Browsing by Subject "Teachers"
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    A comparative study of teachers' career satisfaction according to their demographics at Becora Technical Senior High School in Dili, Timor Leste
    (Digital Production Press, Assumption University, 2015) Gusmao, Antoninho Maria ; Suwattana Eamoraphan
    This study was conducted to compare the teachers' career satisfaction according to their demographics at Becora technical senior high school in Dili, Timor Leste. The objectives of this study were: (1) to identify teachers' demographics including their gender, age, educational background and years of teaching in Becora Technical Senior High School in Dili, Timor Leste, (2) to identify the level of teachers' career satisfaction in Becora Technical Senior High School in Dili, Timor Leste, (3) to compare teachers' career satisfaction at Becora Technical Senior High School in Dili, Timor Leste according to their educational background, and years of teaching. The purposive sampling method based on the location of the school was used in this study. Totally 85 teachers of Becora technical senior high school were used as the participants. The returned questionnaire from the respondents or teachers of the school was analyzed by the frequency and percentage, mean and standard deviation, and independent sample t-test. The findings about the levels of teachers' career satisfaction from the objective one showed that, there were 71 (83.5 %) of teachers are male while the female respondent were 14 (16.5 %) teachers from the total of 85 teachers at Becora technical senior high school in Dili, Timor Leste. On the other side, there were teachers less than or equal 30 years old are 31 (36.5 %) while more than 30 years old are 54 (63.5 %) from the total of teachers at Becora technical senior high school. Moreover, teachers were got bachelor degree are 67 (78.8 %) while teachers who got the higher than bachelor were 18 (21.2 %) from the total of the teachers. Overall teachers' career satisfaction at Becora technical senior high school was high meaning that, teachers were satisfy with their career as teachers with their professional growth opportunity, responsibility, good relationship, and satisfaction with salary. There were no significant difference between years of teaching and their educational background. The study concluded with recommendation for practice and for future.
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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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    A comparative study of teachers' self-efficacy for teaching stem subjects and attitudes toward stem education according to gender at Wattana Wittaya Academy, Bangkok, Thailand
    ( 2020) Sunita Sachdev ; Suwattana Eamoraphan
    The purpose of conducting this research was to determine the level of teachers’ self-efficacy when teaching STEM subjects and their attitudes towards STEM education at Wattana Wittaya Academy in Bangkok, Thailand. A second purpose was to determine whether there was a significant difference in teachers’ self-efficacy for teaching STEM subjects and attitudes toward STEM education according to gender. As a source of data collection, the researcher used Teachers’ Self-Efficacy for Teaching STEM Subjects and Attitudes Toward STEM Education (T-STEM Questionnaire). The respondents were 67 teachers completed the questionnaire. The data obtained were analyzed by descriptive statistics, means and standard deviations and independent samples t-test. The findings of thisstudy were as follows: Teachers had a high level of self-efficacy for teaching STEM subjects. Teachers had positiveattitudes toward STEM education. There was no statistical difference between teachers’ STEM teaching self-efficacy for teaching STEM subjects and attitudes toward STEM education according to gender at Wattana Wittaya Academy, Bangkok, Thailand. Recommendations for practice and future research are provided.
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    A professional development model for teacher leaders of Catholic schools in Thailand
    (Assumption University, 2012) Monthol Prathumarach ; Assumption University. Graduate School of Education
    The 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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    The relationship between teachers' perception towards their leadership capacity and school climate in the lovers of the cross of Ubon Ratchathani Schools, Thailand
    ( 2019) Watcharaporn Nakpansa ; Yan, Ye
    The purpose of this research was to determine the relationship between teachers’ perceptions towards their leadership capacity and school climate in five selected schools under the leadership of the Lovers of the Cross of Ubon Ratchathani Congregation. The researcher used the high leadership capacity instrument adopted from Kujur (2016), and based on Lambert’s (2003) Leadership Capacity School Survey (LCSS), as well as the Schools’ Organizational Climate Survey (SOCS) adopted from Josaphat (2005). The results of this study showed that there was both a strong and significant relationship between the teachers’ perceptions towards their leadership capacity and their school climate in the respective schools. This study discussed those respective findings and found that school improvement and student achievement could be better facilitated by increasing teacher leadership capacity and improving the educational effectiveness through the implementation of a more conducive atmosphere for teaching and learning. The teachers and administrators were recommended to identify methods to develop and offer greater opportunities for teachers to facilitate shared ideas, enhance workplace engagement opportunities, develop methods of coherent discussion, as well as to assist and support each other to achieve the school goals. This research suggested that the achievement of these recommendations could be done by developing the communication within the learning community, engaging and inspiring students, collaborating more between shareholders to strengthen leadership capacities and to ultimately improve the school climate within the school. To facilitate this, it was proposed that teachers should revamp their teaching-learning processes through professional development and training, in order to raise teachers’ commitment and devotion to each individual learner.
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    THE RELATIONSHIP BETWEEN TEACHERS’ PERCEPTION TOWARDS PRINCIPAL’S LEADERSHIP STYLE AND THEIR JOB SATISFACTION AT NO.1 BASIC EDUCATION MIDDLE SCHOOL IN YANGON, MYANMAR
    (Digital Production Press, Assumption University, 2018) Linn, Nyan Htun ; Watana Vinitwatanakhun
    This study identified the relationship between teachers’ perception towards principal’s leadership style and their job satisfaction at No.1 Basic Education Middle School in Yangon, Myanmar. The research objectives were, (1) to identify principal’s leadership style, (2) to identify the level of teachers’ job satisfaction and, (3) to determine the relationship between teachers’ perception towards principal’s leadership style and their job satisfaction at No.1 Basic Education Middle School in Yangon, Myanmar. In this research, there were 65 respondents, all full-time teachers from kindergarten to primary. The study reported the transformational leadership style, transactional leadership style, and demographic factors of teachers. This study found that teachers’ perception towards principal leadership style resulted as moderate, teachers’ job satisfaction level resulted as moderate and there is a significant relationship between teachers’ perception towards principal’s leadership style and their job satisfaction at No.1 Basic Education Middle School in Yangon, Myanmar. The recommendations are (1) teachers should approach with different perception towards leadership style of their principal, (2) teachers should be more positive with challenges and decision-making, (3) principal should use more transformational leadership style. Further research should be conducted using other demographic factors of teachers at international school or private schools in Myanmar.
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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.
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    The relationship of teachers' perception towards leadership capacity and organizational culture in the Marianists Schools, India
    (Digital Production Press, Assumption University, 2018) Kujur, Prakash ; Yan, Ye
    The main purpose of this research study was to determine the relationship between teachers’ perceptions towards leadership capacity and organizational culture in the Marianists schools, India. The study was conducted to survey all the teachers from the selected 7 schools manage by the Marianists in India during the academic year 2016-2017. In this study, the research instrument for Part II investigated the teachers’ perception on leadership capacity was adapted from Pierce (2007) based on Lambert (2003) Leadership Capacity School Survey (LCSS) and questionnaire Part III measured the teachers’ perception for organizational culture adopted from Gruenert and Valentine’s (1998) School Culture Survey (SCS). The collected data from the survey re analyzed by Descriptive Statistics, Frequency and Percentage, Mean and Standard Deviation and Pearson Product Moment Correlation Coefficient. The study results showed that there was significant relationship between teachers’ perceptions towards leadership capacity and organizational culture. In order for the school improvement and sustenance, teachers and administrators from 7 Marianists schools in India are recommended to find out ways to create more opportunities for the teachers for sharing ideas, having frequent discussion, help each other in making lesion plans and collaboration in preparing school vision and mission to improve leadership capacity and organizational culture in their schools. Teachers should also pay attention on students’ achievement by giving more attention to each student.
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    The relationship of teachers' perception towards their leadership capacity and their level of job satisfaction in an international school in Bangkok
    (Assumption University Press, 2018) Braly, Bruce ; Yan, Ye
    The purpose of this research was to study the relationship of the teachers’ perception towards their leadership capacity and their level of job satisfaction in an international school in Bangkok during the academic year 2016-2017. This researcher used the high capacity leadership instrument adopted from Pierce (2007) based on Lambert’s (2003) leadership capacity school survey (LCSS), as well as the job satisfaction survey adopted from Drukpa (2004). The results showed there was a significant relationship between the teachers’ perception towards their leadership capacity and their level of job satisfaction in this international school. The correlation analysis result showed there was a strong positive relationship between teachers’ perception towards their leadership capacity and their level of job satisfaction. The findings were discussed and the research confirmed that sustained school improvement can be facilitated with increased teacher leadership capacity resulting in increased levels of job satisfaction among teachers as they experience improved student outcomes. The study recommended the school leaders and teachers to sustain and further develop their leadership capacity and skills so as to maintain the high level of job satisfaction.
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    The relationship study between teachers' perceptions toward organizational culture and their job satisfaction at a Polytechnic in Henan, China
    ( 2021) Xiaoqing, Wang ; Ye, Yan
    The aim of this study was to analyze the relationship between teachers’ perceptions towards organizational culture and their job satisfaction at the Polytechnic in Henan, China. The participants were 60 full-time teachers from Economics and Management department during academic year 2019 at a Polytechnic in Henan, China. In this study, two major research instruments were used to identify respective research objectives. The researcher adopted the survey including two parts: the part of organizational culture based on Saravanan (2013) and the part of job satisfaction based on Herzberg's (1959) Two-Factor Theory. The collected data was analyzed by Descriptive Statistics, Frequency and Percentage, Mean and Standard Deviation, and Pearson Product Moment Correlation Coefficient. The study results indicated that the level of teachers’ perceptions of organizational culture was High, and their Job Satisfaction was High. Consequently, it was determined that the relationship between the two variables was found to be Significant, it was interpreted that the relationship between the two was positive due to the correlation (r) value of .702. This study provided some information for the school leaders to understand teachers’ job satisfaction toward organizational culture in the school. It was recommended that teachers should evaluate whether their teaching behaviors are optimized, pay attention to the quality of teaching work, improve their professional ability to achieve career path.
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    Students' reactions to teacher written feedback in their compositions at an Giang University, Vietnam
    (Assumption University Press, 2016) Hanh, Nguyen Duc ; Ramnath, Rajeevnath
    This research looks at students' reactions to teacher written feedback in their writing at writing classes of the second year, in the School of Education, An Giang University, Vietnam. Interview and questionnaires were used to collect data. The findings indicate that the teachers' written feedback is legible, understandable and useful. In addition, most of the students desire their teachers to resort to correction codes because they are able to understand them. The students also have some preferences for feedback regarding the types of feedback including grades, error feedback and written comments. Finally, this study also gives some suggestions to help students play an active role in error correction in their writing.
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