A STUDY ON REMEDIAL CLASS TEACHERS IN THE WEST COAST OF SABAH

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WORK RELATED FACTORS AND TEACHERS‟

COMMITMENT:

A STUDY ON REMEDIAL CLASS TEACHERS IN THE WEST COAST OF SABAH

BY

ASLIMAH BINTI WASLI

A thesis submitted in fulfilment of the requirement for the degree of Master of Education

Kulliyyah of Education

International Islamic University Malaysia

SEPTEMBER 2018

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ABSTRACT

The aim of this quantitative research was to explore the work related factors and teachers‟ commitment of Remedial Class Teachers in performing their duties to implementing remedial education program. There are several work related factors influencing the profession as perceived by Remedial Class teachers. It also examines the teacher commitment and to investigate the relationship between teachers‟

commitment and the work related factors. This study was conducted at the west coast of Sabah. The survey questionnaire was completed by 140 teachers by using simple random sampling which included three sections. Section A is about demographic of respondents, section B is about the work related factors which consist of school administration, parental factor, student factor, teacher factor and workload related factor. While section C is about teachers‟ commitment. The Descriptive statistics was used to examine the current level of the work related factors as perceived by Remedial Class Teachers as well as teachers commitment. The Pearson Product-Moment Bivariate Correlation Coefficient analysis was employed to investigate if there was significant relationship between Remedial Class Teachers with the work related factors. In addition, the Multiple Regression analysis was used to study the work related factors in combination influence teacher‟s commitment. The findings of this research show that the current level of work related factors as perceived by remedial Class Teachers has moderate to high level. While the current level of teachers commitment shows at high level (4.44). Furthermore, the result indicated that there are significant relationships between teachers‟ commitment with the work attributes.

Whereas the last finding revealed that 53.2% of the variation in the teacher‟s commitment is explained by the work related factors. Based on the findings of the study, it is recommended that the Ministry of Education should take into consideration to give an incentive to Remedial Class Teachers as well as given training and workshop to enhance the teaching professionalism. High teachers‟ commitment will contribute to school performance. The future research should consider on the comparison between teachers commitment with the gender and teaching experience.

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ثحبلا ةصلاخ

وَعىات حطثذشَىا وٍا٘عىا فاشنرسا ٜف وصَرٝ َٜنىا سحثىا ازٕ ٍِ فذٖىا ءادأ ٜف َِٞيعَىا ًاضرىا ٗ ٌٞيعرىا طٍاّشت زٞفْذ ٘حّ ٌٖذاثظاٗ

ٜضٝ٘عرىا .

اَم حَْٖىا ٚيع ششؤذ ٜرىاٗ ،وَعىات حيصىا خار وٍا٘عىا ٍِ ذٝذعىا كإْ

َ٘يعٍ إاشٝ

ٗ ،ضٝ٘عرىا ٌٞيعرىا ،َِٞيعَىا ًاضرىا حساسد صحف لىزم

حيصىا خار وٍا٘عىاٗ ًاضرىلاا ازٕ ِٞت حقلاع كإْ دّام ارإ اٍَ ققحرىاٗ

.وَعىات ءاشظإ ٌذ

ٜف ٜضٝ٘عرىا ٌٞيعرىا َٜيعٍ ٍِ حْٞع ٚيع حساسذىا ٓزٕ

ساٞرخا ٌذ سٞح ،حٝضٞىاَىا غاثص حٝلا٘ى ٜتشغىا وحاسىا 041

ِع اَيعٍ

هٗلأا ٌسقىا ،ًاسقأ حشلاش ُاٞثرسلاا وَشٗ .حطٞسثىا حٞئا٘شعىا حْٞعىا قٝشط حسساذىا ٓزٖت ِٞمساشَىا َِٞيعَيى ٜفاشغَ٘ٝذىا فْٞصرىات قيعرٝ )أ(

ٌسقىا ،

،حسسذَىا جسادإ ٍِ ُ٘نرذ ٜرىاٗ وَعىات حقيعرَىا وٍا٘عىات قيعرٝ )ب( ّٜاصىا ءةعت ظثذشَىا وٍاعىاٗ ٌيعَىا وٍاعٗ ،ةىاطىا وٍاعٗ ،ِٝذىا٘ىا وٍاعٗ

ٌسقىا ُأ ِٞح ٜف .وَعىا )ض( سىاصىا

ٓزٕ ٜف ٌذ .َِٞيعَىا ًاضرىات قيعرٝ

رسَىا حفشعَى ٜفص٘ىا ءاصحلإا ًاذخرسا حساسذىا وٍا٘عيى ٜىاحىا ٙ٘

ًاضرىا ٚىإ حفاضلإات ،ٜضٝ٘عرىا ٌٞيعرىا َ٘يعٍ إاشٝ اَم وَعىات حطثذشَىا ارإ اٍ حفشعَى طاثذسلاى ُ٘سشٞت وٍاعٍ وٞيحذ ًاذخرسا ٌذ اَم ،َِٞيعَىا

ٜضٝ٘عرىا ٌٞيعرىا َٜيعٍ ًاضرىا ِٞت حٞئاصحإ حىلاد خار حقلاع كإْ دّام ٗ

وَعىات حطثذشَىا وٍا٘عىا جٗلاع .

ساذحّلاا وٞيحذ ًاذخرسا ٌذ ذقف ،لىر ٚيع

ٌٞيعرىا َٜيعٍ ًاضرىا ٜف وَعىات حيصىا خار وٍا٘عىا شٞشأذ حساسذى دذعرَىا حقيعرَىا وٍا٘عيى ٜىاحىا ٙ٘رسَىا ُأ حساسذىا طئارّ خشٖظأٗ .ٜضٝ٘عرىا هذرعَىا ِٞت غٗاشذ ذق ،ٜضٝ٘عرىا فصىا َ٘يعٍ إاشٝ اَم ،وَعىات ىا ُأ ِٞح ٜف ،ٜىاعىاٗ

ٍهاع ٙ٘رسٍ شٖظأ َِٞيعَىا ًاضرىلا ٜىاحىا ٙ٘رسَ

( 4.44 ِٞت حٞئاصحا حىلاد خار خاقلاع د٘ظٗ ٚىإ طئارْىا خساشأ ،لىزم .)

ُأ طئارْىا دفشم سٞح ،وَعىا خاَس ٗ َِٞيعَىا ًاضرىا 2..5

ِٝاثرىا ٍِ ٪

طئارّ ٚيع ءاْتٗ .وَعىات حقيعرَىا وٍا٘عىا ٚىإ د٘عٝ َِٞيعَىا ًاضرىا ٜف حساسذىا ِٞع ٜف زخأذ ُأت حٝضٞىاَىا ٌٞيعرىاٗ حٞتشرىا جساصٗ سحاثىا ٚص٘ٝ ،

ٚيع ضٞمشرىا ٚىإ حفاضلإات ،ٜضٝ٘عرىا ٌٞيعرىا َٜيعَى ضفاح ءاطعإ ساثرعلاا ُإ سٞح ،سٝسذرىا ٜف حَْٖٞىا جءافنىا ضٝضعذ حٞغُت وَعىا شسٗ ٗ ةٝسذرىا .ٜسسذَىا ءادلأا ِٞسحذ ٜف ٌٖسٞس ِٝضَٞرَىا َِٞيعَىا ًاضرىا قيعرٝ اَٞفٗ

سْعى ًاقفٗ َِٞيعَىا ًاضرىا ٚيع ء٘ضىا ظٞيسذ ةعٝ ،حٞيثقرسَىا زاحتلأات

.سٝسذرىا ٜف ٔذشثخٗ ٌيعَىا

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APPROVAL PAGE

I certify that I have supervised and read this study and that in my opinion; it conforms to acceptable standards of scholarly presentation and is fully adequate, in scope and quality, as a thesis for the degree of Master of Education.

………..

Mohd Burhan Ibrahim Supervisor

I certify that I have read this study and that in my opinion; it conforms to acceptable standards of scholarly presentation and is fully adequate, in scope and quality, as a thesis for the degree of Master of Education.

………

Mohamad Johdi Salleh Internal Examiner

.

………..

Gurnam Kaur Sidhu External Examiner

This thesis was submitted to the Department of Educational Management and Leadership and is accepted as a fulfillment of the requirement for the degree of Master of Education.

………..

Mohamad Johdi Salleh

Head, Department of Social Foundation &

Educational Leadership Kulliyyah of Education

This thesis was submitted to the Kulliyyah of Education and is accepted as a fulfillment of the requirement for the degree of Master of Education.

………..

Ismail Sheikh Ahmad Dean,

Kulliyyah of Education

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DECLARATION

I hereby declare that this thesis is the result of my own investigations, except where otherwise stated. I also declare that it has not been previously or concurrently submitted as a whole for any other degrees at IIUM or other institutions.

Aslimah Binti Wasli

Signature ……….. Date ……….

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INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA

DECLARATION OF COPYRIGHT AND AFFIRMATION OF FAIR USE OF UNPUBLISHED RESEARCH

WORK RELATED FACTORS AND TEACHERS’

COMMITMENT:

A STUDY ON REMEDIAL CLASS TEACHERS IN THE WEST COAST OF SABAH

No part of this unpublished research may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without prior written permission of the copyright holder except as provided below.

1. Any material contained in or derived from this unpublished research may only be used by others in their writing with due acknowledgement.

2. IIUM or its library will have the right to make and transmit copies (print or electronic) for institutional and academic purposes.

3. The IIUM library will have the right to make, store in a retrieval system and supply copies of this unpublished research if requested by other universities and research libraries.

Affirmed by Aslimah Binti Wasli

……….. ..………

Signature Date

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In honour of my beloved husband and parents:

Amir Bin Hj Mohd Tahir Hj Wasli Bin Mohd Amin Hjh Dg Alimah Binti Ag Ahmad

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ACKNOWLEDGEMENTS

This thesis could not have been done without the constant support, assistance, guidance and encouragement of a group of people to whom I am indebted. I am obliged to convey my deepest and humble gratitude to each and every one who guided me along this journey.

First and foremost, thank to Almighty Allah SWT, the most Gracious and the Most Merciful for the bestowing me with an intelligence, strength, patience, blessing me with love for knowledge and instilling in my heart the desire to seek knowledge, which enabled me to successfully complete this endeavor.

Next, I would like to express my special gratitude to my supervisor, Assoc.

Prof. Dr. Mohd Burhan Ibrahim for sparing his valuable time for me, welcoming my endless questions pleasantly, assist me through his expertise and knowledge, being the great inspiration as well as supporting and encouraging me to complete my thesis through each and every step of the way with patience.

To my Internal Examiner, Assoc. Prof. Dr. Mohamad Johdi Salleh for his critical assessment helped to improve the substance, suggestions, comments and outlook of my thesis.

This acknowledgement is incomplete without special thanks to my family. I would not be where I am today without them. I thank my beloved husband, Amir Hj Mohd Tahir and my parents, Hj Wasli Mohd Amin and Hjh Dg Alimah Ag Ahmad for their endless loves, prayers and supporting in everything I do. I am thankful for my former teacher, Puan Noraineh Rahim for encouraging me to continue my study at IIUM since my secondary school.

Last but not least, I would like to thank to all those who have been involved in my efforts and commitment to complete my thesis. To my colleagues, Nelly Astana, Norazean Ag Lamit, Haslinda Majid, Mariana Madun, Marlina Omar, Aslinah Wasli, Syasya Saidi, Kamarul Ariffin, Abdul Hadi, Musaini, Abin and Mohd Iydzam for always being there for me, for their love, sharing the idea, assistance and encouragement throughout the study programme.

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TABLE OF CONTENTS

Abstract ... ii

Arabic Abstract... iii

Approval Page ... iv

Declaration ... v

Copyright Page ... vi

Dedication ... vii

Acknowledgement ... viii

List of Tables ... xi

List of Figure ... xiii

List of Abbreviation ... xiv

CHAPTER 1: INTRODUCTION ... 1

1.1 Introduction ... 1

1.2 Background of Study ... 3

1.3 Statement of Problem ... 4

1.4 Research Objectives ... 7

1.5 Research Questions ... 8

1.6 Research Hypothesis ... 9

1.7 Significance of Study ... 11

1.8 Theoretical Framework ... 13

1.9 Research Framework... 15

1.10 Delimitation of Study ... 16

1.11 Definition of Terms ... 17

1.12 Conclusion ... 20

CHAPTER 2: LITERATURE REVIEW ... 21

2.2 Remedial Education Program ... 22

2.3 The Rationale of Remedial Program ... 24

2.4 Related Previous Research ... 27

2.4.1 Commitment Theory ... 27

2.4.2 Teacher Commitment... 28

2.4.3 Work Related Factors ... 31

CHAPTER 3: RESEARCH METHODOLOGY ... 38

3.2 Research Design ... 38

3.3 Research Framework... 39

3.4 Setting and Population ... 41

3.5 Sample ... 44

3.5.1 Sample Characteristic ... 44

3.5.2 Sample Size ... 44

3.6 Sampling Procedures... 46

3.7 Instrument ... 47

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3.8 Validity and Reliability ... 52

3.8.1 Pilot Test ... 52

3.8.2 Reliability and Construct Validity ... 54

3.9 Data Collection Procedure... 55

3.10 Data Analysis ... 56

CHAPTER 4: DATA ANALYSIS AND RESULTS OF THE STUDY ... 58

4.2 Demographic Information of The Respondents ... 58

4.3 Research Question 1: The Current Level of Work Related Factors as Perceived By Remedial Class Teachers ... 65

4.4 Research Question 2: The Current Level of Teachers Commitment .. 74

4.5 Research Question 3: The Relationship between Remedial Class Teacher‟s Work Commitment with The Work Related Factors ... 75

4.6 Research Question 4: The Extent to which the above Mentioned Factors in Combination Explain Teacher‟s Commitment ... 79

CHAPTER 5: SUMMARY, RECOMMENDATIONS AND CONCLUSION ... 84

5.2 Summary ... 84

5.2.1 Population, Sample and Instrumentation ... 86

5.2.2 Data Analysis ... 86

5.3 Discussion of Summary Findings ... 87

5.3.1 Research Question 1: The Current Level of Work Related Factors As Perceived By Remedial Class Teachers... 87

5.3.2 Research Question 2: The Current Level of Teachers Commitment ... 88

5.3.3 Research Question 3: The Relationship between Remedial Class Teacher‟s Work Commitment with The Work Related Factors ... 89

5.3.4 Research Question 4: The Extent to which The above Mentioned Factors in Combination Explain Teacher‟s Commitment ... 90

5.4 Limitation of The Study ... 90

5.5 Recommendations ... 91

5.6 Recommendation for Future Research ... 93

BIBLIOGRAPHY ... 96

APPENDIXIES ... 103

Appendix I ... 103

Appendix II ... 104

Appendix III ... 105

Appendix IV ... 106

Appendix V ... 107

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LIST OF TABLES

Table No Page No

3.2 Distribution of Population 42

3.3 Population Characteristics 43

3.5 Content of Questionnaires 49

3.7 Construct Validity 55

3.8 Data Analysis Techniques 57

4.1 Distribution of Teachers by Gender 59

4.2 Distribution of Teachers by Age 59

4.3 Distribution of Teachers by Ethnicity 60

4.4 Distribution of Teachers by Education Level 61 4.5 Distribution of Teachers by Teaching of Experiences 61

4.6 Cross-Tabulation between Gender and Age 62

4.7 Cross-Tabulation between Education Level and Teaching

Experience 63

4.8 Cross-Tabulation between Ethnicity and Gender 64

4.9 Construct 1: School Administration 66

4.10 Construct 2: Parental Factor 68

4.11 Construct 3: Student Factor 70

4.12 Construct 4: Teacher Factor 71

4.13 Construct 5: Workload Related Factor 72

4.14 The Result of Current Level of Work Attributes 73

4.15 Work Commitment of Remedial Class Teacher 74

4.16 The Result of Current Level for Work Commitment 75

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4.17 Correlation Results Between Teachers Commitment and

Remedial Class Teachers‟ Work Attributes 76

4.18 Model Summary 79

4.19 Anova 80

4.20 Coefficients 81

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LIST OF FIGURES

Figure No Page No

1.1 Theoretical Framework of The Study 13

1.2 Research Framework of The Study 15

3.1 Research Framework 41

3.2 Determining Sample Size for Research Activities 45 3.3 Validity and Reliability of the Survey Instruments 54

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LIST OF ABBREVIATIONS

AC Affective Commitment

BRWC Basic Reading and Writing Classroom Intervention Program

CC Continuance Commitment

EDMP Education Development Master Plan IIUM International Islamic University Malaysia KPI Key Performance Indicators

LINUS Literacy and Numeracy

M Mean

MEB Malaysia Education Blueprint MOE Ministry of Education

MRA Multiple Regression Analysis

NC Normative Commitment

NKRA National Key Result Areas NPSC New Primary School Curriculum

NS National School

NTCS National Type of Chinese School

OCQ Organizational Commitment Questionnaire r Pearson Product-Moment Correlation

SD Standard Deviation

SED Sabah Education Department

SPSS Statistical Package for the Social Sciences PESES Private Education and Special Education Sector PSAT Primary School Achievement Test

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CHAPTER 1 INTRODUCTION

1.1 INTRODUCTION

Education in Malaysia is an on-going effort towards further developing the potential of individuals in a holistic and integrated manner, in order to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious, based on a firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who are knowledgeable and competent, who possess high moral standards and who are responsible and capable of achieving a high level of personal well-being to contribute to the betterment of the nation, family and society. (The Teacher Education Division, 2003)

In line with the National Philosophy of Education (NPE) above, the aims of National Education is to produce competent Malaysian with noble values such as belief in God, well characters, responsible, loyal to the nation as well as to be able to contribute to the advancement of the nation and to foster unity among people of all races.

From the Islamic perspective, education can be described as;

“ ...a continuous process that nurtures the natural potentials of human beings from the intellectual, behavioural, spiritual and physical aspects in an integrated and balanced manner so as to produce righteous human beings who will bring goodness to this world and the hereafter”

(Page 87 – Philosophy And Education In Malaysia, 2008)

Based on the description above, Islamic education sees an education as having a wider meaning that takes into consideration the spiritual aspect. The basic goals of Islamic education are to shape and develop human beings to become knowledgeable,

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faithful and trustworthy, righteous and noble Muslim. It is also to produce a human being who is obedient to Allah, live in peace and harmony in society and protection in the hereafter.

According to Islamic point of view, the Prophet (صلى الله عليه وسلم) made seeking knowledge obligatory on Muslims (men and women). “ٌيسٍ وم ٚيع حضٝشف ٌيعىا ةيط”

“Seeking knowledge is obligatory on every Muslim”.

The first revelation to the Messenger of Allah is about seeking knowledge and revealing scientific knowledge:

“Read! In the name of the Lord and Cherisher, who created- created man, out of a mere clot of congealed blood. Proclaim! And your Lord is most Bountiful- He who taught the use of the pen, taught man that which he knew not” (96:1-5 : Surah Al Alaq) [“read, teach, pen”]

Knowledge elevates the status and position of its bearer and makes difference between him and ignorant.

اُ٘ذُٗأ َِِٝزهىا َٗ ٌُْنٍِْْ اٍَُْ٘اَء َِِٝزهىا ُ هاللَّ ِعَف ْشَٝ” ٍخاَظ َسَد ٌَْيِعْىا

“ :حىداعَىا(

00 )

“Allah will rise up, to high rank those of you who believe and who have been granted knowledge…”

َثِع ٍِِْ ٍشِٞصَم َٚيَع اََْيهضَف ِٛزهىا ِ ه ِلِلّ ُذََْحْىا لااَق َٗ اًَْيِع َُاَََْٞيُس َٗ َد ُٗاَد اََْْٞذاَء ْذَقَى َٗ” ٍَِِِْٞ ْؤَُْىا ِِٓدا

“

:(

02 )وَْىا

We gave knowledge to David and Solomon; and they both said: “Praise be to Allah, Who has favored us above many of His subjects who believe!”

َُٔعٍَ ِٜتَِّٗأ ُهاَث ِظاَٝ ًلاْضَف اهٍِْ َد ُٗاَد اََْْٞذاَء ْذَقَى َٗ” (َذِٝذَحْىا َُٔى اهَْىَأ َٗ َشْٞهطىا َٗ

ٍخاَغِتاَس ْوََْعا َُِأ )01

( ٌشٞ ِصَت َُُ٘يََْعَذ اََِت ِِّّٜإ اًحِىاَص اُ٘يََْعا َٗ ِد ْشهسىا ِٜف ْسِّذَق َٗ

00 “) )ءأثس(

“We bestowed grace on David…and We made the iron soft for him.

Make coats of mail, balance well the rings of chin armor, and work righteousness; for be sure I see all that you do.”

Based on the above Ayahs, it can be summarized that Islam also places great emphasis on education in human life. Islam urges that human being must pursue

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knowledge regardless of gender, age, race and religion. The God raised the status and position of the person who has knowledge and make the difference from the ignorant.

1.2 BACKGROUND OF STUDY

Remedial Education Program was implemented by the Ministry of Education (MOE) since 1960 to help the pupils in primary school who had specific problem in learning the basic skills of reading, writing and arithmetic. All pupils will give fair education opportunity irrespective of location or ethnicity inclusive of the physically impaired.

In 1983, the Malaysian education system has introduced curriculum for the primary school known as Primary School New Curriculum (PSNC). The new curriculum is an initiative to get back the basic of education by focusing the basic skills. Pupils who have not mastered the basic skills will be assisted through a remedial education program in a special classroom by appointing a remedial class teacher.

Through the Education Development Master Plan (EDMP) 2006-2010, Ministry of Education (MOE) focused on zero on literacy and numeracy that was embodied in Thrust 3 which is to strengthening national school and Thrust 4 that is to bridge the education gap. In line with the two thrusts, a number of action plans have been designed to ensure that pupils master the basic skills of literacy and numeracy at Level 1. Thus, the Ministry of Education (MOE) has given the empowerment of the remedial education program with the remedial class upgrading and provides the remedial class teachers with adequate training including under enrolment school.

(EDMP 2006-2010)

By August 2009, the government came up with the education transformation.

Through this transformation, Literacy and Numeracy Program (LINUS) was

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implemented as a continuation of the existing program to ensure the basic skills of reading, writing and arithmetic to be more systematic. LINUS program is part of the National Key Result Areas (NKRA). This implementation is targeting 100% of Year 3 are able to master the literacy and numeracy skills before going up to Year 4 except for special need pupils. (EDMP 2006-2010).

In the new millennium, educations is increasingly challenging and thereby engage teacher effective strategies to ensure that every pupil gets quality education, balanced and equal. No matter what position held in school, teachers‟ responsibility is to offer good quality service for their clients. As mainstream teachers, they normally hope their pupils would be able to get a better result in the exam for each subjects.

However, remedial class teachers are likely to be satisfied in their career if their remedial class pupils are able to master the basic skills of literacy and numeracy after following remedial class programs for a period of time.

Remedial class teachers are aware of the ability of their pupils. To pass the exam is very challenging. Hence, some of the remedial class teachers think that it is better for their pupils to be taught the basic skills rather than academic matters. This is because not every remedial class pupils can master the basic skills within 3 to 6 months but based on their individual ability level.

1.3 STATEMENT OF PROBLEM

In 2012, Sabah Private and Special Education Sector had been targeting that some of the former remedial class pupils who have been learning in remedial class to get at least a grade “C” in Mathematic and Malay Language in the Primary School Assessment Test (PSAT). This is based on the strategic plan by the State Education Department of Sabah 2001-2016, which is one of the main focuses of education

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department that is the outcomes of remedial class pupils. In this regard, State Education Department (SED) would like to hit the goal to ensure all schools including under enrolment schools achieve “zero remedial” and hoping that the remedial class pupils who have been learning in remedial class program will get at least a grade “C”

in Mathematic and Malay Language subjects. (Private and Special Education Sector, State Education Department of Sabah)

In view of this, the Private and Special Education Sector has responded to the aspiration of State Education Department by setting up key performance indicators (KPI) for reaching the main focus in the outcomes of remedial class pupils. The head of department of the Private and Special Education Sector, Tuan Hj Ahmad Sabari Hj Kamari has set KPI for remedial education program as follow; i) 70% of the schools in Sabah are achieve “zero remedial”, ii) 80% remedial class pupils passing with a minimum grade “C” in the Primary School Assessment Test (PSAT). (Private and Special Education Sector, State Education Department of Sabah, 2012)

In order to the targeted KPI, several programmes have been developed to achieve these targets. Programmes run by the Private and Special Education Sector such as “Intensive Program” help schools with many remedial class pupils to strengthen teaching and learning processes to achieve zero remedial. Besides that,

“Smart Camp Program” especially for remedial class pupils who will sit in the PSAT examination and “Outreach Program” for identifying special need pupils among remedial class pupils were also carried out. In addition, the monitoring is also implemented to ensure these programs run smoothly and effectively in line with the objectives of the sector to achieve 70% of schools in Sabah with zero remedial.

(Private and Special Education Sector, State Education Department of Sabah, 2012)

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In order to enhance the effectiveness of the remedial program, there are still problems that may affect the teachers‟ commitment of remedial class teachers in carrying out their duties. Work related factors as such as school administration related, parental, student, teacher and workload related factors are some of the challenges that were faced by remedial class teachers to achieve zero remedial as intended by the Private and Special Education Sector. (Private and Special Education Sector, State Education Department of Sabah, 2012)

The problem of remedial class pupils‟ failure in literacy and numeracy is a major issue in education. Thus, the researcher seeks to examine the challenges that are faced by remedial class teachers in performing their duties in primary schools. There is an urgent need to know whether teachers are able to play the role towards “zero remedial” among remedial class pupils as expected by the Ministry of Education. It is also aimed to understand whether these teachers are able to give high commitment in implementing the remedial program. (Private and Special Education Sector, State Education Department of Sabah, 2012)

This study will examine the current level of the following factors (school administration related factor, parental, student, teacher and workload related factor) and the current level of work commitment as perceived by remedial class teachers in performing their duties.

The researcher will investigate if there are any significant relationships between remedial class teachers‟ work commitment with the following factors (school administration related factor, parental, student, teacher and workload related factor) and to study the extent to which of the following factors in combination influence remedial class teachers‟ work commitment.

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7 1.4 RESEARCH OBJECTIVES

The objective of this study is to examine the challenges faced by special remedial education program teachers in performing their duties in primary schools within the West Coast of Sabah. Specifically, the objectives of the study are as follows:

1. To examine the current level of the followings work related factors as perceived by remedial class teachers in performing their duties;

a. School administration related factor b. Parental factor

c. Student factor d. Teacher‟s factor

e. Workload related factor

2. To examine the current level of work commitment of teachers teaching remedial classes.

3. To investigate if there are any significant relationships between remedial class teacher‟s work commitment with the followings work related factors:

4. To study the extent to which the above mentioned factors in combination explains remedial class teacher‟s work commitment.

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8 1.5 RESEARCH QUESTIONS

Based on the research objectives stated above, this research work aims at answering the following questions:

1. What is the current level of the followings work related factors as perceived by remedial class teachers in performing their duties?

2. What is the current level of work commitment of teachers teaching remedial classes?

3. Are there any significant relationships between remedial class teacher‟s work commitment with the followings work related factors:

c. Student factor d. Teacher factor

4. To what extent are the above mentioned factors in combination explains remedial class teacher‟s work commitment?

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9 1.6 RESEARCH HYPHOTHESIS

Research questions 1 and 2 were answered using descriptive statistics. However, question 3 and 4 required the testing of hypotheses as the research questions are inferential in nature.

Hypothesis 1 (for research question 3)

Are there any significant relationships between remedial class teacher’s WORK COMMITMENT with the followings work related factors:

a. School administration related factor b. Parental factor

c. Student factor d. Teacher factor

e. Workload related factor

H0a: There is no significant relationship between remedial class teacher‟s WORK COMMITMENT with the SCHOOL ADMINISTRATION RELATED FACTOR

H1a: There is a significant relationship between remedial class teacher‟s WORK COMMITMENT with the SCHOOL ADMINISTRATION RELATED FACTOR

H0b: There is no significant relationship between remedial class teacher‟s WORK COMMITMENT with the PARENTAL FACTOR

H1b: There is a significant relationship between remedial class teacher‟s WORK COMMITMENT with the PARENTAL FACTOR

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H0c: There is no significant relationship between remedial class teacher‟s WORK COMMITMENT with the STUDENT FACTOR.

H1c: There is a significant relationship between remedial class teacher‟s WORK COMMITMENT with the STUDENT FACTOR.

H0d: There is no significant relationship between remedial class teacher‟s WORK COMMITMENT with the TEACHER FACTOR.

H1d: There is a significant relationship between remedial class teacher‟s WORK COMMITMENT with the TEACHER FACTOR.

H0e: There is no significant relationship between remedial classes teacher‟s

WORK COMMITMENT with the WORKLOAD RELATED

FACTOR.

H1e: There is a significant relationship between remedial class teacher‟s

WORK COMMITMENT with the WORKLOAD RELATED

FACTOR.

Hypothesis 2 (for research question 4)

To what extent are the above mentioned factors in combination explains remedial class teacher’s work commitment?

H0: None of the factors (School administration related factor, Parental factor, Student factor, Teacher factor, Workload related factor) explain the variations in remedial class teacher‟s work commitment.