The Effect of Professional Learning Community Mediators on Trust and Self-Efficacy of Islamic Education Teachers in Malaysia

Abstract

Purpose – The purpose of this study was to determine the relationship between trust, professional learning community, and self-efficacy. Methodology - This study used a quantitative approach via a survey that consists of 47 items to collect relevant data. This survey included 112 primary schools with 642 Malaysian Islamic Education teachers. A multilevel analysis was carried out to find out the effect of the group level variables (trust and professional learning community) towards the individual level variable (self-efficacy). Whereas, the mediator test uses the Monte Carlo bootstrapping method. Findings - Findings of the study suggests that the professional learning community mediates the relationship between trust and self-efficacy. Significance - The results of this study showed that the professional learning community is the most important element in determining teacher self-efficacy. The outcomes of this study should also assist administrators in maintaining the professional learning community in schools so that it can work more efficiently and effectively. Keywords: Trust, Professional Learning Community, Self-Efficacy

A review of the effects of active learning on high order thinking skills: a meta-analysis within islamic education

“…Similarly, developing a HOTS instrument on the subject of Fiqh using a 4D development model resulted in appropriate items with a good level of difficulty and discrimination index, which showed the need for understanding, analysis, and synthesis in responding to Fiqh-related issues [4]. Additionally, a study found that the integration of HOTS in teaching Islamic Education was positively and significantly related to a professional learning community and self-efficacy, where self-efficacy played a mediating role in the relationship, with teachers' self-efficacy having the most significant influence on the teaching of Islamic Education integrated with HOTS [5]. Implementing 21st-century competency-based learning improved HOTS and numerical literacy among public Islamic university students in Indonesia.…”