A study of teachers' perceptions of challenges in employing child-centered approach in selected State primary Schools in Keng Tung Area, Myanmar
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2014
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Language
eng
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application/pdf
Citation
Scholar: AU Graduate School of Education Journal 6, 2 (December 2014), 19-28
Title
A study of teachers' perceptions of challenges in employing child-centered approach in selected State primary Schools in Keng Tung Area, Myanmar
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Abstract
This study tried to identify the level of
perceptions of teachers towards challenges in employing
child-centered approach in their schools and to compare
the differences in their perceptions according to their
demographics. This research was conducted on a total
population of 51 teachers in eight state primary schools in
Kengtung area, Eastern Shan State, Myanmar. The
research was designed as quantitative research by using a
set of questionnaire which covers teachers’ demographic
profiles including teachers’ age, educational background,
years of teaching experience and grade level. Ten
challenges of teachers based on previous research and
related literatures were provided in questionnaire to
identify the level of teachers’ perceptions towards
challenges. The collected data were analyzed by using
descriptive statistics, frequency and percentage, mean and
standard deviation, One-Way Analysis of Variance
(ANOVA). In addition to survey questionnaire, the
researcher did observation and informal interview to
some teachers. The study found out that most of the given
challenges were perceived not challenging by the teachers
in selected state primary schools in Kengtung area of
Myanmar. Nevertheless, the findings of the research
revealed new challenges for teachers such as language
barrier, parents’ involvements, time insufficiency and
learning ability of students. There were no significant
differences in teachers’ perceptions of challenges in
employing child-centered approach according to their age,
educational background, years of teaching experience and
grade level.
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In English ; only abstract in English.
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