Amalan komuniti pembelajaran professional (KPP) bagi tiga kategori prestasi sekolah rendah
This study was conducted to identify teachers’Professional Learning Communitypractices at three categories of primary school performance in the district of Pasir Gudang and its relationship with their self-efficacy . This survey design study used questionnaire which consist of 76 items which divided...
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| Format: | Thesis |
| Published: |
2014
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| Subjects: | |
| Online Access: | http://eprints.utm.my/id/eprint/48334/ |
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| Institution: | Universiti Teknologi Malaysia |
| Summary: | This study was conducted to identify teachers’Professional Learning Communitypractices at three categories of primary school performance in the district of Pasir Gudang and its relationship with their self-efficacy . This survey design study used questionnaire which consist of 76 items which divided into three parts.The first part consists of the teachers’ profile containing five items. The second part is measuring the Professional Learning Community which contains 59 items of modified Professional Learning Community Assessment (PLCA) by Zuraidah (2009) . The third part consists of 12 items related to self-efficacy adopted from Teacher Sense of Efficacy Scale (TSES) by Tschannen - Moran and Woolfolk - Hoy (2001) . A total of 180 teachers were involved as respondents. Analysis of the mean scores showed all Professional Learning Community practices in each school was at a high level, while the level of teacher selfefficacy was measured at a moderate level. The One-way ANOVA showed no significant difference in Professional Learning Community practices between schools based on their schools performance. Pearson correlation analysis also showed Professional Learning Community practices does have a significant relationship with teachers' self-efficacy. Regression analysis showed dimension of environment support was dominant toward teacher’s self-efficacy . This shows that the relationship and structure support of the school play an important role in improving teachers' self – efficacy, in turn have an impact on school performance |
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