Open AccessKUALITI BIMBINGAN PENGAJARAN OLEH “PEGAWAI PEMBIMBING PAKAR PEMBANGUNAN SEKOLAH” (SCHOOL IMPROVEMENT SPECIALIST COACHES - SICS+) SEBAGAI FAKTOR PERAMAL TERHADAP KUALITI GURU DI SEKOLAH KEBANGSAAN
Author(s) -
Selvarajoo Madhavan,
Ramli Basri,
Ahmad Fauzi Mohd Ayub,
Soaib Asimiran
Publication year - 2020
Publication title -
muallim journal of social sciences and humanities
Language(s) - English
Resource type - Journals
ISSN - 2590-3691
DOI - 10.33306/mjssh/82
Subject(s) - coaching , quality (philosophy) , psychology , medical education , pedagogy , mathematics education , medicine , physics , quantum mechanics , psychotherapist
The teaching profession demands that every teacher be competent and quality in human capital formation, human resource development, community and Nation. In the 21st century, teaching methods are a key factor in determining the quality of student learning. In an effort to ensure the quality of student learning both SISC+ and Teachers mentored (GDB) work collaboratively to improve the quality of teaching. This is in line with the role and function of the SISC+ position under the sub-initiative of the NKRA GTP 1.0 contained in the Malaysian Education Blueprint 2013-2025. These SISC+ officers have been tasked with mentoring and coaching teachers in Band 5, 6 and 7 schools. The purpose of this study is to determine the quality of coaching teaching of SISC+ Officers as a predictor factor of teacher teaching quality. Additional relationships between the dimensions of the coaching teaching of SISC+ were also identified. This quantitative study involved 250 repondents around the country from National Primary teachers. This study uses Coaching Teaching instrument adapted from the Instrument Managerial Coaching Skills developed by Sohee.P et. al (2008)31. Coaching Teaching consists of five key dimensions of effective communication, team approach, open values, teacher acceptance and teacher development. Multiple regression analysis showed that the SISC+ quality of the combined model of team approach, teacher acceptance and teacher development contributed 63.5% (R2 = .635) variance in teacher quality [F(3, 246)=142.905, p <0.5]. As a whole, the dimension of coaching teaching influences the quality of teacher quality in National Primary schools.