Browsing by Subject "Years of teaching experience"
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ItemA comparative study of teachers’ self-efficacy for teaching in primary education according to gender, years of teaching experience, and educational background at six church-based primary schools in Northern Shan State, MyanmarThe purpose of this quantitative, comparative study was to determine if there were significant differences in teachers’ self-efficacy for teaching in primary education (in terms of efficacy for student engagement, instructional strategies, and classroom management) according to their gender, years of teaching experience and educational background, at six purposively chosen church-based primary schools in Northern Shan State, Myanmar. The study was conducted on 127 teachers teaching at the target schools during the academic year 2020-2021. The Teachers’ Sense of Efficacy Scale (TSES, short-form, Tschannen-Moran & Woolfolk Hoy, 2001) was used to measure the levels of self-efficacy for teaching in primary education, including the three subscales (efficacy for student engagement, instructional strategies, and classroom management). A total of 99 out of 127 (77%) teachers completed the questionnaire. After the data collection was done, descriptive statistics (means and standard deviations) and statistical hypothesis testing (multiple analysis of variance, MANOVA) were carried out to address this study’s research objectives and hypotheses. The findings from this study revealed no significant differences in teachers’ self-efficacy for teaching in primary education (in terms of efficacy for student engagement, instructional strategies, and classroom management) according to their gender, years of teaching experience, and educational background.
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ItemA comparative study of teachers' perspectives of the learning through play approach according to their selected demographics at selected international schools in BangkokThe purposes of this study was to identify demographic profiles of the teachers, to determine teachers’ perspectives towards the learning through play approach at selected international schools in Bangkok and to compare teachers’ perspectives towards the learning through play approach from their practice of early years based on their nationalities, years of teaching experience and qualification specialty in 2016. From the total number of 170 preschool and kindergarten teachers working at 17 selected international schools in Bangkok; 93 teachers completed the survey. Statistical measures employed in this study included frequency and percentage, mean and standard deviation and independent samples t-test. The results of this study has indicated that overall teachers had positive perspectives towards the learning through play approach. There were no significant differences of teachers’ perspectives towards the learning through play approach according to their nationalities and years of teaching experience; however, the researcher discovered that there were significant differences of teachers’ perspectives towards the learning through play approach according to their qualification specialty. Teachers with education degree had more positive perspectives towards the learning through play approach than the teachers with non-education degree
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