Browsing by Subject "Teachers' perception"
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    A correlation study on teachers' perception of the school climate and their degree of work motivation at Assumption College Samutprakarn, Thailand
    (Bangkok : Assumption University Press, 2022) Melecio, Vanessa Kay Loremia ; Watana Vinitwatanakhun
    This study sought to examine the relationship between teachers’ perceptions of the school climate and their degree of work motivation at Assumption College Samutprakarn, Thailand. The study evaluated the teachers’ perceptions of the school’s climate and their degree of work motivation in which Means and Standard Deviations were used for quantitative analysis. Finally, these two constructs’ relationship was analyzed through Pearson Product Moment Correlation Coefficient analysis. The study was conducted in 2020, where 160 Thai teachers participated with a return rate of 91 percent from the total target population of 175. The result revealed that the teachers at Assumption College Samutprakarn had a relatively high perception and positive attitude towards the school climate. It also revealed that the teachers’ degree of work motivation based on regulatory styles were relatively high on intrinsic (4.06), identified (4.15), and introjected (4.20). Furthermore, among the three recognized regulatory styles of motivation with a high level of perception, introjected regulated type resulted in the highest mean score. However, as the data has shown, they are moderately extrinsically motivated (3.42). The study’s main purpose was to examine the relationship between the teachers’ perception of the school climate and their work motivation. It revealed that the relationship between these two constructs was moderately positively correlated, r = .559, p < .05. The present study provided valuable information and extensive confirmation regarding the relationship between school climate and work motivation which other researchers must further explore.
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    A study of the relationship between teachers' perception towards the principal's transformational leadership style and teacher retention at Baoji Jintai Senior Middle School, Shaanxi Province, China
    (Bangkok : Assumption University Press, 2022) He, Xuelin
    This study mainly aimed to determine the relationship between teachers’ perception of the principal’s transformational leadership style and teacher retention by investigating the 193 full-time teachers in the academic year of 2019 (September) – 2020 (January) at the target school. The Multifactor Transformational Leadership Questionnaire (MTLQ) and teacher retention questionnaire based on Maslow’s Hierarchy of Needs was applied to do the survey. Data were analyzed by Mean and Standard Deviation and the Pearson product-moment correlation coefficient. This study demonstrated a positive significant relationship between teachers’ perception of the principal’s transformational leadership style and teacher retention at Baoji Jintai Senior Middle School, Shaanxi Province, China.
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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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    The relationship of parents' and teachers' perceptions of students' social-emotional development with their Chinese language learning achievement in Nursery 2 at trilingual International School in Bangkok
    ( 2020) Li, xin ; Supit Karnjanapun
    The purpose of this research were to examine the level of parents’ and teachers’ perceptions of students’ social-emotional development, and the relationship of the students’ social-emotional development with their Chinese language learning achievement of Nursery 2 (N2) at a trilingual international school in Bangkok. In this research, 81 parents and 28 teachers of 81 N2 students enrolled in the 2017-2018 school year in this school participated. This research followed a quantitative research methodology employing thequestionnaires of parents’ and teachers’ perceptions of students’ social-emotional development, and the N2 Term 3 Chinese language summative assessment of the 2017-2018 school year to determine the level of students’ Chinese language learning achievement.There were four main elements included in this research: the level of parents’ and teachers’ perceptions of students’ social-emotional development, the level of Chinese language learning achievement, and the relationship between students’ social-emotionaldevelopment and their Chinese language learning achievement. In this research, the students’ social-emotional development focused on three areas: paying attention-following direction, self-regulation, communication and interaction. Chinese language learning achievement focused on listening, speaking, communicating, also reading and tracing Chinese characters. There were four main findings: 1) the parents’ perception of students’ social-emotional development was on schedule; 2) the teachers’ perception of students’ social-emotional development was on schedule; 3) the students’ Chinese language learning achievement was exceeding the expectation; 4) there was asignificant relationship of the parents’ and teachers’ perceptions of the students’ social-emotionaldevelopment with their Chinese language learning achievement in N2 level at a trilingual international school in Bangkok.
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    The relationship of teachers’ perception towards organizational climate and their retention in Guiyang Qingzhen Boya International Experimental School, Guizhou Province, China
    ( 2021) Bai, Siyun ; Ye, Yan
    The main purpose of this study was to determine the relationship of teachers' perception towards organizational climate and their retention in Guiyang Qingzhen Boya International Experimental School, Guizhou Province, China. The research surveyed a total of 80 full-time teachers in Guiyang Qingzhen Boya International Experimental School. The researcher used Mean and Standard Deviation to analysis the teachers’ perceptions toward the level of organizational climate and their retention. Pearson Product Moment Coefficient of Correlation was used to test the relationship between the two variables. The result of this study showed that teachers in the school perceived a high level of organizational climate and their perception towards their retention. Pearson correlation tested that there was a relationship between teachers’ perception towards organizational climate and their retention.
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    A study of the relationship between teachers’ perceptions towards leadership capacity and their classroom management styles at Kunming Real-E Foreign Language Middle School, Yunnan, China
    ( 2021) Xu, Jingwen ; Watana Vinitwatanakhun
    The main purpose of this study was to determine the relationship between teachers’ perceptions towards leadership capacity and their classroom management styles at Kunming Real-E Foreign Language Middle School, Yunnan, China. A total 73 full-time teachers from the selected school replied the questionnaires adopted by the researcher. The data collection tool for this study was a questionnaire divided into three parts, the researcher used High Leadership Capacity questionnaire by Lambert’s (2003) to assess teachers’ perceptions towards leadership capacity and used Classroom Management Profile (1996) to examine teachers’ classroom management style. Mean and Standard Deviations were used to analyze the teachers’ perceptions towards leadership capacity and their classroom management styles. Pearson Product Moment Coefficient of Correlation was used to test the relationship between the two variables. Results of the Pearson correlation shows there was a weak positive association between teachers’ leadership capacity and classroom management styles in the selected school, (r (73) = .486, p = .000).
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    The relationship between teachers' perception towards their leadership capacity and their classroom management styles in the second affiliated middle school of Yunnan Normal University, China
    (Bangkok : Assumption University Press, 2022) Perian, Wang ; Watana Vinitwatanakhun
    This study aimed to survey 80 full-time lecturers in selected schools for the 2020 school year (September to January). The main data collection tool is a questionnaire divided into three parts. The relationship between these two variables is analyzed using the mean and standard deviation. The research results show the summary of means and standard deviations of teachers'perception towards their leadership capacity. The total mean score was 2.86 in the range of 2.51-3.50 and is interpreted as Good enough. And the research results show that the total mean score of teachers'classroom management styles was 2.84, and it was in the range of 2.51-3.50. According to the criteria of the interpretation, teachers'perceptions of classroom management styles were Moderate. Pearson Product Moment Correlation Coefficient was applied to test in this study, Pearson correlation was -.152,and Sig was .001. Thisindicated that there was a weak negative relationship between teachers'perception towards leadership capacity and classroom management styles at Second Affiliated Middle School of Yunnan Normal University, China.
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    The relationship between teachers' perceptions towards school climate and their decision-making styles in Baoshan Foreign Language School Affiliated with Shanghai University, Shanghai, China
    (Bangkok : Assumption University Press, 2022) Cui, Fanjing ; Ye, Yan
    The study's main purposewas to explore the relationship between teachers' perceptions of school climate and their decision-making styles in Baoshan Foreign Language School,Affiliated withShanghai University in Shanghai, China. Thestudy firstassessed the teachers' perception of school climate, examined the teachers' decision-making styles, andtested the relationship between these two main variables. A total of 70 full-time teachers answered questionnaires by the researchers. Mean and standard deviationwere used to identify teachers' perception of school climate and decision-making style. The Pearson product correlation coefficient was used to analyze the relationship between teachers' perception of school climate and decision-making style.The results showed that the teachers in the target school had a relatively positive attitude towards the school climate. Besides, teachers'most preferred decision-making style was the group decision-making style.However, the level of perception of school climate andAutocratic decision-making styles was not significant. In addition, teachers' favorite decision-making style is the group decision-making style, followed by the consultative and autocratic styles. Pearson's correlation test showed a strong positive relationship between teachers'perceptions of school climate and group decision-making styles. The researcher discussed the findings and suggested that the stakeholders of this school should be aware of the importance of school climate and decision-making styles. Teachers should be provided a stronger professional development platform as well as various forms of communication opportunities.