Measurement Model of Professional Learning Community: A Malaysian Teacher Context

The main purpose of the study was to develop an empirical empirically measurement model for Professional Learning Community (PLC) among teachers in Malaysia primary schools. Structural Equation Modelling (SEM) utilizing AMOS Version 22 was employed to develop the model. Exploratory Factor Analysis (EFA) was utilized to identify the underlying factors, whereas confirmatory factor analysis was employed to test the construct of the PLC. The study involved 450 primary school teachers from 5 zones in Malaysia represented by the states of Kedah, Selangor, Johor, Terengganu and Sarawak. Professional Learning Community Model (PLC) was found to be fit and reliable model with all fit statistics set well above the threshold level. The finding has also encouraged a fresh look at the implementation of PLC program aimed at successful change in schools. The findings of the PLC will also benefit educational practitioners in designing a teacher professional development

Penularan penyakit Tuberculosis (TB) di Malaysia: amalan pencegahan dan mekanisme pengawalan di institusi pendidikan

Penyakit Tuberculosis atau dikenali sebagai penyakit TB merupakan isu yang penting di Malaysia disebabkan oleh kemunculan jangkitan yang dramatik. Pada bulan Mac 2016 (sehingga 15 April 2016) sebanyak 3049 kes tibi telah dikesan dan menjadikan keseluruhan kes secara kumulatif sebanyak 7717 kes. Berlaku peningkatan sebanyak 902 (13.0%) pada bulan yang sama tahun 2015 (6815 kes). Sementara itu, pencegahan dan mekanisme pengawalan penyakit ini perlu difahami sejak awal lagi. Tujuan kajian ini ialah untuk mengkaji (1) penularan penyakit TB di Malaysia (2) amalan pencegahan penyakit TB (3) mekanisme kawalan di institusi pendidikan (4) promosi program kesihatan di sekolah. Perbincangan dan cadangan daripada kajian ini boleh diaplikasikan bagi mengukuhkan dan memperteguh dasar dan perancangan kerajaan ke arah yang lebih baik terutama kepada Kementerian Kesihatan Malaysia (KKM) dan Kementerian Pendidikan Malaysia (KPM)

Teachers’ well-being from the social psychological perspective

School is an important organizational unit in a country. School is also the foundation of every country’s education system. A harmonious working environment and a healthy relationship are very vital to ensure the high quality of teachers’ work. Issues in the workplace can lead to low performance, job dissatisfaction, loss of happiness, stress, and many other mental health issues. Teachers’ well-being is greatly influenced by comfortable, healthy, and happy conditions. Hence, this study aims to examine well-being among teachers in National Secondary Schools (SMK) and Government Funded Religious Schools (SABK) based on the quality of teachers’ working life such as psychological, social, political, and economic needs. This was quantitative research with a survey method using questionnaires as the instrument. The respondents of the study comprised 300 teachers in a district in Kelantan, Malaysia. The respondents were chosen based on a random sampling technique. The results of the study showed that the level of teachers’ well-being is high. There were no differences regarding the level of teachers’ well-being between SMK and SABK

Technological, pedagogical, and content knowledge for technology integration: a systematic literature review

Many empirical studies used technological, pedagogical, and content knowledge (TPACK) to evaluate technology integration in education. However, systematic reviews on TPACK, related to technology integration in education are still limited, linked to the TPACK and technology integration issue. Therefore, this systematic literature reviews TPACK-based studies from 2010 to 2022, focusing on three topics: instruments to assess TPACK, TPACK domains’ inter-correlation, and TPACK relationships with technology integration. This systematic literature review implemented PRISMA (preferred reporting items for systematic reviews and meta-analyses). The study used Science Direct as a platform for articles’ search with three keywords, namely TPACK, preservice teacher; TPCK, preservice teacher; and TPACK, preservice teacher, technology integration. There were 28 articles reviewed. The findings informed 11 articles regarding scales to assess TPACK. There were nine articles reported TPACK domains’ intercorrelation and 10 articles informed TPACK relationships with technology integration. This study could significantly contribute to advancing knowledge regarding instruments to assess TPACK, TPACK factors inter-correlation, and TPACK and technology integration

Students’ acceptance to distance learning during Covid-19: the role of geographical areas among Indonesian sports science students

A B S T R A C T This study was conducted to investigate the perspectives of sports science students on factors affecting distance learning in the setting of Indonesian higher education institutions (HEIs). This study proposed an extended technology acceptance model (TAM) with eight variables; experience, enjoyment, self-efficacy, perceived ease of use, perceived usefulness, attitude, intention to use, and actual use. An online survey was used to collect data from 1291 respondents. The structural model was examined through the partial least square structural equation modeling (PLS-SEM). The multi-group analysis (MGA) was conducted to understand the role of geographical areas in moderating all hypothetical relationships. The findings show that the respondents were not excited about online learning due to weak means (below 3) for most items of five variables; enjoyment, perceived ease of use, perceived usefulness, attitude, and intention to use. All relationships were supported except the relationship between experience and perceived usefulness. The strongest significant relationship emerged between intention to use and actual use. Meanwhile, the least significant relationship was found between self-efficacy and perceived usefulness. Three out of 12 hypotheses were confirmed regarding the differences of geographical areas (rural and urban) regarding all relationship paths. The findings add to a deeper understanding of the acceptability of distance learning during pandemics like COVID-19

Teacher quality standards: The differences in moral competency level among Malaysian teachers

The issue of quality standards for Malaysian teachers and the moral competency of teachers is a foundational part of the practice of Teacher Quality Standards in Malaysia and are fundamental to the formation of the Malaysian Education Development Plan (MEDP) 2013-2025. This paper discusses the level of teachers' moral competency and Teacher Quality Standards practice based on demographic factors (gender, age, class size, number of subjects taught, and school experience). This quantitative study used cross-sectional survey approach to collect data on current situation of moral competency and Teacher Quality Standards practice. A Stratified random and multistage sampling techniques were used to select 142 samples from the study population of teachers in National schools in Kedah, Perlis and Penang in Malaysia. The instruments used were the Moral Judgment Test (MJT) (Lind, 2000) and the College Teaching Behaviours Inventory (CTBI) (Braxton, & Bayer, 2003). The results showed significant differences in moral competencies based on age, gender, number of subjects taught, and teaching experience, and significant differences in terms of Teacher Quality Standards based on age, teaching experience, and number of subjects taught. These results provided a basic knowledge of the Teacher Quality Standards practice in national schools and its relationship to moral competency based on demographic and experience in school aspects. National school teachers who practiced Teacher Quality Standards demonstrated that they have the capacity for moral competency in self-governance by applying Teacher Quality Standards when making decisions and considerations in selecting ethical practices in developing national education in the future

Teacher quality standards: The differences in moral competency level among Malaysian teachers

The issue of quality standards for Malaysian teachers and the moral competency of teachers is a foundational part of the practice of Teacher Quality Standards in Malaysia and are fundamental to the formation of the Malaysian Education Development Plan (MEDP) 2013-2025. This paper discusses the level of teachers' moral competency and Teacher Quality Standards practice based on demographic factors (gender, age, class size, number of subjects taught, and school experience). This quantitative study used cross-sectional survey approach to collect data on current situation of moral competency and Teacher Quality Standards practice. A Stratified random and multistage sampling techniques were used to select 142 samples from the study population of teachers in National schools in Kedah, Perlis and Penang in Malaysia. The instruments used were the Moral Judgment Test (MJT) (Lind, 2000) and the College Teaching Behaviours Inventory (CTBI) (Braxton, & Bayer, 2003). The results showed significant differences in moral competencies based on age, gender, number of subjects taught, and teaching experience, and significant differences in terms of Teacher Quality Standards based on age, teaching experience, and number of subjects taught. These results provided a basic knowledge of the Teacher Quality Standards practice in national schools and its relationship to moral competency based on demographic and experience in school aspects. National school teachers who practiced Teacher Quality Standards demonstrated that they have the capacity for moral competency in self-governance by applying Teacher Quality Standards when making decisions and considerations in selecting ethical practices in developing national education in the future

The level of transformational leadership and the effectiveness of primary school organization

The purpose of this quantitative survey type study was to find out the effectiveness of transformational leadership practices in primary school organization in Kota Bharu District, Kelantan, Malaysia.  Data were collected from 244 teachers randomly selected from 11 daily primary schools. The measurement tool used was the “Transformational Leadership Inventors” (TLI) which contained 22 items related to the six dimensions of transformational leadership developed by Podsakoff, McKenzie and Boomer (1996). For organizational effectiveness, the Effectiveness International School Questionnaire (EISQ) by Doran (2004) which contained 55 items with 11 dimensions was used. The IBM Statistical Package for Social Sciences version 26.0 (IBM SPSS 26.0) was used to analyze the data. Overall, the results of the study showed that transformational leadership practices were at a very high level (mean = 4.32 and SD = 0.503). As for organizational effectiveness, the results showed that organizational effectiveness was at a high level (mean = 3.92 and SD = 0.430). Overall, this research has achieved the set goals

MODEL PENGUKURAN KOMPETENSI KERJA GURU

Kajian ini bertujuan untuk menganalisis pengujian model pengukuran Kompetensi Kerja Guru (KKG).Soal selidik  yang digunakan ialah daripada Penilaian Bersepadu Pegawai Perkhidmatan Pendidikan, 2013 yang mengandungi 33 item dan tigafaktoriaitu i) Profesionalisme, ii) Pengetahuan, dan iii) Kemahiran. Kajianinimelibatkan 612 guru sekolah kebangsaan dari 5 zon di Malaysia melibatkan negeri Kedah, Selangor, Johor, Terengganu and Sarawak. Analisis statistik daripada Statistical Package for Social Science (SPSS) dan Structural Equation Modelling (SEM) digunakan menganalisis data. AnalisisPenerokaan Faktor atau Exploratory Factor Analysis (EFA) dan Analisis Pengesahan Faktor atau Confirmatory Factor Analysis (CFA)digunakan untuk mengenal pasti faktor yang membentuk model pengukuran Komuniti Pembelajaran Profesional. Dapatan menunjukkan ketiga-tigafaktor (i) Profesionalisme, (ii) Pengetahuandan (iii) Kemahiran berjaya membentuk model pengukuran Kompetensi Kerja Guru. Indeks kesepadanan model menunjukkan RMSEA=0.079, CFI=0.940, ChiSq/df= 4.785 dan PCFI=0.811. Kesemua indeks ini mencapai tahap yang diperlukan dan akhirnya sebuah model pengukuran Kompetensi Kerja Guru berjaya dibangunkan

Integration of islamic spiritual values with mathematics teaching

The purpose of this study is to explore the integration of mathematics with Islamic spiritual values ​​in learing mathematics atIslamic-based junior high schools. This research follows a qualitative study with the help of case studies to learning mathematics in twoIslamic-based junior high schools (MTs / SMP) namely MTs Negeri 1 Banyumas, and SMP Al-Irsyad Al-Islamiyah Purwokerto, Banyumas Central Java, Indonesia. The collection of data involved in-depth interviews, observations and document reviews. Data collection was completed by using snowball the technique. After the data were analyzed inductively, interactively and simultaneously, they were then described and interpreted in proper manner. The results revealed that the integration of mathematics with Islamic spiritual values has positive impact in shaping a better life of the Muslim youths. Such integration accelerates the slogan called Islamization of science for the greater interest of the Muslim ummah