Asian Journal of Education and Social Studies https://journalajess.com/index.php/AJESS <p style="text-align: justify;"><strong style="text-align: justify;">Asian Journal of Education and Social Studies</strong><span style="text-align: justify;">&nbsp;<strong>(ISSN: 2581-6268)</strong></span>&nbsp;aims to publish high quality papers (<a href="/index.php/AJESS/general-guideline-for-authors">Click here for Types of paper</a>) in all areas of Education and Social sciences. By not excluding papers based on novelty, this journal facilitates the research and wishes to publish papers as long as they are technically correct and scientifically motivated. The journal also encourages the submission of useful reports of negative results. This is a quality controlled, OPEN peer-reviewed, open-access INTERNATIONAL journal.</p> <p style="text-align: justify;">This is an open-access journal which means that all content is freely available without charge to the user or his/her institution. Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles, or use them for any other lawful purpose, without asking prior permission from the publisher or the author. This is in accordance with the BOAI definition of open access.</p> en-US contact@journalajess.com (Asian Journal of Education and Social Studies) contact@journalajess.com (Asian Journal of Education and Social Studies) Thu, 02 Feb 2023 10:27:32 +0000 OJS 3.1.1.4 http://blogs.law.harvard.edu/tech/rss 60 The Association between Socio-demographic Factors and the Six Protective Factors that Foster Resilience among Tanzania Primary Schools Teachers https://journalajess.com/index.php/AJESS/article/view/834 <p>Stress has been counted as a major problem for many teachers; something led some of them to have ineffective job performance within teaching profession. This study designed to examine the association between socio-demographic factors and the six protective factors that foster resilience among Tanzania primary schools teachers. And it was guided by a research question which stated that how have socio-demographic factors associated with six protective factors that foster resilience among Tanzania primary schools teachers?</p> <p>A total numbers of participants who filled and completed questionnaires were six hundred sixty two. The questionnaire had 36 items measuring six protective factors strongly associated with resiliency within teachers. And it was a Likert Scale ranged from strongly agree to strongly disagree. The six protective factors are such as purpose &amp; expectations (PE), nurture &amp; support (NS), positive connections (PC), meaningful participation (MP), life guiding skills (LGS), and clear &amp; consistent boundaries (CCB).</p> <p>Confirmatory Factor Analysis (CFA) was applied since we wanted to confirm the usability of scale items to Tanzania primary schools teachers. Basic descriptive statistics such as frequency, percent mean and standard deviation were calculated and used to describe the sample and the characteristics of the respondents. And since resilience of every domain was continuous variables multiple linear regression analysis was performed to determine association of resilience of every domain.</p> <p>The results of this study show that to a large extent these six protective factors have a great contribution in promoting resilience to primary schools teachers in Tanzania. The factors have been different in developing the level of resilience for the respective teachers according to the environment in which the teachers work in, something leads to different responses for each socio-demographic factors used in this study.</p> Twalibu Habibu Baruani, Xinyu Li, Qian Sun ##submission.copyrightStatement## https://journalajess.com/index.php/AJESS/article/view/834 Thu, 02 Feb 2023 00:00:00 +0000 Indonesian Pre-service English Teacher Education Students’ English-speaking Anxiety in Asking Questions https://journalajess.com/index.php/AJESS/article/view/835 <p>There is a recognized need to investigate the factors contributing to speaking anxiety when asking questions in class from the viewpoint of fifteen Indonesian pre-service English teachers. Several studies have documented students' speaking anxiety from elementary school to the university level. Despite the wealth of research on this topic, there is a gap in the literature related to exploring the factors contributing to speaking anxiety among Indonesian pre-service English teachers when asking questions in the classroom. To fulfil the gap in the literature, the present study aimed to investigate the factors contributing to speaking anxiety when asking questions in class from the viewpoint of fifteen Indonesian pre-service English teachers. The study included a qualitative approach that employed semi-structured interviews to obtain information from the participants. The data from the semi-structured interviews were then analyzed using thematic analysis to identify the themes that emerged from the participant's responses. The study's results revealed three factors contributing to anxiety when asking questions in class among Indonesian pre-service English teachers: psychological, educational, and socio-cultural factors. Psychological factors included a lack of confidence and negative attitudes towards asking an unqualified question. Educational factors included previous experiences when asking questions, which left them with trauma and a lack of familiarity with the dialogic classroom atmosphere. Finally, socio-cultural factors, such as shyness and traditional cultural values and beliefs about asking questions of the lecturers, were also identified as contributing to pre-service English teachers' anxiety.</p> Nurhidayah Amin, Indawan Syahri, Rini Susanti ##submission.copyrightStatement## https://journalajess.com/index.php/AJESS/article/view/835 Thu, 02 Feb 2023 00:00:00 +0000