The Influence of the Dominant Teacher’s Professional Learning Dimensions on Commitment of National Secondary School’s Teachers in Penang
DOI:
https://doi.org/10.37134/jcit.vol11.2.2021Keywords:
Professional learning, Reach out knowledge base, Reflection, Experimentation, CollaborationAbstract
This study is conducted to identify the relationship between teachers’ professional learning and teachers’ commitment and to identify the most dominant dimension of teachers’ professional learning that influences national secondary school teachers’ commitment. Survey method was used in this study with questionnaire as the instrument of the study. 506 teachers from 20 schools in Penang state were involved as respondents in this study. Descriptive statistics and inferential statistics were used in the study. Frequency and percentage were used for descriptive statistics meanwhile Pearson Correlation and Stepwise Multiple Regression were used for inferential statistical analysis. The findings show that there is significant, positive and strong relationship between teachers’ professional learning and teachers’ commitment. Furthermore, reflection and collaboration are the dominant dimensions of teachers’ professional learning that influence teachers’ commitment in Penang state. Implications of the study and future research recommendations are also discussed in this study.
Downloads
References
Abd Baser, J., & Buntat, Y. (2010). Informal learning among engineering technology teachers. Procedia-Social and Behavioral Sciences, 7, 336-344. doi: 10.1016/j.sbspro.2010.10.046
Abdullah, Z., Manaf, Z. A., Ail, N. M. M., & Ramzy, M. I. (2017). Pemerkasaan guru bahasa melayu melalui penyeliaan kembang tumbuh dan komuniti pembelajaran profesional (KPP) di lima sekolah menengah daerah Kuala Lipis. JuPiDi: Jurnal Kepimpinan Pendidikan, 3(2), 42-59.
Admiraal, W., Kruiter, J., Lockhorst, D., Schenke, W., Sligte, H., Smit, B., Tigelaar, D. & Wit, W. D. (2015). Affordances of Teacher Professional Learning in Secondary Schools. Studies in Continuing Education, 38(3), 281- 298. doi: 10.1080/0158037x.2015.1114469
Afiq, M.S. (2019). Beban guru kurang 25 peratus. Utusan Malaysia Online. Retrieved from http://www.utusan.com.my/berita/nasional/beban-guru-kurang-25-peratus-1.822522
Ambotang, A.S. (2018). Implikasi beban tugas guru terhadap fokus pengajaran guru. Retrieved from http://eprints.ums.edu.my/19123/1/Implikasi%20beban%20tugas%20guru%20terhadap%20fokus%20pengaja ran%20guru.pdf
Baba, V.V., & Jamal, M. (1979). On Becker’s theory of commitment: an empirical verification among Blue-Collar Workers. Relations Industrielles/Industrial Relations, 34(1), 123-139. doi: 10.7202/028940ar
Bahagian Pendidikan Guru. (2009). Standard Guru Malaysia. Putrajaya: Kementerian Pendidikan Malaysia.
Becker, G.S. (1993). Nobel lecture: The economic way of looking at behavior. Journal of Political Economy, 101(3), 385–409. doi: 10.1086/261880
Becker, G.S. (2002). The age of human capital. Retrieved from https://www.hoover.org/sites/default/files/uploads/documents/0817928928.pdf
Becker, H.S. (1960). Notes on the concept of commitment. American Journal of Sociology, 66(1), 32-40.
Beverborg, A.O.G. (2015). Fostering sustained teacher learning: Co-creating purposeful and empowering workplaces (Doctoral dissertation). University of Twente, Netherlands.
Carneiro, P., Dearden, L., & Vignoles, A. (2010). The Economics of Vocational Education and Training. International Encyclopedia of Education, 255–261.
Celep, C. (2000). Teachers‟ Organisational Commitment in Educational Organisations. National FORUM of Teacher Education Journal, 10E (3) 1999- 2000, 1-22.
Choi, A.F.T. (2015). Exploring teachers’ beliefs about teacher learning in professional learning communities and their influence on collegial activities in two departments. Compare: A Journal of Comparative and International Education, 45(3), 422-444.
Darling-Hammond, L. (2008). Teacher learning that supports student learning. Teaching for intelligence, 2(1), 91-100.
Day, C., Sammons, S., Stobart, G., Kington, A. & Gu, Q. (2007). Teachers matter: Connecting work, lives and effectiveness. Maidenhead: Open University Press. Retrieved from https://books.google.com.my/books?id=Juyp8W3MDbkC&printsec=frontcover&source=gbs_ge_summaryrca d=0#v=onepage&q&f=false
De Neve, D., Devos, G., & Tuytens, M. (2015). The importance of job resources and self-efficacy for beginning teachers' professional learning in differentiated instruction. Teaching and teacher education, 47, 30-41. doi: 10.1016/j.tate.2014.12.003
Dunn, R., Hattie, J., & Bowles, T. (2018). Using the Theory of Planned Behavior to explore teachers’ intentions to engage in ongoing teacher professional learning. Studies in Educational Evaluation, 59, 288-294.
Eraut, M. (2000). Non-formal learning and Tacit knowledge in professional work. British Journal of Educational Psychology, 70(1), 113-136. doi:10.1348/000709900158001
Evers, A.T., Kreijns, K., & Heijden, B.I. (2015). The design and validation of an instrument to measure teacher’ professional development at work. Studies in Continuing Education, 38(2), 162-178. doi:10.1080/0158037x.2015.1055465
Firestone, W.A., & Pennell, J.R. (1993). Teacher commitment, working conditions, and differential incentive policies. Review of educational research, 63(4), 489-525. doi: 10.3102/00346543063004489
Fransson, G., & Frelin, A. (2016). Highly committed teachers: What makes them tick? A study of sustained commitment. Teachers and Teaching, 22(8), 896-912. doi: 10.1080/13540602.2016.1201469
Gillies, D. (2017). Human capital theory in education. Encyclopedia of educational philosophy and theory, 1-5. doi: 10.1007/978-981-287-532-7_254-1
Hallinger, P., Piyaman, P., & Viseshsiri, P. (2017). Assessing the effects of learning-centered leadership on teacher professional learning in Thailand. Teaching and Teacher Education, 67, 464-476. doi: 10.1016/j.tate.2017.07.008
Hoyle, E. & John, P. (1995). Professional Knowledge and Professional Practice. Cassell: London.
Ibrahim, A., Halim, F.W., & Sulaiman, W.S.W. (2017). Faktor-faktor yang mempengaruhi komitmen organisasi dalam kalangan guru sekolah. International Research Journal of Education and Sciences (IRJES), 1(1), 51-54. Retrieved from http://www.masree.info/wp-content/uploads/2017/12/IRJES-2017-Vol.-1-Special-Issue-1-Malay-Fullpaper-004.pdf
in de Wal, J. J., den Brok, P. J., Hooijer, J. G., Martens, R. L., & van den Beemt, A. (2014). Teachers' engagement in professional learning: Exploring motivational profiles. Learning and individual differences, 36, 27-36.
in de Wal, J.J., Beemt, van den Beemt, A., Martens, R.L., & den Brok, P.J. (2018). The relationship between job demands, job resources and teachers’ professional learning: is it explained by self-determination theory?. Studies in Continuing Education, 42(1), 17-39.
Kabilan, M. K., & Veratharaju, K. (2013). Professional development needs of primary school English-language teachers in Malaysia. Professional development in education, 39(3), 330-351. doi: 10.1080/19415257.2012.762418
Kwakman, K. (2003). Factors affecting teachers’ participation in professional learning activities. Teaching and teacher education, 19(2), 149-170. doi: 10.1016/S0742-051X(02)00101-4
Kyndt, E., Gijbels, D., Grosemans, I., & Donche, V. (2016). Teachers’ everyday professional development: Mapping informal learning activities, antecedents, and learning outcomes. Review of educational research, 86(4), 1111-1150. doi: 10.3102/0034654315627864
Lei, M.T., & Abd Razak, N. (2014). Teacher commitment: a comparative study of Malaysian ethnic groups in three types of primary schools. Social Psychology of Education, 17(2), 307-326. doi: 10.1007/s11218-013-9242-6
Li, L., Hallinger, P., & Walker, A. (2016). Exploring the mediating effects of trust on principal leadership and teacher professional learning in Hong Kong primary schools. Educational Management Administration & Leadership, 44(1), 20-42. doi: 10.1177/1741143214558577
Liu, S., Hallinger, P., & Feng, D. (2016). Supporting the professional learning of teachers in China: Does principal leadership make a difference?. Teaching and Teacher Education, 59, 79-91. doi: 10.1016/j.tate.2016.05.023
Louis, K. S. (1998). Effects of teacher quality of work life in secondary schools on commitment and sense of efficacy. School effectiveness and school improvement, 9(1), 1-27. doi: 10.1080/0924345980090101
Mathew, P., Mathew, P., & Peechattu, P.J. (2017). Reflective practices: A means to teacher development. Asia Pacific Journal of Contemporary Education and Communication Technology, 3(1), 126-131. Retrieved from https://apiar.org.au/wp-content/uploads/2017/02/13_APJCECT_Feb_BRR798_EDU-126-131.pdf
Min, W. Y., Mansor, R., & Samsudin, S. (2017). The challenge of producing progressive teachers in Malaysia: A case study of reflective writings among UPSI student teachers. GEOGRAFIA-Malaysian Journal of Society and Space, 11(7).
Ng, C. (2019). Teachers’ professional selves and motivation for continuous professional learning amid education reforms. Asia-Pacific Journal of Teacher Education, 47(2), 118-136. doi: 10.1080/1359866x.2018.1504278
Park, I. (2005). Teacher commitment and its effects on student achievement in American high schools. Educational Research and Evaluation, 11(5), 461-485. doi: 10.1080/13803610500146269
Persico, D., Milligan, C., & Littlejohn, A. (2015). The interplay between self-regulated professional learning and teachers’ work-practice. Procedia-Social and Behavioral Sciences, 191, 2481-2486. doi: 10.1016/j.sbspro.2015.04.590
Porter, L.W., Steers, R.M., Mowday, R.T., & Boulian, P.V. (1974). Organizational commitment, job satisfaction, and turnover among psychiatric technicians. Journal of applied psychology, 59(5), 603. doi: 10.1037/h0037335
Rafiq, K.R.M., Hashim, H., Wahab, J.A., & Yunus, M.M. (2019). Educational Theories and Issues in Human Capital Development. Creative Education, 10(12), 2689. doi: 10.4236/ce.2019.1012195
Randall, D. M., & Cote, J. A. (1991). Interrelationships of work commitment constructs. Work and occupations, 18(2), 194-211. doi: 10.1177/0730888491018002004
Roustaee, R. (2015). Relationship between teachers' professional learning and teaching practices in Selangor, Malaysia. Masters thesis, Universiti Putra Malaysia.
Saphier, J., & King, M. (1985). Good seeds grow in strong cultures. Educational leadership, 42(6), 67-74.
Schechter, C., & Qadach, M. (2012). Toward an organizational model of change in elementary schools: The contribution of organizational learning mechanisms. Educational Administration Quarterly, 48(1), 116-153. doi: 10.1177/0013161x11419653
Schultz, T. W. (1959). Investment in man: An economist's view. Social service review, 33(2), 109-117. doi: 10.1086/640656
Shukla, S. (2014). Teaching competency, professional commitment and job satisfaction-a study of primary school teachers. Journal of Research & Method in Education, 4(3), 44-64. doi: 10.9790/7388-04324464
Sock, L.C. & Mui, D.H.K. (2012). Work values-career commitment relationship of generation Y teachers in Malaysia. International Conference on Economics Marketing and Management IPEDR, 28, 242-246. Retrieved from http://www.ipedr.com/vol28/46-ICEMM2012-G10022.pdf
Suhana, M.Y. (2013). A Case Study on Novice Teachers Induction Program. Tesis (M.Ed.) yang tidak diterbitkan. Skudai, Johor: Universiti Teknologi Malaysia.
Swarnalatha, S. (2016). Work commitment of secondary school teachers. International Journal of Indian Psychology, 3(4), 84-89. doi: 18.01.163/20160304
Teoh, H.K. & Chua Y.P. (2017). The effect of school bureaucracy on the relationship between school principal leadership practices and teacher commitment in Malaysia secondary schools. Educational Leader (Pemimpin Pendidikan), 5, 37-58.
Teoh, H.K., Kannan, S. & Chua Y.P. (2017). The effect of school bureaucracy on the relationship between school principal leadership practices and teacher commitment in Malaysia secondary schools. Malaysian Online Journal of Educational Sciences, 5(1), 37-55.
Thoonen, E.E., Sleegers, P.J., Oort, F.J., Peetsma, T.T., & Geijsel, F.P. (2011). How to improve teaching practices: The role of teacher motivation, organizational factors, and leadership practices. Educational administration quarterly, 47(3), 496-536.
Timperley, H. (2011). Realizing the power of professional learning. Maidenhead: McGraw-Hill.
Tynjälä, P., & Heikkinen, H.L. (2011). Beginning teachers’ transition from pre-service education to working life. Zeitschrift für Erziehungswissenschaft, 14(1), 11-33. doi: 10.1007/s11618-011-0175-6
Tyree Jr, A. K. (1996). Conceptualizing and measuring commitment to high school teaching. The Journal of Educational Research, 89(5), 295-304. doi: 10.1080/00220671.1996.9941331
Williams, M.L. (2010). Teacher collaboration as professional development in a large, suburban high school. (Doctoral Dissertation). Public Access Theses and Dissertations from the College of Education and Human Sciences, 94. Retrieved from https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1094&context=cehsdiss