Perbezaan Faktor Demografi dalam Efikasi Kendiri Guru dan Amalan Pengajaran dan Pembelajaran Abad ke 21

Differences in Demographic Factors in Teacher Self-Efficacy and 21st Century Teaching and Learning Practices

Abstract

Kajian ini bertujuan untuk meninjau perbezaan faktor demografi (jantina, umur, kelayakan ikhtisas dan pengalaman mengajar) dalam efikasi kendiri guru dan amalan pengajaran dan pembelajaran abad ke-21 dalam kalangan guru-guru sekolah menengah di enam (6) buah sekolah menengah daerah Penampang di negeri Sabah. Seramai 329 guru-guru sekolah menengah telah dipilih menggunakan kaedah pensampelan rawak berstrata berkadar. Kajian ini berbentuk kajian kuantitatif bersifat tinjauan menggunakan sepenuhnya borang soal selidik untuk mengumpul data. Instrumen yang telah digunakan untuk memungut data terdiri daripada soal selidik Teachers’ Sense Of Efficacy (TSES) dan Amalan Pengajaran dan Pembelajaran Abad Ke-21. Usaha penerokaan literatur mendapati faktor demografi yang telah dikenal pasti releven dalam konteks kajian ini ialah umur, jantina, pengalaman mengajar dan kelulusan ikhtisas. Pakej analisis statistik ‘Statistical Package for Social Science’ (SPSS) for Windows version 25.0 telah digunakan untuk menganalisis data kuantitatif yang dikumpul. Analisis Ujian-t dan ANOVA mendapati tidak terdapat perbezaan yang signifikan amalan pengajaran dan pembelajaran abad ke-21 berdasarkan faktor demografi guru seperti jantina, umur, pengalaman mengajar dan kelayakan ikhtisas. Demikian juga efikasi kendiri guru, turut didapati tidak berbeza secara signifikan berdasarkan faktor jantina, umur dan kelayakan ikhtisas. Namun, efikasi kendiri guru didapati berbeza secara signifikan berdasarkan faktor pengalaman mengajar.

This study aimed to examine differences in demographic factors (gender, age, academic achievement and teaching experience) in teacher self-efficacy and 21st-century teaching and learning practices among secondary school teachers in six (6) Penampang district secondary schools. Sabah state. A total of 329 secondary school teachers were selected using the standardized random sampling method. This study is a quantitative study in the form of a survey using the full questionnaire to collect data. The instruments used to collect data consist of the Teachers' Sense Of Efficacy (TSES) questionnaire and the 21st Century Teaching and Learning Practice. The literature exploration efforts found that demographic factors that were identified as relevant in the context of this study were age, gender, teaching experience and academic approval. The Statistical Package for Social Science (SPSS) for Windows version 25.0 statistical analysis package was used to analyze the quantitative data collected. T-test and ANOVA found that there were no significant differences in 21st-century teaching and learning practices based on teacher demographic factors such as gender, age, teaching experience and academic achievement. Similarly, teacher self-efficacy was found to be statistically insignificant in terms of gender, age, and academic credibility. However, teacher self-efficacy was found to be significantly different in terms of teaching experience factors.