Research Publications

Academic theses and dissertations are regularly published and widely disseminated in YUOE Journal, Monographs, Universities Research Journal (URJ), Myanmar Academy of Arts and Science (MAAS) Journal, AsTEN Research Journal and International online Journals for sharing knowledge and contributing to the development of our education.

Myanmar Academy of Art & Science List of Research

No. Researcher Title Abstract Year
2281 Win Win Nwe TEACHERS' SOCIAL EMOTIONAL COMPETENCE IN RELATION TO OCCUPATIONAL STRESS This study investigated teachers' social emotional competence (SEC) in relation to occupational stress (OS). In this study, descriptive survey method and quantitative research design were used, and a total of 452 teachers from 4 districts in Yangon Region and Mandalay Region participated. Social Emotional Competence Teacher Rating Scale (SECTRS) and Teacher Stress Inventory (TSI) were used as the research instrument. There were significant differences in teachers' SEC by age, designation and working experiences. Teachers in 30-39 years old had significant higher mean scores in teachers- student relationships than those 50 and above years old. Primary assistant teachers were significant higher mean scores in SEC than senior assistant teachers. Working experiences for less than 5 years-teachers had highest mean scores in social awareness than other teachers. There were significant differences in OS by age, designation and working experiences. The 20 to 29 years old- teachers were significant higher mean scores in emotional manifestation than those for 40 to 50 and above years old. Primary assistant teachers and junior assistant teachers were significant differences in professional distress than senior assistant teachers. Senior assistant teachers were significant differences in discipline and motivation at stress than primary assistant teachers. Junior assistant teachers had higher mean scores in cardiovascular manifestation and behavioral manifestation than primary assistant teachers and senior assistant teachers. The teachers with less than 5 years in working experiences had higher mean scores in emotional manifestation than those with 20 to above 30 years in them. Teachers who had working experiences for over 15 to 30 years were significant differences in behavioral manifestation than those for less than 5 years. The result indicated that teachers' SEC was negatively related with OS (r= -.223, p< 0.001). It can be said that the higher the teachers' social emotional competence, the lower the occupational stress. 2024
2282 Khin Khin Thant PROFESSIONAL COMMITMENT OF TEACHERS FROM BASIC EDUCATION HIGH SCHOOLS IN SAGAING TOWNSHIP The main purpose of this study was to explore professional commitment of teachers from Basic Education High Schools in Sagaing Township. The study was conducted by descriptive research design and quantitative survey method. The participants were 300 teachers (24 males and 276 females) with the age ranging from below 30 years to 40 years and above old from 15 selected high schools. Professional Commitment Questionnaire (PCQ) developed by Ibrahim (2015) was used to assess the perceptions of teachers on their professional commitment. This questionnaire included three subscales, namely, affective, continuance and normative subscale. In general, the results of the study revealed that most of the teachers (76%) in Sagaing Township had average and above levels of professional commitment. Also, it was observed that most of the teachers were better in normative commitment than other subscales. Again, the results indicated that female teachers were a little more professionally committed than male teachers. Next, the results of t-test pointed out that there was a significant difference in professional commitment of teachers with respect to educational background at p<0.001. Then, ANOVA results of the three age groups showed that there was a significant difference in professional commitment of teachers with regard to age groups at p<0.001. As a result, commitment increases with age and professional commitment of teachers comes with age and professional qualification. It is hoped that this study will help teachers in improving their professional commitment and creating good organizational health. 2024
2283 Aye Thiri Aung THE ROLE OF PEER PRESSURE AND SELF-CONTROL ON AGGRESSION OF HIGH SCHOOL STUDENTS IN MONYWA TOWNSHIP This study aimed to investigate the effect of peer pressure and self-control on aggression of high school students in Monywa Township. A total of 400 high school students (203 males, 197 females) in Monywa Township were randomly selected as participants of this study. Correlational research design and survey method were used in this study. Both descriptive and inferential statistics were carried out. Three instruments: Peer Pressure Inventory (PPI), Self-Control Scale (SCS), and Aggression Questionnaire (AQ) were used. According to the findings of this study, the result of independent samples t test revealed that there was no significant difference in peer pressure by gender. However, it was found that there was significant difference in peer pressure by grade (t = -3.171, p < 0.01). The result also stated that there was no significant difference in self control by both gender and grade. Moreover, the result of independent samples t test pointed out that there was no significant difference in aggression by both gender and grade. Then, the result of mediation analysis proved that peer pressure had significant direct effect on aggression and also significant indirect effect on aggression through self-control as a mediator. Totally, 31.4 % of the variance in aggression can be explained by the model. 2024
2284 Nilar Myint A STUDY ON TEACHER SELF-EFFICACY AND BURNOUT OF TEACHERS IN MYITTHA TOWNSHIP This study examined teacher self-efficacy and burnout of teachers in Myittha Township by using quantitative approach and descriptive survey design. A total of 321 teachers (49 males and 272 females) in Myittha Township participated in this study. To measure teacher self-efficacy, the 24 item Teacher Self-Efficacy Scale developed by Skaalvik and Skaalvik (2007) was used. To measure burnout, the 22 item Maslach Burnout Inventory (MBI) developed by Maslach, Jackson and Schwab (1996) was used. Results from descriptive statistics indicated that level of teacher self efficacy was satisfactory among teachers in Myittha Township. According to the result of independent samples t test, it was found that there were no significant difference in teacher self efficacy by location of school. However, the ANOVA result revealed that there was significant difference in teacher self-efficacy by age (F= 3.126, p= 0.026), indicating that older teachers had higher level of self-efficacy than younger ones. Concerning burnout, it was found that teachers in Myittha Township had low level of burnout. The result of independent samples t test showed significant difference in burnout of teachers by location of school (t = 2.365,p = 0.019). More specifically, rural teachers were found to have higher level of burnout than urban ones. But, the result of ANOVA showed no significant difference in burnout of teachers by age. Concerning the relationship of two main variables, statistically significant negative correlation between teacher self-efficacy and burnout of teachers (r = -0.342, p = 0.000) was found. Therefore, it can be concluded that the higher level of teacher self-efficacy the teachers possessed, the lower level of burnout they had. 2024
2285 Ohmmar Tin A STUDY ON MORAL COMPETENCIES OF STUDENT TEACHERS The main aim of this study was to study moral competencies of student teachers from university of education. Quantitative research design and descriptive survey method were taken in the present study. A total of 1093 (males=430, females=663) student teachers were selected as the participants from three universities by using simple random sampling technique. As research instruments, Moral Competencies Inventory (MCI) of Lennick and Kiel (2011) was adapted and applied. The results showed that mean score of moral competencies of student teachers was satisfactory because observed mean score of moral competencies was greater than theoretical mean score. There was no significant difference by gender. By grade, significant differences were occurred in moral competencies at (p<.01) and (p<.001), fourth year student teachers were higher than third year and second year. By University, significant differences were found in moral competencies, student teachers from University (1) were lower than University (2) and University (3) at (p< .001) and (p<.01). By father’s education and mother’s education, there were significant differences at (p<.05) and (p<.05). 2024
2286 Ohmmar Win A CONFIRMATORY FACTOR ANALYSIS ON TEACHING APTITUDE SCALE FOR STUDENT TEACHERS The main purpose of this study was to establish the validity and reliability of the Teaching Aptitude Scale (TAS). Descriptive research design and quantitative survey method were used in this study. A total of 501 student teachers (fourth year, second semester) selected from three Universities of Education participated in this study. The required sample was selected by using simple random sampling technique. In the section of data analysis, exploratory factor analysis, confirmatory factor analysis, computing the values of composite reliability and Average Variance Extracted were used. According to the result, construct validity of Teaching Aptitude Scale (TAS) was satisfactory. All the values of fitness indexes for the final model have reached the level of acceptance. Six subscales found are Dynamic Personality, Optimistic Attitude, Attitude towards Teaching Profession, Interest in Teaching, Moral Character and Discipline, Co-operative Attitude. The validated scale consists of 38 items. Convergent validity, discriminant validity of the scale was also satisfactory. Reliability coefficient of the scale was .935. Therefore, the scale may contribute to i 2024
2287 Win Theingi Soe A STUDY ON SELF-ESTEEM AND DECISION MAKING STYLES OF TEACHERS IN KYAUKSE DISTRICT This study aimed to investigate self-esteem and decision making styles of teachers in Kyaukse District. The study was conducted by quantitative research design and employed with descriptive survey method. The participants were comprised 400 teachers (93 senior teachers, 196 junior teachers and 111 primary teachers) from selected basic education high schools, high schools (Branch), post-primary schools and primary schools in Kyaukse District. In this study, Coopersmith Self-Esteem Inventory (CSEI) - An Adult Version was used to examine the teachers’ self-esteem. The questionnaire for decision making styles was adapted from Melbourne Decision Making Questionnaire (MDMQ). The results of this study revealed that teachers had high self esteem and their dominant decision making style was vigilance decision making style. The independent samples t test result showed that there was no significant difference in self-esteem by gender. Then, the result of ANOVA proved that there were significant differences in self-esteem by age and designation. According to Pearson Chi-square results, there were significant differences in teachers’ decision making styles by both age and designation, however, no significant difference by gender. In addition, there was a significant association between self-esteem and decision making styles (?2=39.104, p<0.001). The findings of this study can provide some innovative ideas and information for educational personnels to develop high self-esteem among teachers in order to use the excellent decision making styles. 2024
2288 Zar Ni Swe Hlaing A STUDY ON PARENTAL INVOLVEMENT AND SCHOOL CLIMATE: PERSPECTIVES OF TEACHERS IN ZAYARTHIRI TOWNSHIP The main purpose of this study was to investigate the perceptions of teachers concerning parental involvement and school climate in Zayarthiri Township. A total of 300 teachers (7 males and 293 females) from selected Basic Education High Schools in Zayarthiri Township were chosen as the participants by using simple random sampling technique. As research instruments, School Climate Survey developed by Thapa et al., (2013) and Parental Involvement Questionnaire developed by Epstein (2007) were used to measure teachers’ perceptions on parental involvement and school climate. Results from descriptive statistics independent the levels of teachers’ perceptions on parental involvement and school climate were satisfactory in Zayarthiri Township. According to the results of independent samples t test, it was found that there were no significant differences in both parental involvement and school climate by qualification. However, the ANOVA results revealed that there were significant differences in both parental involvement and school climate by teaching experience. Teachers who have high teaching experience possessed better perceptions on both parental involvement and school climate than those who had lower teaching experiences. Moreover, Pearson’s Product Moment correlations revealed that parental involvement was positively correlated with school climate (r = 0.634, p < 0.01). In this study, it was found that the better perceptions on school climate the teachers possessed, the higher level of perception on parental involvement they had. 2024
2289 Kyaw Min Naing THE RELATIONSHIP BETWEEN ORGANIZATIONAL CLIMATE AND JOB SATISFACTION OF TEACHERS IN PYINMANA TOWNSHIP The main purpose of this study was to study organizational climate and job satisfaction of teachers in Pyinmana Township. A total of 300 teachers (Male 24 and Female 276) from selected Basic Education High Schools in Pyinmana Township were selected as participants by using simple random sampling technique. As research instruments, Organizational Climate Description Questionnaire - Revised Secondary (OCDQ-RS) developed by Hoy, Tarter and Kottkamp (1991) and Minnesota Satisfaction Questionnaire (MSQ) developed by Weiss, Dawis, England and Lofquist (1964) were used to measure organizational climate and job satisfaction of teachers. Results from descriptive statistics indicated that level of teachers’ perception on organizational climate was satisfactory among teachers in Pyinmana Township. According to the results of independent samples t test, it was found that there were no significant differences in teachers’ perception on organizational climate by gender. However, the ANOVA result revealed that there were significant differences in teachers’ perception on organizational climate by teaching experience, indicating that the more the teaching experiences teachers have the more powerful opinion on organizational climate. Concerning job satisfaction of teachers, it was found that teachers in Pyinmana Township had satisfactory level of job satisfaction. The results of independent samples t test showed no significant differences in job satisfaction of teachers by gender. But the result of ANOVA showed significant differences in job satisfaction of teachers by teaching experience. More specially, Well-experienced teachers have more understanding perception of the cases in their work. Moreover, Pearson’s Product Moment Correlation revealed that organizational climate perceived by teachers was positively correlated with their job satisfaction (r = 0.547, p<0.01). Therefore, it can be concluded that the better perception on organizational climate the teachers possessed, the higher level of teachers’ job satisfaction they had. 2024
2290 Phyu Phyu Aung PSYCHOLOGICAL EMPOWERMENT AND PROFESSIONAL COMMITMENT OF TEACHERS IN PWINT PHYU TOWNSHIP The main purpose of this study was to investigate psychological empowerment and professional commitment of teachers in Pwint Phyu Township. The quantitative research design and questionnaire survey method were used in this study. A total of 310 (male=68, female=242) teachers were randomly chosen from selected high schools in Pwint Phyu Township. In this study, psychological empowerment questionnaire developed by Singh and Kaur (2019) and professional commitment questionnaire developed by Meyer and Allen (1993) were applied. The result of independent samples t-test showed that there was no significant difference in psychological empowerment by gender. The results of ANOVA showed that there were no significant differences in both psychological empowerment and professional commitment by teaching experience and position. According to the result of this study, there was a significant difference in psychological empowerment of teachers by school. Female teachers were significantly higher in professional commitment than male teachers. The results showed that there was a significant difference in professional commitment by school. Moreover, there was significant positive relationship between psychological empowerment and professional commitment of teachers. Schools administrators should recognize the role of psychological empowerment and create a supportive environment to promote teachers’ professional development, which, in turn, can increase schools’ productivity. 2024