Conclusion international conference elgic 2014

Education and Leadership in Glocalization : What does “think globally, act locally” mean for education around the world? 21-24 2014 96 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 Education and Leadership in Glocalization : What does “think globally, act locally” mean for education around the world? 21-24 2014 97 5 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 behavior. Educational Research, 483, 247-265. Black, S. 2001. Morale matters. American School 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 teachers. Learning and Instruction, 18, 408-428. Education and Leadership in Glocalization : What does “think globally, act locally” mean for education around the world? 21-24 2014 98 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 Education and Leadership in Glocalization : What does “think globally, act locally” mean for education around the world? 21-24 2014 99 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 Education and Leadership in Glocalization : What does “think globally, act locally” mean for education around the world? 21-24 2014 100 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. Education and Leadership in Glocalization : What does “think globally, act locally” mean for education around the world? 21-24 2014 101 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 Education and Leadership in Glocalization : What does “think globally, act locally” mean for education around the world? 21-24 2014 102 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 Education and Leadership in Glocalization : What does “think globally, act locally” mean for education around the world? 21-24 2014 103 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 Education and Leadership in Glocalization : What does “think globally, act locally” mean for education around the world? 21-24 2014 104 1.The level o educational relationship be education re southern bord 2.The level administrator community b region of th 3.The guidelin of the educati relationship b education re southern bord Research De 1. Population The sam educational b 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 administrator director of s experts, tea representative representative 2 who had kno leadership at education sch three southern Narathiwat.

2. Ins The