<span>This study aimed to determine the professional identity concept based on professionalism requirement in Malaysia’s new preschool curriculum. Three professional identities identified through works of literature such as professional qualifications, experience and professional development were verified based on the constructed hypothesis to validate the concept of professional identity. The analysis findings showed a significant difference between professional qualifications. The same analysis, however, demonstrated that there was no significant difference on the preschool curriculum knowledge with regards to experience, but there was a significant indication of interaction between professional qualifications and experience on preschool curriculum knowledge. Meanwhile, for the one-way ANOVA test, there was a significant difference in the preschool curriculum knowledge based on professional development. The findings of this study confirmed that professional knowledge and professional development respectively hold a direct impact on the preschool curriculum, while experience acts as a support for professional qualifications.</span>
The new preschool curriculum in Malaysia is known as the National Preschool Standard-Based Curriculum (NPSC) (Revised 2017) requires knowledgeable, well-skilled and more experienced teachers in its implementation. This study aimed to identify the teachers’ level of knowledge about the new preschool curriculum from the private sector. A total of 269 private kindergarten teachers in a Selangor district were randomly selected as respondents. They were asked to respond to the questionnaire and the data collected were then analysed descriptively. Overall findings showed that the majority of those private kindergarten teachers had a High Level of knowledge about the new preschool curriculum. The demographic details also revealed that the majority of private kindergarten teachers had more years of experience, but half of them did not have any professional qualifications and not involved in professional development. In conclusion, these findings explained that though half of the private kindergarten teachers do not meet the professional criteria, they have good knowledge of NPSC (Revised 2017). This study has suggested that further research relating to the preschool curriculum is needed and provides supportive information to the Ministry of Education (MOE) and local private kindergartens.
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