Journal of Contemporary Social Science and Education Studies (JOCSSES) E-ISSN- 2785-8774

A REVIEW OF TOXIC RELATIONSHIPS IN THE INTERPERSONAL COMMUNICATION SKILLS OF TEACHER TRAINEES AT THE UNIVERSITY

2024-10-09T01:30:14+00:00

This study aims to assess the level of toxic relationships in the interpersonal communication skills of teacher trainees at the University. Specifically, it focuses on the prevalence of toxic peer relationships among the trainees. Additionally, the study evaluates the level of interpersonal communication skills among these trainees. Interpersonal communication is a crucial element for teachers, facilitating effective classroom and school interactions. Thus, this research discusses the extent of toxic peer relationships and the interpersonal communication skills among University teacher trainees. The study employs a descriptive statistical approach, analyzing mean, percentage, standard deviation, and frequency using instruments like the Toxic Relationship Scale (TRS) and the Interpersonal Communication Competence Skill (ICCS) administered to 298 trainees. Data were analyzed using IBM SPSS version 27.0. Results indicate that the level of toxic peer relationships is moderately low, with a mean score of 2.05 (SD = 0.42), while the interpersonal communication skills of the trainees are moderately high, with a mean score of 3.46 (SD = 0.33). This survey's findings are expected to raise awareness about the importance of maintaining low levels of toxic peer relationships and enhancing interpersonal communication skills.

SOCIAL-EMOTIONAL LEARNING AND TEACHER COMPETENCY: A SYSTEMATIC REVIEW OF EMOTIONAL RESILIENCE

2024-10-09T02:15:55+00:00

This systematic study focuses on the effects of integrating Social-Emotional Learning (SEL) into teacher education on students' emotional resilience and overall performance in the classroom. For managing academic instruction as well as emotional dynamics in the classroom, critical skills like self-awareness, emotional management, and relationship-building are incorporated into SEL. Although there is growing recognition of the importance of SEL, many programs that educate instructors for teaching lack clear SEL frameworks, leaving them unprepared for the emotional demands of the classroom. This study analyses 22 peer-reviewed publications published between 2019 and 2023 using the PRISMA methodology. The papers were retrieved from the Scopus and Web of Science (WoS) databases. Five main topics emerged from the study: teacher competency and professional development, career and emotional development, pedagogical advancement, social-emotional development in early childhood education, and inclusive education. The findings demonstrate how SEL enhances overall health, stress reduction, teacher job satisfaction, and academic performance. However, the official absence of SEL instruction in today's teacher preparation programs is the reason for poorer classroom efficacy and higher rates of burnout.

EXPLORING THE NEED FOR GUIDANCE AND COUNSELING SERVICES IN PRIMARY SCHOOLS: PERSPECTIVES FROM COUNSELLING STUDENTS

2024-10-09T02:31:13+00:00

Guidance and Counseling Services (PBK) play a critical role in helping primary school students develop their academic, social, and emotional potential. The Malaysian Ministry of Education (KPM) has established guidelines requiring every school to provide suitable facilities for the implementation of PBK, including appointing qualified Guidance and Counseling Teachers (GBK). However, there are concerns about the extent to which these needs are being met, particularly in primary schools with low student enrollment. This study aims to identify the needs of PBK in primary schools and analyze the importance of providing basic facilities and the qualifications of GBK in implementing PBK. The study employs a qualitative approach using data triangulation, including document analysis, observation, and interviews. The findings are expected to provide relevant guidance for PBK practitioners to enhance the effectiveness of these services in primary schools, thereby supporting the holistic development of students.

A SLR: INTEGRATING TECHNOLOGY IN MATHEMATICS EDUCATION: THE IMPACT OF TPACK, PROFESSIONAL DEVELOPMENT, AND STUDENT ENGAGEMENT ON LEARNING OUTCOMES

2024-10-09T06:05:00+00:00

The Technological Pedagogical Content Knowledge (TPACK) framework is used in this systematic literature review to investigate how technology might be integrated into mathematics teaching. The study's objectives are to look into how professional development affects teachers' capacity to use digital tools in the classroom, analyse how technology can improve student engagement and problem-solving abilities, and pinpoint the obstacles that stand in the way of effective technology adoption. The study tackles the issue of inefficient technology integration, which is caused by disparate views towards digital technologies, insufficient institutional support, and poor teacher preparation. From a starting pool of 474 papers, 69 pertinent research were chosen using the PRISMA methodology. Results show that teachers who successfully incorporate technology improve learning outcomes and student engagement when they receive ongoing professional development support. Nevertheless, barriers such as inadequate institutional support and technical challenges continue to impede progress. The study concludes that tailored professional development programs are vital for enhancing teachers' technical and pedagogical skills. Furthermore, institutional backing and a positive disposition toward technology adoption are crucial for its sustainable integration within classrooms, ultimately leading to improved outcomes in mathematics education. Significance of study include bolstering teacher training initiatives and ensuring the availability of sufficient resources to support technology-enhanced learning environments. By addressing these areas, educators can be better equipped to navigate the complexities of integrating technology into their teaching practices, thereby enriching the educational experience for their students.

CONCEPTUAL FRAMEWORK: THE COMMUNITY DEVELOPMENT IN INTERVENTION AND SOCIAL WELLBEING MODULE

2024-10-09T06:24:41+00:00

Targeted communities require good and healthy psychological well-being to overcome challenges and enhance or maintain their quality of life, ensuring a safe and comfortable state. This is closely related to psychological well-being in physical, social and psychological aspects through Ryff Model and social development theory, humanities theory and cognitive theory. The objective of this study is to develop a conceptual framework for community psychological well-being module specifically for parents and adolescent 19 to 24 years old, measuring domains of positive emotions, negative emotions, life satisfaction, psychological functioning and social well-being. The result of developing this conceptual framework can guide the outcomes of produce psychological interventions conducted through activities, programs or policies that are comprehensive and appropriate based on the data obtained. It aims to measure the level of community psychological well-being to provide suitable interventions to the appropriate target, serving as an indicator of best practices for advanced nations.

CHALLENGES AND OPPORTUNITIES IN THE SCHOOL-TO-WORK TRANSITION FOR STUDENTS WITH SPECIAL NEEDS

2024-10-30T06:55:27+00:00

Transitioning from school to adulthood presents significant hurdles for students with special needs, especially when it comes to finding independent living and work. Many students with special needs still find it difficult to adjust, even with the help of specialist programs and legal frameworks like the Individuals with Disabilities Education Act (IDEA). The success of current transition programs is assessed in this systematic literature review (SLR), which also identifies the factors that support and impede successful post-school outcomes. The study examines research that were published between 2020 and 2024 using the PRISMA approach. The results underscore the significance of career guidance, skill-building initiatives, and therapeutic therapies in augmenting the employment opportunities available to students with special needs. Still, there are still many major challenges to overcome, including uneven application of evidence-based approaches, regional differences, and low parental participation. The analysis ends with suggestions for creating more individualized transition plans, enhancing parental involvement, and facilitating better access to technology tools. In order to better address the academic and vocational needs of students, future research should concentrate on improving curriculum in transition programs. Additionally, collaborative collaboration between educators, employers, and parents should be encouraged to ensure the holistic success of students.

A SYSTEMATIC REVIEW OF COGNITIVE BEHAVIORAL THERAPY (CBT) FOR INTERNET GAMING DISORDER (IGD)

2024-11-04T13:01:11+00:00

The steadily increased number of individuals engaged excessively in gaming has raised public concern. Internet Classification Disease 11^th revision had included gaming disorder as an official diagnosis. The continuous grow of the number of individuals suffering from internet gaming disorder highlighted the importance of interventions in managing internet gaming disorder. Psychotherapies, pharmacotherapies, and combined therapies were among interventions that were proven to be effective in assisting individuals with internet gaming disorders. Cognitive behavioral therapy is among the interventions that have proven to be effective in managing internet gaming disorders. Therefore, this systematic literature review, conducted using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework with the aims to evaluate the effectiveness of Cognitive Behavioral Therapy intervention in addressing Internet Gaming Disorder. A comprehensive search was conducted across two major databases, Scopus, and Web of Science. Studies were selected based on predefined inclusion criteria, focusing on Cognitive Behavioral Therapy interventions for Internet Gaming Disorders. A total of 60 studies were screened, of which 11 met the inclusion criteria and were analyzed. The review highlighted three main areas: 1. To examine the effectiveness of cognitive behavioral therapy (CBT) intervention in reducing the symptoms of Internet gaming disorder: 2. To assess the adaptability of Cognitive Behavior Therapy across various cultural contexts and delivery methods, such as mobile applications in reducing Internet gaming disorder symptoms in various populations; 3. To evaluate the long-term impact and preventive potential of cognitive behavioral therapy-based interventions in reducing the development and recurrence of Internet gaming disorders. The research findings are consistent, whereby cognitive behavioral therapy interventions whether standalone intervention or combined with other approach showed a significant reduction of internet gaming disorder symptoms in mental health, assisting in identifying cognitive distortion and maladaptive behaviors. In conclusion, Cognitive Behavioral Therapy is a flexible, highly adaptable, reliable, and effective intervention for internet gaming disorders. The flexibility and adaptability of this approach enables it to be tailored to everyone that has different psychological profiles, personalities, different gaming habits and motivation levels.

THE IMPACT OF GROWTH MINDSET ON TEACHING PRACTICES IN SPECIAL EDUCATION

2024-11-04T13:16:21+00:00

The educational landscape is continually evolving, particularly in the realm of special education, where teachers face unique challenges in meeting the diverse needs of their students. A growth mindset, defined as the belief that abilities and intelligence can be developed through dedication and hard work, has emerged as a pivotal concept in enhancing teaching practices and fostering resilience among educators. This systematic literature review aims to explore the impact of adopting a growth mindset on special education teachers, focusing on its influence on instructional strategies, self-efficacy, and professional development. It suggests how embracing a growth mindset, which stresses that intellect and abilities can be acquired through effort, promotes resilient teaching practices, successful teaching tactics, and differentiated instruction in inclusive learning environments. A thorough analysis of research conducted between 2020 and 2024 was performed using databases such as Scopus, Web of Science (WoS), and ERIC. The review identifies three key themes: (1) the effect of growth mindset on differentiated instruction, (2) its influence on teacher self-efficacy, and (3) the significance of professional development programs in fostering growth mindset principles. The findings reveal that teachers who adopt a growth mindset are more adaptable, resilient, and effective in meeting the diverse needs of students with disabilities. Additionally, professional development initiatives that emphasize growth mindset principles greatly improve both teaching practices and student outcomes in special education. This review highlights the necessity for further research into growth mindset interventions and their effects on the professional development of special education teachers

INTEGRATING MOBILE LEARNING AND ICT IN ART EDUCATION: EXPLORING THE IMPACT OF AUGMENTED REALITY AND MOBILE DEVICES ON CREATIVE PEDAGOGY

2024-11-04T13:29:52+00:00

This research focuses at the integration of mobile learning and information and communication technology (ICT) in art education, with a focus on how these resources might improve teaching methods and encourage creativity. With the advent of mobile devices and digital tools, education has become more accessible and flexible. With the advent of mobile devices and digital tools, education has become more adaptable and available, particularly with mobile learning (m-learning), which allows students to engage with content wherever they are. The goal of the study is to evaluate how augmented reality and mobile apps affect art instruction and to pinpoint the obstacles that teachers have while implementing these tools. Eight pertinent articles from Scopus and WoS were examined using the PRISMA framework for a systematic literature review. The analysis focused on topics such as augmented reality, ICT in pedagogy, and mobile devices in art education. Research indicates that augmented reality (AR) stimulates creativity, information and communication technology (ICT) aids improve student motivation and performance, and mobile devices support individual and group learning. Nonetheless, there are obstacles including insufficient training for teachers and limited resource availability. The results emphasize how better pedagogical frameworks and assistance are required to enable teachers to fully utilize new technologies in art instruction.

PREFERENCE FOR COPING STRATEGIES AMONG FEMALE INMATES DURING INCARCERATION IN MALAYSIAN PRISON

2024-11-06T06:17:50+00:00

Previous research suggests that by not applying positive coping skills, inmates are more likely to be involved in serious misconduct and violence than other inmates. As a consequence, some studies suggest counseling as one of the effective ways to enhance their psychological well-being. However, research into the coping strategies practiced by the prison inmates in Malaysia is scarce, and the available findings might differ from those of the studies conducted in other parts of the world. This study explored the preference for coping strategies among inmates during incarceration in one of the prisons located in Malaysia’s Southern Region. One hundred twenty-three female inmates (N = 123) have participated in the survey. Data were collected using the Coping Strategies Inventory (COPE-I). The results were analyzed using descriptive statistics. The findings of this study revealed that the five most frequent types of coping strategies practiced by the female inmates were putting a trust in God, finding comfort in religion, seeking God’s help, learning from past experiences, and praying more than usual. The study’s findings provide crucial information for improving the psychological well-being of inmates and also contribute to the positive growth of the correctional counseling field in Malaysia.

GAYA ASUHAN IBU BAPA, KECERDASAN EMOSI DAN HUBUNGANNYA DENGAN TINGKAH LAKU REMAJA DELINKUEN

2024-11-06T06:34:19+00:00

Tingkah laku delinkuen remaja sering dikaitkan dengan banyak faktor sama ada faktor dalam diri sendiri atau faktor luaran seperti pengaruh rakan sebaya, gaya asuhan ibu bapa, pengaruh persekitaran dan sebagainya. Kajian ini bertujuan untuk mengkaji hubungan antara gaya asuhan ibu bapa dan kecerdasan emosi terhadap tingkah laku remaja delinkuen. Kajian ini telah dilaksanakan di 21 buah sekolah di Daerah Kuala Terengganu. Sampel kajian adalah seramai 338 orang pelajar tingkatan satu, dua dan empat yang mempunyai masalah disiplin. Sampel telah dipilih menggunakan teknik persampelan bertujuan. Tiga set soal selidik versi terjemahan telah digunakan dalam kajian ini iaitu Soal Selidik Gaya Asuhan Ibu Bapa, Soal Selidik Kecerdasan Emosi dan Soal Selidik Kekerapan Tingkah Laku Delinkuen. Data yang diperoleh dianalisis secara diskriptif dan inferensi. Analisis diskriptif seperti min, peratus dan sisihan piawai digunakan untuk mengukur tahap pembolehubah. Manakala analisis inferensi yang digunakan dalam kajian ini ialah korelasi. Korelasi digunakan untuk mengukur hubungan antara gaya asuhan ibu bapa dan kecerdasan emosi terhadap tingkah laku delinkuen Hasil kajian mendapati terdapat hubungan yang signifikan antara gaya asuhan terhadap tingkah laku delinkuen. Kecerdasan emosi juga menunjukkan terdapat hubungan yang signifikan terhadap tingkah laku delinkuen.. Implikasi daripada kajian ini, gaya asuhan ibu bapa dan kecerdasan emosi remaja perlu dipertingkatkan kerana hasil kajian ini telah membuktikan kedua-dua pemboleh ubah ini memberi kesan kepada tingkah laku delinkuen remaja. Bagaimanapun kajian lanjut perlu dijalankan bagi mengesahkan lagi dapatan kajian ini. Beberapa cadangan kajian turut dicadangkan berdasarkan dapatan kajian ini

ASSESSING TYPES OF STRESSORS AMONG INCARCERATED WOMEN IN MALAYSIAN PRISON

2024-11-07T05:44:17+00:00

Imprisonment has negative psychological effects on inmates, most often leading to psychological deterioration. An abundance of research had revealed that these effects include emotional withdrawal, depression, suicidal thoughts or actions, and increasing levels of hostility. This study assessed the types of stressors experienced by inmates during incarceration in one of the prisons located in Malaysia’s Southern Region. One hundred twenty-three female inmates (N = 123) have participated in the survey. Data were collected using Prison Stresses (PS Scale) and the results were analyzed using descriptive statistics. Findings of this study revealed that missing family or friends, concerns about the future, regrets about the past and missing freedom as most stressful types of stressors experience in prison. Findings from this research could provide crucial information towards improving psychological well-being of the inmates and assisting the Prison Department of Malaysia and counselors specifically to develop appropriate intervention and treatment plan in rectify this particular issue.

CLIENTS’ POSITIVE AFFECT (PA) AND NEGATIVE AFFECT (NA) AND THEIR RELATIONSHIP TO DEPRESSION AND ANXIETY

2024-11-07T06:02:28+00:00

The aim of this study was to explore the effects of positive affect (PA) and negative affect (NA) among clients. We conducted a cross-sectional survey among 104 Malaysian client and used multiple regression analyses. We found that positive affect (PA) positively predicted anxiety, but not depression, and that negative affect (NA) positively predicted both anxiety and depression. These results indicated several strengths and provides insights into factors that contribute to clients’ positive and negative affects, clients’ psychological health and, depending on clients’ level of PA. Thus, future studies could explore possible mediating factors or strategies designed to boost positive affect (PA) to specifically alleviate anxiety symptoms.

INTEGRATING AUGMENTED REALITY WITH COGNITIVE CONSTRUCTIVIST THEORY: A SYSTEMATIC REVIEW OF ENHANCING LEARNING IN EDUCATION

2024-11-07T06:20:02+00:00

This paper investigates the integration of AR with cognitive constructivist theory in education. AR facilitates enhanced student engagement and comprehension through immersive learning experiences, while cognitive constructivism predicated on Piaget's theory, emphasizes active knowledge construction through experience. Notwithstanding AR potential, challenges such as financial constraints, technological barriers, and the necessity for pedagogical adaptation impede its broader adoption in educational settings. The study sought to examine the alignment of AR with cognitive constructivist principles, clarify the challenges associated with its implementation, and propose evidence-based practices for its effective integration After a systematic analysis of Scopus and Web of Science databases using the PRISMA methodology, 14 relevant publications that satisfied the predefined inclusion and exclusion criteria were found. According to research findings, AR improves experiential learning and conceptual understanding, especially in STEM and vocational education. However, there is a lack of longitudinal studies evaluating AR long-term impact on cognitive development, skill retention, and motivation. The gap shows the necessity for further research and refined pedagogical frameworks. The review suggests that future research should focus on personalized AR experiences and investigate its application across diverse educational domains. Furthermore, increased investment in infrastructure, educator training, and collaboration between researchers and practitioners is deemed essential to fully harness AR potential in education.

LINKING NEUROSCIENCE AND EDUCATION: A SYSTEMATIC REVIEW OF BRAIN-BASED APPROACH IN STEM

2024-11-07T06:39:22+00:00

STEM education has gained significant importance as it caters the complex requirements of students in a rapidly changing education landscape. The use of brain-based teaching is considered a crucial approach to improve the efficacy of STEM education. The primary objective of this systematic literature review (SLR) is to examine and synthesize the existence research concerning the application of brain-based approaches within STEM education. This study employs a comprehensive literature evaluation of prior research on brain-based and STEM education as its methodology. Three main themes involved namely, (1) Cognitive and Brain-Based Approach in STEM Education, (2) Social-emotional and Brain-Based Approach in STEM Education, and (3) Technology-Driven and Brain-Based Approach in STEM Education. The results of this review emphasise the current deficiencies in the research in the tailored application of brain-based approaches to the cognitive requirements in STEM contexts. Hence, this study offers prospects for further investigation into the enhanced application of neuroscience field through brain-based approach in facilitating STEM education. The present review promotes the current body of knowledge by offering valuable perspectives of cognitive, social-emotional, and technological-driven in brain-based approach to enhance STEM learning.

INTEGRATING SUSTAINABILITY INTO EDUCATION AND MANAGEMENT: A SYSTEMATIC REVIEW OF PRACTICES ALIGNING WITH THE SUSTAINABLE DEVELOPMENT GOALS

2024-11-11T04:43:25+00:00

The integration of sustainability into management and educational practices was examined in this systematic literature review, with an emphasis on how these practices help to achieve the Sustainable Development Goals (SDGs) of the UN. The study examined 26 peer-reviewed scholarly publications from SCOPUS and Web of Science using the PRISMA approach. Three main themes came to light: sustainability education and awareness, sustainable development goals (SDGs) in practice and sustainable management practices. The evaluation emphasizes the value of multidisciplinary teaching methods and the part management plays in advancing sustainable development. The study provides important insights into how well sustainability programs shape professional practices and educational frameworks by combining several research approaches. The findings offer practical solutions for educators, managers and policymakers looking to match their practices with global sustainability goals.

A SYSTEMATIC REVIEW EXPLORING THE IMPACT OF AUGMENTED REALITY ON TEACHING MODULES IN VOCATIONAL EDUCATION

2024-11-11T05:01:39+00:00

This study investigates how AR can be incorporated into educational modules, with an emphasis on its ability to change conventional teaching methods. Augmented reality improves the learning experience by developing immersive environments that encourage engagement with digital material, helping students connect theoretical understanding with real-world practice. This review focuses on how AR can enhance student participation, drive, and mastery of skills, especially in vocational and technical training. The literature review shows major obstacles in the implementation of AR, such as restricted infrastructure access, insufficient technical knowledge among teachers, and the lack of standardized frameworks for creating AR-based educational materials. Despite its proven benefits, these obstacles prevent a wider implementation of AR in education. The purpose of this review is to summarize the latest research on the effectiveness of AR in educational environments and to pinpoint areas that require attention for its successful integration. This review uses the PRISMA framework to systematically analyze 30 academic articles, investigating themes like the efficiency of AR in education and the obstacles in its implementation.In summary, upcoming studies need to concentrate on creating standardized frameworks and overcoming infrastructural limitations in order to fully utilize AR for improving educational practices in diverse learning settings.

BRIDGING EDUCATIONAL GAPS: A SYSTEMATIC REVIEW OF TRANSDISCIPLINARY, LITERACY, NUMERACY AND ACTIVE LEARNING METHODS

2024-11-11T05:49:59+00:00

In recent years, educational systems worldwide have struggled to address disparities in student performance. Traditional, isolated approaches to teaching literacy and numeracy often fail to engage a wide range of learners or develop crucial 21st-century skills like critical thinking, collaboration, and problem-solving. Transdisciplinary learning, which blends multiple subjects, has emerged as a promising strategy to address these challenges. Despite increased interest in transdisciplinary methods, there is a lack of thorough analysis on how combining these approaches with literacy, numeracy, and active learning strategies can reduce educational inequalities. This review compiles research to assess the effectiveness of these methods in boosting student engagement and achievement. The review identifies key three main themes were identified consists of (1) Transdisciplinary Approach in Education (2) Interventions in Early Literacy and Numeracy (3) Influence of Physical and Social interaction in learning. Evidence indicates that combining transdisciplinary approaches with active learning strategies improves outcomes, particularly for marginalized and struggling students. However, effective implementation requires significant teacher training and changes to traditional instructional models. When integrated with literacy, numeracy, and active learning, transdisciplinary education has the potential to significantly reduce educational disparities. Future research should focus on long-term studies to assess the impact across varied settings, with educators and policymakers prioritizing these innovative methods to ensure equitable, well-rounded education for all students.

MEMORI KERJA DALAM PEMBELAJARAN MATEMATIK: MERUNGKAI CABARAN DAN MERINTIS SOLUSI BAGI MURID BERMASALAH PEMBELAJARAN

2024-11-11T06:11:33+00:00

Memori kerja memainkan peranan penting dalam mengekalkan dan memproses maklumat dalam jangka pendek, yang berkait rapat dengan pembelajaran matematik. Bagi murid bermasalah pembelajaran, cabaran dalam memahami konsep nombor sering kali menjadi penghalang kepada pencapaian akademik yang optimum. Kajian ini meneliti peranan memori kerja dalam pembangunan kemahiran konsep nombor bagi murid bermasalah pembelajaran. Dalam analisis ini, kami menyelidiki hubungan antara memori kerja dan pembelajaran matematik dalam konteks pendidikan khas. Kajian perpustakaan ini menyoroti beberapa cabaran yang dihadapi oleh murid bermasalah pembelajaran dalam konsep nombor, termasuk kesukaran dalam mengekalkan maklumat dan kesulitan dalam memahami kemahiran matematik. Seterusnya, pelbagai cadangan telah diusulkan untuk membantu mengatasi cabaran-cabaran ini dan meningkatkan pembelajaran murid bermasalah pembelajaran dalam matematik. Cadangan-cadangan yang diusulkan termasuk pendekatan pengajaran yang melibatkan penggunaan teknik visual, pengulangan, dan pengajaran berpusatkan murid untuk membantu meningkatkan memori kerja dan pembelajaran matematik. Cadangan-cadangan yang diberikan diharapkan dapat menjadi panduan bagi pendidik dan pengamal pendidikan khas dalam merancang program pembelajaran yang berkesan untuk meningkatkan prestasi akademik murid-murid tersebut dalam matematik.

PRINCIPAL INSTRUCTIONAL LEADERSHIP AND ITS INFLUENCE ON TEACHERS' SELF-EFFICACY IN MARA JUNIOR SCIENCE COLLEGES (MJSC,MRSM) ACROSS MALAYSIA

2024-11-13T03:04:46+00:00

The principal and teachers are the main pillars in ensuring the highest quality of learning in schools. The principal's ability to influence teachers in carrying out effective teaching tasks is highly significant in ensuring students' academic excellence and overall development. Therefore, this study aims to examine the influence of the principal's instructional leadership on the self-efficacy of teachers in MARA Junior Science Colleges (MJSC) across Malaysia. The study was conducted using a survey method through a Google Form questionnaire on 304 teachers in MJSC nationwide. Data analysis was performed using two statistical software programs: the Statistical Package for the Social Sciences (SPSS) 28.0 for Multiple Regression, and the Structural Equation Modeling (SEM) technique using the Analysis of Moment Structure (AMOS) software. The Pearson Correlation Test (Pearson Product-moment) is used to analyze the relationship between two study variables: the Principal's Instructional Leadership and Teacher Self-Efficacy among MJSC teachers nationwide. The findings through SEM analysis indicated that the proposed model fits the data and is significant [χ² (N=304, df=.89 = .89, p<.05] with an RMSEA index value of .000 (<.08), a CFI index value of 1.00 (>.90), a TLI value of 1.00 (>.90), and a Chi-square/df ratio of .89(<5.0). The model fit statistics successfully demonstrated that all model fit indices meet the recommended values. The regression weight (C.R) for the path between the principal's instructional leadership and teacher self-efficacy met the required conditions, having a C.R value greater than the critical value of +1.96 (at p = .05) and being statistically significant. The indicators measured in this study were also predictors of latent variables, as shown by the results of the Squared Multiple Correlation (R²) analysis. The R² analysis showed that the tested indicators (items) are predictors of both independent and dependent variables, with values ranging from .142 to .780. This proves that the model's evaluation indices are consistent with the data studied. Thus, it can be concluded that the principal's instructional leadership has a moderate influence on teacher self-efficacy.

CONSENSUS ON TECHNOLOGY INTEGRATION CONFIDENCE: A FUZZY DELPHI ANALYSIS OF TEACHER SELF-EFFICACY

2024-11-15T03:50:18+00:00

In the evolving landscape of digital education, teachers’ self-efficacy in technology integration plays a pivotal role in shaping effective learning environments. This study utilizes the Fuzzy Delphi Method to identify and validate the key constructs influencing Teacher’s Technology Integration Self-Efficacy, revealing significant consensus among experts. Mastery experiences, vicarious learning, verbal persuasion, and emotional responses are identified as central factors enhancing teachers’ confidence. The study underscores the necessity of targeted professional development that supports these dimensions, promoting effective technological integration. Future research should investigate the longitudinal effects of such development programs and the variance in self-efficacy across different subjects.

PENERIMAAN GURU ARUS PERDANA TERHADAP PROGRAM PENDIDIKAN INKLUSIF DI SEKOLAH RENDAH

2024-11-15T03:54:16+00:00

Di Malaysia pendidikan inklusif dikenali sebagai Program Pendidikan Inklusif (PPI) iaitu program pendidikan kepada murid berkeperluan pendidikan khas (MBPK) yang ditempatkan di dalam arus perdana dan belajar bersama murid-murid arus perdana di dalam bilik darjah yang sama serta diajar oleh guru arus perdana menggunakan Kurikulum Kebangsaan atau kurikulum yang diubah suai. Justeru, komponen penting dalam kejayaan PPI terletak pada efikasi kendiri dan sikap pendidik, terutamanya guru arus perdana yang memainkan peranan penting dalam menerima dan mewujudkan persekitaran pembelajaran inklusif dan menyokong. Tujuan kajian ini dijalankan untuk mengenal pasti tahap penerimaan guru arus perdana terhadap pelaksanaan pendidikan inklusif di sekolah rendah. Kajian kuantitatif ini menggunakan kaedah tinjauan yang melibatkan 210 orang sampel guru arus perdana di negeri Pulau Pinang. Soal selidik diadaptasi daripada soal selidik Teacher Efficacy for Inclusive Practice (TEIP) oleh Sharma et al. (2015) dan instrumen soal selidik Sikap Guru Perdana terhadap PPI (Pau & Hanafi, 2021). Data dianalisis menggunakan analisis deskriptif dan analisis korelasi melalui perisian SPSS. Hasil kajian mendapati tahap penerimaan guru terhadap PPI adalah tinggi terutamanya aspek sikap manakala aspek efikasi kendiri berada di tahap sederhana. Ujian korelasi juga menunjukkan terdapat hubungan signifikan yang positif antara efikasi kendiri dan sikap terhadap penerimaan guru dalam Program Pendidikan Inklusif di sekolah rendah. Penemuan ini diharap dapat menyumbang kepada polisi pendidikan inklusif agar dapat dilaksanakan dengan lebih efisien. Kesimpulannya, semua pihak haruslah memberi kerjasama dan sokongan penuh terhadap pendidikan inklusif agar MBPK mendapat hak pendidikan yang sepatutnya.

PEMBANGUNAN INSTRUMEN SPIRITUALITI DALAM MENINGKATKAN REHABILITASI PESALAH MUDA DI PUSAT KOREKSIONAL

2024-11-15T03:58:56+00:00

Pesalah muda semakin terdedah kepada pengulangan jenayah. Situasi ini membangkitkan kebimbangan mengenai keberkesanan pendekatan semasa dalam rehabilitasi mereka. Oleh itu, bagi menangani isu ini agar tidak berleluasa, pendekatan menyeluruh perlu diberi perhatian dalam rehabilitasi agar dapat memastikan kesejahteraan yang positif dalam kalangan pesalah muda. Untuk mencapai hasrat ini dapat dicapai, kajian ini akan membangunkan instrumen spiritualiti berdasarkan Dharuriyat Al-Khams terhadap pesalah muda di Pusat Koreksional. Kajian ini menggunakan pendekatan kuantitatif melalui peringkat dalam prosedur pembinaan instrumen spiritualiti. Dapatan menunjukkan bahawa instrumen spiritualiti sah dan boleh dipercayai serta diharapkan menjadi panduan kepada pengamal institusi dalam membimbing pesalah muda ke arah pembinaan diri yang seimbang dari aspek rohani, mental, dan sosial. Hasil kajian memberi implikasi praktikal sebagai instrumen yang dapat memperkukuh program rehabilitasi spiritual di pusat koreksional. Kajian ini menyokong Matlamat Pembangunan Lestari (SDG) SDG 3 iaitu kesihatan yang baik dan SDG 4 adalah pendidikan berkualiti dengan memfokuskan kepada kesejahteraan mental dan rohani pesalah muda.