Prioritizing of criteria in teacher-candidate selection process by analytic hierarchy process
This paper reviews and identifies the criteria used in the teacher-candidate selection process.The identified main criteria and sub-criteria were prioritized according to their importance by a group of experts. The literature was the source of the criteria and twelve experts who have experience in t...
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my.uum.repo.124582014-10-27T01:41:31Z http://repo.uum.edu.my/12458/ Prioritizing of criteria in teacher-candidate selection process by analytic hierarchy process Mat Kasim, Maznah Ramli, Razamin Ibrahim, Haslinda Ghazali, Mohd Izam Mohmad Kamal, Fazillah Vikneswari, S. LB Theory and practice of education This paper reviews and identifies the criteria used in the teacher-candidate selection process.The identified main criteria and sub-criteria were prioritized according to their importance by a group of experts. The literature was the source of the criteria and twelve experts who have experience in teacher-selection process were asked to justify the criteria obtained from the secondary source. Furthermore, these experts evaluated the relative importance of the identified criteria in a pair-wise manner. Their judgments were analysed by a multi-criteria method, known as the Analytic Hierarchy Process.Three main criteria were identified which consisted of ‘content of knowledge’, ‘communication skills’ and ‘personality’, while each of these three main criteria had four, six and eight sub-criteria respectively. The degree of importance which is known as weights of these criteria were also calculated where those criteria which receive higher values are considered to be more important. Generally, the results of the analysis show that ‘communication skills’ and ‘personality’ are the most and second-most important criteria respectively, followed by ‘content of knowledge’ in the third position. The analysis of the importance of the sub-criteria of these three main criteria is also included.These criteria and the weights can be used later in the development of the teacher-selection model. Both secondary data and primary data were used in this research. All the experts or the respondents have experience in the selection process where 40% of them have more than six years’ experience. Universiti Utara Malaysia Press 2012-12 Article PeerReviewed application/pdf en http://repo.uum.edu.my/12458/1/2.pdf Mat Kasim, Maznah and Ramli, Razamin and Ibrahim, Haslinda and Ghazali, Mohd Izam and Mohmad Kamal, Fazillah and Vikneswari, S. (2012) Prioritizing of criteria in teacher-candidate selection process by analytic hierarchy process. International Journal of Management Studies (IJMS), 20 (2). pp. 15-28. ISSN 2232-1608 http://www.ijms.uum.edu.my/ |
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LB Theory and practice of education Mat Kasim, Maznah Ramli, Razamin Ibrahim, Haslinda Ghazali, Mohd Izam Mohmad Kamal, Fazillah Vikneswari, S. Prioritizing of criteria in teacher-candidate selection process by analytic hierarchy process |
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This paper reviews and identifies the criteria used in the teacher-candidate selection process.The identified main criteria and sub-criteria were prioritized according to their importance by a group of experts. The literature was the source of the criteria and twelve experts who have experience in teacher-selection process were asked to justify the criteria obtained from the secondary source. Furthermore, these experts evaluated the relative importance of the identified criteria in a pair-wise manner. Their judgments were analysed by a multi-criteria method, known as the Analytic Hierarchy Process.Three main criteria were identified which consisted of ‘content of knowledge’, ‘communication skills’ and ‘personality’, while each of these three main criteria had four, six and eight sub-criteria respectively. The degree of importance which is known as weights of these criteria were also calculated where those criteria which receive higher values are considered to be more important. Generally, the results of the analysis show that ‘communication skills’ and ‘personality’ are the most and second-most important criteria respectively, followed by ‘content of knowledge’ in the third position. The analysis of the importance of the sub-criteria of these three main criteria is also included.These criteria and the weights can be used later in the development of the teacher-selection model. Both secondary data and primary data were used in this research. All the experts or the respondents have experience in the selection process where 40% of them have more than six years’ experience. |
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Article |
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Mat Kasim, Maznah Ramli, Razamin Ibrahim, Haslinda Ghazali, Mohd Izam Mohmad Kamal, Fazillah Vikneswari, S. |
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Mat Kasim, Maznah Ramli, Razamin Ibrahim, Haslinda Ghazali, Mohd Izam Mohmad Kamal, Fazillah Vikneswari, S. |
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Mat Kasim, Maznah |
title |
Prioritizing of criteria in teacher-candidate selection process by analytic hierarchy process |
title_short |
Prioritizing of criteria in teacher-candidate selection process by analytic hierarchy process |
title_full |
Prioritizing of criteria in teacher-candidate selection process by analytic hierarchy process |
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Prioritizing of criteria in teacher-candidate selection process by analytic hierarchy process |
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Prioritizing of criteria in teacher-candidate selection process by analytic hierarchy process |
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prioritizing of criteria in teacher-candidate selection process by analytic hierarchy process |
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Universiti Utara Malaysia Press |
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2012 |
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http://repo.uum.edu.my/12458/1/2.pdf http://repo.uum.edu.my/12458/ http://www.ijms.uum.edu.my/ |
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