Scholar: Vol. 12, No. 2 (2020)

Permanent URI for this collection

https://repository.au.edu/handle/6623004553/24243

Browse

Recent Submissions

Now showing 1 - 5 of 21
  • Item
    The relationship between personality and teaching effectiveness of English teachers from the perceptions of students at Dianchi College of Yunnan University in Kunming, Yunnan Province, China
    ( 2020) Zhai, Xiaowen ; Supit Karnjanapun
    This study was conducted to identify whether there was a significant relationship between personality and teaching effectiveness of English teachers from the perceptions of students at Dianchi College of Yunnan University in Kunming, Yunnan Province, China. The Big Five Inventory, which was originally designed by John and Srivastava (1999), was used for measuring the level of personality of English teachers at Dianchi College of Yunnan University in Kunming, Yunnan Province, China. Student Instructional Report II, which was originally designed by Centra (1972), was used for measuring the level of teaching effectiveness of English teachers at Dianchi College of Yunnan University in Kunming, Yunnan Province, China. Ninety students participated in this study, which were conducted during the academic year 2018-2019. The data were collected and analyzed by a statistical software program. According to the purpose and hypotheses of the study, different statistical methods were used to analyze the data(e.g., means, standard deviations, and correlational analysis using multiple correlation coefficient). The study showed that the personality of English junior teachers at Dianchi College of Yunnan University contain agreeableness, conscientiousness, extraversion, neuroticism and openness. The study also showed that the level of teaching effectiveness of English teachers at Dianchi College of Yunnan University was effective. The results showed that there was a significant relationship between personality and teaching effectiveness of English teachers from the perceptions of students at Dianchi College of Yunnan University in Kunming, Yunnan Province, China.
  • Item
    The development of an instructional leadership model for outcome-based education at private higher education institutions in Cambodia
    ( 2020) Hoeun, Chhourn Bun ; Poonpilas Asavisanu ; Merritt, Matthew
    The main purpose of this study is todevelop an instructional leadership model for outcome-based education which has to be implemented in private higher education institutions in Cambodia. An exploratory sequential mixed-method (quantitative and qualitative) was employed for the study. Five private universities in Cambodia with 211 lecturers and 10 academic administrators participated in the study. Survey was used to collect the quantitative data with lecturers and interview was held to collect qualitative data with the academic administrators. For quantitative data, means, standard deviation and multiple regression were used to analyze the data and for qualitative data, content analysis was employed to analyze the data. The findings of instructional leadership and outcome-based education wereconsistent to the overall framework of the theories. Instructional leadership was found moderately practiced by the academic administrators of the five Cambodian private universities. The current practices of instructional leadership significantly correlated with the current outcome-based education practices. Four dimensions include Professional Development, Supervision of Curriculum Development and Instruction, and A Supportive and Collaborative Environment strongly and significantly correlated with all stages of outcome-based education. Three factors including Funding and Facilities, Cooperation, Culture, and Values, and Qualification, Skills, and Experience were found significantly affected instructional leadership practices. Outcome-based education was not found typically practiced by the selected universities though the quantitative data from survey gave greater mean score while the interviews offered in depth of the current practices. A model of instructional leadership for outcome-based education was developed with two parts: instructional leadership and outcome-based education. The new instructional leadership model is to be implemented by the students, lecturers, academic administrators, and higher education institutions in Cambodia.
  • Item
    The effect of parenting dimensions on college adjustment and academic performance: the mediating role of basic psychological needs satisfaction, self-esteem and academic engagement among university students from international programs in Bangkok, Thailand
    ( 2020) Khosravi, Zahra ; Mohanan, Santhosh Ayathupady
    The primary objective of this study was to investigate the effect of parenting dimensions (warmth, rejection, structure, chaos, autonomy support, & coercion) on university students’ college adjustment and academic performance, being mediated by basic psychological need satisfaction, self-esteem and academic engagement. The participants of the study were 1224 university students (700 females and 524 males), aged between 18 and 25 years, who had attended international degree programs in Bangkok, Thailand. Data for the research were collected using a questionnaire survey that consisted of the following standardized scales, namely Parent as Social Context Questionnaire-Revised (PASCQ-R),Basic Psychological Needs Scale (BPNS), Rosenberg Self-Esteem Scale (RSES),theUniversity Student Engagement (USEI), and College Adjustment Test (CAT). The proposed structural relations model was tested applying Structural Equation Modeling. The reliability and validity of the measures were established by Cronbach’s Alpha and Confirmatory Factor Analysis respectively. The results supported the proposed model’s fit in the data. Specifically, the positive parenting dimensions were found to be positively related to college adjustment and academic performance, being mediated by basic psychological needs satisfaction, self-esteem, and academic engagement. In addition, negative parenting dimensions were found to be negatively related to college adjustment and academic performance being mediated by basic psychological needs satisfaction, self-esteem, and academic engagement. The study's limitations, implications, and avenues for further research are also discussed.
  • Item
    Lesbian parenting experience: an examination of cultural socialization practices and child rearing strategies amongst lesbian mothers in Thailand
    ( 2020) Sudawan Kumar ; Pawle, Reginald H.
    An increasing number of lesbians in Thailand have entered parenthood, some through the context of formal heterosexual marriage, others through adoption and artificial insemination. As same-sex marriage is illegal in Thailand, accurate statistics have been difficult to acquire on the number of lesbian households. This qualitative study explores the experience of Thai lesbian parents who are within the empty spaces of Thai society, with little or no social and legal support. Seven lesbianparents from six provinces across Thailand were recruited and semi-structured interviews were conducted in this study. Thematic analysis was used to identify emerging themes and critical ethnography was used to expose challenges that resulted from social-political processes of unfairness and injustice. The results indicated that the participants adapt by finding ways to navigate and negotiate these social-political processes. They survive by reinventing,redefining their lives and challenging boundaries and choices that arise from being LGBT. The issues that they struggle with are both specific and non-specific to being LGBT. Through this, Thai lesbian parents continue to celebrate their diverse families which are normal yet different.
  • Item
    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.