The purpose of this research was to explore the overall perceptions of EFL teachers at the PYP towards the use of graded readers in motivating Saudi EFL learners to go extensive reading. This area as the researcher thinks has not been given due investigation therefore, The literature reveals that literary texts including songs, poetry, short stories and plays could positively impact learners knowledge of English. However, this paper attempted to highlight using graded readers that are judiciously chosen and within learners experience in motivating them to read extensively or intensively. A total of twenty six male and female teachers at the PYP Najran University, Saudi Arabia participated in the study. They were given the chosen copies of graded readers to examine and form ideas about them. Also these teachers were strongly encouraged to do online reading to acquaint themselves with such readers.Data were collected by means of questionnaire to give answer to the two major questions: to what extent could SRs or GRs (the ones familiar to learners) motivate learners to go extensive reading? And are the teachers at PYP aware of GRs?The findings from the study showed that even the few who were not familiar with graded readers have become proponents of the approach once they had seen and read the copies. They also expressed a fondness for graded readers as source of motivation for young adults because of the simplified language and appealing themes that characterize such reading materials, hence the participants expressed willingness to urge upon their students to continue reading them. Teachers also recognized the linguistic benefits of extensive reading including vocabulary expansion, positive reading attitude, and a sense of accomplishment from reading extensively. The paper will also argue that many of the claims and criticisms raised against using literature are not supported by empirical research. I will assert, therefore, that grader readers within students experience are indispensable in our teaching scenario.
Teachers’ Perception of Job Satisfaction among Different Faculties in Northeast Normal University, China (Published)
Job satisfaction is one of the most critical factors for the performance of employees and ultimately for organizational or institutional performance; for the reason this was considered as the base for conducting this study. The purpose of the study is to describe the perception of the job satisfaction and the association of different factors with the level of job satisfaction among teachers in different faculties of Northeast Normal University. Five Point-Likert Scale Questionnaire is used to collect the data and SPSS is used for data analysis. Hypothesis development and testing is also conducted; to quantify the results. The results of the study are analyzed on the three (gender, age groups and faculties) demographic factors of the teacher to know the differences of job satisfaction among these demographic factors. This study is only limited the to eight faculties in Northeast Normal University; China.
Teachers’ perception of the roles of guidance counsellors in secondary schools in rivers state (Published)
The study investigated teachers’ perception of the roles of Guidance Counsellors in secondary schools in Rivers State, Nigeria. Simple random sampling technique was adopted to select three hundred and seventy (370) male and female secondary school teachers from a population of five thousand three hundred school teachers. The “School Teachers’ Perception of Guidance Counsellors Rating Scale” (STPRGCRS) was administered to the respondents to collect necessary data. The t-test statistics was used to test three null hypotheses at 0.05 significance level. The findings revealed that there were no significant differences in teachers’ perception of the role of Guidance counsellors in secondary school in Rivers State. Therefore, the three null hypotheses were accepted. Based on the above findings six (6) recommendation were made: (1)The Government of Rivers State should endearvour to establish counselling units in each secondary schools, and should be functional to meet the needs of students. (2) Qualified counsellors from accredited colleges and universities, with minimum qualification of bachelor in Guidance and counselling or psychology. (3) Counsellors should focus on counselling students as their primary functions. (4) Counsellors should hold staffing with parents, students and teachers as time will permit in each school session. (5) Counsellors should strictly observe confidentiality as code of ethics. (6) Counsellor should be able to refer students with major emotional problems to the appropriate helping professionals.