Adakah prestasi sekolah menjadi penyumbang utama pengajaran efektif?

• Main Authors: Hamdan, Abdul Rahim, Chia, Lai Lai
• Format: Article
• Published: Penerbit UTM Press 2014
• Subjects: LB Theory and practice of education
• Online Access: http://eprints.utm.my/id/eprint/59598/; https://sainshumanika.utm.my/index.php/sainshumanika/article/view/374

This quantitative study was conducted to identify the contributions of teachers' background (school performing, teacher experiences and professional development attendance) towards effective teaching practices in Johor. Teacher as the very important input in the effective teaching process. The framework of this study is based on the combination of Charlotte Danielson model (2007) and James H Stronge model (2007). A total of 322 secondary school teachers from 10 secondary school were involved in this study. A set of 6 point likert scale questionnaire which is consisted by 64 item was used as instrument for this study. Data gathered from the survey was analysed using multiple regression stepwise through SPSS version 16.0. Our findings show that professional development attendance made a vital contribution in effective teaching practice, while suprisingly the school performing was the least contributor in this context. Therefore this finding pass us the new knowledge thats teachers should construct knowledge contimuously to improve ourselves in effective teaching. There is no barrier between either from high performing school or low performing school does the teachers come from in the effective teaching matter. On the others hand, this finding also provides a new platform and enables the educators and parents to rethink the effective teaching from a broader view.