Navigating the Struggles: Challenges and Pressures Faced by New Secondary School Teachers in Malaysia

(1) Background: The teaching profession has become more challenging due to the increased use of information technology, which potentially increases psychological distress among teachers. This study aimed to determine the prevalence of depression, anxiety, and stress among school teachers in Malaysia during the period of the COVID-19 pandemic and its associated sociodemographic factors. (2) Methods: A cross-sectional study was conducted among primary and secondary school teachers in Malaysia. A validated DASS-21 questionnaire was used for mental health screening, and the study was conducted online during the pandemic period. (3) Results: The percentages of respondents with mild, moderate, severe, and extremely severe depression were 12%, 9.7%, 4.7%, and 3.1%, respectively. Those with mild, moderate, severe, and extremely severe anxiety accounted for 11.5%, 12.3%, 6.3%, and 6%, respectively. Those with mild, moderate, severe, and very severe stress accounted for 12.8%, 12%, 5.3%, and 2.5%, respectively. Perceived overworking was significantly greater during the pandemic compared to before the pandemic. Significant experience in teaching, and less perceived overworking before and during the pandemic were associated with better mental health. (4) Conclusions: Periodic mental health screening for teachers may be beneficial in preventing mental health disorders and improving the quality of student education. A full assessment and innovation of the curriculum and workload should be implemented.

The primary aim of this study is to determine the significant correlation between organizational commitment and distributed leadership among secondary school teachers in Malaysia. Using the instrument of Three-Dimensional Model (TCM) to measure the level of organizational commitment and Distributed Leadership Readiness Scale (DLRS) to measure the level of distributed leadership, the study specifically seeks to determine (1) the level of organizational commitment among secondary school’s teachers in Malaysia, (2) the level of distributed leadership among schools’ teachers in Malaysia, and (3) the relationship between distributed leadership and organizational commitment among secondary schools’ teachers in Malaysia from 350 respondents selected using a simple random stratified sampling technique. Data presented in this study were analyzed using a descriptive statistic to explain the level of variables and inferential statistics to find a correlation between these variables. Findings indicated that there is a significant correlation between organizational commitment and distributed leadership with r=.556, p=.000) at the strong level.

One purpose of the present research was to examine the structure of Malaysian teachers' sense of efficacy. The study attempted to see if the same two-common factor structure, which characterized teacher efficacy in English speaking cultures, existed among Malaysian teachers. Another purpose of the study was to explore the relationship between Malaysian teachers' sense of efficacy and how they perceived the effectiveness of in-service education. To address these concerns, 300 teachers were randomly selected from 15 schools and a 10-item version of the Teacher Efficacy Scale was administered to them. Confirmatory factor analysis and MANOVA were applied to arrive at the conclusions. Results of the study provided support that the personal-general teaching efficacy model did generate the data collected from secondary school teachers in Malaysia. In addition, the relationship between perceived effectiveness of in-service education programmes and teacher efficacy was statistically significant.

COVID-19 has impacted the globe in the most disastrous ways. The widespread COVID-19 has affected the education system from kindergarten to the university level. Most nations responded with alacrity with numerous alternatives to teaching and learning (T&L) strategies. Home-based T&L took place although this belligerent strategy did not fully benefit all students due to their inaccessibility to technology. However, as far as the matter is concerned, home-based T&L was the only option that the ministry could execute. Even if the technology is accessible and usable, the concern is the teachers' abilities and knowledge to integrate ICT in their T&L. Teacher digital competency becomes the forefront issue in this study since risks to students' learning process are disdain. This research explained the relationship between the pedagogical method, the information, and communication technologies (ICT) skills, and online teaching readiness among secondary school teachers in Malaysia. A descriptive and correlational study was employed to determine the level of teacher competency in three aspects: digital pedagogy, ICT skill, and online teaching readiness and the relationship among the aforementioned variables. One hundred and twenty-two teachers from selected high schools in Klang Valley were invited voluntarily to participate in the study. The validated questionnaire was uploaded in the google form and the link was distributed to teachers via email invitation. The results indicated the teacher's digital competency based on pedagogical approaches, ICT, and online teaching was ranked at a high level. It is important to note that there was a strong and positive relationship among the studied variables. The findings projected salient integration of the variables to inspire digital competency practices among teachers successfully.

This study aims to test the validity and reliability of the context, input, process, and acceptance of STEM implementation questionnaires for secondary school teachers in Malaysia. Partial Least Squares Structural Equation Modelling (PLS-SEM) with SMARTPLS 3.2.3 software was used to do the analysis. The study involved 825 secondary school teachers using stratified random sampling. Based on composite reliability and Cronbach's alpha values, the Reflective Measurement Model showed that there was internal consistency reliability. Convergent validity was also achieved through outer loading analysis and average variance extracted (AVE). It also met the criteria for discriminant validity based on the Fornell-Larcker Criterion, Cross Loading, and the Heterotrait-Monotrait (HTMT) Ratio. The findings of this study demonstrate that this questionnaire is valid and reliable for assessing STEM implementation among secondary school teachers in Malaysia.

This study focuses on the validity and reliability of constructs related to the implementation of the Inclusive Education Program (IEP), teacher motivation, and resource teacher needs among secondary school teachers in Malaysia. The national education system aims to provide an inclusive educational framework for all students, including those with special educational needs (SEN). However, challenges persist in addressing the diverse needs of students at different educational levels, particularly at the secondary level where the curriculum becomes more complex and students face public examinations. Without the necessary support, students with SEN may encounter academic difficulties, leading to frustration, failure, and missed opportunities. Inclusive education, as emphasized by international guidelines, requires a student-centered approach that incorporates co-teaching methods to address the specific needs of SEN students. This approach leads to better curriculum mastery for these students. Resource teachers play a crucial role in supporting the effective implementation of the IEP, which aligns with the Ministry of Education's objectives. The primary aim of this research is to develop and validate an instrument that measures the implementation of the IEP, focusing on teacher knowledge, attitude, collaborative strategies, teaching methods, teacher training, and motivation (intrinsic and extrinsic), as well as the resource teacher needs in Malaysian secondary schools. The study employs quantitative research methods, utilizing Structural Equation Modeling (SEM) to examine the relationships between the various variables. Exploratory Factor Analysis (EFA) is conducted prior to SEM to confirm the suitability of the items within the research instrument. The results of this study demonstrate that the validity and reliability of the constructs evaluated through measures such as Kaiser-Meyer-Olkin (KMO), Total Variance Explained (TVE), Factor Loading (FL), and Cronbach’s Alpha (CA) meet the required standards.

Educational reformers have considered teacher empowerment as one of the panaceas for school success. The concept of teacher empowerment has emerged as an important approach in promoting positive work behaviors with many researchers observing the link between the levels of teachers’ psychological empowerment and the extent to which they feel motivated, committed and satisfied with their job. Drawing from an ongoing doctoral research which looked at the relationships of school culture types and personality traits towards psychological empowerment amongst secondary school teachers in Malaysia, this article discusses the formulation of a conceptual framework. Although there have been numerous empirical researches on the structural and psychological constructs of teacher empowerment, previous studies mainly looked at these constructs in isolation. This current paper discusses the concept of empowerment and intends to model teacher empowerment as a holistic framework from multiple perspectives. The framework puts forward in this paper is based on both the literature and a study investigating the relationships of school culture types and personality traits towards psychological empowerment amongst teachers in the context of Malaysian secondary school. In addition, this paper also attempts to discuss the possible research issues that could justify the development of the conceptual framework of the topic.
 
 KEYWORDS: Empowerment, Teacher Empowerment, Organizational Culture, School Culture Types, Personality Traits, Psychological Empowerment, Malaysian Secondary School Teachers.

Background and Purpose: The Theory of Planned Behaviour (TPB) is a framework utilized to comprehend human behaviour towards the adoption and utilization of technology, particularly in educational settings such as ICT usage during teaching and learning sessions. The study aimed to determine the validity of the TPB model in explaining the use of ICT (UICT) by secondary school teachers in Malaysia during their teaching and learning sessions. Additionally, the research sought to identify the most influential factor affecting the use of UICT, and examine the differences in UICT use in relation to demographic variables such as gender and years of teaching experience. Methodology: A total of 331 secondary school teachers from 30 schools in Selangor, Malaysia participated in the study and a 24-item online questionnaire was used to measure four constructs (BB, NB, CB, and UICT), and the validity of the TPB model in explaining the use of UICT by Malaysian secondary school teachers was confirmed using PLS-SEM analysis. Findings: The study found that all three constructs (BB, NB, and CB) had a significant influence on UICT use during teaching practices, with CB being the most significant predictor (β = .388). Although no significant differences were found in relation to gender, the study did reveal significant differences based on years of teaching. Contributions: The findings of this study provide a valuable framework for future studies to build upon and extend their understanding of the factors that shape ICT use among secondary school teachers. Furthermore, the model could be replicated in other educational contexts, such as early childhood education and primary education, or with pre-service teachers from developing countries, in order to validate the generalizability of the results. Keywords: Use of ICT, theory of planned behaviour, secondary school teachers, Malaysia. Cite as: Mat Yusoff, S., Lijie, H., Mohamad Marzaini, A. F., & Basal, M. H. (2024). An investigation of the theory of planned behavior in predicting Malaysian secondary school teachers' use of ICT during teaching and learning Sessions. Journal of Nusantara Studies, 9(1), 97-120. http://dx.doi.org/10.24200/jonus.vol9iss1pp97-120

This study investigated the relationship between Burnout and Trait Emotional Intelligence (TEI) among 30 secondary school teachers in Malaysia. The participants were administered the Maslach Burnout Inventory-Educator's Survey (MBI-ES) which breaks burnout into three subscales: Emotional Exhaustion (EE), Depersonalization (DP), and Personal Accomplishment (PA). The TEIQue-SF self report questionnaire was also used to elicit information on the respondents’ EI. Descriptive Statistics, including mean and standard deviation, was used to analyze the data. Pearson Correlation Analysis was also used to analyze the correlation between the teachers’ Burnout and TEI scores. Guilford’s (1973) Rule of Thumb was used to determine the strength of the relationship. The results showed significant correlation only between Depersonalization (DP) and TEI. Implications of the study are discussed, and suggestions are given for further research.

The smoking prevalence in Malaysia is high, especially among men and adolescents. This study aimed to determine the prevalence and associated factors towards cigarette smoking among school teachers in Malaysia. This study was a school-based cross-sectional study conducted among 495 secondary school teachers. The questionnaire used in this study consisted of 29 questions categorized into two sections: socio-demographic characteristics and smoking behaviour. Data were analyzed using the Statistical Package for the Social Sciences (SPSS) program 13.0. ANOVA; t-tests were used in univariate analysis; multiple linear regression was applied for multivariate analysis. The majority of the participants were female (81.6%), in the age group ranged between 30-39 years (44%), Malay (90.1%), married (89.7%), degree holders (85.1%), with monthly income ranged between 3000-3999 Ringgit Malaysia (33.5%), from urban areas (94.7%), their specialty is social studies (33.9%) and with no family history of cancer (83.6%). The prevalence of smoking among school teachers in Malaysia was found to be 7.8%. Regarding reasons to start smoking among school teachers: the major reason was found to be relaxation (33.3%), followed by stress-relief (28.2%). Univariate analysis showed that sex, educational status, monthly income and residency were significantly associated with smoking among school teachers (p<0.001, p=0.004, p=0.031, p=0.010; respectively). Multivariate analysis showed that gender and marital status were significantly associated with smoking among school teachers (p<0.001, p=0.033; respectively). The prevalence of smoking among school teachers in Malaysia was found to be relatively low. Sex, marital status, educational status, monthly income and residency were significantly associated with smoking among school teachers.

This study aims to investigate the association between irrational beliefs and mental health among secondary school teachers in Malaysia. A total number of 82 secondary school teachers have participated in this study. Descriptive analysis and correlation analysis (r) were applied in this research. Teachers Irrational Beliefs Scale (TIBS) was used to determine the level of irrational beliefs while Depression, Anxiety and Stress Scales (DASS-21) was utilized to identify the level of depression, anxiety and stress symptoms among the secondary school teachers. The findings showed that the level of irrational beliefs among the secondary school teachers was moderate, the level of depression and stress were normal whereas the level of anxiety was moderate. The results showed that there was a weak positive significant relationship between irrational beliefs with depression, anxiety and stress among the secondary school teachers.

Teachers should be trained in resuscitation techniques as they often teach or perform CPR on children during an emergency in the school setting. Still, it was rarely mentioned in the literature, especially in the Malaysian school setting. This study aims to investigate secondary school teachers’ readiness (knowledge, attitude, and willingness) to teach and perform CPR. Through stratified random sampling, 308 secondary school teachers from eleven schools across Petaling Perdana district, Selangor, responded to an online survey. The results showed a low passing rate in CPR knowledge (1.9%), while 84.1% refused to participate in any CPR courses. However, a higher proportion of teachers were willing to teach CPR courses (62.3%). A total of 72.1% of respondents stated that there is no automated external defibrillator (AED) within their school compound. More than half (53.0%) were unwilling to use the AED machine during an emergency. Nevertheless, more than half (65.0%) were willing to start CPR if they witnessed a cardiac arrest incident. A one-way MANOVA analysis showed that there was a significant effect of the courses taught among the secondary school teachers on the knowledge, F (4, 303) = 4.374; p &lt; .05, attitude, F (4, 303) = 5.2; p &lt; .05, and willingness, F (4, 303) = 5.236; p &lt; .05. The teachers who taught language subjects reported significantly higher knowledge (M = 16.50) than others, while those teaching applied sciences and technology reported significantly higher attitudes (M = 9.28) and willingness (M = 31.56) than those teaching humanities and arts, respectively. Secondary school teachers are aware of the importance of CPR, and there is a need to explore how to integrate CPR into the current educational curriculum.

Talent management is regarded as a critical component in ensuring an organization's long-term viability. Furthermore, talent management for the education sector in Malaysia has recently captured attention of researchers. On the other hand, despite the fact that the focus in the context of talent management was clearly stated in the Malaysia Education Blueprint 2013–2025, talent management in education still has room for improvement in order to ensure a better future for our education sector. For example, only few researchers are conducting research on aspects of talent management in education, such as talent identification, teacher talent development, teacher retention, school talent culture, and so on. As a result, the primary goal of this article is to review the research article with a systematic review as an added value. PRISMA is used to guide the review process (the Preferred Reporting Items for Systematic Review and Meta-Analyses). To obtain the published article, however, three databases were used: Scopus, Web of Science, and Google Scholar. According to the articles, four themes emerged from the articles. The themes are as follows: 1) teacher talent identification; 2) professional development for teachers; 3) teacher retention; and 4) school talent culture. As a result of the thematic analysis in this SLR article, the talent management for education model and approach can be used by policymakers, school administrators, and others to ensure that teachers in their organization are retained.

Relationship between Professional Learning Community (PLC) Practices and Teachers’ Efficacy among Secondary School Teachers in Malaysia

BackgroundMusculoskeletal pain is common among teachers. Work-related psychosocial factors are found to be associated with the development of musculoskeletal pain, however psychological distress may also play an important role.ObjectivesTo assess the prevalence of self-reported low back pain (LBP), and neck and/or shoulder pain (NSP) among secondary school teachers; and to evaluate the association of LBP and NSP with psychological distress and work-related psychosocial factors.MethodsThis was a cross-sectional study conducted among teachers in the state of Penang, Malaysia. The participants were recruited via a two stage sampling method. Information on demographic, psychological distress, work-related psychosocial factors, and musculoskeletal pain (LBP and NSP) in the past 12 months was collected using a self-administered questionnaire. Poisson regression was used to estimate the prevalence ratio (PR) for the associations between psychological distress and work-related psychosocial factors with LBP and NSP.ResultsThe prevalence of self-reported LBP and NSP among 1482 teachers in the past 12 months was 48.0% (95% Confidence Interval (CI) 45.2%, 50.9%) and 60.1% (95% CI 57.4%, 62.9%) respectively. From the multivariate analysis, self-reported LBP was associated with teachers who reported severe to extremely severe depression (PR: 1.71, 95% CI 1.25, 2.32), severe to extremely severe anxiety (1.46, 95% CI 1.22, 1.75), high psychological job demand (1.29, 95% CI 1.06, 1.57), low skill discretion (1.28, 95% CI 1.13, 1.47) and poorer mental health (0.98, 95% CI 0.97, 0.99). Self-reported NSP was associated with mild to moderate anxiety (1.18, 95% CI 1.06, 1.33), severe to extremely severe anxiety (1.25, 95% CI 1.09, 1.43), low supervisory support (1.13, 95% CI 1.03, 1.25) and poorer mental health (0.98, 95% CI 0.97, 0.99).ConclusionsSelf-reported LBP and NSP were common among secondary school teachers. Interventions targeting psychological distress and work-related psychosocial characteristics may reduce musculoskeletal pain among school teachers.