The Beliefs of Primary School Teachers: A Comparative Analysis

Brunei first detected the covid-19 pandemic on March 9, 2020, which closed physical schooling immediately, and schools later continued online in response to the pandemic. This study investigates teachers' feedback on the new school norm of online teaching and learning mode. The objective of this study is to test the conceptual research model derived from the Unified Theory of Acceptance and Use of Technology (UTAUT) for determining how the facilitating factors influence teachers' intentions and their beliefs about their behavioural implementation of online teaching and learning mode. The participant of the study consists of 6,078 teachers in public schools in Brunei Darussalam. An electronic survey questionnaire was developed and disseminated to the teachers. The analyses of the quantitative data involved factor analysis and structural equation modelling (SEM). The significant findings are (i) teachers' Behavioural Intention directly correlates to motivation factor (Satisfaction), facilitating factor (Effort Expectancy), and the belief factors (Risk and Trust); (ii) teachers' Behavioural Intention are indirectly correlated to motivational factor (Perceived Enjoyment) and facilitating factor (Self-efficacy); (iii) teachers' Implementation of online teaching and learning mode relates directly to Behavioural Intention and belief factor (Trust). The study concludes that teachers can be encouraged and supported to implement online teaching and learning mode by addressing the factors influencing their behavioural intentions.

Section: Resultssupporting

confidence: 81%

Factors Influencing Teachers' Implementation of Online Teaching and Learning Mode during Covid-19

Salleh¹,

Jawawi²,

Teo³

2022

“…(5) College Recitation (Mukherjee, 1988;Shiroichigo, 2020). Education involves teachers as a fundamental part of learning (Lujan, 2021). Likewise for character education.…”

Section: Discussionmentioning

confidence: 99%

Educational Analysis to Develop Character in Malaysia and Indonesia

Mahanani¹,

Akbar²,

Kamaruddin³

et al. 2022

This study aims to describe character development in elementary schools in Malaysia and Indonesia. The research method used is a qualitative method with a literature study design. The data collected in this study is about government policies regarding Character Education contained in the Curriculum Structure and supporting policies in the two countries. Analysis of the data used is content analysis. Data analysis was carried out qualitatively through the process of description, reduction, categorization, and interpretation. The results show that Indonesia and Malaysia have a strong commitment to developing education. Character education is developed in elementary schools or low schools through school textbooks, lesson plans, examples, and the existence of certain subjects, such as civic education and religious subjects. The conclusion obtained about the similarities is that character development is carried out under the auspices of the ministry of education and the method used is through textbooks and learning examples. The difference is, in Indonesia character has been directly included in the lesson plans and developed in all subjects, but there are two special subjects that are intended to shape students' attitudes and character. while in Malaysia character development is implemented in Islamic Education and Moral Education subjects as well as embedded in other subjects like Malay Language, English Language and History Education.

“…Teachers are a fundamental factor of quality in the educational process (Luján, 2021). One of the major contributors to educational progress is the teachers having effective followership.…”

Section: Introductionmentioning

confidence: 99%

Development and Validation of Scale for Assessment of Followership among School Teachers

Arshad¹,

Sher²,

Nazir³

2022

The teaching profession in the researcher's context is becoming a machine-like job because teachers' followership i.e. competence, commitment, courage, and selfmanagement, is least prioritized, and more focus is given only on their regularity and punctuality. Effective followership is desired among the teachers for the achievement of educational goals but ignored and resultantly, there is no scale on teachers' followership. Moreover, the followership measures particularly for teachers in the research literature are rare and the available measures lack recommended psychometric evidence. Therefore, the effort to develop a followership scale for teachers (FST) has been made. Through literature review, 55 items were constructed. Five items were discarded from the item pool having poor Content Validity Ratio i.e. below 0.42 that is estimated through the judgment of 14 experts. The items were administered using google form in the what's app groups of teachers and 346 school teachers working in high schools have responded. Exploratory factor analysis using varimax rotation and confirmatory factor analysis on AMOS-21 was performed for construct validation of the scale. The scale was finalized containing 16 items with no item representing less than 0.40 load. Subscales of followership indicate moderate correlation and the overall Cronbach alpha of the scale was estimated at 0.88. Finally, FST includes four subscales i.e. (a) Competence, (b) Commitment, (c) Courage, and (d) Self-management. The scale containing recommended psychometric properties is available for use.