Factors Influencing Self-efficacy in Environmental Education among Malaysian Secondary School Teachers

Muda, Azizi Hj.; Samah, Bahaman Abu; Rashid, Noriati A.; Yusof, Masitah Hj. Mohammad; Abdullah, None Ahmad Makmom; Alias, Mohamed Khaidir; Basri, Ramli

doi:10.18848/1832-2077/cgp/v07i01/54874

Cited by 3 publications

(5 citation statements)

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“…They also stated that male teachers perceived a slightly higher level of PIL than female teachers. Some other studies showed that female teachers had lower levels of self-efficacy than males [10,86] whereas some controlled for gender in their study while exploring the association between PIL and TSEF [83]. Another interesting finding from Rihm [73] showed that the context and location of schools influence the effect of gender on the perceived PIL and efficacy.…”

Section: Discussionmentioning

confidence: 99%

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How Collective Efficacy Mediates the Association between Principal Instructional Leadership and Teacher Self-Efficacy: Findings from a Meta-Analytic Structural Equation Modeling (MASEM) Study

Karakose,

Kardas,

Kanadlı

et al. 2024

Behavioral Sciences

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Principal instructional leadership (PIL) is significant for school effectiveness due to its direct and indirect influences on school-, teacher-, and student-level variables. A considerable number of studies have provided persuasive evidence that PIL is associated with both collective efficacy (CEF) and teacher self-efficacy (TSEF), two significant variables to sustain the quality of instruction. These studies were conducted with a variety of participants from various contexts. The current study aims to investigate the association between PIL and TSEF, and the mediating role of CEF in this association using meta-analytical structural equation modeling (MASEM). This analysis was conducted using the correlation values obtained from 26 studies focusing on their relationship and included data from a population of 19.584 participants from around the world, thus providing a more generalizable perspective on these variables. The results indicated that PIL was correlated with both CEF and TSEF, and the combined influence of PIL and CEF on TSEF was 31%. The study findings also showed that the scales used to measure PIL could produce different results regarding these relationships, while gender did not have a significant effect. These results suggest significant implications for researchers, policymakers, and practitioners to sustain school effectiveness in the fast-changing context of schools in the twenty-first century.

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Section: Discussionmentioning

confidence: 99%

“…Figure 3. Forest plot of correlation between PIL and TSEF[6,10,18,20,29,44,55,68,[71][72][73][74][75]77,[79][80][81][82]84,86,87].…”

mentioning

confidence: 99%

How Collective Efficacy Mediates the Association between Principal Instructional Leadership and Teacher Self-Efficacy: Findings from a Meta-Analytic Structural Equation Modeling (MASEM) Study

Karakose,

Kardas,

Kanadlı

et al. 2024

Behavioral Sciences

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“…Research over the past two decades has shown that there is a positive relationship between self-efficacy and school leaders’ leadership behaviours (Leithwood and Jantzi, 2008). Mohammad Yusof et al (2011) noted that there is a significant positive relationship between principal instructional leadership practices and teacher self-efficacy for the three dimensions, namely climate nurturing teaching and learning of environmental education ( r = 0.277, p = .000), defining the school and the environmental goal ( r = 0.185, p = 0.003), and instructional management programmes and environmental programmes ( r = 0.150, p = 0.015). As school middle leaders are situated at a better position in the school organisation to cultivate teacher self-efficacy in sustaining teacher professional learning (Spillane et al, 2002), it can be hypothesised that middle leaders’ learning-centred leadership is likely to impact on teacher self-efficacy.…”

Section: Theoretical Perspectives and Hypothesis Developmentmentioning

confidence: 99%

Does middle leaders’ learning-centred leadership matter in promoting teacher professional learning? A partial least squares analysis

Thien¹,

Uthai²,

Yeap³

2022

Educational Management Administration & Leadership

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The ignorance of the role of middle leaders as a ‘key broker’ between school principals and teachers in the literature has motivated this study to investigate the effects of middle leaders’ learning-centred leadership on teacher professional learning through teacher mastery goals and their self-efficacy with the moderating effect of the quality of communication between middle leaders and teachers. A total of 453 data were collected from 24 primary and secondary school teachers in six districts in Kedah. This study employed partial least squares structural equation modelling approach. Findings revealed that learning-centred leadership has a significant and positive effect on teacher professional learning. Teacher mastery goals and teacher self-efficacy have significant mediating effects on teacher professional learning. The effect of learning-centred leadership on teacher professional learning is stronger when the levels of quality of communication between leaders and teachers are higher compared to their counterparts. Hence, future principal preparation programmes should equip future principals with the knowledge of learning-centred leadership that could facilitate teacher learning happening and flourishing.

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“…Kesedaran dan sikap guru terhadap alam sekitar menjadi salah satu perkara yang mempengaruhi kemampuan guru dalam pelaksanaan Pendidikan Alam Sekitar (Yusof et al, 2013). Sikap positif guru ke atas penjagaan alam sekitar berkait rapat dengan tingkah laku positif ke atas penjagaan alam sekitar seterusnya diterapkan dalam proses pembelajaran murid melalui tingkah laku dan bahasa lisan secara eksplisit mahupun implisit.…”

Section: Pengenalanunclassified

“…Nilai-nilai positif dalam diri murid hanya mampu disemai, dihidupkan dan dipelihara oleh guru yang berdedikasi tinggi (Maheshwari, 2005). Sebagai agen pelaksana, kejayaan penerapan pendidikan alam sekitar dalam proses pembelajaran murid bergantung kepada efikasi dan kesungguhan guru kerana proses pembelajaran murid amat dipengaruhi oleh sikap dan kelakuan guru (Yusof et al, 2013). Kunci kepada kejayaan pelaksanaan pendidikan alam sekitar ialah diri guru itu sendiri (Ahmad et al, 2007).…”

Section: Kajian Literaturunclassified

Amalan kelestarian alam sekitar dalam kalangan guru prasekolah

Raman

Bakar

2019

GEOGRAFIA

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Pendidikan alam sekitar bukanlah sekadar ilmu pengetahuan yang perlu disampaikan, tetapi dijadikan sebagai suatu gaya hidup yang lengkap. Walaupun terdapat tindakan undang-undang serta inovasi teknologi untuk menyelesaikan masalah berkaitan alam sekitar, namun masih kurang memberikan kesan memandangkan masalah yang timbul ini berakar umbi daripada sikap dan tingkah laku manusia. Kajian kes ini bertujuan meninjau tahap amalan kelestarian alam sekitar guru prasekolah Kementerian Pendidikan Malaysia di daerah Kanowit, Sarawak. Dua objektif utama kajian ini ialah untuk mengenal pasti tahap amalan kelestarian alam sekitar guru prasekolah, serta membuat perbandingan terhadap amalan kelestarian alam sekitar guru prasekolah semasa di rumah dan di tempat kerja. Responden kajian melibatkan semua guru prasekolah Kementerian Pendidikan Malaysia di daerah Kanowit, Sarawak seramai 40 orang guru prasekolah. Data dikumpul menggunakan borang soal selidik dan dianalisis berdasarkan peratusan kekerapan amalan kelestarian bagi lima kategori amalan kelestarian alam sekitar iaitu amalan 3R (reduce, reuse, recycle), amalan penggunaan produk mesra alam, amalan penggunaan tenaga, amalan penjimatan air dan amalan kemudahan pengangkutan. Hasil kajian mendapati kekerapan amalan kelestarian alam sekitar guru prasekolah rendah belum mencapai tahap memuaskan. Selain itu, perbandingan antara amalan kelestarian alam sekitar guru semasa di rumah dan di sekolah didapati mempunyai perbezaan peratusan yang kecil. Oleh itu, usaha melestarikan alam sekitar melalui pendidikan memerlukan lebih penekanan kepada amalan yang konsisten dan berterusan. Usaha yang bermula seawal peringkat prasekolah merupakan salah satu pelaburan terbaik yang mampu membentuk sebuah masyarakat lestari pada masa hadapan. Kata kunci: alam sekitar, amalan kelestarian alam sekitar, guru prasekolah, pendidikan alam sekitar, pendidikan awal kanak-kanak, prasekolah

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Factors Influencing Self-efficacy in Environmental Education among Malaysian Secondary School Teachers

Cited by 3 publications

References 0 publications

How Collective Efficacy Mediates the Association between Principal Instructional Leadership and Teacher Self-Efficacy: Findings from a Meta-Analytic Structural Equation Modeling (MASEM) Study

How Collective Efficacy Mediates the Association between Principal Instructional Leadership and Teacher Self-Efficacy: Findings from a Meta-Analytic Structural Equation Modeling (MASEM) Study

Does middle leaders’ learning-centred leadership matter in promoting teacher professional learning? A partial least squares analysis

Amalan kelestarian alam sekitar dalam kalangan guru prasekolah

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