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Table of Content1.0 Introduction ..................................................................................................... ...... 2
The Malaysian Teacher Standards ............................................................................ 2
1.2 Research Objectives and Research Questions ................................................. 3
2.0 Review of Literature ...................................................................... ........................ 4
2.1 The Imperative for Quality Teachers .................................................................. 4
2.2 Standards of Quality: The Malaysian Teacher Standards ................................. 5
2.2.1 Standard 2: Knowldege and Understanding .................................................. 6
2.2.2 Standard 3: Teaching and Learning Skills ..................................... ................ 6
3.0 Methodology. ...................................................................................... ............ ...... 7
3.1 Data collection and data analysis ...................................................................... 8
4.0 Findings and Discussion ........................................................................................ 8
4.1 Demographic Details ............................................................................. ............. 8
4.2 Option Lecturers Knowledge and Understanding of Subject Matter .................... 9
4.3 Option Lecturers Teaching and Learning Skills ............................................... 10
4.4 Comparison of Lecturer Efficacy By Options ..................................................... 11
5.0 Conclusion and Recommendations ...................................................................... 15
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A Survey Study of Undergraduate Option Lecturers Efficacyin IPG Kampus Gaya
The mediocre teacher tellsThe good teacher explains
The superior teacher demonstratesThe great teacher inspires
~ William Arthur Ward
1.0 IntroductionTeacher quality matters. Every child should have a talented teacher every year he or she is in
school. Our knowledge-based economy is creating tremendous competition for well-educated
people. Quality investment in teacher education will ensure quality teachers who will in turn
build up human capital and workforce for our future. Clearly, it is crucial that we provide quality
teaching and learning for our children.
In Japan and Singapore, the teaching profession is held in high regard (Clements, 1999). Top
students compete to enter the teaching profession, and there were incentives for experienced
teachers to help along younger colleagues to ensure teaching quality. As a result,
schoolchildren in those countries consistently outperform US schoolchildren on science and
math tests. On the other hand, a study by Ishak (2003) in SK Salarom Nabawan reported that
among the factors contributing to deteriorating education standards in the school was teacher
factor : teachers who lacked experience and who seldom guide their students. Clearly, a set of
principles for quality and effective teaching guiding teachers is an imperative to place the
nations education system to be at par with global standards and produce first class human
resources among Malaysians. In 2009, these guiding principles are for the first time spelt out in
the Malaysian Teacher Standards (Standard Guru Malaysia or SGM) document.
The Malaysian Teacher StandardsThe SGM 1 was launched on December 3 2009 by the Deputy Prime Minister Tan Sri Muhyiddin
Yassin (Bernama, 2009). He said that the SGM will be an important reference not just toproduce quality teachers but also to improve on policy, planning and development of the
national education system. It will serve as guidelines for teachers to develop teaching
professionalism, knowledge and understanding and high teaching and learning skills. By having
all these three important components teachers could reach a high level of competency and
1 Standard Guru Malaysia
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therefore discharge their duties effectively. Indeed, if the goals were to be achieved, then the
onus is on the lecturers in teacher training institutes to possess the requisite high teacher
standards to run quality teacher training programmes that would reach the desired target,
aspects of training and professional development (Bernama, 2009).
According to Education Deputy Director-General (General Professional Development) Datin
Asariah Mior Shaharuddin, teachers can take a self appraisal which will be a part of the
teaching standards, and gauge what level they are at.. (Chapman, 2009). This study is carried
out in IPG Kampus Gaya (Institut Pendidikan Guru Kampus Gaya , or Teacher Training Institute,
Gaya Campus), a branch campus of a teacher training institute to assess the level of its lecturer
efficacy based on the Malaysian Teacher Standards.
1.2 Research Objectives and Research QuestionsInstead of lecturer self-appraisal suggested by the Education Deputy Director-General
(Chapman, 2009), this study will gather the teacher trainees perceptions about their lecturers
efficacy. It was felt that teacher trainees who were directly trained by their subject lecturers
would possess a valid and reliable opinion about their level of efficacy based on the
requirements in standards 2 and 3 of the Malaysian Teacher Standards as follows:
Standard 2: Knowledge and Understanding: This standard includes the knowledge competency,
understanding of specialization subjects, education studies, curriculum and co-curricular skills
that a teacher should possess (BPG, 2009).
Standard 3: Teaching and learning skills. This standard focuses on the teaching and learning
skills and competencies that a teacher should possess (BPG, 2009) .
This study aims to study the teacher trainees views of their option subject lecturers knowledge
and understanding of subject matter and efficacy in terms their teaching and learning skills. The
research questions are:
1) How do teacher trainees view their lecturers mastery of subject matter?
2) How do teacher trainees view their lecturers efficacy in teaching and learning?
3) Is there any difference in the perception of lecturer efficacy based on the options?
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The underlying assumption of the above research questions is that whoever possesses and
master their subject matter as well as teaching and learning skills is able to develop teacher
professionalism, carry out their tasks and responsibilities efficiently and effectively, in addition to
being creative and innovative in their work.
2.0 Review of Literature
2.1 The Imperative for Quality TeachersRecent studies offered compelling evidence that confirms what educators have always known
the quality of a teacher is one of the most critical components of how well students achieve.
Studies in both Tennessee and Texas found that students who had effective teachers greatly
outperformed those who had ineffective teachers. In the Value-Added Assessment study in
Tennessee (Rivers & Sanders, 2002), Professor William Sanders found that that the single most
important variable in student academic progress was the quality of teaching. Findings indicated
that for American students scoring in the lowest quartile in fourth-grade math, the probability of
passing an eighth-grade-level test (required for high school graduation) ranged from 15 to 60
percent as a function of the sequence of teachers and how effective they were. Students in this
achievement group experiencing four teachers of average effectiveness had a 38 percent
probability for passing the test. Students with highly effective teachers for three years in a row
scored 50 percentage points higher on a test of math skills than those whose teachers were
ineffective. The most startling finding was that the residual effects of teachers (both effective
and ineffective) were still measurable two years later, despite the effectiveness of teachers in
later grades. Whether a child was two years behind, in an inner city school, or a just slow
learner, it was clear that a good teacher had the power to make all the difference in his
achievement.
Another study by Stanford University (Elizabeth, 2003) concluded that the best predictor of
student performance on national tests was the percentage of high-quality teachers they had --
teachers who had majored in the subjects they taught and were properly certified. Low
achieving students were the first to benefit from effective teaching, but top level teachers also
facilitated gains for students of all achievement levels. Hanushek (2002), in his study on teacher
performance, reported that having three years of good teachers (85th percentile) in a row would
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overcome the average achievement deficit between low-income kids and others. In other words,
high quality teachers could make up for the typical deficits that we see in the preparation of kids
from disadvantaged backgrounds. Therefore, teacher quality is an imperative for our countrys
education. The Malaysian Teacher Standards is the latest effort to ensure quality teachers in
our education system.
2.2 Standards of Quality: The Malaysian Teacher StandardsBajunid (Star, 2007) asserts that in order to foster intellectual capabilities in students, teachers
need to have an intellectual character. The Malaysian Teacher Standards (Figure 1) is a
reference document that specifies the required intellectual and professional competencies that
should be achieved by a teacher. It also states the necessary aspects of training to be carried
out by teacher training institutes in order for teachers to achieve standards of quality.
Figure 1 Components of Malaysian Teacher Standards (BPG, 2009)
This document is recommended to be used by teacher educators in Teacher Training Institutes
to:
i. Carry out self-reflection on the level of standard achieved
ii. Determine the necessary aspects of professional self-development
iii. Determine the level of standards achieved by the students
iv. Determine the strategies to be employed to improve the teacher trainees level of achievement
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This study was a proactive step in initiating an assessment of the lecturers level of competency
in the institution based on standards 2 and 3 of the SGM. The findings will be fed back to the
lecturers who can then plan and take the relevant steps to ensure they can meet the teaching
standards (Chapman, 2009) As the largest teacher training institute in the country, the
organization would need to set the benchmark for quality teacher trainers in the country andendure that our education excellence is continuously enhanced. Details of standards 2 and 3 of
the SGM are as follows:
2.2.1 Standard 2: Knowldege and UnderstandingTeachers who master the subject matter content will develop teacher professionalism, carry out
their duties efficiently and effectively, and are creative and innovative. The fields of knowledge
to be mastered by teachers are as follows (BPG, 2009):
S2.1 The philosophy, aims and objectives of education that are the key thrusts of teaching and learning.S2.2 The philosophy, aims and objectives of the educational curriculum, co-curriculum,learning outcomes as well as teaching and learning requirements of the subject being taught.S2.3 Subject matter content.S2.4 Pedagogical content knowledgeS2.5 Information and Communications Technology (ICT), media and educational resources inimplementing the curriculum and co-curriculum.S2.6 Strategies to create conducive learning environments.S2.7 Assessment and evaluation methods, and action research to improve the teaching and learning practices.S2.8 Student potential, and ways to develop the individual wholistically and integrally.
2.2.2 Standard 3: Teaching and Learning SkillsThis standard focuses on the teachers ability to plan, implement and evaluate academic and
co-curricular activities. The necessary skills of the teachers are as follows (BPG, 2009):
S3.1 Skills in planning teaching and learning based on the syllabus and schedule, taking intoconsideration differences in student abilities, background knowledge and expected achievement.S3.2 Skills in implementing teaching and learning, using a variety of approaches, methods and techniques and integrating thinking skills, learning skills, ICT skils, facilitator skills and evaluation and assessment skills, as well as evaluating teaching and learning effectiveness withthe aim towards improving teaching and student achievements.S3.4 Classroom management skills, including managing human relationships, time, space and resources to achieve meaning and effective teaching and learning.
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3.0 Methodology.In this study, the research method was descriptive in nature. A survey research design was
used. Survey research in education involves the collection of information from members of a
group of teacher trainees, which can be analysed and patterns extracted and comparisons
made, and the analysis of this information is to explain important education issues (Rosier,1988:107; Bell, 1993:10). A survey seeks to gather data at a particular point in time with the
intention of describing the nature of existing conditions (Cohen & Manion, 1994:83).
Sampling for this survey study is drawn from the PISMP ( Program Ijazah Sarjana Muda
Perguruan , or Bachelor of Teachership Program) group of teacher trainees in IPG Kampus
Gaya. There were in total 314 PISMP students spanning four different semesters Semester
1(105 students), Semester 3 (79 students), Semester 5 (57 students) and Semester 7 (73
students). IPG Kampus Gaya offered five different options of specialization to these students:
Mathematics, Bahasa Melayu (Malay Language), Chinese Language, Physical Education, and
Remedial Education.
The technique for data collection for this survey involved self-completion questionnaires by the
respondents. Questionnaire is the most widely used technique in surveys (de Vaus,1991:80).
Being highly structured where each respondent answered the same set of questions, it can be
administered relatively cheaply through the post. Questionnaires also provide a very efficient
way of allowing systematic recording of item by case matrix (de Vaus, 1991:80). They also
allow coverage of a large, representative sample in a cost-effective manner (de Vaus,1991:105).
A questionnaire was used to obtain feedback from the survey. Questionnaires provide a very
efficient way of allowing systematic recording of item by case matrix (de Vaus, 1991:80). They
also allow coverage of a large, representative sample in a cost-effective manner (de Vaus,
1991:105). The questionnaire was divided into 3 sections:
A. Demographic details
B. Section B required the respondents to assess their option subject lecturers mastery of knowledge in their field of expertise. The questionnaire items followed very closely the detailedrequirements of standard 2 of the SGM document (BPG, 2009), as explained in the precedingsection.
C. Section C required the respondents to assess their option subject lecturers level of skillsin planning, implementing and assessment of academic teaching and learning. The
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questionnaire items followed very closely the detailed requirements of standard 3 of the SGMdocument (BPG, 2009), as explained in the preceding section.
In this questionnaire, lecturers teaching and learning skills include their ability to plan,
implement and evaluate their academic teaching and learning duties. This component ,
including the lecturers knowledge and understanding of subject matter, would determine the
level of competencies achieved by the lecturers in this institute. Responses were based on a 4
point rating scale ranging from 1 = strongly disagree to 4 = strongly agree. The responses to
the questionnaire were collated and analysed for answers to the research questions.
3.1 Data collection and data analysisThe questionnaires were randomly distributed to the PISMP students in IPG Kampus Gaya , with
explanation about the aim of the survey and instructions on how to mark the responses. The
completed questionnaires were collected back within the next few days.
Data was analysed with SPSS to obtain the descriptive scores for the questionnaire items and
to make the summated variable of the constructs regarding teacher trainees views on lecturers
level of knowledge and understanding, as well as their level of skills in implementing teaching
and learning. Descriptive analysis would show the mean score and standard deviation for each
item and construct and allow writing description of the data. Descriptive data analysis would
enable identification of group characteristics. Tests comparing mean scores between differentoptions of respondents and other variables were also performed.
The reliability score for all the scale items was Cronbach Alpha .975, which means that the
instrument can be considered excellent and the findings very reliable. The reliability score for
each construct will be displayed at each respective table. The results of the data analyses are
visually presented in the following sections in tables or figures.
4.0 Findings and Discussion
4.1 Demographic Details Altogether 254 respondents (male = 100, female = 152, missing = 2) from various groups and
options returned the completed questionnaires (Table 1). 94 (37%) of the respondents were
from the Mathematics option; 56 (22%) from the Bahasa Malaysia option, 28 (11%) from the
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Chinese Language option, 38 (15%) from the Remedial Studies option, and 36 (14.2%) were
from the Health Education option. These made up the students from Semester 1 (n = 95,
37.4%), Semester 3 (n = 57, 22.4%), Semester 5 (n = 53, 20.9%) and Semester 7 (n = 43, 16.9
%).
Table 1 Respondents by Semester and Options
Semester Total
Option Semester 1 Semester 3 Semester 5 Semester 7Matematik 27 18 19 28 92
Bahasa Melayu 19 20 15 54 Bahasa Cina 11 17 28
Pemulihan 19 19 38 Pendidikan
Jasmani19 17 36
N = 95 57 53 43 248 Missing 6
Total 254
4.2 Option Lecturers Knowledge and Understanding of Subject Matter This section answers the research question How do teacher trainees view their lecturers
mastery of subject matter? Respondents strongly agreed that the lecturers in IPG Kampus
Gaya has mastered their knowledge and understanding of their subject matter (overall mean =
4.196, Table 2). The teacher trainees strongly agreed that their option lecturers have mastered
their subject matter (mean = 4.27) and curriculum knowledge (mean = 4.21), in addition to
demonstrating mastery of action research to improve teaching and learning (mean = 4.24).
Table 2 Lecturers Knowledge and Understanding of Subject Matter
No. Skills Mean StandardDeviation
1. Master pedagogical content knowledge. 4.20 .702
2. Master subject matter 4.27 .636
3. Implement teaching and learning effectively 4.19 .681
4. Implement teaching and learning innovatively 4.07 .764
5. Master the philosophy, aims and objectives of the educationalcurriculum4.21 .674
6. Demonstrate mastery of strategies to create conducive learningenvironments4.16 .745
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No. Skills Mean StandardDeviation
7. Demonstrate mastery of assessment and evaluation methods toimprove teaching and learning4.20 .691
8. Demonstrate mastery of action research to improve teachingand learning4.24 .702
9. Demonstrate ability to develop the students potential. 4.22 .727
Summated Mean 4.1964 .61433
Cronbac alpha = .9618
In addition, respondents strongly agree that the option lecturers demonstrated mastery of action
research to improve teaching and learning (mean = 4.24). According to Bajunid (Star, 2007),
what is important is we need to continuously conduct education research if we are to maintain
the standards of teacher development in the country. Then we would possess the required
human resources to train and ensure that every teacher in our country possess the components
of teacher standards.
4.3 Option Lecturers Teaching and Learning SkillsThis section answers the research question How do teacher trainees view their lecturers
efficacy in teaching and learning? Respondents strongly agree that the Institute option
lecturers possess teaching and learning skills (overall mean = 4.21). The highest mean (4.27)
was their ability to plan teaching and learning based on curriculum requirements (Table 3). This
comes as no surprise as the curriculum implementation in the institute is based on the principles
of MS ISO 9001 and the quality assurance criteria of the Malaysian Qualifications Framework.
Table 3 Lecturers Teaching and Learning Skills
No. Skills Mean StandardDeviation
1. Plan teaching and learning based on curriculum requirements 4.27 .637
2. Consider individual differences in implementing teaching and learning 4.19 .702
3. Use a variety of approaches and strategies in teaching and learning 4.20 .6674. Integrate thinking skills in teaching and learning 4.23 .649
5. Integrate learning skills in teaching and learning 4.19 .653
6. Integrate ICT in teaching and learning 4.18 .658
7. Integrate facilitator skills in teaching and learning 4.20 .667
8. Integrate assessment and evaluation skills in teaching and learning. 4.17 .668
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No. Skills Mean StandardDeviation
9. Monitor lesson effectiveness for continuous student improvement 4.21 .741
10. Possess classroom management skills 4.23 .686
Overall Mean 4.2067 .58200
Cronbach alpha = .9623
4.4 Comparison of Lecturer Efficacy By OptionsThis section answers the research question: Is there any difference in the perception of lecturer
efficacy based on the options? The PISMP programs offered in IPG Kampus Gaya were for the
following subjects: Mathematics, Bahasa Malaysia, Chinese Language, Remedial Education
and Physical Education. In order to ascertain if there was any difference in the perception of
lecturer efficacy by options, a comparison of the various means was performed. Prior to that, a
test of normality (Table 4) was executed to determine the nature of the various option groups.
Apart from Remedial Education (p = .093) and Physical Education (p = .076) option groups with
regards lecturers teaching and learning skills, it was concluded that all other groups were not
normally distributed (p .05). Therefore, the assumption of normality has not been met for this
sample. A parametric test like One-way Anova would not be suitable.
.
Table 4 Tests of Normality
Competency Options Kolmogorov-SmirnovStatistic df Sig. Shapiro-WilkStatistic Df Sig.
Teaching andLearning Skills
Matematik .184 93 .000 .925 93 .00
0BahasaMelayu
.246 56 .000 .835 56 .00
0Bahasa
Cina.230 28 .001 .812 28 .
000
Pemulihan .107 38 .200 .951 38 .09
3Pendidikan
Jasmani.159 36 .021 .946 36 .
076
Mastery of Content andKnowledge
Matematik .113 93 .005 .945 93 .00
1BahasaMelayu
.221 56 .000 .816 56 .00
0Bahasa
Cina.177 28 .024 .881 28 .
00
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Competency Options Kolmogorov-SmirnovStatistic
df Sig. Shapiro-WilkStatistic
Df Sig.
4Pemulihan .128 38 .118 .933 38 .
026
Pendidikan
Jasmani
.173 36 .008 .918 36 .
011
Instead, the Kruskal Wallis test was performed. Kruskal-Wallis Test is used when assumptions
of ANOVA are not met. The Kruskal-Wallis test is a nonparametric method of testing the
hypothesis that several populations have the same continuous distribution versus the alternative
that measurements tend to be higher in one or more of the populations. The samples in this
study were taken randomly and independently of each other. All sample sizes are at least 10 if k
= 5. The boxplots (Figures 2 & 3) indicated that they have approximately the same shape.
Therefore the Kruskal Wallis test may proceed.
23638285694N =
Opsyen
9
Pendidikan Jasmani
Pemulihan
Bahasa Cina
Bahasa Melayu
Matematik
K N A N D U N D
5.5
5.0
4.5
4.0
3.5
3.0
2.5
2.0
1.5
140
149
Figure 2 Boxplot for test on Mastery of Content and Knowledge
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23638285693N =
Opsyen
9
Pendidikan Jasmani
Pemulihan
Bahasa Cina
Bahasa Melayu
Matematik
T N L
5.5
5.0
4.5
4.0
3.5
3.0
2.5
Figure 3 Boxplot for test on efficacy of Teaching and Learning Skills
The test indicated differences (sig. = .003, p-value 0.05) in terms of lecturers mastery of
content and knowledge by options. At the = 0.05 level of significance, there exists enough
evidence to conclude that there is a difference of lecturer efficacy in mastery of content
knowledge among the six options based on the respondent scores (Table 4).
Table 5 Kruskal Wallis Test for Mastery of Content and Knowledge
Opsyen N Mean RankKNANDUN
DMatematik 94 113.48
Bahasa Melayu 56 145.34Bahasa Cina 28 144.25
Pemulihan 38 107.93Pendidikan Jasmani 36 136.97
Total 252Chi-Square 11.965
df 4 Asym p. Sig. .018
The test also indicated that there are differences (sig. = .018, p-value 0.05) in terms of
lecturers efficacy of teaching and learning Skills by options. At the = 0.05 level of significance,
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there exists enough evidence to conclude that there is a difference of lecturer efficacy in
teaching and learning among the five options based on the respondent scores (Table 5).
Table 6 Kruskal Wallis Test for lecturer efficacy in teaching and learning
Opsyen N Mean RankTNL Matematik 93 112.16
Bahasa Melayu 56 146.55Bahasa Cina 28 157.02
Pemulihan 38 107.46Pendidikan Jasmani 36 125.22
Total 251Chi-Square 15.984
df 4 Asymp. Sig. .003
Among the five options, the Chinese Language option lecturers were rated most efficacious interms of mastery of content and knowledge (mean = 4.35) and teaching and learning skills
(mean = 4.48), with the Malay Language option lecturers rated the next highest at a mean of
4.35 for content and knowledge and a mean of 4.37 for teaching and learning skills. This was
followed by the Physical Education option lecturers, the Mathematics option lecturers and finally
the Remedial options lecturers (Table 6).
Table 7 Lecturer Efficacy Among the six options
Opsyen Mastery of Content andKnowledge Teaching and LearningSkillsBahasa Cina Mean 4.35 4.48
N 28 28
Std. Deviation 0.53 0.50
Bahasa Melayu Mean 4.35 4.37
N 56 56
Std. Deviation 0.61 0.52
Pendidikan Jasmani Mean 4.29 4.23
N 36 36
Std. Deviation 0.55 0.55
Matematik Mean 4.08 4.09
N 94 93
Std. Deviation 0.62 0.59
Pemulihan Mean 4.04 4.04
N 38 38
Std. Deviation 0.67 0.60
Total Mean 4.20 4.21
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OpsyenMastery of Content and
KnowledgeTeaching and Learning
SkillsN 252 251
Std. Deviation 0.61 0.58
5.0 Conclusion and RecommendationsThe teacher training program in the Institutes play a crucial role in ensuring that teachers meet
the Malaysian Teacher Standards. The success of the teacher training program depend largely
upon the quality and competencies of the lecturers who run the programs. The review of
literature (Rivers & Sanders, 2002; Elizabeth, 2003; Hanushek, 2002) in the preceding section
has established that the quality of a teacher is one of the most critical components of how well
students achieve. The PISMP students in the IPG Kampus Gaya strongly agreed that the
lecturers in the Institute were competent in their subject matter and teaching and learning skills.
This indicate that the PISMP students from IPG Kampus Gaya should be competent teachers
who will meet the requirements of the Malaysian Teacher Standards 2 and 3.
In recent years and with the upgrade of teacher training to institute status teacher education has
been redefined and redesigned, with a multi-pronged approach adopted. The institutes focus on
quality service based on the MS ISO 9001 and the Malaysian Qualifications Framework may
have contributed to the achievement of quality and competent lecturers.
In the process of continuous improvement, there is always a need for always improving
infrastructure and infostructure of the organization. The problem of lack of infrastructure can be
an impediment to achieving the objectives of the SGM. The Deputy Prime Minister had said the
government was aware of the problem and was overcoming it in stages and continuously
(Chapman, 2009). He admitted that a teachers achievements could be influenced by the
problem of school infrastructure and said the focus on minimising the effect, including in Sabah
and Sarawak, would be done under the 10th Malaysia Plan (Chapman, 2009). Such effort is not
just related to the SGM but would also reduce the gap between rural and urban schools.
The value-added assessment from the novice teachers perspective regarding their lecturersability to bring about student teachers achievement aims to solve the problems of uncertainty
and bias in the assessment of teacher competence by observing the criterion of teacher
effectiveness instead of its fallible predictors based on self-assessment. It defines teacher
quality as the demonstrated ability to increase student achievement based on the stakeholders
definition, reflected in the student teachers responses. With value-added assessment, policy
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makers would no longer be dependent on test scores and subjective interpretations that
embody a hidden set of educational priorities. Instead, they would, in effect, stipulate the
meaning of teacher effectiveness and teacher-training effectiveness in a way that is aligned with
the stakeholders educational priorities. In order to understand the differences in lecturer
efficacy, further in-depth studies may focus on the stakeholders perception according to their various options and semesters.
Malaysia aims to be among the best countries for education. In this respect all teacher training
institutes in the country have a role to continuously strive to improve the competency and quality
of their lecturers. Bajunid (Star, 2007) observed that teacher training is about content and
method and suggested that we emulate Singapore which redirected the focus of teacher
education from curriculum to pedagogy . The SGM is a comprehensive guide for quality
teacher education and will be a good reminder for us to maintain standards in teaching. Future
developments should be aimed at boosting pre-service teacher education and ensuring that all
new teachers have the not only the pedagogical expertise but also the subject knowledge they
need to prepare them for the broader demands of being teachers.
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List of Tables
Table 1 Respondents by Semester and Options...........................................................9
Table 2 Lecturers Knowledge and Understanding of Subject Matter............................9
Table 3 Lecturers Teaching and Learning Skills........................................ ............ ....10
Table 4 Tests of Normality.........................................................................................11
Table 5 Kruskal Wallis Test for Mastery of Content and Knowledge............................13
Table 6 Kruskal Wallis Test for lecturer efficacy in teaching and learning..................14
Table 7 Lecturer Efficacy Among the six options.................................... ............ .......14
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Table of Figures
Figure 1 Components of Malaysian Teacher Standards (BPG, 2009)............................5
Figure 2 Boxplot for test on Mastery of Content and Knowledge................................12
Figure 3 Boxplot for test on efficacy of Teaching and Learning Skills.........................13
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