The relationship study of teachers' perceptions towards professional development and their job satisfaction at monastic primary school in Namlan, Hsipaw, Northern Shan state, Myanmar
The relationship study of teachers' perceptions towards professional development and their job satisfaction at monastic primary school in Namlan, Hsipaw, Northern Shan state, Myanmar
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2019
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Bangkok : Assumption University
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eng
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application/pdf
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8 pages
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Scholar: Human Sciences 11, 1 (January-June 2019), 1-8
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Abstract
The main purpose of this study was to identify the relationship between teachers’ perceptions
towards professional development and teachers’ job satisfaction at Monastic Primary School in Namlan,
Hsipaw, Northern Shan State, Myanmar. A total of 60 full- time teachers from Monastic Primary School
in Namlan Hsipaw, Northern Shan State, Myanmar during the academic year of 2017- 2018 were
surveyed for this study. The research was designed as a quantitative and relationship study using the
Guskey (2003) Professional development and Herzberg motivation-hygiene theory (1959) job
satisfaction. The questionnaire used for this investigation consisted of two parts. There were 16 items
pertaining to the three dimensions in part one which adopted from Meagher (2011), and 22 items with
the six dimensions in part two which adopted from Mai (2013). The collected data were analyzed by
using the mean, standard deviation and Pearson Product Moment Correlation Coefficient. Although the
research findings showed that there were no significant relationship between teachers’ perceptions
towards professional development and their job satisfaction, the responses of the teachers showed that
professional development activities are beneficial and useful for their career.
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