Malaysian Teacher Research Articles

Factors Influencing Teachers’ Engagement in Continuous Professional Development (CPD): A Case Study

Teachers in modern education face significant work challenges and must commit to continuous learning. Disruptive technological advancements require teachers to be digitally nimble and adaptive to constant changes. Educational institutions and schools must provide teachers with relevant resources for continuing professional development (CPD). Numerous past studies have shown that CPD is related to improved teaching practices and student learning outcomes. However, the success of CPD programs lies in teachers' engagement in the process. This case study explores the types of CPD activities available and investigates the factors influencing a Malaysian teacher's engagement in CPD. Malaysian teachers can access various CPD activities, including workshops, seminars, reading, and informal conversations with colleagues. The study also found that contextual and personal factors contribute to teachers' decision to participate in CPD activities. Contextual factors include available CPD opportunities, administrative and collegial support, and barriers to participation. Personal factors include teachers' preferences in learning approaches and their interest in particular topics. The features of CPD activities will affect teachers' perceptions of CPD and influence their engagement levels. These findings suggest redesigning CPD activities that promote a favourable perception of CPD and encourage engagement.

TRANSFORMATIONAL LEADERSHIP PRACTICES OF HEADMASTERS IN FORMING THE QUALITY OF TEACHERS IN TRANSFORMATION SCHOOLS 2025

The headmaster is the main pillar in determining the quality and success of the school. The leadership practices practiced will influence his leadership style. The practice of transformational leadership practiced by head teachers is a form of leadership that has a clear direction. The quality of teachers in a school has a link in the excellence of a school. In order to ensure that the school can compete in achieving its vision and mission, these two factors are very important. This study aims to identify the quality of TS 25 school teachers in Putrajaya based on the Malaysian Teacher Standard (SGM) 2.0 and the level of head teacher transformation leadership. This article takes a quantitative approach with a survey design. Online techniques were used to distribute the questionnaire. The study respondents consisted of 306 teachers in 16 primary schools in Putrajaya. Descriptive and inferential analysis was used to analyze the data. Overall, the findings of the article show that the headmaster’s transformational leadership method is high (mean = 4.08, s.p. = 0.45). Meanwhile, teacher quality is at a high level (mean = 4.17, s.p = 0.34). The principal's transformational leadership and teacher quality have a high and significant relationship, according to the results of the Pearson Correlation test (r=0.59, p<0.01). In conclusion, the leadership practices practiced by head teachers affect the quality of the school.

From Teaching to Training: Work Adjustment of Teachers-Turn-Teacher Trainers in A Malaysian Teacher Training Institute

Day by day, more and more teachers are recruited as teacher trainers. Changing work role from a teacher to a trainer requires them to adapt to new work responsibility and tasks. In this study, they are known as teachers-turn-trainers (TTTs). These newcomers need personal and work adjustment during the transition years. This article explores the relationship between the individual-related factors, job-related factors and organizational-related factors; and work adjustment of the TTTs. Self-administered questionnaires which contains 62 items were collected from the respondents and analysed.The need to study stems from the fact that the IPGs are experiencing changes in terms of vision and mission. Based on the Theory of Work Adjustment (TWA), this article reports the findings of the study. Results show that there is a significant relationship between work adjustment and two of the variables selected: Attitudes (.419) and Proactive Personality (.502). Based on Guilford’s rule of thumb, there is a positive and moderate relationship between both the independent variables and work adjustment. In the fast and competitive world, Malaysia is an aggressively developing country. The vision, mission and goals of the Malaysian Education system, need to be supported by many studies. While the body of research seems to be growing on work adjustment abroad, both qualitatively and quantitatively, the number of studies regarding work adjustment in Malaysia is still insufficient.

The Influence of Curriculum Mastery with Teacher Competence and Elements of Tahfiz Teachers Enrolled in Tahfiz Curriculum in Malaysian Teacher Education Institute

The Influence of Curriculum Mastery with Teacher Competence and Elements of Tahfiz Teachers Enrolled in Tahfiz Curriculum in Malaysian Teacher Education Institute

Sports Coach Leadership Style, Coach-Athletes Relationships Motivation and Satisfaction among Malaysian Teacher Education Institute Athletes

Sports Coach Leadership Style, Coach-Athletes Relationships Motivation and Satisfaction among Malaysian Teacher Education Institute Athletes

Co-Curricular Activity Risk Management (CoARM) Development and Validation: A Fuzzy-Delphi Method

Co-curricular activities encompassing uniform units, clubs, and associations are compulsory courses in all educational institutions in Malaysia. The implementation of co-curricular activities requires neat preparation in order to reduce exposure to the risk of loss, injury, and accidents during the activities. Therefore, this study aimed to produce an instrument for effective co-curricular activity risk management (also known as (CoARM) to guide administrators, lecturers, and students, in conducting safe co-curricular activities, especially at Malaysian teacher education institute (TEIM). This study used the Fuzzy-Delphi method involving 30 experts in the field of co-curriculum from public universities and TEIM. The questionnaire was constructed based on the analysis of field expert interviews and a literature review. It was then sent for expert agreement on the elements, sub-elements, and content of CoARM at TEIM. The findings distinguish three (3) elements and fifteen (15) sub-elements of CoARM when planning and implementing co-curricular activities. The first element was the human element involving trainers, participants, support staff, service providers, and external agencies. The second element, the equipment element, involved anchorage, accommodation, facilities for special activity equipment, and safety equipment. The third element was the environment element with the sub-elements of weather, location, activity routes, security threats, and rescue routes. The CoARM instrument is expected to provide new knowledge as well as to serve as a guide in the field to increase the public’s confidence in organising co-curricular activities at Malaysian educational institutions and as a reference source in the future construction of CoARM modules.

Supervisors’ Feedback in the TESL Practicum as Perceived by Student-teachers: A Case Study in A Malaysian Teacher Education Institute

The purpose of this research study was to investigate the perceptions of supervisory feedback of student-teachers involved in the teaching practicum in a Malaysian Teacher Education Institute. The sample, which was conveniently selected based on student-teachers’ interest and availability, consisted of 24 student-teachers from the Teacher Education Institute. Data were obtained by means of questionnaire. Data were analyzed qualitatively. After considering the perceptions of the student-teachers participating in this study, the findings suggested a characterisation of supervisory feedback that contributed to deepen the existing knowledge about feedback in the teaching practicum context. It enables to shed more lights into the areas of second language teaching in the classroom as the findings would be able to provide more support for future management and development of teacher education in Malaysia.

Teacher Quality: Malaysian Teacher Standard

Teacher quality is a pivotal educational issue that has been examined for years. According to the Malaysia Education Blueprint (2013-2025) report, teacher quality can be categorised into excellent with 55.1 percent, high with 39.9 percent, moderate with 4.8 percent, low with 0.2 percent in comparison to the previous year. This phenomenon is worrying as the excellent teacher quality needs to exceed 70 percent to meet the challenges of 21st century education. This current study is a quantitative study involving 423 secondary school teachers throughout Malaysia. Data collection is carried out using the questionnaire method based on the Malaysian Teacher Standard (SGM). The findings showed that the quality of teachers in Malaysia is excellent. The highest level of teacher quality is the practice of professionalism value while the lowest level of teacher quality is knowledge and understanding.

STANDARD GURU MALAYSIA 2.0 DALAM KEMENJADIAN JIWA PENDIDIK

The Malaysian Teacher Standard is a standard that outlines the professional competencies that teachers should achieve, and the requirements that should be provided by teacher training agencies and institutions to help teachers achieve the required level of competence. Recently, issues related to the ethics of the teaching profession often occur in our country and this shows the lack and room for improvement in the development of teaching professionalism. This study aims to examine how the Malaysian Teacher Standard 2.0 can shape the soul of a perfect and holistic educator, examine teachers' views on the components of teaching ethics and how the domains of competence listed in the Malaysian Teacher Standard 2.0 namely knowledge orientation, instructional, community involvement and personal qualities can help teachers in the effective implementation of teaching and facilitating. This study is qualitative and has involved 12 primary and secondary school teachers as respondents. The findings from the interviews were analyzed descriptively and comparisons were made as a whole. The findings of the study are that many teachers are less clear with the objectives and content of the Malaysian Teacher Standard 2.0 and those responsible need to provide more in -depth exposure to teachers. The Malaysian Teacher Standard 2.0 is a comprehensive reference document that can assist teachers in the effective implementation of teaching and facilitating and all teachers are clear with the responsibilities of teachers towards the profession, students, parents, society and the country. The researcher hopes that this study can make a small contribution in the effort to produce a holistic and perfect educator soul.

Malaysian teacher standards and the professionalism development of Islamic education teachers

Competency is a set of behaviors that construct a competent employee in a certain profession. In the profession, competency describes an employee’s achievement and performance in a task or situation. It enables employees to predict behavior in various situations and functions. Dedicated and trustworthy employees are significant priorities according to Islam. This research paper aims to explain the concept of teachers’ competency, analyze the development of teacher professionalism in improving the quality of teaching as well as describe previous studies related to the implications of the Malaysian Teacher Standards policy on teaching and learning process. The research method used in this study is content analysis from literature reviews and official documents published by the Ministry of Education Malaysia. The findings of the study show that the Malaysian Teacher Standard 1.0 has introduced three teaching standards, namely the practice of the values of teacher professionalism, knowledge and understanding; the teaching and learning skills that teachers need to achieve. Each standard contains a specific domain to create a teacher competent in the duties. Meanwhile, Malaysian Teacher Standard 2.0 introduces four domains of teachers’ competency, namely knowledge orientation domain, instructional domain, community involvement domain; and personal quality domain.

Dissemination of GOOPI (Game Open Online Physics Instructional) to Sparking Innovation in Education

This study of dissemination of GOOPI (Game Open Online Physics Instructional) on page https://goopi.id/ (use UC browser) to sparking innovation in education. The method of the study is the Interactive Lecture Demonstration (ILD) approach, the ILD stages are carried out with three stages of activities, namely preparation, implementation, and evaluation. Dissemination with training for physics teachers who are members of the Physics Subject Teacher Meeting (PSTM) from a province in the west of Indonesia and Malaysian Teacher Association. The participants of this dissemination were 120 physics teachers for the first meeting and 86 teachers for a second meeting with GOOPI. The results of the study in the form of this dissemination were obtained information that physics teachers experienced in accessing and developing physics learning media. The results of the questionnaire responses to GOOPI with average 2,90 very good category of dissemination obtained information that GOOPI is effective for media for learning physics during the Covid-19 epidemic. The suggestion in this study is that dissemination training should be done frequently in order can provide skills or expertise that are not too complicated but are widely applied and needed by physics teachers.

Teacher educators' vision of an 'ideal' teacher

There is no clear definition of what constitutes an ideal teacher educator, particularly from the perspective of Malaysian educators. Developing teacher educators’ vision of an ideal teacher ensures that teachers have high levels of professional, personal, and contextual dimensions in teaching practices, including competence in the practice of professional teaching, knowledge, and understanding. Therefore, the objective of this study was to find out the range of visions of what it is to be a good teacher educator in a Malaysian teacher education institution. Seventeen teacher educators from an established university in Malaysia participated in the study. A survey consisting of eight questions was used as the research instrument. The data obtained from the questionnaire were analysed by using descriptive and textual analysis techniques. The findings reveal certain criteria of an ideal teacher such as possessing sound subject matter knowledge, mastery of both generic and content-specific pedagogy, and hands-on teaching skills. The teacher educators shared that they have to adjust their goals to attain their vision, namely the need to adapt to the current policies, new ideas, and the ever-changing educational trends. The findings also show that an ideal teacher is the one who is responsible to nurture and bring about the best learning experience for students. This research has unfolded the teacher educators’ vision of the ideal teacher and pedagogical implications reflected in every facet of their educational practices.

The implementation of Al-Quran and Fardhu Ain (KAFA) class teacher teaching practices in teaching Tajweed Al-Quran in Kedah

This study was conducted to identify the Implementation of Al-Quran and Fardhu Ain (KAFA) Class Teacher Teaching Practices in Teaching Tajweed Al-Quran in Kedah as prescribed by the Malaysian Teacher Standards (SGM). In general, the design of this study is a quantitative study and the research instrument used is in the form of a set of questionnaires. Also, the number of study samples taken is a total of 210 respondents consisting of male and female KAFA teachers in the state of Kedah. These quantitative data were analyzed descriptively and inferentially through SPSS software, version 22 to obtain frequency, percentage, mean, standard deviation, and t-test. Findings of the study showed that the implementation of KAFA teachers' teaching practices in teaching tajwid al-Quran in Kedah based on the components of the beginning of the teaching, development of teaching, and closing of teaching was at a moderate and high level (M=3.81, SD =1.02). While the inferential analysis found that there were no significant differences for teachers' teaching practices on gender, place of residence, and course attendance. The implications of this study can be a guide to other teachers to improve teaching practices, especially in the field of tajwid Al-Quran that can produce effective and quality teaching. In essence, the quality of implementation of KAFA teachers' teaching practices in teaching tajwid al-Quran in the state of Kedah needs to be improved so that the excellence of KAFA education can be competitive on the international stage.

The unsung role of assessment and feedback in self-directed learning (SDL)

ABSTRACT Assessment and feedback have been intensively studied to promote effective learning. However, less attention is given on its role in self-directed learning (SDL) context. Despite being recognised as a powerful educational tool, critical examination of SDL and assessment and feedback literature reveals that these bodies of literature rarely intersect with one another. This study, which aims to investigate teacher educators’ practices of assessment and feedback in the context of SDL, begins to address the gap. Twenty Malaysian teacher educators were interviewed, and the interview data were analysed using a hybrid thematic analysis approach. Findings suggest the importance of (i) reducing anxiety in assessment and feedback, (ii) practicing sustainable formative assessment, (iii) ensuring timely feedback, and (iv) responding to cultural norms. These findings address key features of assessment and feedback in promoting SDL, however greater emphasis is needed in developing a framework of assessment and feedback that supports SDL.

AMALAN PROFESIONALISME GURU BAHASA MELAYU SEKOLAH KEBANGSAAN DALAM ASPEK NILAI

The concept of professionalism is closely related to individual job scope in any field of work. Teacher professionalism demands a value to carry out teacher’s responsibilities with full commitment and dedication. As the quality of education is related to the value of teacher professionalism that will determine the effectiveness of teaching and learning. Standard Guru Malaysia (2009) has placed the value of professionalism as the main standard. Therefore, this research is conducted to review teacher’s professionalism among primary schools’ Malay Language teachers of Klang, Selangor in the term of value. The objective of this study is to identify the level of teachers’ professional practice English in terms of value and identify the level of self-assessment of teachers' professional practice in primary schools’ Malay Language teachers. Quantitative Research was used in this study involving 219 teachers. The questionnaire with five Likert scales has been used for the purpose of data collection. The items used are guided by Standard 1: Values of Professionalism in the Malaysian Teacher Standard. Descriptive statistics were used to know the mean, standard deviation, frequency, and percentage to obtain accurate findings in the process of analysis the items of study. Data obtained are analysed using Software Package for Social Science (SPSS) version 25. The result of the analysis shows that the professionalism practice of Malay Language teachers in terms of values at the high level of 4.46. The finding describes the teachers know and practice the value of professionalism well but the value practice among teachers needs to be constantly enhanced because teachers are the transformation agent in the education system. The level of self-assessment among Malay Language teachers is at the high level of 3.68 means. In self-assessment section found that there are a few items that need to be emphasized in future studies because the feedback from this study illustrated that there are some disadvantages inherent in professionalism. And this affects the quality of professionals as Malay Language teachers. In conclusion, the teacher's efforts to complete the responsibilities towards the student, school, and community requires a strong value to produce professional attitudes teachers.

The Relationship between Educational Transformational Leadership and Teacher Quality at Secondary School: Total Quality Management as Mediator

This study aims to examine the relationship between educational transformation leadership and the quality of teachers in secondary schools, as well as to identify the impact of total quality management practices on the relationship between both variables. This study used a cross-sectional survey involving 423 secondary school teachers from across Malaysia. Data were collected using questionnaires adapted from Total Quality Management Instruments, Multi-Factor Leadership Questionnaire and Malaysian Teacher Standards Instruments. This study used the Pearson Correlation inference analysis to determine the relationship between variables and SPSS Process Macro 3.0 analysis to identify mediator effects. The results show that the relationships between educational leadership and Total Quality Management practices (.768), Total Quality Management practices and teacher quality (.942), educational transformational leadership and teacher quality (.846) are all positive and significant. In addition, the Variance Accounted For (VAF) for the mediator is 64.62%. Thus, it can be concluded that Total Quality Management has a partial mediator effect on the relationship between educational transformational leadership and teacher quality in secondary schools. The findings of this study can contribute to the improvement of school management practices, specifically through the implementation of educational transformational leadership, Total Quality Management and teachers' quality. In summary, the findings suggest that educational transformational leadership and Total Quality Management can contribute to the improvement of teachers' quality.

Teacher Competence and 21<sup>st</sup> Century Skills in Transformation Schools 2025 (TS25)

The purpose of this study is to identify the relationship between teacher competence and 21st century skills. Besides, the study also examines the influence of each dimension on teacher competence that contributes to predictive factors in 21st century teachers' skills in teaching. A total of 242 secondary school teachers TS25 Cohort 1 North Zone of Peninsular Malaysia selected as study participants. The study also used quantitative approaches involving systematic random sampling. There are two instruments used in the study which are variables of teacher competence based on the Malaysian Teacher Standards by the Ministry of Education Malaysia (2009) and 21st century skills based on the 21st Century Knowledge and Skills in Teacher Educator framework by Partnership For 21st Century Skills (2010). The analysis of the study shows that there is a robust and positive relationship between professional competence and 21st century skills among teachers. The findings also predict that personal characteristics, pedagogy, professional, information and communication technology (ICT), as well as school management and development, are significant contributors to 21st century skills. The findings also show that the dimensions of teacher competence have the potential to help further develop the potential of teachers in line with 21st century learning (PAK-21) concepts. The 21st century skills are the heartbeat for teachers to improve the quality of teaching in line with current educational developments.

Knowledge Assessment And Application Psychological Skills Training (PST) In the Co-Curricular Trainer of the Malaysian Teacher Education Institute

The purpose of this study is to examine the level of knowledge and skills to apply the Psychological Skills Training (PST) among the Co-Curriculum Coaches of Malaysian Teachers' Teachers Institute which are randomly selected. A total of 77coches participated in this study consisting of 63 male coaches and 14 female coaches. The instrument for this study is a set of The Sports Psychology Revised Coach-2 (SPARC) questionnaire modified by the researchers based on the suitability. The questionnaire consists of 2 parts namely coaches demography and knowledge level Psychological Skills Training (PST) consisting of 10 items of questions and skilled to apply psychological Skills Training (PST) exercise sports psychology skills (10 items) based on Likert scale five values. An analysis is carried out descriptively involving frequency and percentage. The results based on application training showed that the method of self-talk training was very frequent and always applied, by 10 samples or 12.9%, followed by stress management training method by 6 samples or 7.8% and findings also showed that 66.2% or 51 samples did not apply the biofeedback training session method while training their athletes. Findings also showed that Co-Curriculum Coaches at the Malaysian Teachers Institute of Malaysia are less knowledgeable and less skilled to apply Psychological Skills Training (PST) even though the coaches have the qualifications in sports specific and sports science certificate at the highest level. 8% and findings also showed that 66.2% or 51 samples did not apply the biofeedback training session method while training their athletes. Findings also showed that Co-Curriculum Coaches at the Malaysian Teachers Institute of Malaysia are less knowledgeable and less skilled to apply Psychological Skills Training (PST) even though the coaches have the qualifications in sports specific and sports science certificate at the highest level. 8% and findings also showed that 66.2% or 51 samples did not apply the biofeedback training session method while training their athletes. Findings also showed that Co-Curriculum Coaches at the Malaysian Teachers Institute of Malaysia are less knowledgeable and less skilled to apply Psychological Skills Training (PST) even though the coaches have the qualifications in sports specific and sports science certificate at the highest level.

Article Review: The Impact of Fun and Enjoyment on Adult Learning

The article review of ‘The Impact of Fun and Enjoyment on Adult Learning’ (Lucardie, 2014) opens doors to the kaleidoscope of fun and enjoyment amongst adult learners. The essence of this review is an informative snapshot on the critical issues of how fun and joy have impacted adult learning through a qualitative research drawing upon traditions of phenomenology. It aims to explore the affective experiences of fun and enjoyment. This article review attempts to highlight an insightful assessment of the ideas and the arguments that are being discussed by the author. The different interpretation of this concept draws out contrasting elements between learners and teachers’ beliefs. A twist to this review is a reflective stance procured to address central issues emerging in the article related to the Malaysian context. It is through the lens of the reader, Continuous Quality Improvement (CQI):4R is proposed. This refers to the process of continuously improving the quality of teaching and learning of an educational programme. This review concludes with the framing of CQI:4R to illustrate reflect, revisit, realign and reconstruct processes that could possibly navigate the architectural landscape of the Malaysian Teacher Education.

The Practice And Challenges of Practicum Implementation Program at A Malaysian Teacher Education Institute

This study is set to assess the practice and challenges faced by TESL students at a local teacher training institute during their first practicum practices at selected Malaysian primary schools. This research is of significant value, as the 17 student- teachers’ experiences need to be made known; the findings on the transitional move from a safe protected college environment into the unknown territory of school surroundings. Each of these trainee-teachers had leapt into the role of a teacher in the 21st century language class. They would each maintain daily and weekly reflective journals throughout their practicum period to document their teaching concerns and the level of confidence they put into their abilities to teach and manage their primary school students. These findings from the questionnaires were reported. The data obtained from the study participants were analyzed qualitatively. The results of the study reveal that:- i) student-teachers have positive perception towards the role of practicum program in promoting their pedagogical skills as well as subject matter knowledge; ii) school mentors failed in providing the necessary support for practicum student-teachers. This research enables to shed more light into the areas of second language teaching in the classroom as the findings would be able to provide more support for future management and development of teacher education. Furthermore, these student-teachers could understand themselves better throughout the month extended practicum. The ability to self-monitor and self-appraise themselves are valuable skills to be acquired by these student-teachers for their personal and autonomous and continuous self-assessments to become effective second language teachers.