Article Per Year (5 Year)
p-Index From 2021 - 2026
0.562
P-Index
This Author published in this journals
All Journal Indonesian Journal Of Educational Research and Review
Md.Fajlay Rabbi
Education Discipline, Khulna University, Khulna, Bangladesh
Education

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Exploring the Implementation of Mathematics Lesson Study in the Diploma in Primary Education Course in Bangladesh: Challenges and Opportunities Mihir Halder; Md. Mushfiqur Rahman Sohagh; Md.Fajlay Rabbi; S.M. Shamsul Alam
Indonesian Journal of Educational Research and Review Vol. 9 No. 1 (2026): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijerr.v9i1.101990

Abstract

Persistent reliance on teacher-centred mathematics instruction limits conceptual learning and maintains a gap between reform-oriented teacher preparation and classroom practice. This study examined Lesson Study implementation within the mathematics component of the Diploma in Primary Education programme, focusing on trainee teachers’ understanding, instructional enactment, and reflective practice. A qualitative-dominant concurrent embedded mixed-methods design was conducted over six months. Nine trainee teachers from two Primary Teacher Training Institutes and two instructors were selected purposively. Data were collected through semi-structured questionnaires, analysis of 27 lesson plans, video-recorded observations of 18 research lessons, and audio-recorded post-lesson reflections. Quantitative data were analysed descriptively, while qualitative data were examined using deductive and inductive thematic analysis and integrated through triangulation. Findings showed stronger procedural than conceptual understanding of Lesson Study. Peer observation and collaborative planning were well recognised, whereas student-learning orientation, lesson revision, and research-based inquiry remained limited. Lesson plans included problem-solving and collaborative activities, but mathematical discourse, differentiation, and conceptual emphasis were weak. Classroom enactment often diverged from planned student-centred practices, while reflections focused mainly on classroom management and pacing. Effective implementation requires sustained cycles, stronger pedagogical preparation, structured reflection, skilled facilitation, and institutional support.
A Phenomenological Exploration of Job Satisfaction among Primary School Teachers in Khulna, Bangladesh Md.Fajlay Rabbi; S.M.Shamsul Alam; Bijon Kumar Roy
Indonesian Journal of Educational Research and Review Vol. 9 No. 1 (2026): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijerr.v9i1.104066

Abstract

The quality of education and student learning outcomes are significantly influenced by primary school teacher job satisfaction, yet limited evidence exists on the contextual factors influencing teachers' satisfaction in Khulna, Bangladesh. The objective is to identify the factors affecting job satisfaction among primary-level school teachers in Khulna and to understand their actual experiences within the educational system. A qualitative phenomenological approach was employed, using purposive sampling to select 30 primary school teachers from government and non-government institutions. Semi-structured interviews were conducted, and data were analyzed following Braun and Clarke’s six-step thematic analysis. The results found five major themes: compensation challenges, limited professional development opportunities, variations in administrative support, inadequate classroom resources and infrastructure, and differing levels of community recognition, which together illustrate how teachers’ job satisfaction is shaped by the interaction of financial, institutional, material, and social conditions. The study contributes context-specific insights into teacher satisfaction in Khulna and highlights the need for targeted policy interventions. Based on the findings, actionable implications include ensuring timely and adequate salary structures, expanding decentralized professional development access for rural teachers, implementing structured leadership training, and prioritizing infrastructure upgrades in low-resource schools. These measures directly align with the lived challenges reported by teachers and provide grounded recommendations for improving both teacher well-being and educational outcomes.
Academic Stress, Mental Health Symptoms, and Coping Strategies among University Students: Evidence from Khulna University, Bangladesh Md.Fajlay Rabbi; Ummay Huraira Pranto; Md. Limon Sheikh
Indonesian Journal of Educational Research and Review Vol. 9 No. 1 (2026): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijerr.v9i1.104067

Abstract

Academic stress has become an important concern in higher education because persistent academic demands may coincide with psychological distress and ineffective coping. This study examined the prevalence and sources of academic stress, its associations with depression and anxiety symptoms, coping strategies, and demographic differences among undergraduate students at Khulna University, Bangladesh. A quantitative cross-sectional survey was conducted from January to April 2024 with 366 students recruited through convenience sampling. Academic stress, depression, anxiety, and coping were assessed using a modified Academic Stress Scale, PHQ-9, GAD-7, and Brief COPE. Descriptive statistics, ANOVA, Pearson correlations, and hierarchical multiple regression were applied. Excessive assignment pressure was reported by 82.0% of students, while 34.7% reported depressive symptoms and 28.7% reported anxiety symptoms. Social support was the most frequently used coping strategy (59.8%). Fourth-year students experienced significantly higher academic stress than students in earlier years. Academic stress correlated strongly with depression and anxiety, whereas social support showed negative associations and avoidance showed positive associations with psychological symptoms. Assignment pressure was the strongest predictor of depression and anxiety, and the final regression models explained 47.6% and 52.2% of their variance, respectively. The findings support coordinated workload management, clearer academic expectations, and strengthened coping and peer-support programs.
Co-Authors Bijon Kumar Roy Md. Limon Sheikh Md. Mushfiqur Rahman Sohagh Mihir Halder S.M. Shamsul Alam S.M.Shamsul Alam Ummay Huraira Pranto