Article Per Year (5 Year)
p-Index From 2020 - 2025
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This Author published in this journals
All Journal Journal of Research in Instructional International Journal of Educational Innovation and Research Journal of Education For Sustainable Innovation
Jony, Md. Solaiman
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Parents’ Perception Towards Online Education Jony, Md. Solaiman; Sultana, Sazia
International Journal of Educational Innovation and Research Vol. 2 No. 2 (2023)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v2i2.5039

Abstract

Due to COVID-19 pandemic educational institutions of Bangladesh was forced to shut down and had no option but to operate online education for the continuation of education by maintaining social distancing. As an important stakeholder of children’s education, parents played an influential role for supporting students’ online education during the crisis moment. However, despite numerous benefits of online education for the continuation of learning it is comparatively newer concept for many of the parents in Bangladesh. This study was an attempt to explore parents’ perception of online education through different factors. A total of 350 parents were asked regarding the online education and its usefulness in the context of global crisis by using a survey. A descriptive statistic is used to analyze the responses of the parents and the results indicated that parents were overall satisfied with the introduction and application of online education during the pandemic. However, parents claimed lack of digital devices and ability to use technology, poor or unstable internet connection, physical absence of teacher/instructor, lack of assessment and poor self-regulation are the barriers of online education. Moreover, parents considered that traditional learning is preferable to online learning.
Burnout among the non-government secondary school teachers in Bangladesh: Prevalence, causes and effects Roy, Bijon Kumar; Jony, Md. Solaiman; Rabbi, Md. Fajlay
Journal of Research in Instructional Vol. 4 No. 2 (2024): Journal of Research in Instructional
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v4i2.496

Abstract

Nowadays, psychological burnout is prevalent in all professions. The purpose of this study is to investigate the prevalence, causes, and consequences of burnout among non-government school teachers in Panchagarh. This study used an explanatory sequential mixed approach. A stratified random selection methodology was employed to pick 25 schools, and 242 teachers were chosen using a simple random sample procedure. Finally, a purposive sample technique was used to select 15 teachers. Data was acquired using a standardized questionnaire and in-depth interviews. The Maslach Burnout Inventory-Educator Survey (MBI-ES) was used to assess the prevalence of burnout. Data was analyzed by descriptive statistics and thematic analyses. The study found a high prevalence of burnout in non-government school teachers in Panchagarh, with 48.35% experiencing high emotional exhaustion, 51.24% high depersonalization, and 45.04% low personal accomplishment. Also, the study found that low salary are the most contributing factor to burnout. Furthermore, 78.6% of respondents agreed that teacher burnout has negative effects on student academic achievement. Finally, the presence of teacher burnout in education is a challenging issue, as it negatively affects every aspect of the learning and teaching process. This study has implications for policymakers to develop plans to reduce teacher burnout and enhance teachers’ overall well-being.
Investigating the role of gender in teacher-student communication and classroom dynamics Jony, Md. Solaiman
Journal of Education For Sustainable Innovation Vol. 3 No. 1 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jesi.v3i1.1250

Abstract

Active class involvement has been connected with student engagement and can be a significant aspect of a good learning experience in classrooms. Several aspects influence student engagement including classroom dynamics such as classroom connection, instructor-student relationship and gender of the teacher and student.  This paper looks at how teacher gender affects student views, communication patterns, and classroom dynamics in mixed-gender education environments. Specifically, it investigates how a teacher's gender affects students' views of the teacher-student relationship, the communication techniques used in the classroom, and the influence of gender stereotypes on teacher-student interactions and involvement. Using a mixed-methods approach, the study integrates questionnaires, classroom observations, and interviews with students and teachers to acquire insights into these dynamics.  A total of 100 students and 10 teachers from secondary level, by maintaining equal gender ratio, were involved in the study. Preliminary data imply that instructor gender plays a substantial influence in setting student expectations, communication effectiveness, and engagement levels, sometimes mediated by societal gender norms and prejudices.  Findings reveal that students commonly regard female teachers as more loving and approachable, establishing greater emotional ties, while male teachers are more frequently linked with authority and discipline.  Teacher gender also affects communication techniques; female teachers usually use more inclusive and cooperative conversation while male teachers usually use a more directive style. The study emphasizes the need for greater awareness of gendered perspectives in education to build more equal and inclusive learning settings.
Co-Authors Rabbi, Md. Fajlay Roy, Bijon Kumar Sultana, Sazia