A Comparative Study of Teachers’ Perspectives of the Learning Through Play Approach According to Their Selected Demographics at Selected International Schools in Bangkok

Authors

  • Neha Pandey M.Ed. Candidate in Educational Administration, Graduate School of Human Sciences, Assumption University, Thailand.
  • Yan Ye Ph.D., Assistant Professor, Director of Educational Research, Statistics and Measurement Center, Graduate School of Human Sciences, Assumption University, Thailand.

Keywords:

Teachers’ perspectives, Learning through play approach, Selected Demographics, Nationalities, Years of teaching experience and Qualification specialty.

Abstract

The purposes of this study was to identify demographic profiles of the teachers, to determine teachers’ perspectives towards the learning through play approach  at selected international schools in Bangkok and to compare teachers’ perspectives towards the learning through play approach from their practice of early years based on their nationalities, years of teaching experience and qualification specialty in 2016. From the total number of 170 preschool and kindergarten teachers working at 17 selected international schools in Bangkok; 93 teachers completed the survey. Statistical measures employed in this study included frequency and percentage, mean and standard deviation and independent samples t-test. The results of this study has indicated that overall teachers had positive perspectives towards the learning through play approach. There were no significant differences of teachers’ perspectives towards the learning through play approach according to their nationalities and years of teaching experience; however, the researcher discovered that there were significant differences of teachers’ perspectives towards the learning through play approach according to their qualification specialty. Teachers with education degree had more positive perspectives towards the learning through play approach than the teachers with non-education degree

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Published

2019-06-27