Rhetoric Value Based Model for Malaysian Special Vocational Education Secondary Schools’ Teachers

Abstract

Special Education in Malaysia is an ongoing effort to create a better skilled, visionary, faithful, independent, and capable of designing and managing daily life and realize the potential of selfaligned with the National Education Philosophy. Technical and vocational education are not exempt students who have special needs. Therefore, special education teachers should have the skills to teach a special character of this group of students. However, there is still not a standard model for special vocational education teachers. Thus, this study aims to develop a new standard model suitable for special vocational education teachers based on rhetoric value, which comprises three elements, namely Ethos, Pathos and Logos. The design of this study is a survey by using a set of questionnaires as research instrument. The items in the questionnaire was adapted by the results of the meta-analysis and in-depth interviews with experts. The sample consisted of 298 students in all secondary schools Special Education (SMPK) in Malaysia. Results showed that the majority of students thought that their teacher had adopted the rhetoric of the various approaches that generate an effective teaching and learning session. For the application of ethos, the students thought the teacher has a good practical skills. Student welfare are taken care of by the teacher through the teacher's concern for the health and financial assistance. In addition, the teacher shows passion to educate special education students. For pathos approach, teachers have shown their warmth, patience, and respect for the students through storytelling methods in the process of learning. For the implementation of the logos, the students thought the teacher had adopted this value through knowledge. The standard model of special vocational education teachers has been developed based on the rhetoric from the perspective of students. This model can be used as a reference for teachers to master the rhetoric in order to help students to explore knowledge effectively and to have a positive impact on student achievement.