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

Discussion and Conclusion - Essay Examplefor privilege not to interact with the community (?=6.29). The high mean jibe of the number of the respondents were as a result of negative perception towards the community as well as the rewards associated with program line in the community schools. The low motivation in the school communities makes more people to shy away and dont want to interact or take part in any activity which might unify them together. It may also have resulted due to the conflict which exists amidst that group of teachers and the community in question causing the disparity. As many people would interchangeable to identify themselves with certain 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 o f the improvement of community relatedness, as indicated by lower mean scores for items such(prenominal) as could become finishr 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 science teachers perception of both their own teaching performance and the one of the wholly schools community. This is indicated by the mean value for feeling pretty good at teaching science in urban schools (?=2.09), close to highly unlikely response, with the celebrated higher mean (?=5.85) for feeling pretty good compared to other science teachers. The above mean scores shows that many teachers feels pretty good in teaching science subjects u nlike the small number which does not feel pretty good for the teaching of the subject At the same time, autonomy 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 insight in this regard can be provided by the observed modest but highly significant correlation between perceived autonomy support and negative community-related experience. The low score on the Autonomy support for the principal is as a result of negative location 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 governance and ethics. The results from ANOVA and one-sample t-tests indicated