Open AccessTHE EFFECTS OF COACHING AND MENTORING ON METACOGNITION KNOWLEDGE AMONG MALAY LANGUAGE TEACHERS IN SABAH, MALAYSIA
Author(s) -
A.K.M. Shafiul Kadir,
Gunasegaran Karuppannan,
Mohammad Abdur Rahman,
Mokana Muthu Kumarasamy
Publication year - 2021
Publication title -
american international journal of education and linguistics research
Language(s) - English
Resource type - Journals
eISSN - 2641-7995
pISSN - 2641-7987
DOI - 10.46545/aijelr.v4i1.284
Subject(s) - malay , coaching , metacognition , psychology , mathematics education , english language , christian ministry , pedagogy , medical education , cognition , medicine , political science , philosophy , linguistics , neuroscience , psychotherapist , law
This study was conducted to examine the relationship between coaching and mentoring guidance and the levelof metacognition among Malay language teachers. In 2013, the Ministry of Education Malaysia implemented the District Transformation Programme as a pilot project before it was expanded nationwide in the following year.This step was taken to empowerteachers through the School Improvement Specialist Coaches (SISC) programmethat develop the teachers’ competencies, metacognition and expertise. Using a quantitative approach, the study analysed data were collected from 186 teachersteach in the Tuaran district, Sabah. Study data were analyzed using descriptive and inference analysis. Overall, the findings show that the level of coaching and mentoring is high, thus illustrating that teachers are ready to receive coaching and mentoring guidance in order to develop metacognition ability as well as to improve their teaching and learning performance. Although not entire coaching and mentoring items have a significant relationship in terms of teachers’ metacognition, there is a significant relationship between coaching and mentoring guidance and teachers’ metacognition in terms of declarative knowledge element.