which adopted from Meagher (2011), and 22 items with the six dimensions in part two which adopted from Mai (2013). The collected data were analyzed by using the mean, standard deviation and Pearson Product Moment Correlation Coefficient. Although the research findings showed that there were no significant relationship between teachers’ perceptions towards professional development and their job satisfaction, the responses of the teachers showed that professional development activities are beneficial and useful for their career.
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ItemA study of the relationship between teachers’ perception towards professional development and their job satisfaction at Kunming Hengshui Experimental Middle School Chenggong Campus, ChinaThis research sought to determine the relationship between teachers’ perception towards professional development and their job satisfaction at Kunming Hengshui Experimental Middle School Chenggong Campus, China in the 2020-2021 academic year. The researcher collected the data from 100-full-time teachers by using a questionnaire survey from the Kunming Hengshui Experimental Middle School Chenggong Campus, China. To do so, the study evaluated the teachers’ perception towards professional development as well as job satisfaction in which Means and Standard Deviations were used for descriptive and quantitative analysis. Finally, the relationship between these two variables was analyzed and assessed through Pearson Product Moment Correlation Coefficient analysis. The basis for the professional development concept of this study was founded on Guskey’ s (2003) theory of Professional Development. Moreover Herzberg’ s (1959) Motivation-Hygiene theory was the foundation to support the researcher’ s concept of job satisfaction. The research finding indicates that the teachers at the Kunming Hengshui Experimental Middle School Chenggong Campus, China had a relatively high perception towards the professional development and job satisfaction. A high positive relationship between teachers’ perception towards professional development and their job satisfaction was identified in the Kunming Hengshui Experimental Middle School Chenggong Campus, China.
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ItemA study of the relationship between teachers’ perceptions of principal’s transformational leadership style and their perceptions of professional development in Ning’er Vocational High School, Yunnan, ChinaThe main purpose of this study was to determine the relationship between teachers’ perceptions of principal's transformational leadership style and their perceptions of professional development in Ning’er Vocational High School, Yunnan, China. There were three research objectives to guide this study: (1) to identify the teachers’ perceptions of the principal's transformational leadership style, (2) to identify teachers’ perceptions of professional development, and (3) to determine the relationship between teachers’ perceptions of principal's transformational leadership style and their perceptions of professional development in Ning’er vocational high school, Yunnan, China. This research design was a quantitative and relationship study. The data collection tool for this study was a questionnaire divided into two parts. A total 60 full-time teachers in Ning’er Vocational High School replied the Multifactor Leadership Questionnaire which was adapted from Avolio and Bass (1995) and Evaluating The Effectiveness Of Professional Development Questionnaire was adapted from Lowden (2003). The first part of questionnaire to examine teachers’ perceptions of principal’s transformational leadership style and the second part to examine their perceptions of professional development. This study found that teachers’ perceptions of principal’s transformational leadership style and their perceptions of professional development were high; and there was a moderately positive relationship between teacher’s perception of principal leadership style and their perception of professional development.
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