Thought Processes Among Teachers Teaching Specific Subjects in Secondary Schools
This research seeks to study thought processes among teachers teaching specific subjects in secondary schools. The research design was a descriptive correlational study and the data were collected using mailed questionnaires. The study employed the survey method. A stratified sampling technique...
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| Format: | Thesis |
| Language: | English English |
| Published: |
2004
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| Subjects: | |
| Online Access: | http://psasir.upm.edu.my/id/eprint/6410/1/FPP_2004_28.pdf http://psasir.upm.edu.my/id/eprint/6410/ |
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| Summary: | This research seeks to study thought processes among teachers
teaching specific subjects in secondary schools. The research design
was a descriptive correlational study and the data were collected using
mailed questionnaires. The study employed the survey method. A
stratified sampling technique was used to select 400 teachers. A
response rate of 71.75% (287) was considered to be acceptable. Both
the descriptive and inferential statistics were used to analyse the data.
The research finding showed that two-thirds of the teachers' thought
processes was low. Almost one-third of the teachers were at the intermediate-level and a very minimal percentage was high-level.
There was no significant difference between regular and residential
school teachers' thought processes. The result also suggested that the
mean of Science and Mathematics teachers' thought processes scored
significantly higher than Bahasa Melayu and Bahasa Inggeris teachers
in their level of thought processes. However, teachers' professional
qualification did not show any significant difference. With the
exception of teachers' critical thinking disposition and teachers'
concern, all the other variables did not correlate significantly with
teachers' thought processes.
Multiple Regression Analysis showed that the significant predictors for
teachers' thought processes in curriculum instruction are critical
thinking disposition and teachers' concern. Based on the fmdings of
the study, two new variables for educational change were proposed.
The study mainly recommended that policymakers should fmd means
to improve teachers' level of commitment and emphasize moral
purpose explicitly into the instructional objectives. This is because
even if all the relevant factors for successful educational change are
taken care of, the intended outcome will fail to occur if teachers are
not committed and did not see that the change has professional value to them. Finally, other recommendations for practice and future
research were put forward. |
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