Kajian ini merupakan kajian rintis bertujuan untuk mengenal pasti struktur faktor yang mendasari halangan gender dan efikasi kendiri dalam kalangan guru lelaki prasekolah di Malaysia. Isu kekurangan penyertaan guru lelaki dalam pendidikan awal kanak-kanak sering dikaitkan dengan stereotaip sosial, norma budaya, dan tekanan maskuliniti yang boleh menjejaskan keyakinan profesional mereka. Seramai 100 orang guru lelaki prasekolah telah terlibat dalam kajian rintis ini melalui penggunaan dua instrumen yang telah diadaptasi dan disahkan kandungannya, iaitu Male Primary Teacher Gender Challenge Inventory (MPTGCI) dan Teacher Sense of Efficacy Scale (TSES) versi pendek. Data dianalisis menggunakan kaedah Exploratory Factor Analysis (EFA) dengan pendekatan Principal Component Analysis dan putaran varimax. Dapatan menunjukkan bahawa konstruk halangan guru terdiri daripada dua faktor utama, manakala efikasi kendiri terbentuk melalui tiga dimensi iaitu pengurusan bilik darjah, penglibatan murid, dan strategi pengajaran. Kesemua konstruk mencatat nilai Cronbach’s alpha melebihi 0.80, menandakan kebolehpercayaan dalaman yang tinggi. Kajian ini mengukuhkan keperluan penyesuaian instrumen psikometrik berdasarkan konteks budaya tempatan dan menyarankan supaya analisis lanjut seperti Confirmatory Factor Analysis (CFA) dijalankan bagi mengesahkan model yang diperoleh. Implikasinya, kajian ini menyediakan asas empirikal untuk memahami cabaran serta kekuatan guru lelaki dalam pendidikan awal, seterusnya menyokong dasar pengambilan dan latihan yang lebih bersifat inklusif.

Abstract: This pilot study aims to identify the factor structure underlying gender-related barriers and self-efficacy among male preschool teachers in Malaysia. The underrepresentation of male teachers in early childhood education is often associated with social stereotypes, cultural norms, and masculinity pressures, which can negatively affect their professional confidence. A total of 100 male preschool teachers participated in this pilot study using two adapted and content-validated instruments: the Male Primary Teacher Gender Challenge Inventory (MPTGCI) and the short version of the Teacher Sense of Efficacy Scale (TSES). Data were analyzed using Exploratory Factor Analysis (EFA) with Principal Component Analysis and varimax rotation. The findings revealed that the gender barrier construct comprised two main factors, while self-efficacy was represented by three dimensions: classroom management, student engagement, and instructional strategies. All constructs recorded Cronbach’s alpha values exceeding 0.80, indicating high internal reliability. This study highlights the importance of culturally contextualized psychometric adaptation and recommends further validation through Confirmatory Factor Analysis (CFA). The findings offer an empirical foundation for understanding the challenges and strengths of male teachers in early childhood education and support the development of more inclusive recruitment and training policies.

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