While it is commonly perceived that teachers take more absences than other professionals, few empirical studies have systematically examined the level and distributions of teacher absences in the US. Using the Monthly Current Population Survey between the 1995 and 2019 school years, I document temporal and geographical patterns in teacher absences and compare the level of teacher absence to that of non-teachers. The results show that teacher absence rates have decreased by 12 to 19% over the past twenty years. Moreover, teachers are less likely to be absent and miss a smaller proportion of working time than observationally similar non-teachers. This is because teachers take fewer absences for health, family, vacation, and personal days than non-teachers. The findings suggest that the existing absence control policy should focus more on providing supports to teachers.
{"title":"Understanding Teacher Absences: A Comparison with Non-Teaching Professionals","authors":"Rui Wang","doi":"10.2139/ssrn.3913772","DOIUrl":"https://doi.org/10.2139/ssrn.3913772","url":null,"abstract":"While it is commonly perceived that teachers take more absences than other professionals, few empirical studies have systematically examined the level and distributions of teacher absences in the US. Using the Monthly Current Population Survey between the 1995 and 2019 school years, I document temporal and geographical patterns in teacher absences and compare the level of teacher absence to that of non-teachers. The results show that teacher absence rates have decreased by 12 to 19% over the past twenty years. Moreover, teachers are less likely to be absent and miss a smaller proportion of working time than observationally similar non-teachers. This is because teachers take fewer absences for health, family, vacation, and personal days than non-teachers. The findings suggest that the existing absence control policy should focus more on providing supports to teachers.","PeriodicalId":103499,"journal":{"name":"Teacher Education eJournal","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116745886","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
China’s financial input mechanism reform’s current development trend involves fully implementing budget performance management and constructing a performance-oriented financial allocation model. These are also essential measures in promoting the modernization of the national governance system and governance capacity. The current financial allocation method for higher education entails a financial supply policy based on per-student appropriation. A new performance-oriented system of higher- education financial allocation system is necessary to upgrade the per-student appropriation of a single flow, construct a close loop of financial allocation “fund flow,” optimize the allocation of financial resources for higher education, and guide higher-education institutions to deepen comprehensive reform and achieve high- quality development. Based on the actual situation and relevant data of 26 undergraduate universities in Jiangsu of China, this paper proposes a “double dimension” higher-education performance funding index system, conducts an empirical study with the data envelopment analysis model, and suggests policies on the construction, organization, and implementation of higher-education performance allocation models.
{"title":"An Empirical Study on the Construction of a Higher-Education Performance Allocation Model","authors":"Xiaoning Zhang","doi":"10.2139/ssrn.3726205","DOIUrl":"https://doi.org/10.2139/ssrn.3726205","url":null,"abstract":"China’s financial input mechanism reform’s current development trend involves fully implementing budget performance management and constructing a performance-oriented financial allocation model. These are also essential measures in promoting the modernization of the national governance system and governance capacity. The current financial allocation method for higher education entails a financial supply policy based on per-student appropriation. A new performance-oriented system of higher- education financial allocation system is necessary to upgrade the per-student appropriation of a single flow, construct a close loop of financial allocation “fund flow,” optimize the allocation of financial resources for higher education, and guide higher-education institutions to deepen comprehensive reform and achieve high- quality development. Based on the actual situation and relevant data of 26 undergraduate universities in Jiangsu of China, this paper proposes a “double dimension” higher-education performance funding index system, conducts an empirical study with the data envelopment analysis model, and suggests policies on the construction, organization, and implementation of higher-education performance allocation models.","PeriodicalId":103499,"journal":{"name":"Teacher Education eJournal","volume":"119 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133379113","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Cross-sectional inquiry on employability and employment status of bachelor of secondary education graduates (2016-2018): a
2016-2018年中等教育本科毕业生就业能力与就业状况的横断面调查:a
{"title":"Cross-Sectional Inquiry on Employability and Employment Status of Bachelor of Secondary Education Graduates (2016-2018): A Tracer Study","authors":"Manuel Egos Caingcoy, Desiree A Barroso","doi":"10.2139/ssrn.3632058","DOIUrl":"https://doi.org/10.2139/ssrn.3632058","url":null,"abstract":"Cross-sectional inquiry on employability and employment status of bachelor of secondary education graduates (2016-2018): a","PeriodicalId":103499,"journal":{"name":"Teacher Education eJournal","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114614405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This exploratory paper considers the practical and theoretical implications of a graded system of assessment in competency-based training within the Australian Vocational Education and Training System. The characteristics of competency-based training are considered and the possible relationships to graded approaches are discussed. The discussion reflects on prominent research in the competency-based assessment domain, including Peddie (1993), Williams and Bateman (2003) and Newton (2018b) to consider the limitations and applications of various models.
{"title":"Graded Assessment Models for Competency-Based Training in Vocational Education and Training","authors":"Richard Skiba","doi":"10.5430/wje.v10n3p106","DOIUrl":"https://doi.org/10.5430/wje.v10n3p106","url":null,"abstract":"This exploratory paper considers the practical and theoretical implications of a graded system of assessment in competency-based training within the Australian Vocational Education and Training System. The characteristics of competency-based training are considered and the possible relationships to graded approaches are discussed. The discussion reflects on prominent research in the competency-based assessment domain, including Peddie (1993), Williams and Bateman (2003) and Newton (2018b) to consider the limitations and applications of various models.","PeriodicalId":103499,"journal":{"name":"Teacher Education eJournal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131351380","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
John Robby O. Robiños, Josephine P. Dasig, PhD, Lourdes A. Mendoza
Changing school culture requires building professional learning communities that aim to improve and empower teacher's competence, complete well-being, and impact on student learning. This qualitative, descriptive phenomenological study was conducted to determine the purposes, expectations, challenges, and learning and sharing experiences of teachers educating indigenous learners of Mindoro, Philippines. Data were obtained from pre-structured interview of faculty handling multi-grade levels of IP learners delivered essences and emerged themes. Study indicates that teachers’ main goal is to transfer understanding and make a difference, they strongly affirmed to deliver significant influence among learners. Meanwhile, learners divergent behavior and learning styles were amongst shared challenges that steered faculty to become progressivists implementing learner-centered approaches. Teachers best realization posited that teaching is a never-ending commitment and education must be inclusive. Based on these results, improving various sources of learning, providing a holistic program for teachers and strengthening the implementation of inclusive education reforms are recommended.
{"title":"Learning and Sharing: Understanding Experiences in Teaching Indigenous Learners of Mindoro","authors":"John Robby O. Robiños, Josephine P. Dasig, PhD, Lourdes A. Mendoza","doi":"10.54476/iimrj372","DOIUrl":"https://doi.org/10.54476/iimrj372","url":null,"abstract":"Changing school culture requires building professional learning communities that aim to improve and empower teacher's competence, complete well-being, and impact on student learning. This qualitative, descriptive phenomenological study was conducted to determine the purposes, expectations, challenges, and learning and sharing experiences of teachers educating indigenous learners of Mindoro, Philippines. Data were obtained from pre-structured interview of faculty handling multi-grade levels of IP learners delivered essences and emerged themes. Study indicates that teachers’ main goal is to transfer understanding and make a difference, they strongly affirmed to deliver significant influence among learners. Meanwhile, learners divergent behavior and learning styles were amongst shared challenges that steered faculty to become progressivists implementing learner-centered approaches. Teachers best realization posited that teaching is a never-ending commitment and education must be inclusive. Based on these results, improving various sources of learning, providing a holistic program for teachers and strengthening the implementation of inclusive education reforms are recommended.","PeriodicalId":103499,"journal":{"name":"Teacher Education eJournal","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131417066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research work examined the use of home materials in the teaching of Thermochemistry to SS1 Chemistry students in public and private schools. Home materials used ; fermentation fruit juices, heating capacities wood, induced thermal decomposition of shellfish shell powder and dissolution of glucose were used for the experiment. A total of 100 senior secondary one chemistry students were involved in the study. The sample was made up of 60 males and 40 females from two secondary schools in Ikom Local Government Areas in Cross River State, Nigeria. The design for the study was pre-test post-test control design. Chemistry Achievement Test (Cat) was used to collect data for the study Kinder Richardson Formula 21 was used to establish reliability of Cat. The reliability of Cat was 0.84. Analysis of covariance and descriptive statistics were used for data analysis. Findings showed a non-significant difference in relation to type of school environment and sex. It was recommended that teachers be innovative and resourceful using materials found at home to teach Chemistry concepts. This is so as type of school environment does not affect learning, but materials used in teaching.
{"title":"Home Materials, Type of School Environment and Academic Performance of SS1 Chemistry Students in Ikom Educational Zone Cross River State Nigeria","authors":"C. Nja, Mary Ideba Anari","doi":"10.2139/ssrn.3500104","DOIUrl":"https://doi.org/10.2139/ssrn.3500104","url":null,"abstract":"This research work examined the use of home materials in the teaching of Thermochemistry to SS1 Chemistry students in public and private schools. Home materials used ; fermentation fruit juices, heating capacities wood, induced thermal decomposition of shellfish shell powder and dissolution of glucose were used for the experiment. A total of 100 senior secondary one chemistry students were involved in the study. The sample was made up of 60 males and 40 females from two secondary schools in Ikom Local Government Areas in Cross River State, Nigeria. The design for the study was pre-test post-test control design. Chemistry Achievement Test (Cat) was used to collect data for the study Kinder Richardson Formula 21 was used to establish reliability of Cat. The reliability of Cat was 0.84. Analysis of covariance and descriptive statistics were used for data analysis. Findings showed a non-significant difference in relation to type of school environment and sex. It was recommended that teachers be innovative and resourceful using materials found at home to teach Chemistry concepts. This is so as type of school environment does not affect learning, but materials used in teaching. <br>","PeriodicalId":103499,"journal":{"name":"Teacher Education eJournal","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121674021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-30DOI: 10.34218/ijm.10.5.2019.002
Vijaya Kumar Gudep
The research study examines the relationships between the flexible work systems (FWS), organizational commitment (OC), work life balance (WLB) and job satisfaction (JS) for the teaching staff in the United Arab Emirates (UAE). The respondents are chosen from the accredited colleges in the United Arab Emirates (UAE) by convenience sampling method from the cities of Sharjah, Dubai, Abudhabhi and Ajman. They differed in terms of gender, qualifications, tenure of work, department and also the nature of work. A suitable conceptual framework was developed and the proposed model illustrates that flexible work system (FWS) is thought to have an influence on both organizational commitment (OC) and work life balance (WLB). It has been proposed that WLB significantly mediates the relationship between flexible work system and job satisfaction. It is also anticipated that WLB significantly mediates the relationship between organizational commitment (OC) and job satisfaction (JS). A sample size of 224 was chosen and a structured questionnaire was used for collecting the data from the respondents in UAE. The questionnaire consists of 34 statements and they are rated on a likert scale of 1 to 5. For this study, statistical tools like confirmatory factor analysis (CFA) and structural modeling equation (SME) methods have been used through SPSS (version-25) and AMOS (version-25) for assessing the nature of relationships that existed between the studied variables (34 statements in the questionnaire). Prior to testing through structural equation modeling (SEM), the most fundamental criteria tests such as normality and confirmatory factor analysis (CFA) were conducted. As normality was established, the factor loadings were extracted by the procedure of CFA. The results from the data analysis indicated that all the hypotheses are supported and it facilitated for the acceptance of the proposed model. Thus, flexible work system (FWS) had direct effect on organizational commitment (OC) and it also had direct effect on work life balance (WLB). Similarly, organizational commitment (OC) is positively related to work-life balance (WLB). Consequently, the work life balance (WLB) displayed positive relationship towards job satisfaction (JS). The results of mediation analysis revealed the indirect effect of flexible work system (FWS) and organizational commitment (OC) towards job satisfaction (JS) through work-life balance (WLB). The study demonstrates that all the proposed hypotheses are accepted and this is evident from standardized path coefficients.
{"title":"An Empirical Study of the Relationships between the Flexible Work Systems (FWS), Organizational Commitment (OC), Work Life Balance (WLB) and Job Satisfaction (JS) for the Teaching Staff in the United Arab Emirates (UAE)","authors":"Vijaya Kumar Gudep","doi":"10.34218/ijm.10.5.2019.002","DOIUrl":"https://doi.org/10.34218/ijm.10.5.2019.002","url":null,"abstract":"The research study examines the relationships between the flexible work systems (FWS), organizational commitment (OC), work life balance (WLB) and job satisfaction (JS) for the teaching staff in the United Arab Emirates (UAE). The respondents are chosen from the accredited colleges in the United Arab Emirates (UAE) by convenience sampling method from the cities of Sharjah, Dubai, Abudhabhi and Ajman. They differed in terms of gender, qualifications, tenure of work, department and also the nature of work. A suitable conceptual framework was developed and the proposed model illustrates that flexible work system (FWS) is thought to have an influence on both organizational commitment (OC) and work life balance (WLB). It has been proposed that WLB significantly mediates the relationship between flexible work system and job satisfaction. It is also anticipated that WLB significantly mediates the relationship between organizational commitment (OC) and job satisfaction (JS). A sample size of 224 was chosen and a structured questionnaire was used for collecting the data from the respondents in UAE. The questionnaire consists of 34 statements and they are rated on a likert scale of 1 to 5. For this study, statistical tools like confirmatory factor analysis (CFA) and structural modeling equation (SME) methods have been used through SPSS (version-25) and AMOS (version-25) for assessing the nature of relationships that existed between the studied variables (34 statements in the questionnaire). Prior to testing through structural equation modeling (SEM), the most fundamental criteria tests such as normality and confirmatory factor analysis (CFA) were conducted. As normality was established, the factor loadings were extracted by the procedure of CFA. The results from the data analysis indicated that all the hypotheses are supported and it facilitated for the acceptance of the proposed model. Thus, flexible work system (FWS) had direct effect on organizational commitment (OC) and it also had direct effect on work life balance (WLB). Similarly, organizational commitment (OC) is positively related to work-life balance (WLB). Consequently, the work life balance (WLB) displayed positive relationship towards job satisfaction (JS). The results of mediation analysis revealed the indirect effect of flexible work system (FWS) and organizational commitment (OC) towards job satisfaction (JS) through work-life balance (WLB). The study demonstrates that all the proposed hypotheses are accepted and this is evident from standardized path coefficients.","PeriodicalId":103499,"journal":{"name":"Teacher Education eJournal","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131294242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Within the complex operations of schools in the 215t century the head teacher plays a very important role in bringing about school improvement and effectiveness hence improved performance. Increased interest in leadership training and management and development is based on the fact that school leaders can make a difference in both effectiveness and efficiency of schooling Hallinger et al (2008).This Study looked at how various human capital development influenced head teachers performance, the aim of the study was to determine the extent to which human capital development variables such as training in general management skills, leadership styles, prudent financial management and career development can enhance performance of head teachers. The Study employed a descriptive design gathering primary data from head teachers from a representative sample of schools within Kisumu municipality, Kisumu County using a self-administered questionnaire. Key findings indicated that there is a positive and significant effect on career development, improved managerial skills, relevant leadership styles and specific training in financial management with improved performance in schools. The Study recommends that in order, therefore to improve quality of education; it is imperative that the ministry of education conducts a needs assessment on skill gaps and built capacity gaps so as to improve the overall performance of head teachers. This will in turn lead to improved performance in schools.
{"title":"Effects of Human Capital Development on Headteachers Performance in Public Primary Schools in Kenya","authors":"Martin Otundo Richard","doi":"10.2139/ssrn.3449487","DOIUrl":"https://doi.org/10.2139/ssrn.3449487","url":null,"abstract":"Within the complex operations of schools in the 215t century the head teacher plays a very important role in bringing about school improvement and effectiveness hence improved performance. Increased interest in leadership training and management and development is based on the fact that school leaders can make a difference in both effectiveness and efficiency of schooling Hallinger et al (2008).This Study looked at how various human capital development influenced head teachers performance, the aim of the study was to determine the extent to which human capital development variables such as training in general management skills, leadership styles, prudent financial management and career development can enhance performance of head teachers. The Study employed a descriptive design gathering primary data from head teachers from a representative sample of schools within Kisumu municipality, Kisumu County using a self-administered questionnaire. Key findings indicated that there is a positive and significant effect on career development, improved managerial skills, relevant leadership styles and specific training in financial management with improved performance in schools. The Study recommends that in order, therefore to improve quality of education; it is imperative that the ministry of education conducts a needs assessment on skill gaps and built capacity gaps so as to improve the overall performance of head teachers. This will in turn lead to improved performance in schools.","PeriodicalId":103499,"journal":{"name":"Teacher Education eJournal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130125017","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study aimed to determine how are decisions made in the recruitment and selection of faculty in the technological universities in Region III. The descriptive method of research was utilized in the study. The respondents were the chairmen and members of the Faculty Selection Boards of the technological universities in the region. It was found out that there exists a set of sound policies and procedures in the recruitment and selection of faculty in the four technological university in Region III. The policies were implemented to great extent. Aside from these policies and guidelines, there were other factors that influenced the recruitment and selection process. In descending order of rank, the factors were special talents, skills and qualifications of the faculty applicants, their socio-economic status, the operation of Filipino values like “utang na loob”, and recommendations from school personnel, politicians, civic and business groups. The other factors moreover were found to influence the decision making in the recruitment and selection of faculty to a very little extent. It was recommended that the policies and procedures in the recruitment and selection of faculty be strictly observed and that vacant positions be announced/published to give fair chances to other applicants.
本研究旨在确定第三区科技大学如何在招聘和选择教师方面做出决定。本研究采用描述性研究方法。受访者为区内各科技大学的教授遴选委员会主席及委员。研究发现，三区四所理工大学在教师招聘和选拔过程中存在着一套完善的政策和程序。这些政策在很大程度上得到了执行。除了这些政策和指导方针外，还有其他因素影响招聘和选拔过程。这些因素从高到低依次是:教师申请者的特殊才能、技能和资格、他们的社会经济地位、菲律宾价值观的运作，如“utang na loob”，以及学校人员、政治家、公民和商业团体的推荐。此外，其他因素对教师招聘和选择决策的影响程度很小。委员会建议严格遵守征聘和选择教员的政策和程序，并宣布/公布空缺职位，使其他申请人有公平的机会。
{"title":"Recruitment and Selection Process of Faculty in Higher Education Institutions in the Philippines","authors":"A. Valenzuela","doi":"10.2139/ssrn.3445566","DOIUrl":"https://doi.org/10.2139/ssrn.3445566","url":null,"abstract":"The study aimed to determine how are decisions made in the recruitment and selection of faculty in the technological universities in Region III. The descriptive method of research was utilized in the study. The respondents were the chairmen and members of the Faculty Selection Boards of the technological universities in the region. It was found out that there exists a set of sound policies and procedures in the recruitment and selection of faculty in the four technological university in Region III. The policies were implemented to great extent. Aside from these policies and guidelines, there were other factors that influenced the recruitment and selection process. In descending order of rank, the factors were special talents, skills and qualifications of the faculty applicants, their socio-economic status, the operation of Filipino values like “utang na loob”, and recommendations from school personnel, politicians, civic and business groups. The other factors moreover were found to influence the decision making in the recruitment and selection of faculty to a very little extent. It was recommended that the policies and procedures in the recruitment and selection of faculty be strictly observed and that vacant positions be announced/published to give fair chances to other applicants.","PeriodicalId":103499,"journal":{"name":"Teacher Education eJournal","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123840334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
English Abstract: The proposes of this study with quasi experimental research method were to study research abilities and compare of Ramkhamhaeng University (RU) Lecturers then to study satisfaction of RU lecturers after using research skills development program. The subject were 50 RU lecturers. The research instruments used a research abilities and satisfaction for RU lecturers. The instruments were tested for reliability. Cronbach’s alpha coefficient of research abilities and satisfaction for RU lecturer questionnaire were .95 and .96, respectively. The researchers analyzed the data collected in terms of frequency, percentage, mean, standard deviation and t-test. The research finding as following; 1. The overall of effects of using research skills development program (RSDP) on research abilities of Ramkhamhaeng University Lecturers at a high level. When considered in each aspect, it was found that opinions were evinced at a high level for all. 2. The research ability of RU lectures after using RSDP was significantly higher than before using program at the .05 level. 3. The levels of satisfaction evinced by the lecturers with the use of the program overall at a high level. When considered in each aspect.
{"title":"ผลของการใช้โปรแกรมการพัฒนาทัก ษะการทำวิจัยต่อความสามารถในการทำวิจัยและความพึงพอใจของอาจารย์มหาวิทยาลัยรามคำแหง (Effects of Using Research Skills Development Program on Research Ability and Satisfaction of Ramkhamhaeng University Lectures)","authors":"Chomsupak Cruthaka, Daranee Phalusuk, Arisa Samrong, Wassana Bootpo, Phitsaran Thamrongworakun","doi":"10.2139/ssrn.3551781","DOIUrl":"https://doi.org/10.2139/ssrn.3551781","url":null,"abstract":"<b>Thai Abstract:</b> การวิจัยครั้งนี้มีวัตถุประสงค์ เพื่อศึกษาและเปรียบเทียบความสามารถก่อนและหลังในการท าวิจัยของอา จารย์ในมหาวิทยาลัยรามค าแหง และความพึงพอใจของอาจารย์ต่อการใช้โปรแกรมพัฒนาทักษะการท าวิจัย ของอาจารย์ในมหาวิทยาลัยรามค าแหง กลุ่มตัวอย่างคืออาจารย์มหาวิทยาลัยรามค าแหง จ านวน 50 คน เครื่องมือที่ใช้ในการวิจัยเป็นแบบสอบถามแบบเกี่ยวกับความสามารถในการท าวิจัยและความพึงพอใจของอาจารย์มหาวิทยาลัยรามค าแหง มีค่าความเชื่อมั่น 0.95 และ 0.96 ตามล าดับ สถิติที่ใช้ในการวิเคราะห์ ได้แก่ การหาค่าความถี่ ค่าร้อยละ ค่าเฉลี่ย ค่าเบี่ยงเบนมาตรฐาน และการทดสอบค่าที ผลการวิจัยพบว่า 1. อาจารย์มหาวิทยาลัยรามค าแหงมีความสามารถในการท าิจัยหลังใช้โปรแกรมในภาพรวมอยู่ในระดับมาก เมื่อพิจารณาเป็นรายด้านพบว่าอยู่ในระดับมากทุกด้าน 2. ผลการเปรียบเทียบคะแนนค่าเฉลี่ยความสามารถในการท าวิจัยของอาจารย์มหาวิทยาลัยรามค าแหง โดยภาพรวม และทุกด้านหลังการใช้โปรแกรมการพัฒนาทักษะการท าวิจัยสูงกว่าก่อนการใช้โปรแกรม อย่างมีนัยส าคัญทางสถิติที่ระดับ .053. อาจารย์มหาวิทยาลัยรามค าแหงมีระดับความพึงพอใจต่อการใช้โปรแกรมพัฒนาทักษะการท าวิจัย ในภาพรวมอยู่ในระดับมาก เมื่อพิจารณาเป็นรายด้านพบว่าอยู่ในระดับมากทุกด้าน<br><br><b>English Abstract:</b> The proposes of this study with quasi experimental research method were to study research abilities and compare of Ramkhamhaeng University (RU) Lecturers then to study satisfaction of RU lecturers after using research skills development program. The subject were 50 RU lecturers. The research instruments used a research abilities and satisfaction for RU lecturers. The instruments were tested for reliability. Cronbach’s alpha coefficient of research abilities and satisfaction for RU lecturer questionnaire were .95 and .96, respectively. The researchers analyzed the data collected in terms of frequency, percentage, mean, standard deviation and t-test. The research finding as following; 1. The overall of effects of using research skills development program (RSDP) on research abilities of Ramkhamhaeng University Lecturers at a high level. When considered in each aspect, it was found that opinions were evinced at a high level for all. 2. The research ability of RU lectures after using RSDP was significantly higher than before using program at the .05 level. 3. The levels of satisfaction evinced by the lecturers with the use of the program overall at a high level. When considered in each aspect.","PeriodicalId":103499,"journal":{"name":"Teacher Education eJournal","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126529874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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