American Journal of Educational Research

Emotions influence all aspects of human interaction. Emotional intelligence involves the ability to perceive accurately, the appraisal and expression of emotions, the ability to assess and / or generate feelings when they facilitate thought; the ability to understand emotions and emotional knowledge and the ability to regulate emotions to promote emotional and intellectual growth. A teacher in the classroom has to make adjustments in teaching strategies according to the nature and scope of curriculum and evaluate the success of teaching in terms of students’ growth. Teaching is an emotional practice. Teachers’ emotional commitments and connections to students energize and articulate everything that teachers do. In this investigation, with the help of Pearson’s correlation quotient, an attempt has to find out the effect of biographical factors i.e. gender, SES, Type of institution on the emotional intelligence. This investigation revealed that gender does not play any role in development of emotional intelligence; also type of institution does not have any effect on emotional intelligence. But socio economic status shows a significant effect on emotional intelligence. With high socio economic status trainee teachers has high emotional intelligence; on other hand with low socio economic status some trainee teachers has low emotional intelligence.

American Journal of Educational Research. 2013, 1(6), 216-220. DOI: 10.12691/education-1-6-8
Pub. Date: July 23, 2013

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Specifying the Concept “Theory of Education Management Process” at the Level of Intramural Quality Management

by Gaponyuk P.N., Karpova N.K. and Mareev V.I.

Original Research

The paper presents original methodology of the concept “theory of education management process”. The benchmark of the concept is innovation. The article covers the scope of the concept “theory of education management process” of an innovative character. The authors define the concepts “innovation”, “innovative process”, “innovative management”, “modernization” as part of the given research. The concept “theory of education management process” under conditions of modernization is presented by a set of interconnected components-processes characterized by the strategy of modern education development. Theory of education management process is presented as an analog model of certain strategies/tactics of modern education development. Theory of education management process can be considered methodological premises for conceptual model of intramural quality management in higher educational establishments. The research provides the logic matrix of conceptual model of management in higher school, reflecting strategic approach to quality in education. The authors give an outline to the system of principles adjusting functioning of quality management model in modern higher educational establishments of Russia.

American Journal of Educational Research. 2013, 1(6), 208-215. DOI: 10.12691/education-1-6-7
Pub. Date: April 18, 2013

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Effect of Gender of the Head Teachers on the Academic Success of the School Students in Bangladesh

by M Shamsuddin Elias

Original Research

The present investigation was conducted to see the effect of gender of head teachers on the academic success of the school students in . A total of 60 head teachers (male = 37, female = 23) and 3776 students (boys = 2142, girls = 1634) were randomly selected from the schools in a divisional town in to serve as sample. Academic success records of the students in their Primary School Completion Examination and Secondary School Certificate Examination were collected from the results published by the ‘Rajshahi Education Board’. The results indicate that the gender of the school head teachers has significant effect on the academic success of the students. The result also revealed that the students in primary schools under the leadership of female head teachers performed significantly better than those led under male head teachers, whereas the students in secondary schools obtained significantly better grades in the examinations under the leadership of male head teachers than the students led by female head teachers.

American Journal of Educational Research. 2013, 1(6), 205-207. DOI: 10.12691/education-1-6-6
Pub. Date: July 05, 2013

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The Youngsters’ Participation in Extreme Right Political Parties in Greece: the Case of Students – Supporters of “Chrisi Avgi”

by Evaggelia Kalerante

Original Research

The present paper is concerned with the standpoints related to the current economic and values crisis and which are articulated by the “Chrisi Avgi” supporters, also being teaching faculties’ students. The research was carried out during a period of intense political mobility, because of the double elections in Greece, in May and June 2012. The specific age group was selected due to their future contribution, as educators, to the Greek educational system. Reference is made to the future teachers’ perception of education and their role in schools in association with their choice to support the extreme right party. The research methodology was implemented in the form of repetitive semi-constructed conversations and in three marked determinant phases in which the students’ initial reluctance to express themselves was observed while, after the establishment of a more confident atmosphere, they were apparently willing to actively participate in the research. The outcome focuses on the consideration about the alteration of both the educational system structure and curricula as well as on the teacher’s dynamics to form “the Greek Character” ideal within a downgraded society.

American Journal of Educational Research. 2013, 1(6), 199-204. DOI: 10.12691/education-1-6-5
Pub. Date: July 17, 2013

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Perceptions on the Interplay of Housemaids and Nurseries on Early Child Development (Ecd)

by Evidence S. Matangi, Phoebe Kashora, Adwell Mhlanga and Jenneth Musiyiwa

Original Research

This research seeks to investigate the perceptions of prospective early child development teachers on the interplay roles of housemaids and nurseries on early child development. Overall, the respondents agreed that these two though not pivotal were essential for the professional pursuit of mothers hence formed a support intervention for the overall development of children. They also agreed that housemaids and nurseries were not substitutes for time-poor parents. Nurseries and housemaids did not interact considerably with parents on child matters. Nurseries outweighed housemaids favorably in all aspects of child development except on their space requirements, personality and natural development. Nurseries promoted foreign language use in children whilst housemaids promoted local languages. Significant associations were revealed amongst the perceptions of the respondents and their demographic factors. In particular, the perceptions of the respondents on nurseries overwhelmed the influence of housemaids in early child development as evidenced by their significant associations with the respondents’ demographic features such as sex, age group, marital status, and Christian doctrine. Contrarily, insignificant associations were shown between the respondents’ perceptions and their employment status, religion and place of residence. Overall this study showed that the respondents perceived that nurseries outweighed housemaids in most early childhood development initiatives

American Journal of Educational Research. 2013, 1(6), 194-198. DOI: 10.12691/education-1-6-4
Pub. Date: July 13, 2013

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Conflict, State and Education in India: A Case Study of Manipur

by Komol Singha

Original Research

Conflict has been one of the greatest threats to mankind since the dawn of civilisation. Poorest communities, children and educational sector are among those severely affected by it, especially in the developing countries. Whether education creates conflict or conflict affects educational development is an inconclusive debate till today. The present study is both a qualitative and quantitative analysis, tries to assess educational development status in the midst of conflict in Manipur, one of the north eastern most states of India. An assessment is also made whether the development of education resolves conflict or conflict restrains educational development in the state. With the help of primary and secondary data and by employing comparative growth analysis between the education and conflict in the state, the study found that the conflict does not affect educational growth, but it pushes the children out of the state for their studies. As the incidence of conflict in Manipur has reached its stalemate and at the same time educational development level has grown at a faster rate than the former and based on the Brahm’s inverted U shape conflict pyramid, the state is expected to return to normalcy and enjoy a peaceful life very shortly.

American Journal of Educational Research. 2013, 1(6), 181-193. DOI: 10.12691/education-1-6-3
Pub. Date: June 27, 2013

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Influence of Reproductive Health Unit of Instruction on Undergraduate Students’ Sexuality in South-South Nigeria

by Ihejiamaizu Christiana Chinyere, Ajake Uchenna Egodi, Amalu Melvina. N and Anne Ndidi Meremikwu

Original Research

This study investigated the influence of Reproductive Health Unit of Instruction (RHUI) on undergraduate students’ sexuality in south-south Geopolitical zone of Nigeria. Quasi-experimental research design involving pretest-post-test of experimental and control groups was used for the study. A total 400 subjects formed the sample of the study. A well validated instrument-Undergraduate Students’ Sexuality Questionnaire (USSQ) was used to collect data. Treatment with the use of RHUI was given to the experimental group for one semester while the control group followed the normal existing curriculum. Analysis of Covariance Statistics (ANCOVA) was used to analyse the data collected. The result showed that the RHUI significantly improved undergraduate students’ sexuality. Based on the findings, conclusions were drawn and recommendations for inclusion of RHUI in year one undergraduate students’ curriculum with modification in the programming and implementation of the curriculum in response to broader needs of young people were made.

American Journal of Educational Research. 2013, 1(6), 177-180. DOI: 10.12691/education-1-6-2
Pub. Date: July 05, 2013

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Impact of Self-Efficacy Beliefs on Short- and Long-Term Academic Improvements for Underperforming Medical Students

by Bunmi S. Malau-Aduli, Wendy Page, Nick Cooling and Richard Turner

Original Research

This study investigated the effectiveness of an innovative remediation program, based on promoting self-efficacy, a construct of self-regulation theory, which was developed to provide sustainable improvements in academic and clinical performance of underperforming medical students. Eighteen medical (eight 4^th and ten 5^th year) students participated in the remediation program. Interventions were multi-faceted and composed of a wide range of group activities. The efficacy of the intervention was evaluated using mixed-method approach consisting of interviews, questionnaire and quantitative analysis of OSCE outcomes (pre and post intervention). The in-depth interviews were used to explore the short- and long-term causal effects of the remediation program on improved performance. Students demonstrated significant improvements across 3 of the 5 domains measured in OSCE performance (management, diagnosis and communication). There was a 44% improvement in number of stations passed by participants post-remediation (95% CI = -52.25 to -35.64; r = 0.82). Large effect sizes were obtained, indicating the substantive significance of the results. Self-efficacy beliefs were markedly increased post-intervention with the total score increasing from 33.52 (SD=4.9) points pre-remediation to 45.71 (SD=5.1) points post-remediation (95% CI = -14.52 to -9.83; p<0.001; r = 0.77). Subsequent qualitative data suggested that beyond summative exam results, gains were translated to the clinical context with enhanced confidence and self–belief, enabling perceived improved performance in the workplace. Multi-dimensional, group orientated remediation, which emphasises self-efficacy beliefs, may enhance outcomes for students in both high stakes assessment and in the clinical context, thus allowing translational and longitudinal benefits.

American Journal of Educational Research. 2013, 1(6), 168-176. DOI: 10.12691/education-1-6-1
Pub. Date: June 13, 2013

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