LOOKING FOR TEACHER QUALITY IN THE 21ST CENTURY

Ho Ho Tong
Ahap Bin Awal
Jabatan Penyelidikan Dan Inovasi Profesionalism Keguruan
Institut Pendidikan Guru Kampus Tun Abdul Razak
Kota Samarahan Sarawak
Abstract
A total of 18 beginning teachers involving Program Ijazah
Sarjana Muda Perguruan (PISMP) or Bachelor of Teachership
Program who were posted in January 2012 were involved in
the study to identify their competencies in teaching and
learning using the Clients Satisfaction Feedbacks
Questionnaires (CSFQ) of five-points Likert scale with a
reliability of Cronbach Alpha 0.91. Further, the CSFQ
consisted of 13 items to identify competencies of beginning
teachers related to knowledge, skills and practices. The
findings indicated teacher knowledge (mean=4.47, SD=0.51)
and teaching skills and practices (mean=4.50, SD=0.52) were
in coherence to Malaysia Teachers Standard. Consequently,
enhancement and sustainability of teacher effectiveness
should involve all stakeholders by advocating professional
development for effective teaching, emphasize on exemplary
mentor teachers, teacher leadership and building professional
teacher learning community.

Introduction
To meet the demands of 21st century teaching and learning, various
alignments must be done to restructure its educational goals and
practices to meet the future needs of the 21 st learning for today
students to meet the future needs of Malaysia, and its most crucial
resources,

our

children.

Therefore,

under

the

Government

Transformation Programme (GTP), various programmes or initiatives

had been implemented to improve student outcomes and reduce

education disparities (Pemandu, 2012). However, teachers will
remain critical and central to achieving these goals. Consequently,
teachers still make the difference in order to harness the desire
outcomes to transform the education reform.

International research shows that teacher quality is the most

important significant school-based factor in determining student
outcomes. The quality of a system cannot exceed the quality of its
teachers. While there are certainly many excellent teachers in the
Malaysian education system, a 2011 research study found that only
50% of lessons are being delivered in an effective manner. similarly,
research conducted in Tennessee, in the United States, in the mid1990s showed that high performing teachers can improve student
achievement by up to 50% over a three-year period , compared to low
performing teachers (Bringing The Shine Back To Teaching, Star
Special, 12 September 2012, p.5).

Purpose Of The Study

The purpose of the study was an attempt to elaborate on teacher
quality of beginning teachers of Program Ijazah Sarjana Muda
Perguruan (PISMP) or Bachelor of Teaching Program by the school

management.

Therefore, the study also sought the explanation of

attributes related to teacher effectiveness.

Review Of The Literature

What makes teacher quality? Effective teacher engage students in
active learning use various tools to assess how their students learn as
well as what the students know. And most importantly, they use this
information to help all students advance from where they are to where
they need to be. Furthermore, they carefully organize activities,
materials, and instruction based on students prior knowledge and
level of development so that all students can be successful. In
addition, they adapt the curriculum to different students needs and
provide

constant

feedback

that

helps

students

improve.

Consequently, effective teachers design a respectful, well-functioning

classroom that allows students to work productively while involving
parents in the learning process and collaborating with colleagues and
administrators in creating a supportive environment throughout the
school (Darling-Hammond & Baratz-Snowden, 2007).

Likewise, Byrd and Rasberry (2011) reported effective teachers

encompass five broad standards leadership, establishment of a
respectful environment, content knowledge, facilitation of learning,

reflection on practice and contribute to student achievements. In

addition, student motivation, intellectual readiness, persistence,
creativity, or the ability to apply knowledge and work productively with
others; these are important qualities engendered and nurtured by
effective teachers, and they have everything to do with student
learning and success in the global marketplace.

Similarly, the key to effective teaching is both how teachers learn to

analyze their practice as well as how they are supported by good
administrators and sound teacher recruitment and preparation
policies. Moreover, the challenge of providing effective teaching in
every school is less about problems with individual teachers and more
about the problems with the systems in which teachers are embedded
(Berry, et al., 2010).

Further, Hollins (2011) noted that quality teaching include the

understanding of knowledge of human growth and development and
individual and group differences that when combined with specific
knowledge of learners like their background experiences and
knowledge inform the teacher to design the teaching and learning
experiences to facilitate learning. Likewise, an effective teacher also
has an understanding of pedagogy and interrelated pattern of learning

experiences embedded within a particular theoretical perspective and

an understanding of how to identify and develop appropriate
classroom assessment to evaluate learners progress related to
discipline-specific knowledge and practice and how to manage the
demands

of

standards-based

curriculum

and

assessment.

Consequently, they are engage in self-directed professional growth

and development and work collaboratively with colleagues within a
professional community to improve learning outcomes.
On the other hand, the Malaysia Teachers Standards (MTS)
emphasize on three main standards to ensure teachers attain
professional competencies. First, a competent teacher possess
certain professional values and practice, focusing on self, profession
and social domains. Therefore, it focuses on values and principles of
teachers which include ones belief in God, interpersonal and
intrapersonal skills, resilience of teachers and the practices by the
teachers in discharging their daily tasks as a professional in order to
achieve the goals of the national education system. Second, teachers
should have an in-depth knowledge and understanding of curriculum
and co-curriculum, subject-matter content, pedagogical content
knowledge, education psychology and pedagogy, information and
communication

technology

(ICT),

assessment

and

evaluation

methods, action research and develop pupils potential holistically and

integrally in order to perform their tasks efficiently and competently.
Third, a competent teacher should possess the required teaching and
learning skills in order to plan, implement and evaluate the curriculum
and co-curriculum (Bahagian Pendidikan Guru, 2009).

Methodology
Study Design
A survey study was conducted to collect information and feedbacks
on the quality of beginning teachers trained by Teacher Education
Institute, Tun Abdul Razak Campus (TEI, TARC). Accessibility, large
coverage of area and economy were the main factors considered in
the design of data collection. The population of the study involved
only graduate teachers of Program Ijazah Sarjana Muda Perguruan
(PISMP) or Bachelor of Teaching Program who were posted in
January 2012.

Sampling
Similarly, the sampling of the study was purposive in nature due to
the available name list and geographical factor. As a result, only
graduate teachers posted in Sarawak were included in the study. A

total of 50 beginning teachers were surveyed in the study. However,

only 18 school administrators responded to the survey.

Instrumentation
A

self-administered

questionnaire,

The

Clients

Satisfaction

Feedbacks Questionnaires (CSFQ) was used to collect data on

quality of beginning teachers. The CSFQ is an instrument used to
gauge the opinions of school administrators related to the quality of
teachers trained by all TEI in Malaysia. It has a five point Likert scale
ranging from 1 = strongly disagree to 5 = strongly agree. Furthermore,
the CSFQ has a total of 13 items to measure the quality of beginning
teachers in relation to competencies in teaching and learning.

In addition, the reliability of CSFQ was Cronbach Alpha 0.93; which

implied the instrument had high reliability and also the findings of the
study.

Data Collection
The CSFQ was posted to all schools according to the lists of postings
provided by the Sarawaks State Department of Education after the
beginning teachers had been posted for at least 6 months. The CSFQ
was administered by the school administrator and returned to the

researchers through attach addressed envelope to ensure high return

rate.

Data Analysis
Data was analysed using SPSS (version 11) to obtain descriptive
statistics for the CSFQ items regarding views of school administrators
on the quality of beginning teacher related to competencies in
teaching and learning.

Findings
Teacher Knowledge
As indicated in Table 1, beginning teachers are competent in their
subject-matter content knowledge (ATB 1: mean = 4.61, SD = 0.50;
ATB 2: mean = 4.67, SD = 0.49); pedagogical content knowledge
(ATB 3: mean = 4.22, SD = 0.43); evaluations (ATB 4: mean = 4.44,
SD = 0.51), integrated teaching (ATB 5: mean = 4.39, SD = 0.61), and
pupils thinking (ATB 6: mean = 4.50, SD = 0.51). Hence, it implied
school administrators strongly agreed beginning teachers were
knowledgeable and competent (mean = 4.47, SD = 0.51).

Table 1: Teacher knowledge

Attribute
(ATB)
1
2
3
4
5
6

Ability to teach majoring subjects

Ability to plan lesson plan according to syllabus
Ability to teach according to pupils abilities
Ability to implement continuous evaluation on
pupils learning
Ability to practise integration in teaching and
learning
Ability to stimulate pupils thinking
Average

Mean

SD

4.61
4.67
4.22
4.44

0.50
0.49
0.43
0.51

4.39

0.61

4.50
4.47

0.51
0.51

Teacher Skills And Practices

As supported in Table 2, school administrators strongly agreed
beginning teachers had acquired the competencies in teaching skills
and practices (mean = 4.50, SD = 0.52). Overwhelmingly, beginning
teachers were competent in effective communication skills (ATB 7:
mean = 4.67, SD = 0.49). Likewise, beginning teachers were also
capable in classroom management (ATB 6: mean = 4.67, SD = 0.49)
and develop individual differences and development (ATB 3: mean =
4.61, SD = 0.50; ATB 4: mean = 4.56, SD = 0.51). Furthermore, they
were also able to provide fun learning environment (ATB 5: mean =
4.44, SD = 0.51) and abilities to apply various teaching techniques
(ATB 2: mean = 4.28, SD = 0.67). Consequently, varied resources
were employed in their teaching (ATB 1: mean = 4.28, SD = 0.46).

Table 2 : Teacher skills and practices

Attribute
(ATB)
1
Ability to use various resources in teaching and
learning
2
Ability to use various teaching techniques
3
Ability to inculcate moral values in teaching
4
Ability to motivate pupils during teaching
5
Ability to provide fun teaching and learning
environment
6
Ability to control pupils discipline during
teaching
7
Ability to communicate effectively in classroom
Average

Mean

SD

4.28

0.46

4.28
4.61
4.56
4.44

0.67
0.50
0.51
0.51

4.67

0.49

4.67
4.50

0.49
0.52

Discussion
Preparing For Effective Teaching
Effective teachers are important attribute to student achievements.
But what is the best way to prepare skilled and sustainable effective
teachers? Likewise, what programs can best support beginning
teachers in continuing to learn and grow as professionals?

Professional Development for Effective Teaching

A teachers current classroom performance is likely to reflect both her
earlier educational experiences and the education and training she
receives while on the job. Therefore, teachers ability to apply
knowledge and skills effectively depends on whether or not they

10

have opportunities and support for on going, on-the-job learning in

helping teachers become effective at what they do.

Further, even with the best education and training, beginning teachers
may be stymied in applying what they have learned if the various
aspects of the teaching environment do not support them. And most
importantly, work environment are critically important in shaping
teacher behavior, effectiveness, and retention (Whitebook, at. al,
2009)

In addition, teachers should be given the supports for collaborative

professional development because the learning opportunities will
strengthen their effective teaching practice, allow them to build
professional and social supports, and eventually learn from
accomplished peers and develop collective expertise.

Exemplary Mentor Teachers.

In order to sustain teacher effectiveness in schools, mentor teachers
play a very important role in guiding beginning teachers. A teacher
who is only average is simply not good enough to serve as a mentor
teacher and

only qualified teachers should be allowed to mentor

beginning teachers. Therefore, mentor teachers should possess the

11

necessary pedagogical skills, knowledge and leadership to be

effective mentors.

On the other hand, while teacher training institutions in Malaysia have

a common set of guidelines concerning internship programs, on the
contrary, there is no definite criteria for the selection of mentoring
teachers, and often these criteria do not adequately address either
the need for the teachers to be effective instructors or to be good at
mentoring.

Now, this is important institutions have rigorous criteria for the

selection of exemplary mentoring teachers. We need mentoring
teachers who have the capacity to mentor trainee teachers and
therefore, the very best teachers train the next generation of teachers,
instead of any available teachers who reluctantly take on the
responsibility to mentor trainee teachers who might imperil their
progress.

Teacher Leadership
Research

linked

teachers

sense

of

efficacy

and

collective

responsibility to their teaching effectiveness and improved student

achievement. It has found that a teachers self-efficacy as an
instructional leader is strongly and positively associated with soliciting
12

parent involvement, communicating positive expectations for student

learning, improving instructional practice, and being willing to innovate
successfully in the classroom. In addition, missing supports for
leadership in schools are barriers to their empowerment and
effectiveness (Berry et al., 2010b).

As a result, teachers should be given the trust, opportunities and

motivation to lead as leaders and innovators in order to improve
teachers effectiveness. Rigid instructional and hierarchical school
leadership will only impedes creativity and innovation
teachers.

among

Further, accepting teacher inputs into policy decisions

results in teacher ownership of reforms and improved program

implementation and consequently to teaching effectiveness and
student achievements.

Building Professional Teacher Learning Community

Similarly,

the

enhancement

and

sustainability

of

teaching

effectiveness should be supported by the school leadership and all

members of the school community. As a result, building a
professional teacher learning community is of utmost importance.
Participation in a professional teacher community requires all to
engage

collaboratively

through

13

regular

informal

professional

discourse. Hence, experienced teachers provide and support learning

and practice for beginning teachers and consequently, beginning
teachers are able to engage in self-directed professional growth and
development.

Limitation
The study was limited only to beginning teachers from TEI, TARC of
PISMP who were posted in January 2012. Furthermore, only teachers
posted to Sarawak were purposively surveyed owing to geographical
factors. Similarly, collection of data involved only quantitative method.
In addition, for an in-depth future study, qualitative methods of data
collection of beginning teachers and school administrators should be
employed.

Conclusion
Because of demands of 21st century teaching and learning, the
teaching profession is facing challenges and a period of change.
Hence, teacher quality and the call for teacher effectiveness is being
held to increasing rigorous standard to measure student learning. So
all stakeholders and various measures should be taken to identify and
support teacher effectiveness policies and best practices to enhance

14

professionalize teaching with the ultimate goals of improving student

learning.

Now, it is important the debate of teacher effectiveness should take

us far beyond the usual rhetoric. It should further be deliberated,
debated and reached out to all stakeholders policy makers,
teaching professions, teacher training institutions, teacher unions and
NGO for additional perspectives and insights to answer the demand
of quality teaching and learning of the 21st century schools, and fulfil
the aspirations of the National Education Blueprint 2013 2025
(Kementaerian Pelajaran Malaysia, 2012).

Recommendations
For Researchers
More studies on the dimensions of effective teaching in Malaysia
should be done what really attributes to teacher effectiveness, how
teachers advance student learning and multiple measures of student
growth.

For Policymakers
To identify quality teaching and improve professional practice,
policymakers should not solely measure teacher effectiveness based

15

on standardized tests but multiple measures of student growth such

as reduce discipline, student engagement and project-based learning
products. Furthermore, policymakers should advocate policies and
practices that support and improve working conditions for teachers.

References
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Lead an Effective Classroom: The Role of Teacher Training
and Professional Development Programs. Center For Teacher
Quality.
Retrieved
September
18,
2012
from
www.teachingquality.org
Berry, B., Daughtrey, A., & Wieder, A (January, 2010b). Teacher
Leadership: Leading the Way to Effective Teaching and
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Byrd, A. & Rasberry, M. (2011). Teacher and Teaching Effectiveness.
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Darling-Hammond, L. & Baratz-Snowden, J. (Eds.). (2007). A good
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from