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    Wyświetlanie 1-3 z 3
    Tytuł:
    How Faculty Members’ Personality traits Influence their Education-Research Performance
    Autorzy:
    Zamani, Asghar
    Pouratashi, Mahtab
    Powiązania:
    https://bibliotekanauki.pl/articles/1997538.pdf
    Data publikacji:
    2017-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    personality traits
    education performance
    research performance
    faculty member
    Opis:
    The purpose of this study was to investigate the relationship between personality traits and education-research performance of faculty members. A survey was conducted among 321 faculty members in Tehran University, Iran. The research instrument included: personal and professional features, items related to personality traits, and items related to self-evaluation of education and research performance. Reliability and validity of the instrument were determined through opinions of faculty members and application of Cronbach’s Alpha, respectively. Data were analyzed descriptively and inferentially using SPSS/Windows. Findings showed that neuroticism had a negative and significant effect on education and research performance. Openness to experience, agreeableness, and conscientiousness had positive and significant effects on research performance. Extraversion and agreeableness had positive and significant effects on education performance. Finally, results showed that agreeableness had the most effect on educational performance and neuroticism had the most effect on research performance.
    Źródło:
    The New Educational Review; 2017, 50; 70-82
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Language-in-Education Policy and Academic Performance of Students: the Case of Tanzania
    Autorzy:
    Shevchenko, Yuliia
    Powiązania:
    https://bibliotekanauki.pl/articles/31339943.pdf
    Data publikacji:
    2023-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    Language policy
    language-in-education
    Tanzania
    education
    academic performance
    postcolonialism
    Opis:
    This article explores language-in-education (LIE) policies within post-colonial contexts, with a specific focus on Tanzania. It provides a systematic exploration of the multifaceted factors that shape these policies and their profound impact on academic performance and educational outcomes in the country. Specifically, the article examines the relationship between policies prioritizing students’ mother tongue or familiar language and academic performance. Additionally, it assesses the influence of policies favouring the language of the past colonizer on academic outcomes in primary and secondary education. The theoretical foundation of this study is Critical Theory, a framework which illuminates the power dynamics and social inequalities inherent in policy development and implementation. It provides insights into how dominant linguistic groups exert influence in decision-making processes and how language policies perpetuate existing social hierarchies. The study holds significant research value, as it addresses the pivotal role of LIE policies in shaping educational outcomes and socio-economic opportunities within multilingual societies. It acknowledges the contentious nature of language and education debates within the African context, especially in primary education. A key contribution of this research is its holistic approach. Unlike studies that solely focus on academic performance metrics or isolated variables, it considers a wide range of societal, historical, and political factors that intersect with language policies. This comprehensive view allows for a deeper understanding of the challenges posed by English as a third language in Tanzania’s educational system. Furthermore, the study underscores the importance of engaging multiple stakeholders, ensuring teacher readiness, and incorporating the perspectives of students to effectively implement LIE policies. It emphasizes the need for increased government commitment and public awareness to develop inclusive and equitable policies that promote quality education and social justice. In conclusion, this article offers valuable insights into the complex landscape of LIE policies in Tanzania. It calls for a nuanced approach that considers the unique context of each post-colonial nation to develop pragmatic and equitable language policies conducive to desired educational outcomes.
    Źródło:
    African Journal of Economics, Politics and Social Studies; 2023, 2(2); 41-48
    2956-2686
    Pojawia się w:
    African Journal of Economics, Politics and Social Studies
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Factors Affecting Low Performance
    Autorzy:
    Chukwuneme Enwereji, Prince
    Mbukanma, Ifeanyi
    Chukwuere, Joshua Ebere
    Powiązania:
    https://bibliotekanauki.pl/articles/1998356.pdf
    Data publikacji:
    2017-03-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    academic performance
    factors
    education
    junior secondary school
    Opis:
    The study was triggered as a result of declining performance of learners in Botswana and it was aimed at finding solutions that would enhance sound academic performance in junior secondary schools. A phenomenological design was selected for the study while a qualitative approach was adopted using focus group interviews as the source of data collection from participants. The findings of this study revealed that the inability of the government of Botswana to implement job satisfaction measures in educators inhibited adequate transfer of knowledge to learners, which resulted in a decline in performance. Learners’ gross misconduct and their parents’ inability to counsel them contributed to their decline in performance. Also, learners and educators admitted that the current system of education should be replaced with another productive system. Another finding of this study confirmed that learners are tired of corporal punishment and they want it to be replaced with detention. The study recommendation is that the Ministry of Education of Botswana should apply motivational and job satisfaction factors to encourage educators to adequately transfer knowledge to learners.
    Źródło:
    The New Educational Review; 2017, 47; 81-94
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-3 z 3

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