Moral teachers’ self-efficacy in secondary school: A pilot study [Efikasi kendiri guru pendidikan moral di sekolah menengah: Satu kajian rintis]
Keywords:
Efikasi kendiri, efikasi kendiri positif, amalan pengajaran, Pendidikan Moral.Abstract
Although self-efficacy proved to be one of the key elements in influencing teaching beliefs, teacher behaviour in the classroom and student achievement, only a few knew about the selfefficacy of Moral Education subject teachers. Hence, the purpose of this pilot study is to investigate the level of Moral Education teachers' self-efficacy in teaching Moral Education in secondary schools. Teacher Moral Self-Efficacy Measure (2009), have been used as an instrument to collect data. The results of this pilot study showed that the teachers' self-efficacy of the two variables, that is, positive self-efficacy and self-efficacy in teaching and learning of Moral Education were at a high level. Mean score of the positive self-efficacy variable was 3.92, which was higher than the self-efficacy min score for the teaching and learning practice 3.77. Ttest result showed that there is no significant different between self-efficacy and gender, same as teaching experience. The results suggest that further studies should be carried out to examine the power of teacher's self-efficacy in shaping students' moral, character and behaviour.
[Walaupun efikasi kendiri (self-efficacy) terbukti menjadi salah satu elemen penting dalam mempengaruhi kepercayaan mengajar, perlakuan guru di bilik darjah dan pencapaian murid, namun hanya segelintir yang mengetahui tentang efikasi kendiri guru mata pelajaran Pendidikan Moral. Justeru, kajian rintis ini bertujuan untuk menyelidik tahap efikasi kendiri guru dalam pengajaran mata pelajaran Pendidikan Moral di sekolah menengah. Instrumen soal-selidik, Teacher Moral Self- Efficacy Measure (2009) yang diadaptasi telah digunakan untuk mengutip data. Dapatan kajian rintis menunjukkan efikasi kendiri guru Pendidikan Moral untuk dua pemboleh ubah, iaitu efikasi kendiri positif dan efikasi kendiri dalam amalan pengajaran adalah pada tahap tinggi. Hasil skor min tahap efikasi kendiri positif lebih tinggi (3.92) berbanding skor min efikasi kendiri dalam amalan pengajaran guru (3.77). Hasil ujian t menunjukkan bahawa tidak terdapat perbezaan yang signifikan antara efikasi kendiri dengan jantina dan pengalaman mengajar guru. Dapatan kajian ini mencadangkan bahawa kajian lanjutan wajar dilaksanakan untuk menguji kuasa efikasi kendiri guru dalam membentuk karakter dan tingkah laku moral murid.]
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