International Journal of Management and Human Science (IJMHS)

Analysis of Effective Pedagogical Practices for Early Grade Reading Skills in Taunggyi Township

2026-08-18T03:55:15+00:00

Background: Primary school students continue to struggle with early reading skills in Myanmar. There is limited empirical evidence on effective pedagogical practices in improving reading achievement in Taunggyi township. Objectives: The objective of this study was to investigate the effect of pedagogical practices on the early grade reading skills of proficient readers in Grades 1 to 3 in Taunggyi Township, Myanmar. The study adopted a cross-sectional quantitative survey design. Methods: Data were collected from 300 students selected through a two-stage random sampling procedure from 10 primary schools representing different levels of remoteness. Data were collected from students, teachers, and parents through structured questionnaires, and students’ reading ability was assessed by means of the Early Grade Reading Assessment (EGRA). The data were analyzed using the Statistical Package for Social Sciences (SPSS) version 27. Descriptive statistics and multiple regression analysis were used to investigate the relationships between pedagogical practices and reading achievement. Results: The results indicated that compound word writing activities, exercise book marking, role-play activities, adult help with homework, and adult readers in the home were positive predictors of reading performance among proficient readers. Students attending non-remote schools, female students, and students who spoke Myanmar at home had significantly higher reading scores. Conversely, the more children participated in repeated word-drilling activities and played with words, the poorer their reading achievement was. Conclusion: Results demonstrated the significance of active learning strategies, meaningful feedback, family support, and appropriate instructional strategies in improving early grade reading skills among proficient readers in Taunggyi Township, Myanmar.

Does Age Difference Matter in the Nexus between Emotional Intelligence and Job Performance among Engineering Faculty Members in Gujarat?: An Inquest

2026-08-25T05:06:38+00:00

Background: Emotional Intelligence (EI) has gained considerable attention in both academic research and organizational practice due to its significant role in enhancing employee effectiveness and organizational outcomes. However, limited empirical evidence exists on the relationship between emotional intelligence and job performance among engineering college faculty members in the Indian higher education context. Objectives: This study aims to examine the relationship and impact of emotional intelligence on the job performance of engineering college faculty members in Gujarat state, India, and to analyze whether emotional intelligence and job performance differ across age groups. Methods: A descriptive research design was adopted, and primary data were collected through a structured questionnaire from faculty members working in engineering colleges across Gujarat. Standardized scales were used to measure emotional intelligence and job performance. The collected data were analyzed using reliability and validity tests, Exploratory Factor Analysis (EFA), Pearson correlation, regression analysis, and one-way ANOVA. Results: The findings revealed a significant positive relationship between emotional intelligence and job performance, indicating that faculty members with higher emotional intelligence tend to perform better in their professional roles. Regression analysis further confirmed that emotional intelligence significantly predicts job performance. The results also showed that emotional intelligence differs significantly across age groups, whereas job performance does not vary significantly with age. Conclusion: The study concludes that emotional intelligence is an important determinant of faculty job performance and highlights the need for higher education institutions to incorporate emotional intelligence development initiatives through faculty training and professional development programs to enhance teaching effectiveness and overall institutional performance.

Influence of Corporate Sustainability on Ownership Structure: Empirical Evidence from India

2026-05-22T03:42:28+00:00

Background: In recent years, shareholders prefer sustainability as a tool for their investment decisions. It has become mandatory for most Indian firms to disclose sustainability practices and publish Sustainability Reports for large companies, as per market capitalisation. Past research shows that corporate sustainability practices are likely to influence profitability positively. On the other hand, ownership structure is one of the key internal governance mechanisms widely considered to mitigate governance problems of firms and impact profitability. Objectives: Against this backdrop, the present study aims to examine the influence of sustainability on the ownership structure of Indian listed companies. Methods: The final sample consists of 214 publicly traded companies from the population of the S&P BSE 500 index, and the study spans a period of seven years, from 2015–16 to 2021–22. Roodman’s (2009) system GMM estimator is used to analyse the data. Results: The results reveal that the composite Environmental, Social, and Governance (ESG) score is negatively associated with foreign ownership while positively associated with institutional and government ownership. It reflects that more institutional and government investments can be attracted by firms having strong sustainability performance. Conversely, foreign investors of the firms do not prefer investments towards sustainability, maybe due to fear of losing short-term gains. The impact of the scores of separate ESG pillars on ownership is also measured. Conclusion: The outcomes can encourage companies to perform sustainability practices to attract more domestic investments. Lastly, some valuable insights are elaborated in this study that policymakers and regulatory authorities can consider.