The Relationship Between Teaching Style, Self-Efficacy and Competency in Vocational Special Education Teachers (Hubungan Gaya Pengajaran, Efikasi Kendiri dan Kompetensi dalam Kalangan Guru Pendidikan Khas Vokasional)
Abstract
The purpose of this study is to identify and examine the relationship between teaching style, self-efficacy and teacher’s competency in vocational special education secondary schools in Malaysia. Three instruments were used in the study which are Grasha Teaching Style, Teacher Sense of Efficacy Scale (TSES), and Standard Kualiti Pendidikan Malaysia Gelombang 2 (SKPMg2). The study involved a total of 229 teachers and Partial Least Square Structural Equation Modeling (PLS-SEM) was applied for the data analysis. The results found that the teaching style has a positive relationship with teacher’s self-efficacy. Similarly, self-efficacy has a positive relationship with teacher’s competency. Besides that, it was found that self-efficacy is a full mediator of the relationship between teaching style and competency (β = 0.222, p < 0.05). The findings summarised that a positive teaching style will enhance teacher’s self-efficacy and the teachers are more confident in using a variety of teaching styles. Besides, the study also found that self-efficacy is a factor that helps teachers to be more competent in their teaching profession. In fact, the finding obtained self-efficacy as a factor in improving teachers’ positive attitude in teaching and learning process. Moreover, the findings found that teaching style and self-efficacy are among the factors that cultivate the nature of teacher’s competence in terms of knowledge, understanding and skills. In conclusion, studies focusing on teaching style, self -efficacy and competency among special education teachers in integration schools are encouraged in the future.
Keywords: teaching style; self-efficacy; competency; special education teachers; vocational
Abstrak
Kajian ini bertujuan untuk mengenal pasti dan mengkaji hubungan antara gaya pengajaran, efikasi kendiri dan kompetensi guru sekolah menengah pendidikan khas vokasional di Malaysia. Tiga instrumen telah digunakan dalam kajian iaitu Grasha Teaching Style, Teacher Sense of Efficacy Scale (TSES), dan Standard Kualiti Pendidikan Malaysia Gelombang 2 (SKPMg2). Kajian ini melibatkan seramai 229 orang guru dari sekolah menengah pendidikan khas vokasional di Malaysia sebagai sampel kajian. Analisis data kajian adalah dengan menggunakan perisian Partial Least Square Structural Equation Modelling (PLS-SEM). Hasil kajian mendapati bahawa gaya pengajaran mempunyai hubungan yang positif dengan efikasi kendiri guru. Begitu juga dengan efikasi kendiri yang turut mempunyai hubungan yang positif dengan kompetensi guru. Kajian turut mendapati efikasi kendiri adalah perantara penuh antara hubungan dengan gaya pengajaran dan kompetensi guru (β = 0.222, p < 0.05). Dapatan kajian merumuskan bahawa gaya pengajaran yang positif meningkatkan efikasi kendiri dan guru lebih yakin menggunakan pelbagai gaya pengajaran. Selain itu, kajian juga mendapati bahawa efikasi kendiri merupakan faktor yang membantu guru menjadi lebih kompeten dalam profesion perguruan mereka. Malah, dapatan kajian juga menunjukkan bahawa efikasi kendiri merupakan faktor kepada peningkatan sikap positif guru dalam proses pengajaran dan pembelajaran. Dapatan kajian juga mendapati bahawa gaya pengajaran dan efikasi kendiri merupakan antara faktor yang memupuk sifat kompetensi guru dari segi pengetahuan, kefahaman dan kemahiran. Kesimpulannya, kajian yang memberi fokus kepada gaya pengajaran, efikasi kendiri dan kompetensi dalam kalangan guru pendidikan khas di sekolah integrasi adalah digalakkan pada masa akan datang.
Kata kunci: gaya pengajaran; efikasi kendiri; kompetensi; guru pendidikan khas; vokasional
Full Text:
PDFReferences
Baglama, B. & Uzunboylu, H. 2017. The relationship between career decision-making self-efficacy and vocational outcome expectations of preservice special education teachers. South African Journal of Education 37(4): 1-11.
Bagozzi, R. P. & Heatherton, T. F. 1994. A general approach to representing multifaceted personality constructs: Application to state self‐esteem. Structural Equation Modeling: A Multidisciplinary Journal 1(1): 35-67.
Baleghizadeh, S. & Shakouri, M. 2015. Investigating the relationship between teaching styles and teacher self-efficacy among some Iranian ESP university instructors. Innovations in Education and Teaching International 54(4): 394-402.
Bandura, A. 1986. The explanatory and predictive scope of self-efficacy theory. Journal of Social and Clinical Psychology 4(3): 359-373.
Bandura, A. 2001. Social cognitive theory: An agentic perspective. Annual Review of Psychology 52(1): 1-26.
Bialka, C. S., Hansen, N. & Wong, S. J. 2019. Breaking the cycle: Preparing pre-service teachers for disability-related discussions. Teacher Education and Special Education 42(2): 147-160.
Biggs, E. E., Gilson, C. B. & Carter, E. W. 2019. Developing that balance: Preparing and supporting special education teachers to work with paraprofessionals. Teacher Education and Special Education 42(2): 117-131.
Boyatzis, R. & Boyatzis, R. E. 2008. Competencies in the 21st century. Journal of Management Development 27(1): 5-12.
Breeman, L. D., Wubbels, T., Van Lier, P. A. C., Verhulst, F. C., Van der Ende, J., Maras, A., Hopman, J. A. B. & Tick, N. T. 2014. Teacher characteristics, social classroom relationships, and children's social, emotional, and behavioral classroom adjustment in special education. Journal of School Psychology 53(1): 87-103.
Brigham, F. J., Scruggs, T. E. & Mastropieri, M. A. 2012. Teacher enthusiasm in learning disabilities classrooms: Effects on learning and behavior. Learning Disabilities Research and Practice 7(2): 68-73.
Chen, G., Gully, S. M. & Eden, D. 2001. Validation of a new general self-efficacy scale. Organizational Research Methods 4(1): 62-83.
Chu, S. Y. & Garcia, S. 2014. Culturally responsive teaching efficacy beliefs of in-service special education teachers. Remedial and Special Education 35(4): 218-232.
Desombre, C., Lamotte, M. & Jury, M. 2019. French teachers’ general attitude toward inclusion: The indirect effect of teacher efficacy. Educational Psychology 39(1): 38-50.
Drawdy, K., Deng, M. & Howerter, C. 2014. Assessing teacher competencies for inclusive settings: Comparative pre-service teacher preparation programs. In Measuring Inclusive Education 3(2014): 247-261.
Field, A. 2013. Discovering statistics using IBM SPSS statistics (4th ed.): Sage Publications.
Firdaus, F. & Nurdyansyah, N. 2022. The influence of teacher's teaching style on learning motivation of grade 5 elementary school students. Academia Open 6: 1-10.
Fornell, C. & Larcker, D. 1981. Evaluation structural equation models with unobservable variables and measurement error. Journal of Marketing Research 18(3): 39-50.
Ghanizadeh, A. & Jahedizadeh, S. 2016. EFL teachers’ teaching style, creativity and burnout: A path analysis approach. Cogent Education 3(1): 1-17.
Ghazarian, P. G. & Youhne, M. S. 2015. Exploring intercultural pedagogy: Evidence from international faculty in South Korean higher education. Journal of Studies in International Education 19(5): 476-490.
Ghorbanzadeh, A. 2022. Study of the relationship between teaching style and teacher efficacy: A quantitative case study in Mashhad, Iran. Applied Linguistic Studies 1(1): 23-32.
Grasha, A. F. 1996. Teaching with style: A practical guide to enhancing learning by understanding teaching and learning styles. CA: Alliance Publishers.
Grigal, M., Cooney, L. & Hart, D. 2019. Promoting college and career readiness with middle school youth with disabilities: Lessons learned from a curriculum development project. Career Development and Transition for Exceptional Individuals 42(1): 64-71.
Gunarhadi, Sunard, Andayani, T. R. & Supratiwi, M. 2018. Breaking academic inclusion through cluster-based instruction (An approach to differentiated instruction for students with disabilities in inclusive schools). Journal of Engineering and Applied Science 13(8): 2221-2225.
Hair, J. F., Hollingsworth, C. L., Randolph, A. B. & Chong, A. Y. L. 2017. An updated and expanded assessment of PLS-SEM in information systems research. Industrial Management and Data Systems 117(3): 442-458.
Hair, J. F., Hult, G. T. M., Ringle, C. & Sarstedt, M. 2016. A primer on partial least squares structural equation modeling (PLS-SEM) (2nd ed.). Sage: Thousand Oaks, CA: USA.
He, Y., Lundgren, K. & Pynes, P. 2017. Impact of short-term study abroad program: Inservice teachers' development of intercultural competence and pedagogical beliefs. Teaching and Teacher Education 66(2017): 147-15.
Henseler, J., Hubona, G. & Ray, P. A. 2016. Using PLS path modeling in new technology research: Updated guidelines. Industrial Management and Data Systems 116(1): 2-20.
Jamian, A. R. & Ismail, H. 2013. Pelaksanaan pembelajaran menyeronokkan dalam pengajaran dan pembelajaran Bahasa Melayu. Jurnal Pendidikan Bahasa Melayu 3(2): 49-63 (in Malay).
Jarvis, C. B., MacKenzie, S. B. & Podsakoff, P. M. 2003. A critical review of construct indicators and measurement model misspecification in marketing and consumer research. Journal of Consumer Research 30(2): 199-218.
Johari, K. 2012. Perkembangan efikasi guru sekolah menengah di Sabah. Jurnal Kemanusiaan 10(2): 32-43 (in Malay).
Kellough, R. D. & Kellough, N. G. 2012. Secondary school teaching: A guide to methods and resource planning for competence. New Jersey: Prentice Hall.
Kementerian Pendidikan Malaysia. 2013. Pelan pembangunan pendidikan Malaysia 2013-2025 (Pendidikan prasekolah hingga lepas menengah). Putrajaya: Malaysia.
Kementerian Pendidikan Malaysia. 2015. Pelan pembangunan pendidikan Malaysia 2015-2025 (Pendidikan tinggi). Putrajaya: Malaysia.
Kementerian Pendidikan Malaysia. 2016. Dokumen awal pelan pembangunan profesionalisme keguruan. Bahagian Pendidikan Guru. Putrajaya: Malaysia.
Kementerian Pendidikan Malaysia. 2017. Standard kualiti pendidikan Malaysia gelombang 2 (SKPMg2). Jemaah Nazir dan Jaminan Kualiti. Putrajaya: Malaysia.
Klopfer, K. M., Scott, K., Jenkins, J. & Ducharme, J. 2019. Effect of preservice classroom management training on attitudes and skills for teaching children with emotional and behavioral problems: A randomized control trial. Teacher Education and Special Education 42(1): 49-66.
Kuyini, A. B., Desai, I. & Sharma, U. 2018. Teachers’ self-efficacy beliefs, attitudes and concerns about implementing inclusive education in Ghana. International Journal of Inclusive Education 1-18.
Kwon, C. K. 2019. Career development of people with disabilities: Self-determination as a skill set or a mind-set? Adult Learning 30(2): 78-83.
Lamont, A. E., Markle, R. S., Wright, A., Abraczinskas, M., Siddall, J., Wandersman, A., & Cook, B. 2018. Innovative methods in evaluation: An application of latent class analysis to assess how teachers adopt educational innovations. American Journal of Evaluation 39(3): 364-382.
Leko, M. M., Brownell, M. T., Sindelar, P. T. & Kiely, M. T. 2015. Envisioning the future of special education personnel preparation in a standards-based era. Exceptional Children 82(1): 25-43.
Manley, R. & Zinser, R. 2012. A Delphi study to update CTE teacher competencies. Education and Training 54(6): 488-503.
Marder, T. & deBettencourt, L. U. 2015. Teaching students with ASD using evidence-based practices: Why is training critical now? Teacher Education and Special Education 38(1): 5-12.
Mason-Williams, L. & Gagnon, J. C. 2017. An analysis of teacher sorting in secondary special education and alternative schools. The Journal of Special Education 50(4): 239-250.
Mazzotti, V. L., Rowe, D. A., Simonsen, M. L., Boaz, B. & VanAvery, C. 2018. Steps for implementing a state-level professional development plan for secondary transition. Career Development and Transition for Exceptional Individuals 41(1): 56-62.
McClelland D. C. 1998. Identifying competencies with behavioral event interviews. Psychological Sciences 9: 331-339.
Miller, A. D., Ramirez, E. M. & Murdock, T. B. 2017. The influence of teachers’ self-efficacy on perceptions: Perceived teacher competence and respect and student effort and achievement. Teaching and Teacher Education 64: 260-269.
Mubashira, K., Mumtaz, A. & Aroona, H. 2017. Teaching styles of secondary school English teachers and learning styles of their students and relationship of teaching learning style match with students’ achievement. Bulletin of Education and Research 39(3): 203-220.
Nik Aida Suria, N. Z. A. 2016. Hubungan sokongan guru besar, efikasi kendiri, efikasi kolektif dengan komitmen kerja guru pendidikan khas (Unpublished doctoral dissertation). Universiti Kebangsaan Malaysia.
Noonan, J. 2018. An affinity for learning: Teacher identity and powerful professional development. Journal of Teacher Education 70(5): 526-537.
Nunnally, J. C., & Bernstein, I. H. 1994. The theory of measurement error. Psychometric Theory 3: 209-247.
Nur Fatahiyah Mohamed Hata & Siti Nur Diyana Mahmud. (2020). Kesediaan guru sains dan matematik dalam melaksanakan pendidikan stem dari aspek pengetahuan, sikap dan pengalaman mengajar. Akademika 90(2020): 85-101.
Ok, M. W., Hughes, J. E. & Boklage, A. 2017. Teaching and learning biology with iPads for high school students with disabilities. Journal of Educational Computing Research 56(6): 911-939.
Pallant, J. 2010. SPSS survival manual: A step by step guide to data analysis using SPSS (4th ed.): McGraw Hill.
Peng, D. X. & Lai, F. 2012. Using partial least squares in operations management research: A practical guideline and summary of past research. Journal of Operations Management 30(6): 467-480.
Randolph, K. M., Duffy, M. L., Brady, M. P., Wilson, C. L. & Scheeler, M. C. 2019. The impact of icoaching on teacher-delivered opportunities to respond. Journal of Special Education Technology 35(1): 15-25.
Raudasoja, A. & Ryökkynen, S. 2022. Inclusive Finnish vocational education and training. Socialni Pedagogika 10(1): 72-75.
Razak, N. A. B. A., Jaafar, S. N. B., Hamidon, N. I. B. and Zakaria, N. B. 2015. Leadership styles of lecturer’s technical and vocational in teaching and learning. Journal of Education and Practice 6(13): 154-158.
Rotter, J. B. 1996. Internal versus external control of reinforcement: A case history of a variable. American Psychologist 45(4): 489-493.
Rubashini Ramakrishnan, Norshidah Mohamad Salleh & Aliza Alias (2020). Impact of language learning software on hearing-impaired students’ language skills. Akademika 90(2020): 103:114.
Sameer Ahmed Boset & Adelina Asmawi. 2020. Mediating effect of work motivation on the relationship between competency and professional performance of EFL teachers. Akademika 90(1): 63-75.
Sawyer, B. E., O’Connell, A., Bhaktha, N., Justice, L. M., Santoro, J. R. & Rhoad-Drogalis, A. 2022. Does teachers’ self-efficacy vary for different children? A study of early childhood special educators. Topics in Early Childhood Special Education 42(1): 50-63.
Schaufeli, W. B., Maslach, C. T. & Markek, T. 2013. Professional burnout: Recent developments in theory and practice. Washington, DC: Taylor & Francis.
Setyosari, P., Kuswandi, D. & Widiati U. 2022. English teachers' competency in flipped learning: Question level and questioning strategy in reading comprehension. International Journal of Instruction 15(1): 965-984.
Shogren, K. A., Burke, K. M., Antosh, A., Wehmeyer, M. L., LaPlante, T., Shaw, L. A. & Raley, S. 2018. Impact of the self-determined learning model of instruction on self-determination and goal attainment in adolescents with intellectual disability. Journal of Disability Policy Studies 30(1): 22-34.
Shulman, L. 1987. Knowledge and teaching: Foundations of the new reform. Harvard educational Review 57(1): 1-23.
Silver, R. E., Kogut, G. & Huynh, T. C. D. 2019. Learning “New” instructional strategies: Pedagogical innovation, teacher professional development, understanding and concerns. Journal of Teacher Education 70(5): 552-566.
Sosu, E. S. 2016. Analysis of preferred teaching styles used by history tutors. International Journal of Humanities and Social Sciences 7(1): 1-13.
Spencer, L. M. & Spencer, S. M. 1993. Competence at work. Models for superior performance. United States: John Wiley & Sons, Inc.
Test, D. W., Bartholomew, A. & Bethune, L. 2015. What high school administrators need to know about secondary transition evidence-based practices and predictors for students with disabilities. NASSP Bulletin 99(3): 254-273.
Tindall, D., MacDonald, W., Carroll, E. & Moody, B. 2015. Pre-service teachers’ attitudes towards children with disabilities: An Irish perspective. European Physical Education Review 21(2): 206-221.
Tschannen-Moran, M. & Hoy, A. W. 2001. Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education 17: 783-805.
Van Mieghem, A., Struyf, E. & Verschueren, K. 2022. The relevance of sources of support for teachers’ self-efficacy beliefs towards students with special educational needs. European Journal of Special Needs Education 37(1): 28-42.
Zhang, D., Wang, Q., Stegall, J., Losinki, M. & Katsiyannis, A. 2018. The construction and initial validation of the student teachers’ efficacy scale for teaching students with disabilities. Remedial and Special Education 39(1): 39-52.
Zhu, C., Wang, D., Cai, Y. & Engels, N. 2013. What core competencies are related to teachers' innovative teaching? Asia-Pacific Journal of Teacher Education 41(1): 9-27.
Refbacks
- There are currently no refbacks.
ISSN: 0126-5008
eISSN: 0126-8694