The Motivations and Barriers of Teachers’ Professional Development Activities during the Movement Control Order (MCO) – A Preliminary Insight
Abstract
Due to the severe acute respiratory syndrome coronavirus 2 (SARS-COV-2) or COVID-19 pandemic, the education sector in Malaysia opted for the practice of online communication as a new norm. However, even during the pandemic, teachers in Malaysia are obliged to involve with professional development (henceforth, PD) activities for at least 42 hours annually. This article is prepared from a preliminary study to report the motivating factors and barriers on teachers’ PD activities during Malaysia’s Movement Control Order (henceforth, MCO). Also, this article studied the prevalence and trend of the teachers’ online communication during the period. A survey was conducted as a pilot study on 35 teachers from Sri Laksamana Primary School (henceforth, SLPS) in Melaka. The data gained were analysed descriptively using the SPSS software. In general, the results indicate that teachers are motivated to involve with online PD activities by getting rewarded with annual performance evaluation marks, which is beneficial for their career mileage. Next, the most significant barrier for their online PD is time limitation due to other workloads. In conclusion, even though the teachers are well-accepting online PD activities, teachers should be given a higher portion of evaluation marks regarding their annual PD involvement than the current five per cent portion. Next, the school’s administrators should act on teachers’ work distribution issues that became the main challenge for effective online PD, thus creating a favourable working ecosystem.
https://doi.org/10.26803/ijlter.20.11.3
Keywords
Full Text:
PDFReferences
Alea, L. A., Fabrea, M. F., Roldan, R. D. A., & Farooqi, A. Z. (2020). Teachers’ Covid-19 Awareness, Distance Learning Education Experiences and Perceptions towards Institutional Readiness and Challenges. International Journal of Learning, Teaching and Educational Research, 19(6), 127 - 144. https://doi.org/10.26803/ijlter.19.6.8
Alvarez, A. V., Ventura, D. R. M., & Opiniano, J. H. (2020). Going The Distance: Perceptions Of Teachers In Open And Distance Continuing Professional Development. Globus Journal of Progressive Education, 20(2), 60 – 66. https://www.researchgate.net/publication/345982457_going_the_distance_perceptions_of_teachers_in_open_and_distance_continuing_professional_development
Badri, M., Alnuaimi, A., Mohaidat, J., Yang, G., & Al Rashedi, A. (2016). Perception of Teachers’ Professional Development Needs, Impacts, and Barriers: The Abu Dhabi Case. SAGE Open, 6(3). https://doi.org/10.1177/2158244016662901
Bin Kamarudin, S., & Taat, M.S. (2020). Faktor Tingkah Laku Pelajar, Kekangan Masa, Beban Tugas dan Tekanan Kerja Dalam Kalangan Guru [Factors of Students’ Behaviour, Time Constrain, Work Loads, and Work Stress among Teachers ]. Malaysian Journal of Social Sciences and Humanities (MJSSH) 5(9), 114 – 124. https://doi.org/10.47405/mjssh.v5i9.481
Bujang, M. A., Omar, E. D., & Baharum, N. A. (2018). A Review on Sample Size determination for Cronbach Alpha Test: A Simple Guide for Researchers. The Malaysian Journal of Medical Sciences, 25(6), 85-99. https://doi.org/10.21315/mjms2018.25.6.9
Fadzilah, N., Hanafi, M., Fatimah, S., Rahmat, N., Kadar, A., & Athirah, A. (2021). A Study of Work from Home Motivation among Employees. International Journal of Asian Social Science, 11, 388-398. https://doi.org/10.18488/journal.1.2021.118.388.398.
Hizan, N. S. S., & Rodzalan, S. A. (2020). Hubungan antara Pengurusan Masa dengan Tekanan Kerja dalam kalangan Guru Sekolah Menengah di Melaka [The Connection Between Time Management and Work Stress among Secondary School Teachers in Melaka]. Research In Management Of Technology And Business. 1(1), 92–103.
Jamil, H. B., Razak, N. A., Raju, R., & Mohamed, A. R. (2011). Teacher Professional Development in Malaysia : Issues and Challenges. Africa-Asia University Dialogue for Educational Development: report of the International Experience Sharing Seminar 1: Effort toward improving the quality of education. 2: Actual status and issues of teacher professional development (pp. 85–102). Hiroshima University (Japan), Center for the Study of International Cooperation in Education, CICE; University of Cape Coast (Ghana).
Joshi, A., Kale, S., Chandel, S. & Pal, D. K. (2015). Likert Scale: Explored and Explained. British Journal of Applied Science and Technology, 7(4), 396–403. https://doi.org/10.9734/BJAST/2015/14975
Khan, S. N., & Kazmi, S. (2020). Pakistani Teachers’ Response to COVID-19. Islamabad: Pak Alliance for Maths and Science and Zindagi Trust.
Kincl, T., & Strach, P. (2018). Born Digital: Is there going to be a new culture of digital native?’. Journal of Global Scholars of Marketing Science. 31, 30–48. https://doi.org/10.1080/21639159.2020.1808811
Konig, J., Jager-Biela, D. J., & Glutsch, N. (2020). Adapting to Online Teaching during COVID-19 School Closure: Teacher Education and Teacher Competence Effects Among Early Career Teachers in Germany. European Journal of Teacher Education, 43(4), 608-622. https://doi.org/10.1080/02619768.2020.1809650
Malaysia Ministry of Education. (2019, June 12). Pekeliling Perkhidmatan Dasar Latihan Sumber Manusia [Circular of Human Resource Training Policy]. Kementerian Pendidikan Malaysia [Malaysian Ministry of Education]. https://www.moe.gov.my/pekeliling/2621-pekeliling-perkhidmatan-kpm-bil-1-tahun-2019-dasar-latihan-sumber-manusia-kementerian-pendidikan-malaysia/file
Malaysia Ministry of Education. (2021, August 2). Panduan Instrument Guru Akademik (PdP Guru) [Teachers’ Instrument Instructions (Teaching and Learning)]. Kementerian Pendidikan Malaysia [Malaysian Ministry of Education]. https://eprestasi.moe.gov.my/Borang/Manual2021/3%20GARIS%20PANDUAN%20PBPPP/2%20PANDUAN%20INSTRUMEN%20PBPPP/a%20INSTRUMEN%20PdP.df
Malmqvist, J., Hellberg, K., Mollas, G., Rose, R., & Shevlin, M. (2019). Conducting the Pilot Study: A Neglected Part of The Research Process? Methodological Findings Supporting the Importance of Piloting in Qualitative Research Studies. International Journal of Qualitative Method, 18. https://doi.org/10.1177/1609406919878341
Marimuthu, P., & Vasudevan, H. (2020). The Psychological Impact Of Working from Home During Coronavirus (COVID 19) Pandemic: A Case Study. CnR’s International Journal of Social & Scientific Research, 6(11), 18-29.
Moekwa, B. C. (2020). The Effects Of Continuing Professional Teacher Development On Teachers’ Workload In The Gauteng Province. Johannesburg: University Of South Africa.
Muhayimana, T. (2020). Teacher Professional Learning During the Pandemic: Five Critical Areas to Address. Open Journals in Education, 5, 266-279. https://doi.org/10.32674/jsard.v5iS2.2840
Pokhrel, S., & Chhetri, R. (2021). A Literature Review on Impact of COIVD-19 Pandemic on Teaching and Learning. Higher Education for the Future, 8(1), 133-141. https://doi.org/10.1177/2347631120983481
Quinn, F., Charteris, J., Adlington, R., Rizk, N., Fletcher, P., & Parkes, M. (2020). The potential of online technologies in meeting PLD needs of rural teachers. Asia-Pacific Journal of Teacher Education. https://doi.org/10.1080/1359866X.2020.1849538
Savvidou, C. (2020). The Impact Of Covid-19 In An Online Teacher Education Course. Cyprus: University of Nicosia.
Shaha, A. I. M., Safri, S. N. A., Thevadas, R., Noordin, N. K., Rahman, A.A., Sekawi, Z., Ideris, A., & Sultan. M. T. H. (2020). COVID-19 outbreak in Malaysia: Actions taken by the Malaysian government. International Journal of Infectious Diseases, 97, 108-116. https://doi.org/10.1016/j.ijid.2020.05.093
Singh, T.K.R, & Chan, S. (2014). Teacher Readiness On ICT Integration In Teaching-Learning: A Malaysian Case Study. International Journal of Asian Social Science 4(7), 874 – 885.
Zakiyuddin. (2019). Teacher Professional Development. Advances in Social Science, Education and Humanities Research. 434, 327-331. https://doi.org/10.2991/assehr.k.200427.066
Refbacks
- There are currently no refbacks.
e-ISSN: 1694-2116
p-ISSN: 1694-2493