The significant correlation between self-efficacy and goal orientation with the role of Islamic education teachers as a society change agent

Abstract

The role of Islamic education teacher (IET) as society change agent (SCA) requires a strong internal motivation factor. It begins with confidence in self-ability, which is selfefficacy (SE) in implementing the trust given to them. In addition, goal orientation (GO) is also important in ensuring that the effort is successful. The study aims to assess the relationship between SE and GO of IET in Malaysia with the role of SCA in society. This study aims to assess the relationship between SE ITE in Malaysia with the role of SCA in society. This quantitative study has involved 1382 IETs in Malaysia. The sampling technique used was cluster sampling and based on random sample selection. The findings show that the SE level of ITE is at high level. Same goes to the GO, the perception of IET toward their GO is in good level. But the role of IET as SCA is at less satisfactory level. Furthermore, SE and GO have been identified to have significant correlation with IET's role as SCA but was at low and weak level. The implication is, the study finds that the focus should be on restoring IET's mindset about the community's work and developing the ummah, as well as the 21st century teaching and learning (T&L) skills. In fact, IET needs to be given practical exposure to engage in society through NGOs, surau, mosques, da'wah organization and government agencies.

Factors that influence primary school teachers’ self-efficacy in online teaching

“…Guru yang mempunyai tahap efikasi kendiri tinggi akan lebih bersemangat tinggi dan mempunyai kepuasan kerja yang tinggi terhadap pengajaran secara dalam talian. Guru yang mempunyai tahap efikasi kendiri tinggi memainkan peranan yang penting dalam masyarakat di mana beliau bukan hanya mempengaruhi pencapaian akademik murid, malah membantu membentuk seorang murid yang baik (Jaafar et al, 2019). Dapatan kajian juga menunjukkan empat faktor efikasi kendiri yang berperanan sebagai peramal signifikan bagi efikasi kendiri guru dalam pengajaran secara dalam talian adalah pengalaman masteri, pengalaman vikarius, pemujukan sosial dan keadaan emosi manakala faktor kontekstual bukan peramal yang signifikan bagi efikasi kendiri guru dalam pengajaran secara dalam talian.…”