English language teacher's sense of efficacy, teaching effectiveness and their practice of headcount in student's academic achievement in Labuan

• Main Author: Hyginus Lester Junior Lee
• Format: Thesis
• Language: English; English
• Published: 2017
• Subjects: LB2832-2844.1 Teaching personnel
• Online Access: https://eprints.ums.edu.my/id/eprint/38963/1/24%20PAGES.pdf; https://eprints.ums.edu.my/id/eprint/38963/2/FULLTEXT.pdf; https://eprints.ums.edu.my/id/eprint/38963/

The Surat Pekeliling Ikhtisas Bil. 4/1986 (Professional Circular Letter No. 4/1986) of the Ministry of Education Malaysia recommended the establishment of subject panels in schools with the intention of organizing teachers in a structured body on a subject-oriented basis and based on their professional expertise. One of the main purposes is to improve students’ performance in school and public examinations. To date, subject-specific teachers have been contributing towards achieving the vision and mission of the school and the national education agenda. One of the many academic-related initiatives introduced in schools is the Headcount Programme. Thereby, this research was carried out with the intention to find out the relationship between Headcount Programme practice of English language, teachers’ sense of efficacy, teaching effectiveness and students’ academic achievement in the Federal Territory of Labuan. This study adopted a purposive sampling, involving 150 English language teachers in Labuan. The instrument used in this study was a set of survey questionnaire which was distributed to schools state-wide. Research data was analysed using the IBM Statistical Package for Social Science (SPSS) program for ttest, ANOVA, correlation and regression. The findings of this study found that teachers’ Headcount Programme Practice (M= 3.81), sense of efficacy (M= 3.71) and teaching effectiveness (M= 4.13) were rated high. Nevertheless, a very weak relationship was found between Headcount Programme Practice (r= .029), teachers’ sense of efficacy (r= .056), teaching effectiveness (r= .066) and students’ academic achievement. Regression on all three variables shown that was no statistically significant evidence to predict students’ academic achievement (F= (2, 146)= .252, p>.05.). This study disclosed the need for teachers to play their part in promoting learning and enhancing students’ academic achievement. It also underpins the importance of systematically implementing programmes in schools to establish its effectiveness. It is proposed that in the interest of assisting students in their learning, teachers and students need to work together to achieve the desired target.