Browsing by Author "Banks, Jerome"
A development of an international character education implementation model for ISAT middle schools Banks, Jerome (Assumption University, 2011)
A comparative study of teachers' perceptions towards administrative support according to their demographic factors at three public high schools in Kyeemyindine Township, Yangon, Myanmar Phyu, Poe Ei; Banks, Jerome (Assumption University Press, 2018)
The main purpose of this study was to compare teachers’ perceptions of administrative support according to their demographic factors including age, grade level currently teaching and years of teaching experience at three public high schools in Kyeemyindine Township, Yangon, Myanmar. A total of 102 teachers from three public high schools in Kyeemyindine Township completed a survey questionnaire designed for identifying the teacher’s demographic factors and their perceptions towards administrative support. The questionnaire was adapted from ...
THE RELATIONSHIP OF TEACHERS’ PERCEPTIONS TOWARDS THE PROFESSIONAL LEARNING COMMUNITY ACCORDING TO THEIR DEMOGRAPHIC FACTORS AT LAI ZA HIGH SCHOOL, KACHIN STATE, MYANMAR Hkawng, Htu; Banks, Jerome (Digital Production Press, Assumption University, 2018)
The purpose of this study was to determine the relationship of teachers’ perceptions towards the Professional Learning Community according to their demographic factors of age, educational background, teaching experience and training experience at Lai Za High School, Kachin State, Myanmar. Ninety full time teachers from Lai Za high school, participated in this study and the researcher identified the teachers’ demographic factors, and determined the relationships of teachers’ perceptions towards the Professional Learning Community in Lai Za high ...
A STUDY OF TEACHERS’ SELF-PERCEIVED EMOTIONAL INTELLIGENCE WITH THEIR DEMOGRAPHIC PROFILES IN PINYA SANYAE INSTITUTE OF EDUCATION, YANGON, MYANMAR Elizabeth; Banks, Jerome (Digital Production Press, Assumption University, 2018)
This correlational study examined the relationship of the overall teachers’ self-perceived Emotional Intelligence and its sub-skills (Self-Awareness, Self-Management, Social Awareness and Relationship Management) with their demographic profiles (age, educational background and working experience) at Pinya Sanyae Institute of Education, Yangon, Myanmar. To meet this study’s objectives, all 60 teachers who are currently working Pinya Sanyae Institute of Education were given a survey questionnaire to complete an Emotional Intelligence Appraisal which ...