Browsing by Subject "Teachers' perceptions"
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ItemA study of students' and teachers' perceptions towards using local folk stories for improving English reading skills at Kunshan Development Zone Senior High School, Jiangsu Province, ChinaThis study determined the students’ and teachers’ perceptions of using local folk stories to improve English reading skills at Kunshan Development Zone Senior High School, Jiangsu Province, China. This study has two research objectives: (1) identifying the students’ perceptions of using local folk stories to improve English reading skills at Kunshan Development Zone Senior High School, Jiangsu Province, China. (2) to identify the teachers’ perceptions of using local folk stories to improve English reading skills at Kunshan Development Zone Senior High School, Jiangsu Province, China. 244 Grade 11 students and 10 English teachers participated in this study. The researcher used mixed explanatory methods to collect the data to carry out the research. The research instruments used were a 5-point Likert scale questionnaire for students and a structured interview for teachers. The findings indicated that (1) the Grade 11 students studied at Kunshan Development Zone Senior High School have positive attitudes toward using local folk stories to improve English reading skills. Since the total mean score of students’ perceptions on using local folk stories for improving English reading skills was interpreted as high on the interpretation scale. (2) the teachers who taught Grade 11 at the target school believed the application of folk stories in English reading teaching was helpful for students to improve their reading skills, and they were prone to use folk stories in their future teaching English classes.
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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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ItemThe relationship of teachers' perceptions towards organizational climate and their retention in Huimin Wenchang High School, Shandong Province, ChinaThis research sought to study therelationship between teachers' perceptions of school climate and their retention in Huimin Wenchang High School in Binzhou City, Shandong Province, China. To this end, the study assessed teachers' perceptions of the school's climate and their level of needs, using the mean and standard deviation for descriptive and quantitative analysis. Finally, the Pearson product-moment correlation coefficient analysis analyzes and evaluates the relationship between these two variables. It was conducted in the 2020 academic year, with 48 full-time teachers participating and a return rate of 100% in the total target population of 48 teachers. Statistics showed that the significance of Pearson's correlation coefficient is .000, and R-value is .849. The results showed that Huimin Wenchang High School teachers in Binzhou City, Shandong Province, had high awareness and positive attitudes towards the school atmosphere. And there is a strong positive correlation between the teacher retention rate and the teacher's perceptions ofthe teacher's organizational climate.
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ItemThe relationship study of teacher's perception of their leadership capacity and teaching competence at Baoshan Experimental School, Shanghai, ChinaThe primary purpose of this research study was to determine the relationship between teachers' perceptions of their leadership capacity and competence at Baoshan Experimental School, Shanghai, China. The research instrument was a questionnaire for investigating the teachers' perceptions of their leadership capacity and competence adopted from the previous studies. A total of 120 teachers who were full-time teachers working at the school participated in this study during the academic year of 2020. Mean and Standard Deviation were used to identify teachers' perceptions of their leadership capacity and determine teachers' level of competence. Then, Pearson's Product Moment Correlation Coefficient was then used to determine the significant relationship between teachers' perceptions of leadership capacity and their competence.The findings showed that teachers' perceptions of their leadership capacity and professional competence were high. Moreover, the correlation analysis result showed a strong positive relationship between teachers' perceptions of their leadership capacity and competence at Baoshan Experimental School, Shanghai, China.