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4 Table 2 Logit Estimation
Plan to leave Overall
Coefficient Boarding
Coefficient Non-Boarding
Coefficient School-
Type+ 0.23
0.05 …..
….. Gender+
-0.86 -0.20
-0.44 -0.10
-1.75 -0.40
EduMaster+ 0.41
0.09 -0.26
-0.06 1.18
0.25
EduPgDE+ 0.65
0.14 1.13
0.22 -0.95
-0.23 EduPgCE+
0.65 0.14
0.97 0.18
0.11 0.03
Years of Experience
-0.10 -0.02
-0.08 -0.02
-0.14 -0.03
Incentives -0.71
-0.16 -0.48
-0.10 -1.36
-0.32
Workload -0.22
-0.05 -0.61
-0.13 0.34
-0.05 Working
Conditions -0.34
-0.09 -0.41
-0.09 -0.22
0.36 Attitude
0.06 0.01
0.30 0.07
-0.56 -0.13
Constant 4.57
0.30 7.47
Pseudo R2 0.21
0.20 0.34
Count R2 0.76
0.75 0.79
+ is Binary dummy variable
, , indicates significance level at 99, 95 and 90 confidence level respectively
The values in the parenthesis are the Marginal effects at mean
The table describes the estimated results of the teacher’s retention in Bhutanese educational
system. Gender is negatively significantly related to the teachers’ decision to leave the job. This means,
the probability of female teachers leaving the teaching job is 20 percent less than the male teacher
in Bhutan. EduPgDE and EduPgCE both have the positive and significant relationship with the
teachers’ decision to leave the job. It indicates that the teachers with an additional qualification are more
likely to leave the profession. Both PgDE and PgCE teachers with one year of additional qualification are
more likely to leave the teaching job by 14 percent compared to base teachers with Bachelor in
education. The effect of years of experience to teachers’ decision to leave the job is negative and
significant. This means that, with an increase in year of teaching experience will reduce the probability of
leaving the profession by 2 percent. The empirical analysis on teachers monetary incentives are
negatively significantly related to teachers’ decision to leave the job. This implies that the monetary
incentives structure for teachers in Bhutan is not satisfactory. If the overall monetary incentives for
teachers in Bhutan are increased, the likelihood of teachers leaving the job will be decrease by 16
percent. The relationship between working conditions and intended leavers are significantly negatively
related. It implies that the working conditions in Bhutan are a clear predictor of teachers leaving the
job. If working conditions in the school is improved, the likelihood of teachers leaving their job decreases
by 8 percent. Workload does not predict the likelihood of teachers’ turnover as the result is
insignificant. However, the negative coefficient indicates that teachers’ with more workload are more
likely to leave their profession.
In boarding schools, teachers with PgDE and PgCE are more likely to leave the job comparing
to others type of teachers. Apart from years of experience and monetary incentives, workload is
significantly negative in boarding school. Teachers in boarding schools are 13 percent more likely to leave
the job, if workload is not reduced. In non-boarding schools, gender is negatively significant. It indicates
that male teachers are 40 percent more likely to leave the current job than female teachers. Teachers with
master degree are positively significant. They are more likely to leave the job in non-boarding school
compared to others type of teachers in Bhutan.
The logit model correctly predicts 76 percent of the values and the rest are misclassified.
The McFadden’s pseudo R2 is 0.21. R2 indicates how well the regression line fits the data and how
well the future outcomes can be predicted by the model. The result shows that the explanatory
variables are explaining 21 percent of the variations in the dependent variable. The overall significance
test Probchi2 is significant 0.000.
4. Conclusion
The study empirically analyzed the significant predictor to retain teachers in Bhutanese
educational system in Bhutan by constructing an econometric model to study the effect of various
factors such as gender, years of experiences, professional
qualification, monetary incentive, workload, working condition and attitude of general
public. Monetary incentives and years of experiences are found to be very significant predictor for
teachers’ retention in Bhutan. Improving the working conditions for teachers in Bhutan can significantly
improve the retention rate in Bhutan. Teachers’ with higher professional qualification are more likely to
leave job comparing to teachers with bachelor degree. Male teachers are more likely to leave the
profession in Bhutan compared to its female counter
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part. Workload in boarding school is significant predictor for teachers to leave the job. If the retention
rate in boarding has to be improved, the concern agencies should either reduced their work load or
compensates them for their extra work.
References Journal
Barmby, P. 2006. Improving teacher recruitment and retention: the importance of workload and pupil
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Board Journal, 188 1, 40-43. Certo, J. Fox, J.E. 2002. Retaining quality
teachers. The High School Journal, 861. Dolton P and Klaauw,V.D 1999.The Turnover of
Teachers: A competing risks explanation, in The Review of Economics and Statics Vol. 81 N0 3.
Darling-Hammond, L 2003. Keeping good teachers: why it matters, what leaders can do? Educational
Leadership Journal, 608. Hough,H.J 2012, Salary Incentives and Teachers
Quality: The Effect of a District-Level Salary Increase on Teacher Retention.
Ingersoll, R. 2001. Teacher Turnover, Teacher Shortages, and the Organization of Schools. Center
for the Study of Teaching and Policy, University of Washington.
Ingersoll, R. 2002a, August 15. High turnover plagues schools. USA Today.
Kyriacou, C. Kunc, R. 2007. Beginning teachers’ expectations of teaching. Teaching and Teacher
Education, 23, 1246-1257. Ladd –Helen, F. 2011, Teachers’ Perceptions of
their Working Conditions: How Predictive of Planned and Actual Teacher Movement. Educational
Evaluation and Policy Analysis Volume 33No.2 Ministry of Education 2013. Annual Education
Statistics, 2013: Policy and Planning Division, Bhutan.
Perrachione, B. A., Petersen, G. Rosser, V. J. 2008. Why do they stay? Elementary teachers
perceptions of job satisfaction and retention. The Professional Educator, 322.
Plecki, M. L., Elfers, A. M., Loeb, H., Zahir, A., Knapp, M. S. 2005. Teacher Retention and
Mobility: A Look Inside and Across Districts and Schools in Washington State. Seattle, WA:
University of Washington. Spear M, Gould K, Lee B, 2000. Who would be a
teacher? A review of Factors Motivating and Demotivating Prospective and Practicing Teachers.
Saiti, A. 2007. Main factors of job satisfaction among primary school educators; factors analysis of
the Greek reality. Management in Education, 212, 28-32.
Watson A Hatton N 2002. Independent Inquiry into the Provision of Public Education: Teachers in
Mid-Career-professional perceptions and preferences. Watt, H. M. G. Richardson, P. W. 2008.
Motivations, perceptions, and aspirations concerning teaching as a career for different types of beginning
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Assessing the Psychometric Properties of Teachers’ Competency in Action Research TCAR
Ismail Raob
This paper is done to assess the psychometric properties of teachers’ competency in action research TCAR. This paper
employs survey research design to evaluate the TCAR instrument psychometric traits. The paper involves sample of graduate diploma
program in teaching profession. The sample size is 200 teachers. The data is analyzed using Rasch Model to validate the TCAR
instrument. The analysis covers Category Fit, Item Polarity, Item Fit, Unidimensionality, Reliability, Item-Person Map. The paper has
validated the TCAR instrument to be employed to measure the teachers’ competency level. All the response scale posses’ good
quality to evaluate the respondents’ answers. Apart of the items in each construct successfully evaluate the construct that is being
measured based on Rasch analysis and expert validation. Based on the analysis carried out, each construct exhibits unidimensionality
properties. The analysis finds that the individual ability and item difficulty distribution approaching mean logit value 0 that is fixed
for item.
Corresponding author: waseemer.raobgmail.com
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Assessment Glonlinecalisation
Mark Butler
Research Fellow Australian Council for Educational Research
mark.butleracer.edu.au Developing online assessments for different
countries is not as easy as one may imagine. There are various technical issues to overcome as well as
issues involving the assessment content. In the past few years, the Australian Council for Educational
Research ACER has been offering many of its paper-based assessments online, and is therefore
beginning to understand the issues faced and, more importantly, how to address them.
As part of its work on the International Benchmark Tests IBT, ACER has been attempting to create a
truly global test: one which includes the same content for all countries, and which functions in the
same way for everybody. However, a number of schools in the countries in which we operate do not
have the technological infrastructure to deliver online tests. Therefore, some of these schools have
had to administer the paper-based versions of the tests. This leads to questions of equality.
To assess whether there was any difference between the way students approached the two
different versions of the tests, ACER conducted a research study in South Africa. A large number of
schools sat the paper-based tests, and a smaller number of schools sat the online tests. Analysis of
the different schools size, status and previous
academic achievement were taken into account to ensure that the two subgroups were comparable.
The findings showed that there was no significant difference in the way the two subgroups performed
on the test. This indicated that students were neither aided or hindered by sitting the tests online.
This result is not unusual. Since the IBT is a straightforward multiple-choice test, no writing is
involved. Often we find that when students are required to write down answers, the difference
between online and paper-based performance is more pronounced.
So the question of equality is addressed. There are, however, various technical issues to consider.
• Browser compatibility issues - Some
schools have a preference for IE, Mozilla or Chrome. It is essential to ensure that the
content displays the same in each browser. This also means ensuring that the content
displays properly in the different versions of the browsers.
• Bandwidth problems - Because of poor
internet connections, some schools networks have problems handling large
amounts of internet data. To reduce the load on servers we did not use any video
content, and all images were saved in an appropriate format to reduce file size.
• Internet server issues - In schools,
particularly in remote areas, the internet connection sometimes drops out. The
assessment can be downloaded locally and stored and administered from the schools
server. This ensures that internet connectivity does not disrupt the
assessment but the downside is that the full, real-time reporting including
international comparisons is compromised.
Test content can be a tricky issue to deal with. The IBT tests comprise Maths, English and Science
papers, all of which have similar curricula in different countries, so the main consideration is
choosing suitable contexts to address the learning areas. Many of the text questions assess the
application of knowledge rather than just the knowledge itself so the context is very important:
choosing a context that is very unfamiliar to students from particular countries will undoubtedly
disadvantage them. Of course, there will always be content that, for example, is assessed in Grade 7 in
one country and Grade 8 in another country, so the one size fits all approach is never going to be
perfect. We just have to do the best we can.
For other assessments we have worked on, such as the PISA Financial Literacy assessment 2012, the
test content is a most serious issue. Since the banking systems vary widely from country to
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country, the test questions that reference these systems will be interpreted very differently by the
students in the different countries. A lot of negotiation was needed between expert groups
from each country to make sure the questions were workable. In France, for example, the credit card
system is very different to the rest of the world they dont really have credit cards per se so
questions about credit cards were avoided.
On top of this, there is the risk of offending some countries peoples with contexts, wording, images,
etc. that can only really be addressed by using local representatives to provide feedback. Experience in
developing international tests is very useful when embarking on such a venture.
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Beliefs and Practices of School Principals in Illinois State of USA
Azhar Mahmood, Mahek Arshad
The purpose of this study was to explore the goals, challenges and strategies of school leadership and teachers’
perceptions of school leadership. This study was qualitative and quantitative in nature; interviews and survey questionnaires were
used to gather information. The population for this study was comprised of public School principals and teachers in Illinois State
of USA only. The findings were drawn after the descriptive analysis. Major goals of mostly principals’ are professional
development, stronger connection with community, social justice and positive environment. Principals are facing different problems
and challenges but they are facing some common challenges such as deficit thinking, district policy, professional development,
improving instructions, Weak curriculum and involving parents. Principals mostly used strategies of dialogue with teachers,
conversation with the students and discussion with parents to improve student learning when students do not meet expectations.
Mostly teachers used strategies of modifying their instructions and discussion with parents when students do not meet expectations.
According to teachers opinions majority of the principals used collaborative and transformative style and mostly principals are
trustworthy and approachable. According to teachers opinions about their own job mostly are quite successful and satisfied with their
job.
Corresponding author: azhar.mahmood62yahoo.com
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Causal Relationship of Factors Affecting the Living Together Ability of Cultural Diversity Student in
Thailand.
Chuanpob Iaosanurak, Sumalee Chanchalor
The purpose of this study were; 1 to study the causal relationship Causal model of the variables that will related to
living together ability of cultural diversity student. 2 to study the relationship between the structures of variables that affect to living
together ability of cultural diversity student. Sample was 634 students in 8 provinces of eastern Thailand. The tool was a
questionnaire. Data was analysed by Path Analysis. The results were.
1. Correlation coefficient of 10 predictive variables was studied. It was found to be positively associated with statistically
significant for almost all variables. The correlation coefficient between the criteria variable and predictive variables and criterion
variable showed the highest value between the living together ability and emotional quotient. The correlation coefficient between the
relations with teachers, future orientation and self-control and understanding others r=.520, .312, .285, .283 were lower
respectively. The lowest correlation coefficient was between prosaically behaviour r =.233.
2. Causal model which conform to empirical data was as: 2.1 Direct effect to the living together
ability was emotional quotient and relations with teachers.
2.2 Affect both directly and indirectly to the living together of cultural diversity student is
emotional quotient. 2.3 Variables that have an indirect impact
on the living together of cultural diversity student are future orientation and self-control, relations with friends and student
social contexts. 2.4 The highest total effect of variable to
living together of cultural diversity student is emotional quotient. 3. Relationship model assumptions are not consistent with
empirical data. 4. Variables in a causal relationship which conform to the
empirical data can explain about 95.6 percent of variance. Corresponding author: ed41041361hotmail.com
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Abstract This research is mixed- methods research.The
purposes of this research were to study 1 the level of the characteristic leadership of the educational basic
school administrators, 2 the level of the relationshipbetween school and community, and 3
the guideline to develop the relationship between school and community base on education reform.
The samples used in this research were 279 educational basic school administrators and 42
contributors from focus group discussion and 21 contributors from interviewing. The research
instruments were questionnaire, focus group discussion and depth interviewed. The statistics for
data analysis were percentage, mean,standard deviation and content analysis. The research findings
were: the level of the characteristic leadership and the relationship between school and community of the
educational basic school administrators base on education reform under the three southern border
provinces were at the high level. The developingof the relationship between school and community
were;the schools should include activities to strengthen community, encourage the members of
school boardto serve on the regulatory support monitoring and promoting the school activities.
Keywords:characteristic leadership, educational basic school administrators, the relationship between
school and community
Introduction Education is the agency with the attachment to build
a good relationship with the community. It contributes to the understanding of creating a good
feel for each other. And as a way for the communityto participate in the developmentof educational
institutions, the relationship between school and community so as to rely on each other.
[1]
Many of todays leaders in education, business and
community development are coming to realize schools alone cannot prepare our youth for
productive adulthood. It is evident schools and communities should work closely with each other to
meet their mutual goals. Schools can provide more support for students, families and staff when they are
an integral part of the community. On the other hand, agencies can make services more accessible to
youth and families by linking with schools, and they can connect better with and have an impact on hard-
to-reach clients.
[2]
Appropriate and effective collaboration and teaming are seen as key factors to community
development, learning and family self- sufficiency.
[3]
Administrators in the education reform must have leadership attributes and can manage school
goals effectively andthis will benefit the highest educational leadership if school administrators will
make the relationship between school and community very smooth.
[4]
The leadership of school administratorsis a key factor to allow people in schools
and communities can smoothly that makes improving the quality of educational success.School
administrators are responsible for providing ongoing professional development for teachers at
their schools. Effective school administrators work hard to build staff capacity for leadership so that
teachers not only grow and develop professionally, but they can assume more leadership responsibilities in
the school.
[5]
The three southern border provinces of Yala, Pattani and Narathiwathas a population of 1,767,590
people which have greater effect of historical background and different characteristics about the diverse racial
population, religious and cultural descendants. The results of the study about factors that affect the success
and barriers to education in the three southern border provinces,found that the average academic
achievement was lower than the national average, and the obstruction caused in part by unsafe, beliefs and
values that are differentand the understanding between the government and the community. These
factors that affected the success of education in the three southern provinces,including the safety of life and
property,quality of learning policies through the organization of education and religious leaders of
local communities.
[6]
Contributes to creating a better understanding between the schools and communities
and regulatory agencies to improve the quality of efficient sustainable education in the three southern
border provincesis very important.
ResearchObjectives
Characteristic Leadership of the Educational Basic School Administrators for the Relationship between School and Community
Base on Education Reform underthe Region of theThree Southern Border Provinces.
NaowaratTreepaiboon
treepaiboongmail.com
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1.The level o educational
relationship be education re
southern bord 2.The level
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education re southern bord
Research De 1. Population
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phase and discussion an
the second methods, use
Creswell, phases:
Phase 1: q 279 educatio
the Primary E threesouthern
The statistics f mean and stan
Phase interviewed a
at Raya Mee Service Area
2. experts from
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three southern Narathiwat.
2. Ins The