Hubungan Kelayakan Akademik dan Pengalaman Mengajar dengan Tahap Efikasi Kendiri Guru Prasekolah Menjalankan PDPC Pasca Pandemik Covid-19

  • Hanassia Andoh Fakulti Psikologi dan Pendidikan, Universiti Malaysia Sabah (UMS), Kota Kinabalu, Sabah, Malaysia
  • Connie Cassy Ompok Fakulti Psikologi dan Pendidikan, Universiti Malaysia Sabah (UMS), Kota Kinabalu, Sabah, Malaysia
  • Nur Suhaidah Sukor Fakulti Psikologi dan Pendidikan, Universiti Malaysia Sabah (UMS), Kota Kinabalu, Sabah, Malaysia
Keywords: efikasi kendiri, guru prasekolah, pandemik Covid-19

Abstract

Kajian ini dijalankan bagi mengenal pasti hubungan kelayakan akademik dan pengalaman mengajar dengan tahap efikasi kendiri guru prasekolah menjalankan pengajaran dan pemudahcaraan (PdPc) di kelas prasekolah pada pasca pandemik Covid-19. Saiz sampel (n=74) ditentukan melalui formula penentuan saiz sampel Krejcie-Morgan (1970), dan dipilih secara rawak di kalangan guru prasekolah Jabatan Kemajuan Masyarakat (KEMAS) Daerah Ranau. Data dikutip melalui kaedah soal selidik dengan menggunakan instrumen Teacher’s Sense of Efficacy (TSES) yang dibangunkan oleh Tschannen-Moran & Hoy (2001), dan kemudiannya dianalisis menggunakan SPSS v20.0. Analisis deskriptif menunjukkan efikasi kendiri guru berada pada tahap sederhana tinggi dengan catatan M=3.69, SD=0.59. Korelasi Pearson mendapati adanya hubungan tidak signifikan di antara kelayakan akademik dan pengalaman mengajar dengan efikasi guru kerana dapatan K>.05 bagi kedua-dua pemboleh ubah. Dapatan ini menunjukkan, efikasi kendiri guru menjalankan PdPc pasca pandemik Covid-19 tidak ditentukan oleh kelayakan akademik dan pengalaman mengajar. Namun begitu, jika dilihat daripada domain efikasi didapati bahawa pengalaman mengajar mempunyai korelasi dengan efikasi pengurusan kelas dengan dapatan kajian r=.236, k<.05.

Statistics
Abstract views: 49 , PDF downloads: 26

Downloads

Download data is not yet available.

References

Adamson, C. S., Chibale, K., Goss, R. J., Jaspars, M., Newman, D. J., & Dorrington, R. A. (2021). Antiviral Drug Discovery: Preparing for The Next Pandemic. The Royal Society of Chemistry. doi:DOI: 10.1039/d0cs01118e

Ahmad Zamri Khairani. (2016). Mengukur Efikasi Pengajaran Guru Pelatih Universiti Sains Malaysia. Asia Pacific Journal of Educators and Educations, 31, 15-25.

Bandura, A. (1997). Self-Efficacy the Exercise of Control. New York: W.H Freeman and Company.

Bandura, A. (2005). Adolescent development from an agentic prespective. In F. Pajaref, & T. Urdan (Eds.), Self efficacy beliefs of adolescents (pp. 1-43). Connecticut: Information Age Publishing.

Beng, H. S., Wardle, L., & Collie, P. (2020). Teachers Response to The School Reopening Strategy.

Berg, D. A., & Smith, L. F. (2018). The Effect of School-Based Experience on Preservice Teachers’ Self-Efficacy Beliefs. Issues in Educational Research, 28(3), 530-544.

Béteille, T., Ding, E., Molina, E., Pushparatnam, A., & Wilichowsk, T. (2020). Three Principle To Support Teacher Effectiveness During Covid-19. Washington: World Bank.

Bouillet, D., Ivanec, T. P., & Miljevic-Ridicki, R. (2014). Preschool teachers’ resilience and their readiness for building children’s resilience. Health Education, 114(6), 435-450.

Bray-Clark, N., & Bates, R. (2003). Self-Efficacy Beliefs and Teacher Effectiveness: Implications for Professional Development. The Professional Educator, 26(1), 13-22.

Bronfenbrenner, U. (1979). The Ecology of Human Development. Cambridge: Havard University Press.

Chua, B. S., Hj.Bahari, F. B., & Mutang, J. A. (2016). SPSS Prinsip dan Analisis Data Dalam Sains Tingkah Laku. Kota Kinabalu: Penerbit UMS.

Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8th ed.). New York: Routledge.

Cucinotta, D., & Vanelli, M. (2020). WHO Declares COVID-19 a Pandemic. Acta Biomedica, 157-160.

Dasan, N., & Md Nawi, M. R. (2020). Hubungan Efikasi Kendiri Guru Dengan Prestasi Kerja Dalam Kalangan Guru Maktab Rendah Sains MARA (MRSM). JOurnal of Social Science and Humanities, 17(4), 173-187.

Dillman, D. A., Smyth, J. D., & Christian, L. M. (2014). Internet, Phone, Mail and Mixed-Method Surveys. The Tailored Design Method. New Jersey: John Wiley & Sons.

Dimitrios A, A. G., & Koustelios, B. A. (2016). Background characteristics as predictors of Greek teachers’ self-efficacy. International Journal of Educational Management, 30(3). doi:10.1108/IJEM-03-2014-0040

Gitman, L. J., McDaniel, C., Shah, A., Reece, M., Koffel, L., Talsma, B., & Hyatt, J. C. (2018). Introduction to Business. Houston: OpenStax.

Hill, C. W., Jones, R. G., & Schilling, M. A. (2015). Strategic Management Theory (11 ed.). Stanford: Cengage.

Hussin, F., Ali, J., & Noor, M. Z. (2014). Kaedah Penyelidikan dan Analisis Data SPSS. Sintok: Penerbit Universiti Utara Malaysia.

Infurna, C. J., Riter, D., & Schultz, S. (2018). Factors that Determine Preschool Teacher Self-Efficacy in an Urban School District. International Electronic Journal of Elementary Education, 11(1), 1-7. doi:10.26822/iejee.2018143929

Jabatan Kemajuan Masyarakat. (2020). Garis Panduan Pelaksanaan Pengoperasian Semula Tabika dan Taska Jabatan Kemajuan Masyarakat . Putrajaya.

Jongkulin, M., Talip, R., & Taat, M. (2019). Pendidikan Inklusif: Efikasi Kendiri Guru Prasekolah. Malaysian Journal of Social Sciences and Humanities, 4(7), 87-95.

KDN. (30 11, 2020). Kementerian Dalam Negeri : Ministry of Home Affairs. Retrieved from National Key Result Area (NKRA) Division: http://www.moha.gov.my/index.php/en/public

Kementerian Pendidikan Malaysia . (2013). Pelan Pembangunan Pendidikan Malaysia 2013-2025 (Pendidikan Prasekolah Hingga Lepas Menengah). Putrajaya: Kementerian Pendidikan Malaysia.

Kementerian Pendidikan Malaysia. (2021). Retrieved 5 Febuari, 2021, from MOE: https://www.moe.gov.my/en/muat-turun/pekeliling-dan-garis-panduan/4109-garis-panduan-pengurusan-dan-pengoperasian-sekolah-dalam-norma-baharu-2-0/file

Krejcie, R. V., & Morgan, D. W. (1970). Determining Sample Size For Research Activities. Educational and Psychological Measurement, 30, 607-610.

Levine, L. E., & Munsch, J. (2014). Child development. Northridge: Sage Publication.

Masten, A. S. (2014). Ordinary magic: Resilience in development. New York: Guilford.

Mooney, G. C. (2013). Theories of Childhood. Yorkton: Redleaf Press.

Mortimore, P. (1993). School effectiveness and the management of effective learning and teaching. The International Congress for School Effectiveness and Improvement . Norrkoping, Sweden.

Mulok, J. L., & Yunus, F. (2020). Efikasi Kendiri Guru Prasekolah Dalam Mengajar Bahasa Inggeris. Jurnal Dunia Pendidikan, 2(2), 187-195.

Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory (3rd ed.). New York: McGraw Hill.

Rogers, B. (2015). Classroom Behavior: A Practical Guide To Effective Teaching, Behavior Management and Colleague Support. London: Sage.

Salleh, S., & Abdullah, N. (2015). Cost vsQuality of Service: A Study Of Internet User In Rural Sabah, Malaysia. Proceedings of INTCESS15-2nd International Conference on Education and Social Sciences, 401-412.

Santrock, J. W. (2011). Child Development. New York: McGraw Hill.

Schilingger, T. (2020). Self efficacy of kindergarten teachers mathematical instruction. Early Childhood Education Journal, 49, 623-632.

Toran, M. (2017). An Analysis of Preschool Teachers’ Sense of Efficacy: A Case of TRNC. Journal of Education and Training Studies, 5(4), 121-131. doi:10.11114/jets.v5i4.2171

Toran, M., & Gencgel, H. (2016). An evaluation of preschool teachers’ clasroom manangement skills:TRNC sample. Kastamonu Education Journal, 24(4), 2041-2056.

Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher Efficacy: Capturing an Elusive Construct. Teaching and Teacher Education, 17, 783-805.

UNESCO. (2020). Education IN a Post Covid World: Nine Ideas for Public Action. Paris: UNESCO.

Wai-Hung, L. (2012). The Study of Teacher Efficacy in Hong Kong Sub-Degree Sector. Education Research International, 2012, 1-6. doi:doi:10.1155/2012/265293

Woodcock, S., & Jones, G. (2020). Examining the Interrelationship Between Teachers’ Self-Efficacy and Their Beliefs Towards Inclusive Education for All. Teacher Development, 24(4), 583-602. doi:10.1080/13664530.2020.1803957

Yoo, J. 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. doi:DOI: 10.1515/jtes-2016-0007

Zai, S. A., & Munshi, P. (2016). Construct Validity to Examine the Latent Traits of Teacher Self Efficacy Instrument. Advances in Social Sciences Research Journal, 3(4), 74-83. doi:10.14738/assrj.34.1944
Published
2021-10-10
How to Cite
Andoh, H., Ompok, C. and Sukor, N. S. (2021) “Hubungan Kelayakan Akademik dan Pengalaman Mengajar dengan Tahap Efikasi Kendiri Guru Prasekolah Menjalankan PDPC Pasca Pandemik Covid-19”, Malaysian Journal of Social Sciences and Humanities (MJSSH), 6(10), pp. 65 - 81. doi: https://doi.org/10.47405/mjssh.v6i10.1105.
Section
Articles