Discussion and Conclusion Essay Example | Topics and Well Written Essays - 2250 words

Discussion and Conclusion - Essay Examplefor prefer non to move with the union (?=6.29). The high sozzled score of the number of the respondents were as a result of negative lore towards the society as comfortably as the rewards associated with teaching in the community schools. The low motivation in the school communities makes numerous people to shy away and dont want to interact or take part in any activity which might join them together. It may also birth resulted due to the conflict which exists between that group of teachers and the community in question causing the disparity. As many people would like to identify themselves with received aspects of the society, others seems to rebel and dont want to be associated with certain aspects of the community hence limiting their interaction. The similar situation was the same with respondents who would prefer not to interact with the community in the future (?=6.13) items and, second, more modest expectations of the improve ment of community relatedness, as indicated by lower mean scores for items such as could become closer if interacted a lot (?=4.85). ... This group of participant may be made up of the teachers who came from that community and can freely interact with the community if they became closer to them. At the same time, the scores may represent those individuals who have not identified themselves with the community and have not realized the benefits. Competence scores present an even more striking result related to the light teachers perception of both their own teaching performance and the one of the whole schools community. This is indicated by the mean take account for feeling pretty good at teaching science in urban schools (?=2.09), close to exceedingly unlikely response, with the noteworthy higher mean (?=5.85) for feeling pretty good compared to other science teachers. The supra mean scores shows that many teachers feels pretty good in teaching science subjects unlike the elfin number which does not feel pretty good for the teaching of the subject At the same time, liberty support score show less strong preferences of the survey participants, with total score as well as the separate item statistics appearing to be generally close to neutral estimates. An interesting acumen in this regard can be provided by the observed modest but highly momentous correlation between perceived autonomy support and negative community-related experience. The low score on the impropriety support for the principal is as a result of negative attitude that teachers community have on the principal/administration. This might be as a result of a number of factors related to community involvement in running of the schools affairs as well as issues related to good face and ethics. The results from ANOVA and one-sample t-tests indicated