Mengukur Efikasi Pengajaran Guru Pelatih Universiti Sains Malaysia MEASURING TEACHING EFFICACY OF STUDENT TEACHERS OF UNIVERSITI SAINS MALAYSIA
Main Article Content
Abstract
Teaching efficacy is considered one of important variable in research related to teacher education because of its influence in teacher professional development. Besides, teaching efficacy also influences other variables especially in student achievement. The purpose of this study is to measure teaching efficacy of student teachers in Universiti Sains Malaysia. The sample consisted of 122 student teachers. Data analysis collected through the Teachers' Sense of Efficacy Scale shows that the student teachers demonstrate high teaching efficacy. They show their highest confidence in classroom management, followed by efficacy in instructional strategies and efficacy in student engagement. However, the researcher raises several issues that can be considered to improve the present teacher training program. This includes lack of confidence to deal with difficult students.
Efikasi pengajaran merupakan variabel penting dalam kajian pendidikan guru kerana pengaruhnya terhadap perkembangan professional guru. Selain daripada itu, efikasi pengajaran turut mempengaruhi variabel-variabel lain lain terutamanya pencapaian murid. Tujuan kajian ini ialah untuk mengukur efikasi pengajaran para guru pelatih di Universiti Sains Malaysia. Seramai 122 orang guru pelatih terlibat sebagai sampel bagi kajian ini. Analisis data yang dikutip melalui instrumen Teachers' Sense of Efficacy Scale menunjukkan para guru pelatih mempunyai efikasi pengajaran yang tinggi. Para guru pelatih menunjukkan keyakinan yang paling tinggi terhadap efikasi dalam pengurusan kelas, diikuti dengan efikasi dalam strategi pengajaran dan efikasi dalam penglibatan dengan murid. Walau bagaimanapun, dalam kajian ini pengkaji membangkitkan beberapa isu yang yang boleh dipertimbangkan, bagi menambah baik program latihan guru sedia ada. Ini termasuklah isu berkaitan kurang keyakinan untuk berhadapan dengan murid yang bermasalah.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Abdul Rahim Bakar, & Shamsiah Mohamed (2013). Teacher efficacy beliefs among novice Malaysian teachers. The International Journal of Learning, 16(5), 497– 510.
Abdul Rahim Bakar, Mohd Majid Konting, Abdul Rashid Jamian, & Lyndon, N. (2008). Teaching efficacy of Universiti Putra Malaysia science student teachers. College Student Journal, 42, 493–509.
Abdul Rashid Jamian, Othman, S., & Baharom, R. (2013). The teaching efficacy among trainee teachers in the classroom environment. ICERI2013 proceedings, 3614– 3619.
Alger, C. L. (2009). Secondary teachers' conceptual metaphors of teaching and learning: Changes over the career span. Teaching and Teacher Education, 25, 743–751. http://dx.doi.org/10.1016/j.tate.2008.10.004
Atay, D. (2007). Beginning teacher efficacy and the practicum in EFL context. Teacher Developement, 11, 203–219. http://dx.doi.org/10.1080/13664530701414720
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman.
Barcelos, A. M. F. (2003). Researching belief about SLA: A critical review. In P. Kalaja & A. M. F. Barcelos (Eds.). Belief about SLA: New Resarch Approaches (pp. 7– 33). Dordrech : Kluwer Academic Publishers. http://dx.doi.org/10.1007/978-1-4020-4751-0_1
Beard, K. S., Hoy, W. K., & Hoy, A. W. (2010). Academic optimism of individual teachers: Confirming a new construct. Teaching and Teacher Education, 26(5), 1136–1144. http://dx.doi.org/10.1016/j.tate.2010.02.003
Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers' selfefficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level. Journal of School Psychology, 44, 473–490. http://dx.doi.org/10.1016/j.jsp.2006.09.001
Darling-Hammond, L., Chung, R., & Frelow, F. (2002). Variation in teacher preparation: How well do different pathways prepare teachers to teach? Journal of Teacher Education, 53, 286–302. http://dx.doi.org/10.1177/0022487102053004002
Deemer, S. (2004). Classroom goal orientation in high school classrooms: Revealing links between teacher beliefs and classroom environments. Educational Research, 46(1), 73–90. http://dx.doi.org/10.1080/0013188042000178836
Demir, K. (2008). Transformational leadership and collective efficacy: The moderating roles of collaborative culture and teachers' self-efficacy. Eurasian Journal of Educational Research, 8(33), 93–112.
Fortman, C. K., & Pontius, R. (2000). Self-efficacy during student teaching. Paper presented at the annual meeting of the Mid-Western Educational Research Association, Chicago, IL.
Guo, Y., Piasta, S.B., Justice, L. M. & Kaderavek, J. N. (2010). Relations among preschool teachers' self-efficacy, classroom quality, and children's language and literacy gains. Teaching and Teacher Education, 26, 1094–1103. http://dx.doi.org/10.1016/j.tate.2009.11.005
Hoy, A., & Spero, R.B. (2005). Changes in teacher-efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21(4), 343–356. http://dx.doi.org/10.1016/j.tate.2005.01.007
Jiening, R., Youyan, N., Ji, H., Gumiko, M., Guomin. Z, Hitomi, K., & Sula, Y. (2015). Cross-cultural validation of Teachers' Sense of Efficacy Scale in three Asian countries: Test of measurement invariance. Journal of Psychoeducational Assessment, 1–11.
Johnson, S. M. & Birkeland, S. E. (2003). Pursuing a "sense of success": New teachers explain their carrer decisions. American Education Research Journal, 40(3), 582–617. http://dx.doi.org/10.3102/00028312040003581
Justice, L.M., Mashburn, A., Hamre, B., & Pianta, R. (2008). Quality of language and literacy instruction in preschool classrooms serving at-risk pupils. Early Childhood Research Quarterly, 23, 51–68. http://dx.doi.org/10.1016/j.ecresq.2007.09.004
Kagan, D. M. (1992). Implications of research on teacher belief. Educational Psychologist, 27(1), 65–90. http://dx.doi.org/10.1207/s15326985ep2701_6
Kaufman, S. E. R. & Sawyer, B. E. (2004). Primary-grade teachers' self-efficacy, beliefs, attitudes towards teaching, and discipline and teaching practice priorities in relation to the responsive classroom approach. The Elementary School Journal, 104(4), 321–341.
Khalid Johari, Zurida Ismail, Shuki Osman, & Ahmad Tajuddin Othman (2009). Pengaruh jenis latihan guru dan pengalaman mengajar terhadap efikasi guru sekolah menengah. Jurnal Pendidikan Malaysia, 34(2), 3–14.
Kim, H., & Cho, Y. (2014). Preservice teachers' motivation, teaching efficacy, and expectation of reality shock. Asia-pacific Journal of Teacher Education, 42(1), 67–81. http://dx.doi.org/10.1080/1359866X.2013.855999
Klassen, R. M.,& Chiu, M. M. (2010). Effects on teachers' self-efficacy and job satisfaction: Teachers gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741–756. http://dx.doi.org/10.1037/a0019237
Klassen, R. M., Bong, M., Usher, E. L., Chong, W. H., Huan, V. S., Wong, I. Y. F., & Georgiou, T. (2009). Exploring the validity of a teachers' self-efficacy scale in five countries. Contemporary Educational Psychology, 34(1), 67–76. http://dx.doi.org/10.1016/j.cedpsych.2008.08.001
Kokkinos, C. M. (2007). Job stressors, personality, and burnout in primary school teachers. British Journal of Educational Psychology, 77, 229–243. http://dx.doi.org/10.1348/000709905X90344
Labone, E. (2004). Teacher efficacy: Maturing the construct through research in alternative paradigms. Teaching and Teacher Education, 20, 341-359. http://dx.doi.org/10.1016/j.tate.2004.02.013
Linn, H., Gorrell, J. & Taylor, J. (2002). Influence of culture and education on U.S. and Taiwan preservice teachers' efficacy beliefs. The Journal of Educational Research, 96(1), 37-46. http://dx.doi.org/10.1080/00220670209598789
Masitah Mohammad Yusof, Azizi Muda, Ahmad Makmom Abdullah, Bahaman Abu Samah, Ramli Basri, & Noriati A. Rashid (2013). Faktor-faktor yang mempengaruhi efikasi kendiri guru sekolah menengah di Malaysia dalam pelaksanaan pendidikan alam sekitar. Asia Pacific Journal of Educators and Education, 28, 131–153.
Milner, H. R., & Hoy, H. W. (2003). A case study of an African American teacher's selfefficacy, stereotype threat, and persistence. Teaching and Teacher Education,19(2), 263–276. http://dx.doi.org/10.1016/S0742-051X(02)00099-9
Mohd Zaman Hashim, Mohd Zuri Abdul Ghani, Suzana Ibrahim, & Wan Sharipahmira Zain (2014). The relationship between teachers' self-efficacy and attitudes towards inclusive education in Pulau Pinang. International Journal of Research in Social Sciences, 4(7), 24–33.
Nurahimah Mohd Yusoff, & Rafisah Osman (2010). Hubungan kualiti penyeliaan pengajaran dan pembelajaran di bilik darjah dengan efikasi guru. Asia Pacific Journal of Educators and Education, 25, 53–71.
Pajares, M. F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–333. http://dx.doi.org/10.3102/00346543062003307
Palmer, D. H. (2006). Sources of self-efficacy in a science methods course for primary teacher education students. Research in Science Education, 36, 337–353. http://dx.doi.org/10.1007/s11165-005-9007-0
Poulou, M., 2007. Personal teaching efficacy and its sources: Student teachers' perceptions. Eductional Psychology, 27, 191–218. http://dx.doi.org/10.1080/01443410601066693
Rahimah Jamaluddin, Rosini Abu, Abdullah Mat Rashid, & Habsah Ismail (2012). Tahap efikasi kendiri guru dalam melaksanakan pengajaran kekeluargaan. Paper presented at Seminar Majlis Dekan-dekan Pendidikan IPTA. Retrieved 21 April 2015 from http://www.fp.utm.my/ePusatSumber/listseminar/medc2012/pdf/103.pdf
Schaufeli, W. B., & Salanova, M. (2007). Efficacy or inefficacy, that's the question: Burnout and work engagement, and their relationships with efficacy beliefs. Anxiety, Stress, & Coping: An International Journal, 20(2), 177–196. http://dx.doi.org/10.1080/10615800701217878
Syed Muhammad Syed Abdullah, Ahmad Zamri Khairani, Nordin Abd. Razak, Jamalsafri Saibon, & Azlinda Mohd Ariff (2011). Teaching efficacy among college student-teachers of diverse background. World Applied Sciences Journal, 14 (Learning Innovation and Intervention for Diverse Learners), 28–33.
Tschannen-Moran, M., & Hoy, W. A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783–805. http://dx.doi.org/10.1016/S0742-051X(01)00036-1
Wheatley, K. F. (2005). The case for reconceptualizing teacher efficacy research. Teaching and Teacher Education, 21, 747–766. http://dx.doi.org/10.1016/j.tate.2005.05.009