Psychometric Performance of Resilience Scale for Chinese Adolescent (RSCA) for Undergraduates in Guangdong, China

To analyze the psychometric performance of Resilience Scale for Chinese Adolescent (RSCA) for undergraduates in Guangdong. Stratified random sampling method was used to select 1628 undergraduates from 7 colleges in Guangdong. RSCA and Academic Burnout Scale for Chinese Undergraduates (ABSCU) were used to investigate them. Cronbach's αcoefficient and split-half reliability were used to analyze the internal consistency of RSCA. Convergent validity, discriminant validity, factor analysis and criterion validity were used to evaluate its validity. Celling and floor effect were used to analyze its sensitivity. Cronbach's α coefficient of the total questionniar, 2 domains and 5 factors were0.72-0.86, which met the requirements of the group comparison. Spearman-Brown split-half coefficient of the total questionniar, 2 domains and 5 factors were 0.71-0.89. The calibration success rate of convergent and discriminant validity of 5 factors were all 100%. The calibration success rate of convergent and discriminant validity of 2 domains were all above 86.7%. Five principal components obtained from 27 items, witha cumulative variance contribution rate of48.79% and two principal components obtained from 5 factors, withacumulative variance contribution rateof 65.23%,which basically metthe theoretical conception of RSCA. The total score of RSCA significantly predicted the total score of ABSCU (Radj2=0.158, P<0.001). The total score, scores of 2 domains and 5 factors of RSCA were all normal distribution, without any celling or floor effect. The psychometric performance of RSCA for undergraduates in Guangdong were valid and reliable.

Exploring Head Teachers’ Instructional Supervisory Role: The Case of Public Junior High Schools in Jirapa Municipality of Ghana

The study explored Head teachers’ instructional supervisory role among public Junior High Schools in the Jirapa Municipality of the Upper West Region of Ghana. It adopted psychological and system theory of supervision propounded by Planturrroot (2006) and Bertalanffy (2015) respectively. The mixed method sequential approach was followed in the conduct of the study where both quantitative and qualitative data were collected and analysed. A sample size of 200 respondents made up of 40 head teachers, 80 teachers and 80 pupils were used for the quantitative data, whilst 10 head teachers were selected for the qualitative data. The Statistical Product for Service Solutions (SPSS) version 23 was used to analyse the quantitative data while thematic approach was used for the qualitative data. The findings of the study revealed in-frequent orientation for newly engaged teachers. It further showed lower ratings in the provision of in-service training, time tabling design and setting of performance target for pupils and teachers. It was recommended that the Ministry of Education and Ghana Education Service (GES) should regularly organize workshops, seminars and in-service trainings on supervisory roles of head teachers and assistant head teachers to equip them with the needed knowledge and skills in the municipality. Lastly, Heads of schools and other supervisors should re-design schools` time tables to suit the use of instructional time in the lesson of teachers to enhance their monitoring.

Critical Analysis of Piaget’s Theory and Educational Implications with Special Reference to Language Development

Jean Piaget’s contribution to understanding children’s first thought processes cannot be overstated. His theories on child cognitive development is based on their sensory development, egocentric representation, and language have been the prime focus in the paper. Nevertheless, his perspective and theories have been opposed and questioned by some scholars including Whorf (1956),Vygotsky (1962); Vygotsky (1978); Vygotsky (1987) and Baillargeon, Spelke, and Wasserman (1985). While this paper explores and expands on Piaget’s theories on the cognitive development of children, it also presents the perspectives of his other critics such as Repacholi and Gopnik (1997) and gives a broad overview of the research and theory of the cognitive development. Lastly, this paper offers strategies and suggestions in applying this knowledge in both the classroom and at home.