Domain pemikiran guru tingkatan enam dalam pengajaran

Abstract

The sixth form education is the pre-university education at a school offered to students after completing the Malaysian Certificate of Education. In order to uphold the sixth form education, one aspect that needs attention is the teaching. This study aims to determine the external factors and the Sixth Form Teachers’ background that influence their thinking domain in teaching. The thinking domain studied are the teaching philosophy, teaching goals, pedagogical content knowledge, classroom management, teachers’ expectations, evaluation, technology, and research and individual innovativeness. The teachers’ external factors investigated are the students’ background, students’ needs, class size, classroom climate and school goals. Meanwhile, the teachers’ background factors are the academic qualification, position grade, research course attendance, teaching hours per week, teaching experience, teaching experience before teaching the sixth form, teaching experience at the sixth form and subject classification. The population of the study are the Sixth Form Teachers’ in Johor. The research design is the explanatory sequential that combines the quantitative technique using questionnaires and the qualitative technique using structured interviews. A total of 300 Sixth Form Teachers selected using cluster sampling method answered the questionnaires and 10 Sixth Form Teachers were interviewed. The questionnaires data were analyzed using the descriptive and inferential statistics. The interview data were analyzed to identify the themes related to the teachers external factors and their thinking domain. The finding of the quantitative study revealed that teachers’ thinking domain namely teaching philosophy, teaching goals, pedagogical content knowledge, classroom management, teachers’ expectations and evaluation are ranked at high priority, whereas technology, and research and individual innovativeness are ranked at moderate high priority. External factors namely student background, students’ needs, classroom climate and school goals are highly, while the class size is at moderately highly needed in influencing teachers’ thinking domain. Analysis of data shows there is significant difference in teachers’ thinking domain between teachers who have 9 to 16 years teaching experience with over 26 years of teaching experience. The correlation analysis shows that there are significant relationships between teachers’ external factors and teachers’ background with teachers’ thinking domain. Multiple regression analysis shows that classroom climate, school goals, students’ needs and teaching experience contribute 41.3% variance towards the Sixth Form Teachers’ thinking domain. The findings of the qualitative study supports and clarifies the findings of the quantitative study related to the teachers’ external factors and their thinking domain. This study has produced a framework of The Sixth Form Teachers’ Thinking Domain In Teaching.