Cover Image

The relationship between teachers’ factors and effective teaching

This study aims to examine the relationship between three teachers’ factors that’s teaching experiences, type of school performing and attendance of professional development course towards effective teaching among secondary school teachers in Johor, Malaysia. A total of 322 secondary school teachers...

Full description

Saved in:
Bibliographic Details
Main Authors: Hamdan, Abdul Rahim, Chia, Lai Lai
Format: Article
Published: Canadian Center of Science and Education 2015
Subjects:
LB Theory and practice of education
Online Access:http://eprints.utm.my/id/eprint/58983/
http://dx.doi.org/10.5539/ass.v11n12p274
Tags: Add Tag
No Tags, Be the first to tag this record!
id my.utm.58983
record_format eprints
spelling my.utm.589832022-04-05T05:34:10Z http://eprints.utm.my/id/eprint/58983/ The relationship between teachers’ factors and effective teaching Hamdan, Abdul Rahim Chia, Lai Lai LB Theory and practice of education This study aims to examine the relationship between three teachers’ factors that’s teaching experiences, type of school performing and attendance of professional development course towards effective teaching among secondary school teachers in Johor, Malaysia. A total of 322 secondary school teachers from Malaysia involved in this study. The instrument used in this study was a set of questionnaire which combined Charlotte Danielson (2007) and James H Stronge (2007) models. This quantitative study utilized survey method with stratified random sampling. Teachers’ factors were tested through correlation and multiple regression analysis. The finding indicate that there are significant positive correlation between three teachers factors (teaching experiences, type of school performing and attendance of professional development course) towards secondary school teachers’ effective teaching. Highest relationship towards effective teaching is attendance of professional development course (r=.676, p<.05), following by teaching experience (r=.621, p<.05) and type of school performing shows least relationship (r=.193, p<.05). Besides, the regression model indicates a predictive significance by teachers’ factors towards effective teaching. Hence, the findings support the conclusion that the selected factors are predictors of secondary school teachers’ effective teaching. This study revealed the importances of professional development course and teaching experience compare with type of school performing. Teacher needs to always continue upgrade ourselves for practising teaching effectively. These findings also have implications for secondary school teachers and administrators to reflect and broaden the views towards effective teaching. Canadian Center of Science and Education 2015 Article PeerReviewed Hamdan, Abdul Rahim and Chia, Lai Lai (2015) The relationship between teachers’ factors and effective teaching. Asian Social Science, 11 (12). pp. 274-280. ISSN 1911-2017 http://dx.doi.org/10.5539/ass.v11n12p274 DOI:10.5539/ass.v11n12p274
institution Universiti Teknologi Malaysia
building UTM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Teknologi Malaysia
content_source UTM Institutional Repository
url_provider http://eprints.utm.my/
topic LB Theory and practice of education
spellingShingle LB Theory and practice of education
Hamdan, Abdul Rahim
Chia, Lai Lai
The relationship between teachers’ factors and effective teaching
description This study aims to examine the relationship between three teachers’ factors that’s teaching experiences, type of school performing and attendance of professional development course towards effective teaching among secondary school teachers in Johor, Malaysia. A total of 322 secondary school teachers from Malaysia involved in this study. The instrument used in this study was a set of questionnaire which combined Charlotte Danielson (2007) and James H Stronge (2007) models. This quantitative study utilized survey method with stratified random sampling. Teachers’ factors were tested through correlation and multiple regression analysis. The finding indicate that there are significant positive correlation between three teachers factors (teaching experiences, type of school performing and attendance of professional development course) towards secondary school teachers’ effective teaching. Highest relationship towards effective teaching is attendance of professional development course (r=.676, p<.05), following by teaching experience (r=.621, p<.05) and type of school performing shows least relationship (r=.193, p<.05). Besides, the regression model indicates a predictive significance by teachers’ factors towards effective teaching. Hence, the findings support the conclusion that the selected factors are predictors of secondary school teachers’ effective teaching. This study revealed the importances of professional development course and teaching experience compare with type of school performing. Teacher needs to always continue upgrade ourselves for practising teaching effectively. These findings also have implications for secondary school teachers and administrators to reflect and broaden the views towards effective teaching.
format Article
author Hamdan, Abdul Rahim
Chia, Lai Lai
author_facet Hamdan, Abdul Rahim
Chia, Lai Lai
author_sort Hamdan, Abdul Rahim
title The relationship between teachers’ factors and effective teaching
title_short The relationship between teachers’ factors and effective teaching
title_full The relationship between teachers’ factors and effective teaching
title_fullStr The relationship between teachers’ factors and effective teaching
title_full_unstemmed The relationship between teachers’ factors and effective teaching
title_sort relationship between teachers’ factors and effective teaching
publisher Canadian Center of Science and Education
publishDate 2015
url http://eprints.utm.my/id/eprint/58983/
http://dx.doi.org/10.5539/ass.v11n12p274
_version_ 1729703237419794432
score 13.211869

Similar Items