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dc.contributor.authorChit, Khin Nandar
dc.contributor.authorYan, Ye
dc.date.accessioned2017-09-23T01:40:41Z
dc.date.available2017-09-23T01:40:41Z
dc.date.issued2017
dc.identifier.citationScholar: Au Graduate School of Education Journal 9, 1 (June 2017), 175-187en_US
dc.identifier.issn1906-6406
dc.identifier.urihttp://repository.au.edu/handle/6623004553/19867
dc.description.abstractThe main purpose of this study was to compare the significant differences in the teachers’ perceptions towards school’s professional development according to their demographics: age, grade level currently teaching and years of teaching experience at No. 26 Basic Education High School in Mandalay, Myanmar. The participants of this study were 96 teachers from No. 26 Basic Education High School at Mandalay, Myanmar during the academic year 2015-2016. This study was designed as quantitative and comparative study. Data was gathered using the research instrument, 5 Likert scaled questionnaire that consisted of two parts; Part I investigated the participants’ demographics and Part II compared the teachers’ perceptions. The data collected from the survey was analyzed by descriptive statistics; Frequency & Percentage, Mean, Standard Deviation and comparative analysis; One-Way Analysis of Variance (ANOVA). The transformed data of this study showed that teachers from No. 26 Basic Education High School, Mandalay had “positive” perceptions towards their school’s development activities. However, the comparative analysis described that there were no significant differences in the teachers’ perceptions towards school’s professional development according to their demographics: age, and grade level currently teaching and years of teaching experience at No. 26 Basic Education High School in Mandalay, Myanmar. Though the findings revealed no significant differences, it gave some ideas to create a professional development encompassing teachers’ multiple viewpoints in order to professionally organized learning environment where teachers’ wants, needs meet and it will make the students learn successfully.en_US
dc.format.extent14 pagesen_US
dc.format.mimetypeapplication/pdfen_US
dc.language.isoengen_US
dc.publisherAssumption University Pressen_US
dc.rightsThis work is protected by copyright. Reproduction or distribution of the work in any format is prohibited without written permission of the copyright owner.en_US
dc.subjectDemographic (gender, age, grade level currently teaching and years of teaching experience)en_US
dc.subjectTeacher perceptionen_US
dc.subjectSchool professional developmenten_US
dc.subjectBasic Education High Schoolen_US
dc.subject.otherScholar: -- AU Graduate School of Education Journal
dc.subject.otherScholar: -- AU Graduate School of Education Journal -- 2017
dc.titleA comparative study of teachers' perceptions towards school's professional development according to their demographics at No. 26 Basic Education High School in Mandalay, Myanmaren_US
dc.typeTexten_US
dc.rights.holderAssumption Universityen_US
mods.genreJournal Articleen_US
au.link.externalLink[Full Text] (http://www.assumptionjournal.au.edu/index.php/Scholar/article/view/2791/1812)


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