Pub Date : 2024-04-09DOI: 10.9734/ajess/2024/v50i51367
.. Hambali, M. M. Said, Muhammad Djunaidi Ghoni
This research aims to provide a deeper understanding of the process of Empowering Diversity: Edu- Ecotourism as a Platform for Multicultural Islamic Education Value in Coastal Communities in the Mandaran neighborhood money village community (community of the Mandaran hamlet, Pesisir village, Besuki sub-district, Situbondo district). In order to obtain valid research data, research was carried out using a qualitative approach and case ethnography type. The research was conducted in the Mandaran neighborhood money village community (the Mandaran hamlet community, Pesisir village, Besuki sub-district, Situbondo district) for six months from January 2023 to June 2023. The data collection technique used the snowball sampling technique. The data sources used were primary and secondary. Data collection techniques using participant observation, in-depth interviews, and documentation studies. Meanwhile, the data analysis technique uses the Spredly model with four steps: domain analysis, taxonomic analysis, component analysis, and theme analysis. The results of the field research found that the process of process of Empowering Diversity: Edu-Ecotourism as a Platform for Multicultural Islamic Education Value in Coastal Communities in the Mandaran neighborhood money village community (community of the Mandaran hamlet, Pesisir village, Besuki sub-district, Situbondo d is organizationally, namely formulating the association's vision, mission and goals, in terms of understanding, namely formulate community regulations and policies, and in implementation, namely building a Gazebo as a center for activities, edu-eco-tourism activities, religious activities, social-community activities, and role models.
{"title":"Empowering Diversity: Edu-Ecotourism as a Platform for Multicultural Islamic Education Value in Coastal Communities","authors":".. Hambali, M. M. Said, Muhammad Djunaidi Ghoni","doi":"10.9734/ajess/2024/v50i51367","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i51367","url":null,"abstract":"This research aims to provide a deeper understanding of the process of Empowering Diversity: Edu- Ecotourism as a Platform for Multicultural Islamic Education Value in Coastal Communities in the Mandaran neighborhood money village community (community of the Mandaran hamlet, Pesisir village, Besuki sub-district, Situbondo district). In order to obtain valid research data, research was carried out using a qualitative approach and case ethnography type. The research was conducted in the Mandaran neighborhood money village community (the Mandaran hamlet community, Pesisir village, Besuki sub-district, Situbondo district) for six months from January 2023 to June 2023. The data collection technique used the snowball sampling technique. The data sources used were primary and secondary. Data collection techniques using participant observation, in-depth interviews, and documentation studies. Meanwhile, the data analysis technique uses the Spredly model with four steps: domain analysis, taxonomic analysis, component analysis, and theme analysis. The results of the field research found that the process of process of Empowering Diversity: Edu-Ecotourism as a Platform for Multicultural Islamic Education Value in Coastal Communities in the Mandaran neighborhood money village community (community of the Mandaran hamlet, Pesisir village, Besuki sub-district, Situbondo d is organizationally, namely formulating the association's vision, mission and goals, in terms of understanding, namely formulate community regulations and policies, and in implementation, namely building a Gazebo as a center for activities, edu-eco-tourism activities, religious activities, social-community activities, and role models.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"56 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140722711","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 : 2024-04-08DOI: 10.9734/ajess/2024/v50i51365
Binayak Dey, B. N. Panda
Aims: The study aims to assess the learning styles among ODL students in higher education, and propose practical strategies for integrating personalized learning approaches to enhance student engagement and educational outcomes. Place and Duration of Study: Research was carried out among the higher education students who enrolled in different ODL programs under the dual-mode universities. Survey was administered during Personal Contact Programme (PCP) for the academic session of 2023-2024. Methodology: Descriptive survey design was employed to gather quantitative data on higher education students learning styles under ODL mode of study and provides a deeper understanding of ODL students' learning preferences based on VARK model. The sample comprised of 246 post-graduate ODL students from various disciplines. A simple random sampling technique was employed to ensure representation from diverse academic backgrounds of ODL students. Results: Study revealed significant variations in learning style preferences among the ODL students. There are 89 (36.18%) ODL students with single preference of learning style and 157 (63.82%) ODL students with multimodal preference of learning style. Statistically significant difference found between male and female ODL students concerning their learning styles. Visual learning style is the most preferred learning style, followed by aural, kinesthetic, and read/write learning style respectively. Majority of ODL students preferred to learn by multiple sensory modalities. Conclusion: Integrating learning style assessments into distance learning practices holds immense promise for enhancing the effectiveness and efficiency of distance education. Designing course curriculum for distance education based on multiple sensory modalities is crucial for enhancing learning outcomes and student engagement. Incorporating various sensory channels such as visual, auditory, kinesthetic, and read/write, ODL professionals can cater to diverse learning styles and preferences, ultimately promoting a deeper understanding of the subject matter and academic success.
{"title":"Understanding the Learning Style Preferences of ODL Students Using VARK Model: Implications for Individualized Pedagogy and Student Success","authors":"Binayak Dey, B. N. Panda","doi":"10.9734/ajess/2024/v50i51365","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i51365","url":null,"abstract":"Aims: The study aims to assess the learning styles among ODL students in higher education, and propose practical strategies for integrating personalized learning approaches to enhance student engagement and educational outcomes.\u0000Place and Duration of Study: Research was carried out among the higher education students who enrolled in different ODL programs under the dual-mode universities. Survey was administered during Personal Contact Programme (PCP) for the academic session of 2023-2024.\u0000Methodology: Descriptive survey design was employed to gather quantitative data on higher education students learning styles under ODL mode of study and provides a deeper understanding of ODL students' learning preferences based on VARK model. The sample comprised of 246 post-graduate ODL students from various disciplines. A simple random sampling technique was employed to ensure representation from diverse academic backgrounds of ODL students.\u0000Results: Study revealed significant variations in learning style preferences among the ODL students. There are 89 (36.18%) ODL students with single preference of learning style and 157 (63.82%) ODL students with multimodal preference of learning style. Statistically significant difference found between male and female ODL students concerning their learning styles. Visual learning style is the most preferred learning style, followed by aural, kinesthetic, and read/write learning style respectively. Majority of ODL students preferred to learn by multiple sensory modalities.\u0000Conclusion: Integrating learning style assessments into distance learning practices holds immense promise for enhancing the effectiveness and efficiency of distance education. Designing course curriculum for distance education based on multiple sensory modalities is crucial for enhancing learning outcomes and student engagement. Incorporating various sensory channels such as visual, auditory, kinesthetic, and read/write, ODL professionals can cater to diverse learning styles and preferences, ultimately promoting a deeper understanding of the subject matter and academic success.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"9 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140729082","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 : 2024-04-08DOI: 10.9734/ajess/2024/v50i51364
Lucy Effeh Attom
This study examined the multilayered factors that determined the career selection of students at the University of Education, Winneba (UEW), particularly emphasizing the decision-making process for the selection of teaching career paths. The study adopted a concurrent design of the mixed-methods approach. Stratified and simple random sampling techniques (proportional) were utilized to sample 627 level 400 students from six departments. Out of the 627 respondents, 617 submitted completed questionnaires for the study. Purposive sampling technique was also utilized to select 12 students from the sample for interview, two from each department. Frequencies, percentages and regression were used to analyse the quantitative data while qualitative content analysis was used for the qualitative data analysis. The results revealed that avenues for academic progression (n=512, 82.9%), personal attributes (n=488, 79.0%), achievement of career aspiration (n=459, 75.5%), motivated by teachers (n=400, 64.8%) are important influential factors for choosing teaching career path. The findings also revealed that temperament, interest and personal qualities were the personal factors that motivated the students to opt for a teaching career path. It was also revealed that financial challenges and inability to satisfy admission requirements compelled some students to select teacher education programmes. It was discovered that encouragement from family has a positive coefficient (0.085) with a p-value of 0.030, signifying a significant positive relationship between the predictor and outcome variables. It was recommended that the government, NGOs and universities should launch campaigns to educate parents about the need to respect their children's independence in career decisions.
{"title":"Assessing the Influential Factors that Guide Students of the University of Education, Winneba, Toward Choosing Teaching Career Path","authors":"Lucy Effeh Attom","doi":"10.9734/ajess/2024/v50i51364","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i51364","url":null,"abstract":"This study examined the multilayered factors that determined the career selection of students at the University of Education, Winneba (UEW), particularly emphasizing the decision-making process for the selection of teaching career paths. The study adopted a concurrent design of the mixed-methods approach. Stratified and simple random sampling techniques (proportional) were utilized to sample 627 level 400 students from six departments. Out of the 627 respondents, 617 submitted completed questionnaires for the study. Purposive sampling technique was also utilized to select 12 students from the sample for interview, two from each department. Frequencies, percentages and regression were used to analyse the quantitative data while qualitative content analysis was used for the qualitative data analysis. The results revealed that avenues for academic progression (n=512, 82.9%), personal attributes (n=488, 79.0%), achievement of career aspiration (n=459, 75.5%), motivated by teachers (n=400, 64.8%) are important influential factors for choosing teaching career path. The findings also revealed that temperament, interest and personal qualities were the personal factors that motivated the students to opt for a teaching career path. It was also revealed that financial challenges and inability to satisfy admission requirements compelled some students to select teacher education programmes. It was discovered that encouragement from family has a positive coefficient (0.085) with a p-value of 0.030, signifying a significant positive relationship between the predictor and outcome variables. It was recommended that the government, NGOs and universities should launch campaigns to educate parents about the need to respect their children's independence in career decisions.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"31 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140732473","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 : 2024-04-06DOI: 10.9734/ajess/2024/v50i51362
Nilay Mondal, Sk Mujibur Rahaman, K. Chattopadhyay
The present investigation aimed at measuring the research self-efficacy of Ph.D. research scholars. The term research self-efficacy means a person’s belief that they can perform the research activity with some proficiency. The present study consists of ninety-two participants from different universities and research institutes in West Bengal. The researchers employed a cross-sectional survey method for the present study. A self-constructed, close-ended questionnaire was constructed and administered to collect the data. During data analysis, the researchers utilised t-test, ANOVA, mean, S.D., correlation, skewness, and kurtosis with the help of SPSS-22 software. The findings of the investigation are that the research scholars have a high level of research self-efficacy. Male participants obtain slightly higher research efficacy than female scholars. Also, research scholars from science backgrounds have better research self-efficacy than those from the arts, commerce, etc. Further, the results show no significant distinction in research self-efficacy concerning their gender, faculty, type of researcher, and years of research involvement.
本调查旨在测量博士研究学者的研究自我效能感。所谓研究自我效能感，是指一个人相信自己能够熟练地完成研究活动。本研究由来自西孟加拉邦不同大学和研究机构的 92 名参与者组成。研究人员在本研究中采用了横断面调查法。为收集数据，研究人员自制并发放了一份封闭式问卷。在数据分析过程中，研究人员利用 SPSS-22 软件进行了 t 检验、方差分析、平均值、S.D.、相关性、偏度和峰度分析。调查结果显示，研究学者具有较高的研究自我效能感。男性参与者的研究效能感略高于女性学者。此外，理科背景的研究学者比文科、商科等背景的研究学者具有更好的研究自我效能感。此外，研究结果表明，研究自我效能感在性别、院系、研究人员类型和参与研究年限方面没有明显差异。
{"title":"Unveiling the Confidence: Exploring Research Self-efficacy among Ph.D. Scholars","authors":"Nilay Mondal, Sk Mujibur Rahaman, K. Chattopadhyay","doi":"10.9734/ajess/2024/v50i51362","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i51362","url":null,"abstract":"The present investigation aimed at measuring the research self-efficacy of Ph.D. research scholars. The term research self-efficacy means a person’s belief that they can perform the research activity with some proficiency. The present study consists of ninety-two participants from different universities and research institutes in West Bengal. The researchers employed a cross-sectional survey method for the present study. A self-constructed, close-ended questionnaire was constructed and administered to collect the data. During data analysis, the researchers utilised t-test, ANOVA, mean, S.D., correlation, skewness, and kurtosis with the help of SPSS-22 software. The findings of the investigation are that the research scholars have a high level of research self-efficacy. Male participants obtain slightly higher research efficacy than female scholars. Also, research scholars from science backgrounds have better research self-efficacy than those from the arts, commerce, etc. Further, the results show no significant distinction in research self-efficacy concerning their gender, faculty, type of researcher, and years of research involvement.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"32 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140734607","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 : 2024-04-06DOI: 10.9734/ajess/2024/v50i51363
Chidarikire Munyaradzi, Takunda Chikwati
This qualitative study aims to explore the underlying causes of suicidal tendencies among male educators in Zimbabwe's rural regions and identify the strengths of current interventions targeting this issue. A purposive sampling technique was employed to select 15 knowledgeable participants who possessed relevant experiences and expertise. The study employed focus group discussions to generate data, which was subsequently analysed using content thematic analysis. The research questions addressed in this study were two-fold: (1) What are the underlying causes, including work-related, psychosocial, and personal factors, that contribute to the emergence of suicidal tendencies among male educators in Zimbabwe's rural regions? (2) What are the strengths of the current interventions targeting suicidal tendencies among male educators in these regions? The analysis of the data revealed two key findings. Firstly, the study identified multiple causal factors contributing to the emergence of suicidal tendencies among male educators in Zimbabwe's rural regions. These factors encompassed work-related challenges such as heavy workload, insufficient resources, and inadequate support systems. Additionally, psychosocial factors such as stigma, social isolation, and emotional distress were identified. Personal factors like financial difficulties and relationship problems were also found to contribute to suicidal tendencies. Secondly, the study identified several strengths within the current interventions targeting suicidal tendencies among male educators in Zimbabwe's rural regions. Notably, the provision of mental health support services, including counselling and awareness campaigns, was found to be a valuable aspect of the existing interventions. Moreover, the study highlighted the significance of community involvement and collaboration between educational institutions, healthcare providers, and relevant stakeholders in addressing this critical issue. Based on the findings, two key recommendations emerge. Firstly, it is crucial to enhance the existing support systems for male educators in rural regions, focusing on addressing work-related challenges and providing adequate resources and support. This may include workload management strategies, professional development opportunities, and the establishment of comprehensive mental health support networks. Secondly, there is a need for increased awareness and de-stigmatization of mental health issues among male educators. This involves implementing targeted awareness campaigns to promote mental well-being, fostering a supportive and inclusive work environment, and encouraging open dialogue on mental health concerns.
{"title":"Unravelling Causes and Mitigating Suicidal Tendencies in Male Educators in Zimbabwe's Rural Regions: A Comprehensive Analysis","authors":"Chidarikire Munyaradzi, Takunda Chikwati","doi":"10.9734/ajess/2024/v50i51363","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i51363","url":null,"abstract":"This qualitative study aims to explore the underlying causes of suicidal tendencies among male educators in Zimbabwe's rural regions and identify the strengths of current interventions targeting this issue. A purposive sampling technique was employed to select 15 knowledgeable participants who possessed relevant experiences and expertise. The study employed focus group discussions to generate data, which was subsequently analysed using content thematic analysis. The research questions addressed in this study were two-fold: (1) What are the underlying causes, including work-related, psychosocial, and personal factors, that contribute to the emergence of suicidal tendencies among male educators in Zimbabwe's rural regions? (2) What are the strengths of the current interventions targeting suicidal tendencies among male educators in these regions? The analysis of the data revealed two key findings. Firstly, the study identified multiple causal factors contributing to the emergence of suicidal tendencies among male educators in Zimbabwe's rural regions. These factors encompassed work-related challenges such as heavy workload, insufficient resources, and inadequate support systems. Additionally, psychosocial factors such as stigma, social isolation, and emotional distress were identified. Personal factors like financial difficulties and relationship problems were also found to contribute to suicidal tendencies. Secondly, the study identified several strengths within the current interventions targeting suicidal tendencies among male educators in Zimbabwe's rural regions. Notably, the provision of mental health support services, including counselling and awareness campaigns, was found to be a valuable aspect of the existing interventions. Moreover, the study highlighted the significance of community involvement and collaboration between educational institutions, healthcare providers, and relevant stakeholders in addressing this critical issue. Based on the findings, two key recommendations emerge. Firstly, it is crucial to enhance the existing support systems for male educators in rural regions, focusing on addressing work-related challenges and providing adequate resources and support. This may include workload management strategies, professional development opportunities, and the establishment of comprehensive mental health support networks. Secondly, there is a need for increased awareness and de-stigmatization of mental health issues among male educators. This involves implementing targeted awareness campaigns to promote mental well-being, fostering a supportive and inclusive work environment, and encouraging open dialogue on mental health concerns.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"56 164","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140735050","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 : 2024-04-05DOI: 10.9734/ajess/2024/v50i51360
Emmalyn B. Polonio, Josephine B. Baguio
Public elementary school teachers face a demanding profession requiring academic knowledge and strong relationships with students. While many teachers likely possess these qualities, limited research explores the potential connection between a teacher's academic inspiration and their ability to cultivate positive school values. This study addresses this gap by investigating the relationship between these two constructs among public elementary school teachers. Employing a non-experimental quantitative research design, specifically a correlational method, data were collected from 133 teachers selected through universal sampling. Analyses included mean calculation, Pearson correlation coefficient, and regression analysis. The findings indicated that public elementary school teachers often exhibit high levels of academic inspiration, particularly in innovation, creativity, critical thinking, and problem-solving. Similarly, teachers frequently demonstrate prolific school values such as fostering strong relationships, teaching essential social skills, serving as role models, establishing clear classroom and school rules, and acknowledging students for positive behavior choices. Furthermore, the study revealed a significant relationship between academic inspiration and prolific school values among public elementary school teachers. However, the domains of academic stimulation did not significantly influence school values within this context. These results suggest that efforts to enhance academic inspiration and prolific school values could be targeted to cultivate a predictable and supportive environment conducive to healthy teacher interactions, particularly in areas where assistance is needed. School administrators, therefore, may play a crucial role in facilitating such improvements.
{"title":"Academic Inspirations and Prolific School Values among Public Elementary School Teachers","authors":"Emmalyn B. Polonio, Josephine B. Baguio","doi":"10.9734/ajess/2024/v50i51360","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i51360","url":null,"abstract":"Public elementary school teachers face a demanding profession requiring academic knowledge and strong relationships with students. While many teachers likely possess these qualities, limited research explores the potential connection between a teacher's academic inspiration and their ability to cultivate positive school values. This study addresses this gap by investigating the relationship between these two constructs among public elementary school teachers. Employing a non-experimental quantitative research design, specifically a correlational method, data were collected from 133 teachers selected through universal sampling. Analyses included mean calculation, Pearson correlation coefficient, and regression analysis. The findings indicated that public elementary school teachers often exhibit high levels of academic inspiration, particularly in innovation, creativity, critical thinking, and problem-solving. Similarly, teachers frequently demonstrate prolific school values such as fostering strong relationships, teaching essential social skills, serving as role models, establishing clear classroom and school rules, and acknowledging students for positive behavior choices. Furthermore, the study revealed a significant relationship between academic inspiration and prolific school values among public elementary school teachers. However, the domains of academic stimulation did not significantly influence school values within this context. These results suggest that efforts to enhance academic inspiration and prolific school values could be targeted to cultivate a predictable and supportive environment conducive to healthy teacher interactions, particularly in areas where assistance is needed. School administrators, therefore, may play a crucial role in facilitating such improvements.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"63 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140739596","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 : 2024-04-05DOI: 10.9734/ajess/2024/v50i51361
Doreen Tutera
The current landscape of higher education has seen efforts by universities and colleges to promote a sense of belonging and inclusion for students, faculty, and staff. In this study, I investigated faculty diversity in U.S. higher education institutions focusing on faculty of color. Critical Race Theory and Affirmative Action served as the conceptual frameworks for this study. For data collection, I utilized journal articles on Ohio University’s library website, Google Scholar, and the Education Resources Information Center (ERIC); and this lasted between March 2023 and June 2023. I analyzed the data using thematic analysis. The findings of the research revealed a lack of mentorship for faculty of color. Additionally, faculty from underrepresented groups had to navigate their educational institutions on their own without any assistance. Faculty of color also experienced feelings of isolation due to the absence of faculty who shared their background. At the end of the study, I recommended that diversity, equity, and inclusion should not be viewed as merely a checkbox for funding or accreditation purposes. The findings of this study can provide valuable insights for higher education institutions as they strive for diversity, equity, and inclusion.
{"title":"Promoting Faculty Diversity in U.S. Higher Education Institutions: The Case of Faculty of Color","authors":"Doreen Tutera","doi":"10.9734/ajess/2024/v50i51361","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i51361","url":null,"abstract":"The current landscape of higher education has seen efforts by universities and colleges to promote a sense of belonging and inclusion for students, faculty, and staff. In this study, I investigated faculty diversity in U.S. higher education institutions focusing on faculty of color. Critical Race Theory and Affirmative Action served as the conceptual frameworks for this study. For data collection, I utilized journal articles on Ohio University’s library website, Google Scholar, and the Education Resources Information Center (ERIC); and this lasted between March 2023 and June 2023. I analyzed the data using thematic analysis. The findings of the research revealed a lack of mentorship for faculty of color. Additionally, faculty from underrepresented groups had to navigate their educational institutions on their own without any assistance. Faculty of color also experienced feelings of isolation due to the absence of faculty who shared their background. At the end of the study, I recommended that diversity, equity, and inclusion should not be viewed as merely a checkbox for funding or accreditation purposes. The findings of this study can provide valuable insights for higher education institutions as they strive for diversity, equity, and inclusion.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"4 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140735761","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 : 2024-04-04DOI: 10.9734/ajess/2024/v50i51358
Jecel T. Salvador, Josephine B. Baguio
This study aimed to determine if controlling practices significantly influence stakeholder cooperation among public secondary school teachers in Manay District, Division of Davao Oriental. It utilized a non-experimental quantitative research design employing the descriptive-correlational method. The respondents included 132 teachers from public elementary schools, selected through universal sampling. Data analysis involved calculating the mean, Pearson correlation coefficient (r), and regression analysis. The findings revealed that public secondary school teachers often demonstrated a high degree of controlling practices in terms of monocratic, collegial, custodial, and supportive behaviors. Moreover, the teachers frequently manifested stakeholders' cooperation, including adaptation, goal attainment, integration, and latency. Furthermore, the study found a significant relationship between controlling practices and stakeholders' cooperation among public secondary school teachers. It also indicated that the domains of controlling practices among teachers did not significantly influence stakeholder cooperation in public elementary schools. It is recommended that school administrators implement strategies to promote a more collaborative and empowering environment for teachers, fostering greater stakeholder cooperation.
{"title":"Controlling Practices of Teachers and Stakeholders Cooperation Amidst Pandemic Crisis in Public Elementary Schools","authors":"Jecel T. Salvador, Josephine B. Baguio","doi":"10.9734/ajess/2024/v50i51358","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i51358","url":null,"abstract":"This study aimed to determine if controlling practices significantly influence stakeholder cooperation among public secondary school teachers in Manay District, Division of Davao Oriental. It utilized a non-experimental quantitative research design employing the descriptive-correlational method. The respondents included 132 teachers from public elementary schools, selected through universal sampling. Data analysis involved calculating the mean, Pearson correlation coefficient (r), and regression analysis. The findings revealed that public secondary school teachers often demonstrated a high degree of controlling practices in terms of monocratic, collegial, custodial, and supportive behaviors. Moreover, the teachers frequently manifested stakeholders' cooperation, including adaptation, goal attainment, integration, and latency. Furthermore, the study found a significant relationship between controlling practices and stakeholders' cooperation among public secondary school teachers. It also indicated that the domains of controlling practices among teachers did not significantly influence stakeholder cooperation in public elementary schools. It is recommended that school administrators implement strategies to promote a more collaborative and empowering environment for teachers, fostering greater stakeholder cooperation.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"12 s2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140741733","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 study aims to assess the changes throughout school education activities in the Taplejung, district of Koshi province in Nepal. The semi-structured interview like Focus Group Discussion, Key Informant Interviews, sample surveys, and direct Observation methods was designed and used to capture the field information during 2022. The data divulged 92.80 percent respondents are feeling happy after infrastructure development, WASH and digital set up in the schools. The drop-out rate significantly down by 35 percent compared to the previous years. The school activities, now a days accelerating toward a progressive direction. The schools have high Graduation rate enrollment from 88 up to 120 percent from the past 2018 to 2020 of class 12. The dropout rate stable and down by 3 to 4 percent, and the distance learning initiatives in 2020 highly prioritized focus on the achievement, and results of 12 students. The community livelihood mode strengthened, as a result of 667 households have been adopted and earning from the coffee farming. The study concluded as the education program support is innovative and useful benefited by the communities and students; However, the long-term sustainability is challenging in coming days.
{"title":"Assessing the Efficacy of the Integrated School Program in Taplejung, Koshi Province, Nepal: A Comprehensive Analysis of Educational Impact and Community Engagement","authors":"Raju Chhetri, Narbikram Thapa, Prasannata Lamichhane","doi":"10.9734/ajess/2024/v50i51359","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i51359","url":null,"abstract":"This study aims to assess the changes throughout school education activities in the Taplejung, district of Koshi province in Nepal. The semi-structured interview like Focus Group Discussion, Key Informant Interviews, sample surveys, and direct Observation methods was designed and used to capture the field information during 2022.\u0000The data divulged 92.80 percent respondents are feeling happy after infrastructure development, WASH and digital set up in the schools. The drop-out rate significantly down by 35 percent compared to the previous years. The school activities, now a days accelerating toward a progressive direction. The schools have high Graduation rate enrollment from 88 up to 120 percent from the past 2018 to 2020 of class 12. The dropout rate stable and down by 3 to 4 percent, and the distance learning initiatives in 2020 highly prioritized focus on the achievement, and results of 12 students. The community livelihood mode strengthened, as a result of 667 households have been adopted and earning from the coffee farming. The study concluded as the education program support is innovative and useful benefited by the communities and students; However, the long-term sustainability is challenging in coming days.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"65 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140742766","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 : 2024-04-04DOI: 10.9734/ajess/2024/v50i51357
Aneriam U. Ramos, Josephine B. Baguio
This study aimed to determine if communication ideologies significantly influence the social interface expertise of public secondary school teachers in the Division of Panabo, Davao del Norte. It utilized a non-experimental quantitative research design employing the correlational method. The respondents included 130 teachers from public elementary schools, selected through universal sampling. Data analysis involved calculating the mean, Pearson correlation coefficient (r), and regression analysis. The findings revealed that public secondary school teachers often demonstrated high communication ideologies across dimensions such as incomparable, inspirational, consistent, ideal behaviour, good listening, and charismatic traits. Moreover, the teachers frequently manifested the social interface expertise of public secondary school teachers, including skills in edition, goal accomplishment, assimilation, and expectancy. Furthermore, the study found a significant relationship between communication ideologies and social interface expertise among public secondary school teachers. It also indicated that the domains of communication ideologies significantly influenced the social interface expertise of these teachers. The results suggest that teachers should be adept at delivering and comprehending information quickly and accurately. Effective communication is a vital life skill that should not be underestimated. It fosters respect and encourages the willingness to consider different points of view. Facilitating open and constructive exchanges among colleagues can contribute to a more positive working environment.
{"title":"Communication Ideologies and Social Interface Expertise of Public Elementary School Teachers","authors":"Aneriam U. Ramos, Josephine B. Baguio","doi":"10.9734/ajess/2024/v50i51357","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i51357","url":null,"abstract":"This study aimed to determine if communication ideologies significantly influence the social interface expertise of public secondary school teachers in the Division of Panabo, Davao del Norte. It utilized a non-experimental quantitative research design employing the correlational method. The respondents included 130 teachers from public elementary schools, selected through universal sampling. Data analysis involved calculating the mean, Pearson correlation coefficient (r), and regression analysis. The findings revealed that public secondary school teachers often demonstrated high communication ideologies across dimensions such as incomparable, inspirational, consistent, ideal behaviour, good listening, and charismatic traits.\u0000Moreover, the teachers frequently manifested the social interface expertise of public secondary school teachers, including skills in edition, goal accomplishment, assimilation, and expectancy. Furthermore, the study found a significant relationship between communication ideologies and social interface expertise among public secondary school teachers. It also indicated that the domains of communication ideologies significantly influenced the social interface expertise of these teachers. The results suggest that teachers should be adept at delivering and comprehending information quickly and accurately. Effective communication is a vital life skill that should not be underestimated. It fosters respect and encourages the willingness to consider different points of view. Facilitating open and constructive exchanges among colleagues can contribute to a more positive working environment.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"64 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140741746","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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