The Effects of School Climate on Sixth Form Teachers’ Self-Efficacy in Malaysia

Azlin Norhaini Mansor,Aida Hanim A Hamid,Mohd Zabil Ikhsan Mohamed Nasaruddin

doi:10.3390/su13042011

Azlin Norhaini Mansor, Aida Hanim A Hamid + Show 1 more

Open Access

https://doi.org/10.3390/su13042011

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Abstract

In Malaysia, sixth form is a post-secondary education that is comparable to pre-university programs such as A-level and Foundation qualifications. Enrolment in sixth forms has dwindled over the past ten years due to assumptions that the curriculum is difficult and because it is offered in regular secondary schools. Thus, the sixth form transformation program was introduced in 2015 with the purpose to rebrand sixth form education to a new setting comparable to other pre-university education, with a focus on improving the school climate and increasing teacher self-efficacy. Therefore, this study was conducted to identify the level and relationship of the school climate on teacher self-efficacy. This survey was carried out using a questionnaire instrument, involving 695 sixth form teachers currently in Selangor. The findings showed that the level of school climate and teacher self-efficacy in all sixth form centers were at a high level. There was also a strong positive relationship between the school climate and sixth form teachers’ self-efficacy. Social and academic dimensions contributed significantly to the teacher self-efficacy of 38%. Hence, further studies looking at aspects that suggestively contribute to the school climate should be given due attention to ensure that transformation planning can be implemented as intended.

Highlights

José Delgado-Algarra, Educational transformation is a necessity in order to make changes in an education system to improve the quality and competitiveness of education at the international level.This is because education is one of the most important activities of any country [1]
The findings showed that the school climate, in all three dimensions, was significantly related to teacher efficacy
This is evidenced by the high school climate and high teacher efficacy in sixth form centers

Summary

Introduction

José Delgado-Algarra, Educational transformation is a necessity in order to make changes in an education system to improve the quality and competitiveness of education at the international level. This is because education is one of the most important activities of any country [1]. The four main focus areas are administration, teaching and learning modes, curriculum, and infra- and infostructure [2] These four focus areas are comprehensive and are an important aspect of supporting a conducive learning environment. The school climate is very important for giving teachers a perception of all aspects related to the work environment of an organization in the school context. According to the Regulations and Planning Guidelines for Building Planning by the Economic Planning

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