Penilaian Terhadap Tahap Efikasi Diri dan Pengetahuan Isi Kandungan dalam Kalangan Guru Matematik

  • Ku Hafisal Ku Mahamud 60193120123
  • Abdull Sukor Shaari
Keywords: Efikasi guru, Pengetahuan isi kandungan, Guru matematik

Abstract

Transformasi pendidikan di Malaysia pada masa kini memerlukan para guru untuk melengkapkan diri dengan efikasi dan pengetahuan yang tinggi seiring dengan keperluan pembangunan pendidikan Negara. Berdasarkan kepada kerangka tersebut, kajian ini bertujuan mengkaji tahap efikasi guru dan pengetahuan isi kandungan dalam kalangan guru matematik di sekolah menengah negeri Kedah. Kajian ini menggunakan reka bentuk tinjauan secara rentasan. Tinjauan tersebut menggunakan pendekatan kuantitatif melibatkan 343 orang guru matematik. Analisis deskriptif dari aspek demografi dan skor purata (min) digunakan untuk menjelaskan tahap setiap pemboleh ubah yang dikaji. Hasil dari analisis deksriptif mendapati skor purata (min) efikasi guru berada pada tahap yang sederhana manakala pengetahuan isi kandungan berada pada tahap yang tinggi. Hasil kajian dilihat dapat dijadikan garis panduan kepada Kementerian Pendidikan Malaysia untuk merangka program latihan perguruan di institusi-institusi pendidikan negara.

References

Bandura A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
Berman, P., McLaughlin, M.B., Bass, G., Pauly, E., & Zellman, G. (1977). Factors affecting implementation and continuation. Federal programs supporting educational change, Vol. VII. Santa Monica, CA: The Rand Corporation.
Blomeke, S., Hoth, J., Döhrmann, M., Busse, A., Kaiser, G., & Konig, J. (2015). Teacher change during induction: Development of beginning primary teachers’ knowledge, beliefs and performance. International Journal of Science and Mathematics Education, 13(2), 287-308.
Chong, W. H., Klassen, R.M., Huan, V.S., Wong, I., &Kates, A.D. (2010). The relationships among school types, teacher efficacy beliefs and academic climate: Perspective from Asian middle schools. The Journal of Educational Research, 103, 183-190.
Cockburn, A.D. (2008). How can research be used to inform and improve mathematics teaching practice? Journal of Mathematics Teacher Education,11, 343-347.
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education 6th edition. Routledge.
Creswell, J. W. (2012). Qualitative inquiry and research design: Choosing among the five traditions (3rded.). Thousand Oaks, CA: Sage.
DeMauro, A. & Jennings, A. (2016). Pre-service teachers’ efficacy beliefs and emotional states. Emotional and behavioural difficulties and mental , 21 (1), 119-132.
Dixon, F. A. (2014). Differentiated instruction, professional development, and teacher efficacy. J. Educ. Gift., 111–127. doi:10.1177/0162353214529042
Faulkenberry, E. (2003). Secondary mathematics preservice teachers’ conceptions of rational numbers. Unpublished Doctoral Dissertation, Oklahoma State University, Oklahoma.
Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569-582.
Gkolia, Belia & Koustelios. (2014). Teacher’s Job Satisfaction And Selfefficacy: A Review. European Scientific Journal ESJ, 10(22).
Guerriero S. (2017). Educational research and innovation pedagogical knowledge and the changing nature of the teaching profession. OECD Publishing.
Harris, A. (2014). Distributed Leadership Matters, perspectives, practicalities and potential. Thousand Oaks, California: Corwin.
Hiebert, J., & Lefevre, P. (1986). Conceptual and procedural knowledge in mathematics: An introductory analysis. Conceptual and procedural knowledge: The Case of Mathematics, 1-23.
Hoy, W. K., & Miskel, C.G. (2005). Educational Administration: Theory, Research and Practice (7thed). New York: McGraw-Hill.
Ibrahim, M. Y., & Amin, A. (2017). Model kepemimpinan pengajaran pengetua dan kompetensi pengajaran guru. Jurnal Kurikulum dan Pengajaran Asia Pasifik, 2(1).
Julia, H. (2016). The Effect of Professional Development on Teacher Efficacy and Teachersí Self-Analysis of Their Efficacy Change. Journal of Teacher Education for Sustainability , 18 (1), 84-94.
Kahle, D. K. (2008). How elementary school teachers mathematical self-efficacy and mathematics teaching self-efficacy relate to conceptually and procedurally oriented teaching practices (Doctoral dissertation, The Ohio State University).
Kee, T. (2018). Measurement of Teacher Sense of Efficacy: A Study with Myanmar In-service Teachers. Journal of Education and Practice , 9 (35), 39-48.
Kiliḉ, H. (2011). Pre-service secondary Mathematics Teachers’ knowledge of students. Turkish Online Journal of Qualitative Inquiry, 2(2), 17-35.
Krejcie, R.V., & Morgan, D.W. (1970). Determining sample size for research. Education and Psychological Measurement, 30, 607-610.
Leithwood, K., Harris, A., & Hopkins, D. (2008). Seven strong claims about successful school leadership. School Leadership and Management, 28(1), 27-42.
Mahir, N. (2009). Conceptual and procedural performance of undergraduate students in integration. International Journal of Mathematical Education in Science and Technology, 40(2), 201-211.
Manthey, G. (2006). Collective efficacy: Explaining school achievement. Leadership (January/February 2006). 23-25.
Mohd, A. B., Nawawi, A. B. M., & Ismail, S. N. B. (2017). Tahap efikasi guru dan hubungannya dengan pencapaian sekolah di sekolah-sekolah menengah dalam daerah bachok. Proceeding of The ICECRS , 312-326.
Mulford, B., & Silins, H. (2003). Leadership for organizational learning and improved student outcomes – What do we know? Cambridge Journal of Education, 33(2), 175-195.
Noraini Karpawi (2010) . Kajian Tinjauan (Secara Kuantitatif). Dalam Noraini Idris (2010), Penyelidikan Dalam Pendidikan. (hlm. 195-214). Kuala Lumpur: McGraw Hill.
Norton, S. (2018). The relationship between mathematical content knowledge and mathematical pedagogical content knowledge of prospective primary teachers. Journal Mathematics Teacher Education, 1-27. doi:10.1007/s10857-018-9401-y
Pacheco, D. I., and García, J. N. (2012). “The quality of teaching determines students’ achievement in writing,” in Learning Disabilities, ed. W. Sittiprapaporn (Rijeka: InTech), 175–194. doi: 10.5772/32531
Punch, K. F. (2009), Introduction to Social Research: Quantitative and Qualitative Approaches, London: SAGE Publication.
Ross, J.A. (1994). Teacher efficacy and the effects of coaching on student achievement. Canadian Journal of Education, 17(1), 51-65.
Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs: General and Applied, 80(1), 1.
Rutherford, T., Long, J. J., & Farkas, G. (2017). Teacher value for professional development, self-efficacy, and student outcomes within a digital mathematics intervention. Contemporary Educational Psychology, 51, 22-36.
Ryan, H.D. (2007). An examination of the relationship between teacher efficacy and teachers’ perceptions of their principals’ leadership behaviors. (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3276463)
Ryan, J., & McCrae, B. (2005). Subject matter knowledge: Errors and misconceptions of beginning pre-service teachers. In Building connections: research, theory and practice: Proceedings of the 28th annual conference of the Mathematics Education Research Group of Australasia (Vol. 2, pp. 641-648).
Scherer, R. J. (2016). The quest for comparability: studying the invariance of the teachers’ sense of self-efficacy (TSES) measure across countries. PLoS One. doi:10.1371/journal.pone.0150829
Skemp, R. R. (1976). Relational understanding and instrumental understanding. Mathematics Teaching, 77, 20-26.
Slovin, E. (1960). Slovin's formula for sampling technique. Retrieved on February, 13, 2017.
Sü Eröz, S. (2017). The Relationship between Individual Innovativeness and Locus of Control: A Research on Tourism Faculty Students. Journal of Tourism and Hospitality Management , 5 (1), 46-52.
Sumintono, B. (2017). Development of School Leadership Preparation in Indonesia. Annual International Seminar on Transformative Education and Educational Leadership, Universitas Negeri Medan.
Tschannen-Moran, M., Hoy, A.W., & Hoy, W.K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202-248.
Yu-Liang, A. C. (2009). A case study of elementary beginning mathematics teachers‟ efficacy development. International Journal of Science and Mathematics Education,, 271-297.
Published
2020-07-28