Creating Fun Time in Teaching-Learning Experiences through Teachers’ Teamwork, Humor, and Innovative Behavior

Aduni Binti Johari,Khairuddin Bin Idris,Nor Wahiza Binti Abdul Wahat

doi:10.5296/ijhrs.v11i4s.19229

Abstract

According to the Malaysian Ministry of Education's (MOE) national education model, the education system is meant to produce people who are knowledgeable, competent, and able to contribute to the nation's improvement. Educators must demonstrate unique actions to nurture their students seamlessly and systematically, according to the idea. The purpose of this paper is to present an empirical study that looks at the impact of humor and teamwork on teachers' innovative behaviors in Malaysian secondary schools. The goal of this study was to find out how engaged teachers are in innovative behavior (IB) in terms of idea generation (IGEN), idea promotion (IPROM), and idea implementation (IIMPL), as well as to look at the relationship between humor (HUM) and teamwork (TW) and IB (IB). This quantitative study was conducted using a survey of 354 selected respondents. The respondents were selected from 4,319 teachers in two different zones in the state of Selangor by using the stratified random sampling technique. The findings suggest that there is a good level of teachers’ engagement in idea generation, and a moderate level of idea promotion and idea implementation behavior. The findings also reveal that humor and teamwork are positively and significantly correlated to innovative behavior. Overall, this study provides a better insight into how humor and teamwork contribute to teachers’ innovative behavior.

Highlights

In May 2020, during the Movement Control Order (MCO), Sabah Education Director, Dr Mistirine Radin emphasized the importance of teachers in Sabah embracing more creative, innovative, and proactive teaching approaches
The purpose of this paper is to present an empirical study that looks at the impact of humor and teamwork on teachers' innovative behaviors in Malaysian secondary schools
The goal of this study was to find out how engaged teachers are in innovative behavior (IB) in terms of idea generation (IGEN), idea promotion (IPROM), and idea implementation (IIMPL), as well as to look at the relationship between humor (HUM) and teamwork (TW) and IB (IB)

Summary

Introduction

In May 2020, during the Movement Control Order (MCO), Sabah Education Director, Dr Mistirine Radin emphasized the importance of teachers in Sabah embracing more creative, innovative, and proactive teaching approaches. In the field of education, innovation may aid in the improvement of present teaching methods, resulting in better learning outcomes. When different innovations are incorporated into a standard course of studies, such as leveraging multimedia to present new topics more expressively and applying more effective teaching methods or new mnemonic techniques, students' learning productivity may rise to some level, as Meyer (2014) points out. According to the Malaysia Education Blueprint 2013–2025, the government has emphasized the need of integrating innovations into teaching and learning processes to guarantee that all students are adequately prepared for life and work. To adopt innovations that are adequate and sustainable in education, teachers as the drivers of innovations have been encouraged to be actively involved in facilitating their innovative behaviors through reforms and an improvement in the existing teaching and learning practices (Randi & Corno, 1997)

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