Abstract
ABSTRACT The purpose of this study was to examine the factors that influenced secondary school teachers’ engagement in reflective teaching. A quantitative approach with survey design was used in the study. To collect relevant data, a structured questionnaire which had 33 items was administered to 361 teachers. Exploratory and confirmatory factor analyses were conducted to gauge the key factors. The results of structural equation modeling illustrated and validated that five independent variables, including inadequate professional development, lack of time, unsupportive school culture and leadership, resource constraints, and inadequate recognition, had significant impact on teachers’ engagement in reflective teaching. In line with the findings, the study suggests the need for school leaders and respective bodies to provide adequate professional development through arranging tailored schemes, institute supportive school culture and leadership, ensure sufficient time and resource provision, and recognise the importance of reflective teaching in order to encourage its practice in secondary schools.
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