Pub Date : 2023-06-12DOI: 10.47631/mejress.v4i2.621
Cheryl Dalapo Anub
Purpose: This action research aimed to determine the effectiveness of Teacher-Parent Communications in fostering the learners' performance in English of Francisco L. Adlaon High School, Carmen 2 District. It particularly examined the learners' performance in English before and after the intervention. Approach/Methodology/Design: The study is quantitative and utilized a descriptive research design. A self-made summative test was utilized in the study. Eight (8) learners underperforming in English were subjected to the intervention through a pretest and post-test research design. With the help of their parents, learners were exposed to contextualized modules suited to their grade level. Findings: The findings revealed that there was an increase of 5.25 points from 80.88 which is “Satisfactory” to 86.13 which is “Very Satisfactory” on the learners’ performance in English. Practical Implications: This study provides valuable insights for educators, schools, and policymakers, emphasizing the need for fostering effective communication channels between teachers and parents to support students’ language learning and overall academic success. Originality/value: The findings contribute to the existing body of knowledge by emphasizing the role of teacher-parent collaboration as a solution to academic problems and highlighting its significance in enhancing students' performance.
{"title":"Teacher-Parent Communications to Foster Learners’ Performance in English","authors":"Cheryl Dalapo Anub","doi":"10.47631/mejress.v4i2.621","DOIUrl":"https://doi.org/10.47631/mejress.v4i2.621","url":null,"abstract":"Purpose: This action research aimed to determine the effectiveness of Teacher-Parent Communications in fostering the learners' performance in English of Francisco L. Adlaon High School, Carmen 2 District. It particularly examined the learners' performance in English before and after the intervention. \u0000Approach/Methodology/Design: The study is quantitative and utilized a descriptive research design. A self-made summative test was utilized in the study. Eight (8) learners underperforming in English were subjected to the intervention through a pretest and post-test research design. With the help of their parents, learners were exposed to contextualized modules suited to their grade level. \u0000Findings: The findings revealed that there was an increase of 5.25 points from 80.88 which is “Satisfactory” to 86.13 which is “Very Satisfactory” on the learners’ performance in English. \u0000Practical Implications: This study provides valuable insights for educators, schools, and policymakers, emphasizing the need for fostering effective communication channels between teachers and parents to support students’ language learning and overall academic success. \u0000Originality/value: The findings contribute to the existing body of knowledge by emphasizing the role of teacher-parent collaboration as a solution to academic problems and highlighting its significance in enhancing students' performance.","PeriodicalId":178851,"journal":{"name":"Middle Eastern Journal of Research in Education and Social Sciences","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129141017","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 : 2023-05-28DOI: 10.47631/mejress.v4i1.582
C. Nguyen, D. Dinh, Thao Phuong Bui
Purpose: This study was to investigate the effects of technology-assisted listening practice on MOODLE on English-majored freshmen's motivation for learning English listening at a university in the Mekong Delta. Approach/Methodology/Design: Two groups of sixty-four mixed-gender freshmen majoring in English language studies participated in this quasi-experimental study. To collect data, a pre-questionnaire, a post-questionnaire, and interviews were employed. Findings: The findings indicated that technology-assisted listening practice on MOODLE improved English-majored freshmen's listening motivation in specific areas for learning listening; however, this was a variance development. Practical Implications: This study was aimed to help language teachers and students benefit from technology-assisted listening teaching and learning. Originality/value: This study innovates by applying the MOODLE system to increase students’ listening motivation at a university in the Mekong Delta.
{"title":"The Effects of Technology-Assisted Listening Practice on Moodle on English-Majored Freshmen’s Motivation for Learning Listening at a University in The Mekong Delta","authors":"C. Nguyen, D. Dinh, Thao Phuong Bui","doi":"10.47631/mejress.v4i1.582","DOIUrl":"https://doi.org/10.47631/mejress.v4i1.582","url":null,"abstract":"Purpose: This study was to investigate the effects of technology-assisted listening practice on MOODLE on English-majored freshmen's motivation for learning English listening at a university in the Mekong Delta.\u0000Approach/Methodology/Design: Two groups of sixty-four mixed-gender freshmen majoring in English language studies participated in this quasi-experimental study. To collect data, a pre-questionnaire, a post-questionnaire, and interviews were employed.\u0000Findings: The findings indicated that technology-assisted listening practice on MOODLE improved English-majored freshmen's listening motivation in specific areas for learning listening; however, this was a variance development. \u0000Practical Implications: This study was aimed to help language teachers and students benefit from technology-assisted listening teaching and learning.\u0000Originality/value: This study innovates by applying the MOODLE system to increase students’ listening motivation at a university in the Mekong Delta.","PeriodicalId":178851,"journal":{"name":"Middle Eastern Journal of Research in Education and Social Sciences","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126792755","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 : 2023-05-28DOI: 10.47631/mejress.v4i2.615
Yitayal Damtew Zeleke, Amare Ayalew Irku
Purpose: This study aimed to investigate Language Assessment literacy (LAL) level of EFL instructors who are teaching communicative English language courses in three South West Ethiopian public higher educational institutions. Approach/Methodology/Design: The study employed a descriptive research design, which involves quantitative data gathering tool. Accordingly, a questionnaire was used to collect the appropriate data. The target population of the study was 42 Male and 9 female totally 51 instructors who were teaching Communicative English Language Skills courses in Jimma university, Wollega university and Mizan Tepi universities, and all of these instructors were chosen as samples of the study through comprehensive sampling technique Results: For measuring the instructors’ Language assessment literacy level, an Assessment Literacy Test (ALT) consisting of 59 items with eight components was given for all 51 instructors. There score in assessment literacy test rests between minimum of 26 and maximum of 44. Conclusions: Though their performance is average and low in some of the components of assessment literacy their overall performance is above average.
{"title":"Language Assessment of the Literacy Level of Ethiopian EFL Instructors: A Focus on South West Ethiopian Public Universities","authors":"Yitayal Damtew Zeleke, Amare Ayalew Irku","doi":"10.47631/mejress.v4i2.615","DOIUrl":"https://doi.org/10.47631/mejress.v4i2.615","url":null,"abstract":"Purpose: This study aimed to investigate Language Assessment literacy (LAL) level of EFL instructors who are teaching communicative English language courses in three South West Ethiopian public higher educational institutions. \u0000Approach/Methodology/Design: The study employed a descriptive research design, which involves quantitative data gathering tool. Accordingly, a questionnaire was used to collect the appropriate data. The target population of the study was 42 Male and 9 female totally 51 instructors who were teaching Communicative English Language Skills courses in Jimma university, Wollega university and Mizan Tepi universities, and all of these instructors were chosen as samples of the study through comprehensive sampling technique \u0000Results: For measuring the instructors’ Language assessment literacy level, an Assessment Literacy Test (ALT) consisting of 59 items with eight components was given for all 51 instructors. There score in assessment literacy test rests between minimum of 26 and maximum of 44. \u0000Conclusions: Though their performance is average and low in some of the components of assessment literacy their overall performance is above average.","PeriodicalId":178851,"journal":{"name":"Middle Eastern Journal of Research in Education and Social Sciences","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132851453","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 : 2023-05-27DOI: 10.47631/mejress.v3i4.555
Layla Yussef Itani, Nemr Freiha
Purpose: This study sought to examine whether teachers' communication strategies reveal leadership qualities put forth by Burns (1978) and whether students could embody these strategies as a means of revealing comparable leadership traits under the guise of learning leadership through social constructs, primarily communication. Methods: The study follows a mixed-method approach, incorporating data collection tools that are quantitative (surveys) and qualitative (observations and interviews). Survey items included leadership traits as well as verbal and nonverbal communication moves. Observations recorded speech acts and nonverbal cues and yielded an interpreted leadership trait. They also included the physical aspects of the classroom proposed by Galloway (1969). Interview questions were thematically constructed addressed Burns’ (1978) transformational leadership characteristics. Findings: The study reveals that effective teacher-student interactions have a positive effect on the development of leadership qualities. Practical Implications: The data analyzed do not allow for an irrefutable connection between the manifested teacher leader language and its impact on student acquisition of leadership traits. Nonetheless, it is promising in certain aspects. Originality/Value: Through observations, interviews, and questionnaires, the investigated data do not support a conclusive link between teacher leader language and the development of leadership
{"title":"Transformational Leaders’ Idealized Influence: A Communicative Approach to Leadership in Lebanon’s IB World Schools","authors":"Layla Yussef Itani, Nemr Freiha","doi":"10.47631/mejress.v3i4.555","DOIUrl":"https://doi.org/10.47631/mejress.v3i4.555","url":null,"abstract":"Purpose: This study sought to examine whether teachers' communication strategies reveal leadership qualities put forth by Burns (1978) and whether students could embody these strategies as a means of revealing comparable leadership traits under the guise of learning leadership through social constructs, primarily communication.\u0000Methods: The study follows a mixed-method approach, incorporating data collection tools that are quantitative (surveys) and qualitative (observations and interviews). Survey items included leadership traits as well as verbal and nonverbal communication moves. Observations recorded speech acts and nonverbal cues and yielded an interpreted leadership trait. They also included the physical aspects of the classroom proposed by Galloway (1969). Interview questions were thematically constructed addressed Burns’ (1978) transformational leadership characteristics.\u0000Findings: The study reveals that effective teacher-student interactions have a positive effect on the development of leadership qualities.\u0000Practical Implications: The data analyzed do not allow for an irrefutable connection between the manifested teacher leader language and its impact on student acquisition of leadership traits. Nonetheless, it is promising in certain aspects.\u0000Originality/Value: Through observations, interviews, and questionnaires, the investigated data do not support a conclusive link between teacher leader language and the development of leadership","PeriodicalId":178851,"journal":{"name":"Middle Eastern Journal of Research in Education and Social Sciences","volume":"56 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114110491","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 : 2022-09-30DOI: 10.47631/mejress.v3i3.497
Kimberly Muring
Purpose: This study investigated the emotional intelligence and work commitment levels of public school administrators (elementary and secondary) in the districts of Candijay, Alicia, Mabini, Anda, and Guindulman (CAMAG), Division of Bohol, for the School Year 2018 – 2019, with the end view of proposing recommendations. Approach/Methodology/Design: Data from 49 participants on emotional intelligence and work commitment are extracted using Schutte Intelligence Scale or Assessing Emotions Scale and Meyer and Allen's Three Commitment Model (TCM) Questionnaire. It espoused a descriptive-correlational research design with the aid of standardized tools. Findings: Results showed that females dominated among the respondents, wherein most of them obtained only a few Master's units. All dimensions of emotional intelligence were rated "Very High," and in general, they obtained "Very High" emotional intelligence level. The research participants have very high affective, continuance, and normative commitment levels. Overall, they possess a "Very High" commitment level. On the other hand, the respondents’ demographic profile (as to age, sex, civil status, highest educational attainment, and length of service as administrator) did not correlate with their emotional intelligence and work commitment levels. Furthermore, a correlation exists between emotional intelligence and work commitment, which implies that emotional intelligence is a determinant of their work commitment. Provident recommendations were given to address the studied phenomenon. Practical Implications: The study aimed to explore if emotional intelligence is a predictor of work commitment. Originality/value: This study investigates the level of intelligence and work commitment of public school administrators.
{"title":"Emotional Intelligence and Work Commitment of Public School Administrators","authors":"Kimberly Muring","doi":"10.47631/mejress.v3i3.497","DOIUrl":"https://doi.org/10.47631/mejress.v3i3.497","url":null,"abstract":"Purpose: This study investigated the emotional intelligence and work commitment levels of public school administrators (elementary and secondary) in the districts of Candijay, Alicia, Mabini, Anda, and Guindulman (CAMAG), Division of Bohol, for the School Year 2018 – 2019, with the end view of proposing recommendations.\u0000Approach/Methodology/Design: Data from 49 participants on emotional intelligence and work commitment are extracted using Schutte Intelligence Scale or Assessing Emotions Scale and Meyer and Allen's Three Commitment Model (TCM) Questionnaire. It espoused a descriptive-correlational research design with the aid of standardized tools.\u0000Findings: Results showed that females dominated among the respondents, wherein most of them obtained only a few Master's units. All dimensions of emotional intelligence were rated \"Very High,\" and in general, they obtained \"Very High\" emotional intelligence level. The research participants have very high affective, continuance, and normative commitment levels. Overall, they possess a \"Very High\" commitment level. On the other hand, the respondents’ demographic profile (as to age, sex, civil status, highest educational attainment, and length of service as administrator) did not correlate with their emotional intelligence and work commitment levels. Furthermore, a correlation exists between emotional intelligence and work commitment, which implies that emotional intelligence is a determinant of their work commitment. Provident recommendations were given to address the studied phenomenon.\u0000Practical Implications: The study aimed to explore if emotional intelligence is a predictor of work commitment.\u0000Originality/value: This study investigates the level of intelligence and work commitment of public school administrators.","PeriodicalId":178851,"journal":{"name":"Middle Eastern Journal of Research in Education and Social Sciences","volume":"205 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122366045","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 : 2022-09-30DOI: 10.47631/mejress.v3i3.469
Tasneem Al-Ghazu, A. Baniabdelrahman, Imad Sadi
Purpose: This study investigates the effect of an instructional program based on Multiple Intelligences on Jordanian EFL students’ speaking skills. Methods: The participants were two classroom sections of seven grade students in Success Story School in Irbid, who were distributed into two groups; control and experimental. The experimental group was taught the speaking skills through a Multiple Intelligences-Based instructional program while the control group was taught though the conventional method. Findings: A pre-post-test was developed by the researchers and was distributed to the participants of the experimental group to find out the the effect and the academic significance of the Multiple Intelligences instructional program on their speaking skills. The results showed that there are statistically significant differences at (a= 0.05) in the post speaking skills test scores due to the teaching method in favour of the experimental group (Multiple Intelligences). This study recommends that Multiple Intelligences be integrated into the EFL classroom to improve students’ speaking skills. Practical Implications: The results of the study would be of assistance to school teachers. The positive effect of an instructional program paves the way for more incorporation of technology-based teaching. Originality/Value: This study is different from previous studies in the sense that it investigates the effect of three intelligences; verbal, interpersonal, and intrapersonal intelligences, on three speaking subskills; vocabulary, grammar, and pronunciation, in contrast to other studies which investigate the effect of multiple intelligences on speaking skill in general.
{"title":"The Effect of an Instructional Program Based on Multiple Intelligences on Jordanian EFL Students’ Speaking Skills","authors":"Tasneem Al-Ghazu, A. Baniabdelrahman, Imad Sadi","doi":"10.47631/mejress.v3i3.469","DOIUrl":"https://doi.org/10.47631/mejress.v3i3.469","url":null,"abstract":"Purpose: This study investigates the effect of an instructional program based on Multiple Intelligences on Jordanian EFL students’ speaking skills. \u0000Methods: The participants were two classroom sections of seven grade students in Success Story School in Irbid, who were distributed into two groups; control and experimental. The experimental group was taught the speaking skills through a Multiple Intelligences-Based instructional program while the control group was taught though the conventional method. \u0000Findings: A pre-post-test was developed by the researchers and was distributed to the participants of the experimental group to find out the the effect and the academic significance of the Multiple Intelligences instructional program on their speaking skills. The results showed that there are statistically significant differences at (a= 0.05) in the post speaking skills test scores due to the teaching method in favour of the experimental group (Multiple Intelligences). This study recommends that Multiple Intelligences be integrated into the EFL classroom to improve students’ speaking skills.\u0000Practical Implications: The results of the study would be of assistance to school teachers. The positive effect of an instructional program paves the way for more incorporation of technology-based teaching.\u0000Originality/Value: This study is different from previous studies in the sense that it investigates the effect of three intelligences; verbal, interpersonal, and intrapersonal intelligences, on three speaking subskills; vocabulary, grammar, and pronunciation, in contrast to other studies which investigate the effect of multiple intelligences on speaking skill in general.","PeriodicalId":178851,"journal":{"name":"Middle Eastern Journal of Research in Education and Social Sciences","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129376540","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 : 2022-09-30DOI: 10.47631/mejress.v3i3.478
Alaa Abdelghaffar
This book review presents a brief synthesis of the lived narratives of Muslim women presented in It's not about the Burqa. The review also includes a critical reading of those narratives as well as some linguistic decisions the book editor, Mariam Khan, makes in her adopted representational politics.
{"title":"It’s not about the Burqa: Muslim Women on Faith, Feminism, Sexuality and Race","authors":"Alaa Abdelghaffar","doi":"10.47631/mejress.v3i3.478","DOIUrl":"https://doi.org/10.47631/mejress.v3i3.478","url":null,"abstract":"This book review presents a brief synthesis of the lived narratives of Muslim women presented in It's not about the Burqa. The review also includes a critical reading of those narratives as well as some linguistic decisions the book editor, Mariam Khan, makes in her adopted representational politics. ","PeriodicalId":178851,"journal":{"name":"Middle Eastern Journal of Research in Education and Social Sciences","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130726570","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 : 2022-09-29DOI: 10.47631/mejress.v3i2.447
Eman Saleh Al- Sagier Shaiegy
Purpose: This study examined the influence of teacher’s gender on the implementation of English language curricula in public schools in Aqaba governorate. Methods: Employing a descriptive survey design, 167 male and female English language teachers were selected purposively and participated from 240 English language teachers in public schools in Aqaba governorate. A 36- item questionnaire, which was used for collecting data, was validated by twenty one jurors. Its reliability was ensured by using a test- retest technique which was piloted sample of twenty male and female English language teachers who were not included the main sample. To analyze data, a descriptive statistics was employed. Findings: The findings of the study showed that there are not statistically significant differences at (α≤0.05) in the implementation of English language curricula due to the teacher’s gender. This implies that the implementation of English language curricula by male and female teachers in Aqaba governorate is not impacted by the gender of the teacher. Therefore, the study recommends carrying out more studies to ascertain the influence of teacher’s gender on the implementation of English language curricula and other curricula. Practical Implications: The results of the study might be of practical value for ministry of education since there is no gender effect on implementing the English curriculum. Originality/Value: The gender of the teacher does not have a statistical effect on the implementation of English language curricula in public schools in Aqaba governorate.
{"title":"The Influence of Teacher’s Gender on the Implementation of English Language Curricula in Public Schools in Aqaba Governorate, Jordan","authors":"Eman Saleh Al- Sagier Shaiegy","doi":"10.47631/mejress.v3i2.447","DOIUrl":"https://doi.org/10.47631/mejress.v3i2.447","url":null,"abstract":"Purpose: This study examined the influence of teacher’s gender on the implementation of English language curricula in public schools in Aqaba governorate. \u0000Methods: Employing a descriptive survey design, 167 male and female English language teachers were selected purposively and participated from 240 English language teachers in public schools in Aqaba governorate. A 36- item questionnaire, which was used for collecting data, was validated by twenty one jurors. Its reliability was ensured by using a test- retest technique which was piloted sample of twenty male and female English language teachers who were not included the main sample. To analyze data, a descriptive statistics was employed. \u0000Findings: The findings of the study showed that there are not statistically significant differences at (α≤0.05) in the implementation of English language curricula due to the teacher’s gender. This implies that the implementation of English language curricula by male and female teachers in Aqaba governorate is not impacted by the gender of the teacher. Therefore, the study recommends carrying out more studies to ascertain the influence of teacher’s gender on the implementation of English language curricula and other curricula.\u0000Practical Implications: The results of the study might be of practical value for ministry of education since there is no gender effect on implementing the English curriculum.\u0000Originality/Value: The gender of the teacher does not have a statistical effect on the implementation of English language curricula in public schools in Aqaba governorate.","PeriodicalId":178851,"journal":{"name":"Middle Eastern Journal of Research in Education and Social Sciences","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123531766","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 : 2022-03-02DOI: 10.47631/mejress.v3i1.444
Wassim Abou Yassin, Shakiba Daoud, N. Farhat
Purpose: This study aimed at identifying the prevailing parenting styles in the Bekaa region- (Lebanon) from adolescents’ perspective. In addition, it aimed at detecting the adolescents’ self-esteem levels, and the relationships between parenting styles and adolescents’ self-esteem. Approach/Methodology/Design: A purposeful sample of 728 students completed the study questionnaire. The questionnaire was adapted from previous studies and its validity and reliability were established. The study followed the descriptive analytical approach for the purpose of data collection and data analysis. Findings: The results showed that the prevailing parenting style as perceived by adolescents in Bekaa is the authoritative style (88%). Another finding was that 78.3% of the adolescents have normal levels of self-esteem. Moreover, Pearson’s r showed a moderate, positive and significant correlation between self-esteem and authoritative parenting style and a weak, negative correlation between self-esteem and both authoritarian and permissive parenting styles. Linear regression analysis indicated that the three parenting styles (authoritarian, authoritative and permissive) and father's educational level are the predictors of self-esteem. Originality/value: The value of this study lies in serving the community by highlighting some points that play an important role in shaping and forming the personality of our children who, in turn, will be active members of our society.
{"title":"Parenting Styles and Self-Esteem: A Study of Lebanese Adolescents","authors":"Wassim Abou Yassin, Shakiba Daoud, N. Farhat","doi":"10.47631/mejress.v3i1.444","DOIUrl":"https://doi.org/10.47631/mejress.v3i1.444","url":null,"abstract":"Purpose: This study aimed at identifying the prevailing parenting styles in the Bekaa region- (Lebanon) from adolescents’ perspective. In addition, it aimed at detecting the adolescents’ self-esteem levels, and the relationships between parenting styles and adolescents’ self-esteem.\u0000Approach/Methodology/Design: A purposeful sample of 728 students completed the study questionnaire. The questionnaire was adapted from previous studies and its validity and reliability were established. The study followed the descriptive analytical approach for the purpose of data collection and data analysis.\u0000Findings: The results showed that the prevailing parenting style as perceived by adolescents in Bekaa is the authoritative style (88%). Another finding was that 78.3% of the adolescents have normal levels of self-esteem. Moreover, Pearson’s r showed a moderate, positive and significant correlation between self-esteem and authoritative parenting style and a weak, negative correlation between self-esteem and both authoritarian and permissive parenting styles. Linear regression analysis indicated that the three parenting styles (authoritarian, authoritative and permissive) and father's educational level are the predictors of self-esteem.\u0000Originality/value: The value of this study lies in serving the community by highlighting some points that play an important role in shaping and forming the personality of our children who, in turn, will be active members of our society.","PeriodicalId":178851,"journal":{"name":"Middle Eastern Journal of Research in Education and Social Sciences","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129369336","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 : 2022-03-02DOI: 10.47631/mejress.v3i1.443
Molefi George Mosala, M. Mofolo
Purpose: This article investigates the connection of budgeting and the mission of schools which could lead to the success of dysfunctional schools, and establish whether the school management teams are capable enough in developing a realistic mission of the schools in line with the budget. Approach/Methodology/Design: The purposeful sampling was employed drawing 131 participants from forty schools. Both qualitative and quantitative data collection techniques were used by distributing questionnaires and conducting interviews. Descriptive statistics were primarily used to organize, analyze, summarize and interpret collected data through the application of mathematical procedures. Findings: It is revealed that knowledge of developing a realistic schools mission and budget is inadequate in some public schools; This results in dysfunctional schools which are clouded by fragmentation of budgeting and mission operating parallel to each other. This is attested by the level of contradictions of SMTs and human resource officials in meeting the basic educational needs, such as the acquirement of learner/teachers support materials and maintenance of dilapidated infrastructure. Learners are left stranded without learning support materials and conducive learning environments. Consequently, quality education is compromised denying learners better education and future enshrined in most schools' mission statements. Practical Implications: What is crucial in modern times, that being meticulous budgeting, capacity building on budgeting, financial and project management as well as a unified and modeling mission in all school activities and a refusal to tolerate dysfunction. Originality/value: The study investigates a crucial problem; the reasons behind dysfunctional schools. There are contradictions between budgeting and school mission statements, mostly leading to dysfunctional performance.
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