Implications of Implementing Teacher Training Programs on Improving Teacher Work Performance Through IHES -Based Teaching Practices

Sapie Sabilan; Mohd Isa  Hamzah; Zakiah Hassan; Suziana Hanini  Sulaiman

doi:10.33102/jqss.vol8no1.192

Authors

Sapie Sabilan Universiti Islam Selangor (UIS)
Mohd Isa Hamzah Universiti Kebangsaaan Malaysia (UKM)
Zakiah Hassan Universiti Islam Selangor (UIS)
Suziana Hanini Sulaiman Universiti Islam Selangor (UIS)

DOI:

https://doi.org/10.33102/jqss.vol8no1.192

Keywords:

Behaviour, Performance, Teacher Training, IHES

Abstract

This study aims to analyse the behaviour of the Sekolah Rendah Agama (SRA) Jabatan Agama Islam Selangor (JAIS) teachers in teaching and learning activities (PdP) after going through the teacher training programme based on the Integrated Holistic Education System (IHES). The study also analysed the contributions that existed regarding teachers’ ; behaviour in teaching that influenced the level of performance of SRA JAIS teachers in performing tasks. The study employed a quantitative approach using the questionnaire form as a research instrument based on the Kirkpatrick assessment model to explain the behaviour aspects of SRA JAIS teachers in implementing PdP. The study sample consisted of 535 SRA JAIS teachers from a total population of 5,489 teachers covering nine districts in Selangor. The analysis was performed using the SPSS Programme Version 22.0 software to provide descriptive and inferential statistics for the study. Descriptive study findings show that the mean value is high in the whole aspect of teacher behaviour in PdP. However, there are high-quality items regarding the behaviour of the teacher involving the three items. Through double regression analysis (stepwise), there is a significant correlation between contribution and performance among teachers in schools. The implications of this study suggest that JAIS should provide specific training related to the teaching approach to improve the quality of teachers. In conclusion, the change in teacher behaviour from the PdP aspect has contributed to the overall level of teacher performance and needs to be improved from time to time in accordance with current educational needs and developments.

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