Hubungan antara efikasi guru, pengetahuan isi kandungan, pengetahuan pedagogi kandungan dan penggunaan ICT dengan prestasi kerja guru matematik di sekolah menengah

• Main Author: Ku Hafisal, Ku Mahamud
• Format: Thesis
• Language: English; English; English
• Published: 2022
• Subjects: T58.5-58.64 Information technology; LB Theory and practice of education; LB1025-1050.75 Teaching (Principles and practice)
• Online Access: https://etd.uum.edu.my/9811/1/permission%20to%20deposit-not%20allow-900724.pdf; https://etd.uum.edu.my/9811/2/s900724_01.pdf; https://etd.uum.edu.my/9811/3/s900724_02.pdf; https://etd.uum.edu.my/9811/

The studies undertaken in the years 2014 and 2018 by OECD identified that secondary school mathematics teachers in Malaysia demonstrated poor behaviors in student learning and the study reported that teacher efficacy, teacher knowledge and the development of the professionalism of mathematics teachers required improvement. The situation is becoming critical in the state of Kedah, where the number of teachers recording annual performance scores of less than 70 percent keep increasing. The present study was conducted to identify the level, relationship and influences of teacher’s efficacy, content knowledge, content pedagogy knowledge, and the usage of ICT in the classroom in accordance with the teacher’s work performance. The design of the study used a quantitative approach that involved 343 mathematics teachers. Data analysis was performed using descriptive and inferential statistics with the aid of the Statistical Package for the Social Sciences (SPSS) and PLS-SEM. The results of the descriptive analysis found that teacher’s work performance, pedagogical content knowledge and content knowledge were at a high level while teacher’s efficacy and the use of ICT in the classroom were at a moderate level. The correlation analysis showed that teacher’s efficacy, content knowledge, pedagogical content knowledge and the use of ICT in the classroom had a significant relationship with teacher’s work performance. In addition, the PLS-SEM analysis found that content pedagogy knowledge showed the greatest influence on teacher’s work performances compared to other variables. The main contribution of the findings that led to the development of the theory of work performance is the use of ICT in the classroom. The use of ICT in the classroom showed significant negative relationship with the work performance of mathematics teachers compared to past studies with positive relationships. The negative relationship indicates that the use of ICT in the classroom by teachers at a higher rate has a relationship with the lower level of work performance of mathematics teachers and vice versa.