LIVING SKILLS TEACHER PERCEPTION OF TEACHING PREPAREDNESS: AN EXPLORATION OF MALAYSIAN TEACHER EDUCATION SYSTEM

Open Access
Author:
Abd Wahid, Nur Husna
Graduate Program:
Workforce Education and Development
Degree:
Doctor of Philosophy
Document Type:
Dissertation
Date of Defense:
April 11, 2016
Committee Members:
  • Cynthia Pellock, Dissertation Advisor
  • Cynthia Pellock, Committee Chair
  • Mark D Threeton, Committee Member
  • Wesley Edward Donahue, Committee Member
  • Daniel Douglas Foster, Outside Member
Keywords:
  • Teacher Preparation
  • Career and Technical Education
  • Teaching Preparedness
  • workforce education and development
Abstract:
This mixed method sequential explanatory study examines the perception of teaching preparedness of Living Skills teachers who graduated from Universiti Teknologi Malaysia. Teaching competencies related to future teacher preparation, proposed by Darlin-Hammond et al. (2005) served as the conceptual framework. One hundred and six participants who graduated from the year 2010-2013 responded to an online Teacher Preparedness Survey making up about 55% return rate. A follow-up interview was conducted with twelve participation, which include participants who scored on the high end and scored at the lower end of the survey scale. One of the most consistent themes that come through this study− quantitative and qualitative− was diversity. In the quantitative part of this study, the aspect of supporting diverse learners found to have the lowest overall mean score among other aspects of teaching preparedness. Multivariate analysis detected a significant effect of diversity, teacher characteristics and school placement variables on aspects of teaching preparedness jointly. Significant differences in participants’ perceptions was found associated with demographic factors were participants’ year of graduation, school location, students’ ethnic diversity and teachers’ ethnic diversity. In addition to the quantitative findings, interview data found several themes that further explained the quantitative results. Thematic analysis identified four themes emerging in relation to aspects for which participants’ felt very well prepared, including a) planning and delivering the Living Skills curriculum, b) managing extra-curricular activities, c) using technology to facilitate tasks outside of the classroom, and d) collaborating with other teachers. While participants felt less prepared to a) deliver lessons to Non-Malay students, b) handle classroom discipline, c) teach with the lack of instructional materials, and d) use School Based Assessment (SBA).