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Current Situation of Teachers' Emotional Support to Vocational Students, Jinshui District, Zhengzhou City |
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| รหัสดีโอไอ | |
| Creator | Liang Zefu |
| Title | Current Situation of Teachers' Emotional Support to Vocational Students, Jinshui District, Zhengzhou City |
| Contributor | Kesinee Chiwpreecha |
| Publisher | Buddhist Studies Foundation Wat Buranasiri Matayaram |
| Publication Year | 2567 |
| Journal Title | Journal of Dhamma for Life |
| Journal Vol. | 30 |
| Journal No. | 1 |
| Page no. | 32-42 |
| Keyword | Teachers' emotional support, Vocational Students |
| URL Website | https://so08.tci-thaijo.org/index.php/dhammalife/index |
| Website title | https://so08.tci-thaijo.org/index.php/dhammalife/article/view/2721 |
| ISSN | 2822-048X |
| Abstract | The objectives of this research were twofold: 1) to investigate the current state of teachers' emotional support for vocational students, and 2) to propose solutions to address issues identified by students based on the current situation. The research employed quantitative methods with a sample size of 341 students. The primary research instrument utilized was a questionnaire, generating quantitative data encompassing frequency distribution, percentage, average, standard deviation, and content analysis. The research findings are summarized as follows: In investigating the current situation of teachers' emotional support for vocational students, the overall mean score indicated a satisfactory level of support. Regarding the proposal of solutions to problems based on the current situation perceived by students, the overall mean score indicated dissatisfaction. Specifically, two items, "Be sincere and honest with me" and "Be easy to approach," received dissatisfied ratings. Additionally, one item, "Makes me feel important that I make a difference," received a neutral rating. The 20 students who provided suggestions to address these issues identified a total of 20 distinct concerns. These findings underscore the importance of addressing emotional support gaps in the teacher-student dynamic, particularly in aspects related to sincerity, approachability, and making students feel valued for their contributions. |
