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THE RELATIONSHIP BETWEEN TEACHER EFFICACY AND TEACHER’S DELIVERY EFFECTIVENESS IN THE PRESENCE
OF HOTS TRAINING PROGRAM
RAHIDA AINI MOHD ISMAIL
DOCTOR OF PHILOSOPHY UNIVERSITY UTARA MALAYSIA
2019
Universlti Utara Malaysia
THE RELATIONSHIP BETWEEN TEACHER EFFICACY AND TEACHER’S DELIVERY EFFECTIVENESS IN THE PRESENCE
OF HOTS TRAINING PROGRAM
RAHIDA AINI MOHD ISMAIL (95532)
A Thesis submitted to the Ghazali Shafie Graduate School of Government in Fulfilment of the Requirement for the Degree of Doctor of Philosophy
Universiti Utara Malaysia
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CERTIFICATION OF THESIS/DISSERTATION
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PERMISSION TO USE
In presenting this thesis in fulfilment of the requirements for a postgraduate degree from Universiti Utara Malaysia, I agree that the Library of this university may make it freely available for inspection. I further agree that permission for the copying of this thesis in any manner, in whole or in part, for scholarly purpose may be granted by my supervisor(s) or, in their absence, by the Dean, Ghazali Shafie Graduate School of Government, College of Law, Government and International Studies. It is understood that any copying or publication or use of this thesis or parts thereof for financial gain shall not be allowed without my written permission. It is also understood that due recognition shall be given to me and to Universiti Utara Malaysia for any scholarly use which may be made of any material from my thesis.
Requests for permission to copy or to make other use of materials in this thesis, in whole or in part, should be addressed to:
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ABSTRACT
There has been an increased awareness on Higher Order Thinking Skills (HOTS) as a prerequisite for the 21st-century workforce which are reported by many past studies.
These past studies presented many attempts made to encourage school management and teachers to implement HOTS. However there are not much improvement on HOTS integration in teaching and learning in many schools. Previous research showed that there are inconsistent findings in Teachers’ Delivery Effectiveness (TDE) among teachers’ demographic namely gender, teaching field, age, and teaching experience.
TDE is highlighted as an essential factor to ensure the success of an education system towards preparing students who will be the future workforce. This study examines the relationship between teacher efficacy and TDE, and the moderating effect of HOTS training program on the relationship between teacher efficacy and TDE. Social Cognitive Theory acts as the underpinning theory to explain the phenomenon under study. The sample of the study consisted of 410 secondary school teachers which was identified via convenient sampling technique. An independent t-test on gender and teaching field found that there is no significant difference amongst teachers in TDE in terms of gender, however it’s the opposite for teaching field. Meanwhile, ANOVA test on age and teaching experience found that they are statistically significant different, while Post-hoc Scheffe confirmed the exact differences between the groups.
Hierarchical regression analysis was used to predict the moderating effect of HOTS training program to modify the relationship between the variables, and it is shown that teacher efficacy has direct significant relationship on TDE. However, the multiple regression analysis showed teacher efficacy in student engagement and TDE is not significant. The result of hierarchical regression established that HOTS training program is found to moderate the relationship between teacher efficacy and TDE, but the detailed scanning of beta co-efficient found that HOTS training program did not moderate efficacy in classroom management on TDE. This study offers a unique way of viewing the education system through HOTS which could improve TDE. Finally, implications of theory and practice, limitations, conclusions, and direction for future research are provided and discussed.
Keywords: Teacher Efficacy, Higher Order Thinking Skills (HOTS), Teachers’ Delivery Effectiveness (TDE), HOTS Training Program.
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ABSTRAK
Kajian-kajian yang menekankan tentang kesedaran terhadap Kemahiran Berfikir Aras Tinggi (KBAT) sebagai syarat untuk tenaga kerja abad ke-21 adalah semakin bertambah. Kajian terdahulu menunjukkan bahawa pelbagai usaha telah dilakukan untuk menggalakkan guru-guru bagi melaksanakan KBAT dengan pelbagai kursus jangka pendek dan bengkel namun masih tidak banyak peningkatan integrasi KBAT dalam pengajaran dan pembelajaran. Kajian terdahulu juga menunjukkan terdapat penemuan yang tidak konsisten antara keberkesanan penyampaian guru dengan hubungan antara pembolehubah demografi iaitu jantina, umur, bidang pengajaran dan pengalaman mengajar. Keberkesanan penyampaian guru amat penting dalam memastikan kejayaan sistem pendidikan untuk menyediakan pelajar sebagai tenaga kerja pada masa depan.Kajian ini mengkaji hubungan antara efikasi dan keberkesanan penyampaian guru. Kajian ini juga memberi tumpuan kepada kesan penyederhanaan program latihan KBAT terhadap hubungan antara efikasi guru dan keberkesanan penyampaian guru. Teori Kognitif Sosial bertindak sebagai teori pendorong untuk menjelaskan fenomena yang dikaji. Sampel kajian terdiri daripada 410 orang guru sekolah menengah yang dikenalpasti menggunakan teknik pensampelan mudah.
Statistik percubaan t-ujian bebas mengenai jantina dan bidang pengajaran mendapati tidak ada perbezaan yang signifikan di kalangan guru-guru dalam keberkesanan penyampaian guru dari segi jantina, tetapi sebaliknya di bidang pengajaran. Sementara itu, ujian ANOVA pada umur dan pengalaman mengajar mendapati terdapat perbezaan yang signifikan secara statistik, dan Post-hoc Scheffe mengesahkan perbezaan yang tepat antara kumpulan. Analisis regresi hierarki digunakan untuk meramalkan kesan penyederhanaan oleh program latihan KBAT dalam mengubah-suai hubungan antara pembolehubah-pembolehubah. Penemuan kajian ini melaporkan bahawa efikasi guru mempunyai hubungan langsung yang signifikan ke atas keberkesanan penyampaian guru. Walau bagaimanapun analisis regresi berganda menunjukkan tiada hubungan yang signifikan antara efikasi guru dalam penglibatan pelajar ke atas keberkesanan penyampaian guru. Hasil daripada regresi hierarki (ujian kesederhanaan) menunjukkan bahawa program latihan KBAT didapati tidak dapat menyederhanakan hubungan antara efikasi pengurusan bilik darjah ke atas keberkesanan penyampaian guru. Kajian ini menawarkan cara unik untuk melihat sistem pendidikan melalui program latihan KBAT yang dapat meningkatkan keberkesanan penyampaian guru.
Akhirnya, implikasi kajian terhadap teori dan amalan, batasan, kesimpulan, serta cadangan untuk penyelidikan masa akan datang disediakan dan dibincangkan.
Kata Kunci: Efikasi Guru, Kemahiran Berfikir Aras Tinggi (KBAT), Keberkesanan Penyampaian Guru, Program Latihan KBAT, Malaysia
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ACKNOWLEDGEMENT
In the name of Allah SWT, the Most Gracious and the Most Merciful First and foremost, all praises and gratitude are for Allah S.W.T for granting me the valuable opportunity and strength. The road to the completion of this thesis is paved with the assistance and efforts of the many who worked diligently to assist me as I stumbled and caught my footing during the process. I wish to express my heartfelt gratitude and thanks to the following people who have provided me with the encouragement and support in many different ways to complete this thesis.
Most importantly, I would like to thank my supervisors, Associate Prof. Dr Rozita Arshad and Prof. Dr. Zakaria Abas for their guidance, inspiration and supervision that were invaluable to me and made an impeccable impact in my life. “Thank you” is a weak phrase to describe my appreciation.
Secondly, I wish to record my deepest appreciation to my husband Nimal De Silva Abdullah, who has sacrificed tremendously during my quest to study. Special admiration goes to my daughter Iylia Hazwani and son Izzat Daniel, for their tolerance and patience.
I am also indebted to Dr. Salihu Abdulwaheed Adelabu and Dr. Hj. Sabarani Ghazali and my dear friends, Muhammad Hafeez Zakaria, Adegoke Ojeniyi, Ahmed Salisu Kabiru, Salisu Ishaku Tsauri, and Ibrahim Yaro for their valuable information, help and support to lighten the burden of this research.
I remain enormously grateful and would like to present my exceptional gratitude to my mother, Mariam Bakar, and brothers, Asrul Zamani, Khairul Amri, Nasrul Hadi, and Zulhilmi for their love and support given during this journey. Lastly, this thesis is dedicated specially to the loving memory of my late father, Allahyarham Mohd Ismail Othman who has been my greatest source of pride and inspiration. Thank you Dad, for your unconditional love, and for believing in me. You reinforced the importance of giving back and taught me how to be a better person. Also, in honour of teachers, who have dedicated their lives and passions to nurture a love for continuous learning that changed the trajectories of their student’ lives.
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TABLE OF CONTENTS
PERMISSION TO USE……… iii
ABSTRACT………... iv
ABSTRAK………...…... v
AKNOWLEDGEMENTS………... vi
TABLE OF CONTENTS………... vii
LIST OF TABLES………... xiii
LIST OF FIGURES………... xvi
LIST OF ABBREVIATIONS……….. xvii
LIST OF APPENDICES………... xix
CHAPTER ONE: INTRODUCTION………. 1
1.1 Introduction………... 1
1.2 Background of the Study……….. 1
1.3 Problem Statement……… 12
1.4 Research Questions………... 23
1.5 Research Objectives……….. 23
1.6 Conceptual Framework………. 24
1.7 Definition of Terms………... 27
1.7.1 Teachers’ Delivery Effectiveness……… 27
1.7.2 Teacher Efficacy………. 27
1.7.3 HOTS Training Program………. 27
1.8 Significance of the Study……….. 28
1.8.1 Theoretical Significance……….. 30
1.8.2 Practical Significance……….. 32
1.8.3 Methodological Significance………... 32
1.9 Scope of the Study………. 32
1.10 Structure of the Thesis………. 33
1.11 Chapter Summary……… 33
CHAPTER TWO: REVIEW OF THE RELATED LITERATURE…… 34
2.1 Introduction………... 34
2.2 Overview of HOTS………... 34
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2.2.1 Analysis……….. 39
2.2.2 Synthesis………. 40
2.2.3 Evaluation………... 40
2.3 Student Achievement in HOTS………. 41
2.4 Related Foundational Theories……….. 43
2.4.1 Social Cognitive Theory………... 43
2.4.2 ChoiceTheory………... 50
2.5 Teachers’ Delivery Effectiveness……….. 51
2.5.1 Past Studies on Teachers’ Demographic Variables and TDE……. 55
2.5.1.1 Gender………. 57
2.5.1.2 Teaching Field………. 62
2.5.1.3 Age……….. 67
2.5.1.4 Teaching Experience………... 69
2.5.2 Past Studies on TDE’s Dimensions………. 74
2.6. Teacher Efficacy………... 102
2.6.1 Past Studies on Teacher Efficacy……… 106
2.6.1.1 Efficacy in Student Engagement………. 108
2.6.1.2 Efficacy in Instructional Strategy……… 112
2.6.1.3 Efficacy in Classroom Management………... 118
2.7. Empirical Studies on Teacher Efficacy and TDE………. 125
2.7.1 The relationship between Efficacy in Student Engagement and TDE………. 127
2.7.2 The relationship between Efficacy in Instructional Strategy and TDE………. 129
2.7.3 The relationship between Efficacy in Classroom Management and TDE……….. 130
2.8 HOTS Training Program………... 135
2.8.1 Related Studies on HOTS Training Program………... 148
2.9 Empirical Studies on the moderating effect of HOTS Training Program on the relationship between Teacher Efficacy and TDE………... 181 2.10 Summary………. 193
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CHAPTER THREE: METHODOLOGY………... 197
3.1 Introduction………... 197
3.2 Research Design……… 198
3.3. Population and Sample………. 200
3.3.1 Population and Sampling Procedure………... 200
3.4 Unit Analysis………. 206
3.5 Instrument Development………... 209
3.5.1 Part A: Teacher Efficacy………... 210
3.5.1.1 Research Instrument of Teacher Efficacy……… 211
3.5.2 Part B: Teachers’ Delivery Effectiveness (TDE)………. 215
3.5.2.1 Research Instrument of TDE……… 215
3.5.3 Part C: HOTS Training Program……….. 222
3.5.3.1 Research Instrument of HOTS Training Program………… 222
3.5.4 Part D: Demographic……… 228
3.6 Measurement………. 230
3.7 Data Collection……….. 232
3.8 Data Screening……….. 234
3.8.1 Normality Test……….. 234
3.8.2 Linearity Test………... 235
3.8.3 Homoscedasticity Test………. 235
3.8.4 Multi- Collinearity Test……… 236
3.9 Data Analysis Technique………... 236
3.9.1 Descriptive Statistics……… 237
3.9.2 Reliability and Validity Analysis………. 237
3.9.3 Statistical and Inferential Analysis………... 238
3.9.3.1 Correlation Analysis………. 239
3.9.3.2 Hierarchical Regression………... 240
3.10 Summary of Statistics Test Used………. 241
3.11 Pilot Study………... 241
3.12 Summary………. 242
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CHAPTER FOUR: FINDINGS………... 243
4.1 Introduction………... 243
4.2 Pilot Study………. 245
4.3 Measures and Assessment of Goodness of Measures………... 245
4.3.1 Data Coding and Entering……… 245
4.3.2 Data Screening and Cleaning/Treatment……….. 248
4.3.2.1 Normality Test……….. 249
4.3.2.2 Linearity test……….. 252
4.3.2.3 Homoscedasticity Test……….. 253
4.3.3.4 Multi- Collinearity Test………. 254
4.3.3 Detection of Missing Data……… 254
4.3.4 Outliers………... 255
4.3.5 Non-response Bias……… 255
4.3.6 Common method variance……… 257
4.4 Factor Analysis……….. 258
4.4.1 Results of factor analysis for TDE (DV)………... 259
4.4.2 Results of factor analysis for Teacher Efficacy (IV)………. 265
4.4.3 Results of factor analysis for HOTS Training program (MV)…….. 267
4.4.4 Reliability Analysis………... 269
4.4.5 Rate of Return………... 270
4.5 Demographic of the study………. 271
4.6 Descriptive Analysis………. 277
4.7 T-Test Analysis………. 296
4.7.1. Gender……….. 297
4.7.2 Teaching Field………... 298
4.8. ANNOVA-Test……… 299
4.8.1 Age………. 299
4.8.2 Teaching experience……….. 302
4.9 Correlation Analysis……….. 306
4.9.1 The relationship between Teacher Efficacy and TDE……….. 308
4.9.1.1 General Hypothesis Testing on the relationship between Teacher Efficacy and TDE……… 309
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4.9.2 The relationship between ESE, EIS, ECM and
TDE……….. 309
4.9.3 Summary of the Sub-Hypotheses Testing on the relationship between Teacher Efficacy and TDE……….. 311
4.10 Hierarchical Regression……….. 312
4.10.1 HOTS Training Program Hierarchical Regression……… 313
4.10.1.1 General Hypothesis Testing of HOTS Training Program……….. 314
4.10.2 Hierarchical Regression of ESE, EIS, ECM and TDE…………. 315
4.10.2.1 Summary of the Sub-Hypotheses Testing on the moderating effects of HOTS Training Program…... 317
4.11 Summary……….. 318
CHAPTER FIVE: DISCUSSION AND CONCLUSION………... 320
5.1 Introduction……… 320
5.2 Recapitulation of the Study Objectives………. 320
5.3 Discussions of the Findings……….. 326
5.3.1 Objective One: To ascertain the level of TDE………. 326
5.3.2 Objective Two: To ascertain the level of teachers’ efficacy………. 327
5.3.3 Objective Three: To ascertain the level of HOTS training program among teachers……….. 329
5.3.4 Objective Four: To examine the relationship between the Demographic variables and TDE………. 331
5.3.4.1 Gender……….. 331
5.3.4.2 Teaching Field………. 333
5.3.4.3 Age……….. 335
5.3.4.4 Teaching Experience………... 338
5.3.5 Objective Five: To examine the relationship between Teacher Efficacy and TDE………... 340
5.3.6 Objective Six: To examine the moderating effect of HOTS Training Program on the relationship between Teacher Efficacy and TDE…….. 345
5.4 Implication of the Study………. 354
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5.4.1 Theoretical Implication………. 354
5.4.2 Managerial and Policy Implication………... 357
5.5 Limitation of the Study……….. 361
5.6 Suggestion for Future Research………. 362
5.7 Conclusion………. 363
REFERENCES……….. 366
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LIST OF TABLES
Table 1.1 11th Malaysia Plan 2016-2020 ‘Anchoring Growth on
people’……….. 3
Table 1.2 Basic education expenditure as percentage of Government expenditure for Malaysia and peers………….……….. 9
Table 1.3 PISA 2012. Results in Focus OECD 2013………. 13
Table 1.4 Previous Studies on Teacher Efficacy 2010-2015... 18
Table 2.1 Summary of chosen researches from year 2011-2017 on Social Cognitive Theory………... 45
Table 2.2 Summary of selected researches using Kirkpatrick Model from 2011-2016………... 141
Table 2.3 Summary of selected researches using other Theories and Training Models………. 146
Table 2.4 Related Studies using Kirkpatrick model measuring at different levels………... 153
Table 2.5 Previous Studies on Training as a Moderator………. 187
Table 2.6 Summary of Hypotheses Formulation……… 195
Table 3.1 Population Size………... 202
Table 3.2 Sample size for a Given Population Size……… 204
Table 3.3 Proportionate Sampling……….. 205
Table 3.4 Actual Sample Size………. 206
Table 3.5 Teacher Efficacy Belief-Self (TEB-SELF) Instrument……….. 212
Table 3.6 Virgillio Teacher Behavior Instrument………. 217
Table 3.7 HOTS Training Instrument……… 223
Table 3.8 Instruments of Questionnaire……… 228
Table 3.9 Rating Scales for Independent Variables and Dependent Variables... 231
Table 3.10 Distribution of variables and Instruments……….. 231
Table 3.11 Interpretation of strength of correlation coefficient……… 239
Table 3.12 Statistical Analysis………. 241
Table 4.1 Reliability Coefficients for variables in the Pilot Study………... 244
Table 4.2 Coding for the Seven-Point Likert Scale……… 246
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Table 4.3 Teacher Efficacy Coding……… 246
Table 4.4 Teachers’ Delivery Effectiveness (TDE) Coding………... 246
Table 4.5 HOTS Training Program……… 247
Table 4.6 Demographic Information……….. 247
Table 4.7 Skewness and Kurtosis………... 249
Table 4.8 Test of Multicollinearity………. 254
Table 4.9 Independent sample T-test for Non-Response Bias Test………. 256
Table 4.10 Factor Analysis for Teachers’ Delivery Effectiveness (TDE)…. 261 Table 4.11 Factor Analysis for Teacher Efficacy………. 266
Table 4.12 Factor Analysis for HOTS Training Program………. 268
Table 4.13 Reliability Coefficients for variables……….. 269
Table 4.14 Questionnaire Distribution and Decisions……….. 271
Table 4.15 Gender……… 271
Table 4.16 Age………. 272
Table 4.17 Teaching Field……… 273
Table 4.18 Teaching Experience……….. 274
Table 4.19 Academic Qualifications……… 275
Table 4.20 Ethnicities………... 275
Table 4.21 Marital Status………. 276
Table 4.22 Religion………. 276
Table 4.23 Categories of Mean values………. 277
Table 4.24 Overall Teachers’ Delivery Effectiveness (TDE) Mean Scores.. 278
Table 4.25 Descriptive analysis of TDE………... 280
Table 4.26 Overall Teacher Efficacy Means Scores………. 286
Table 4.27 Descriptive analysis of Teacher Efficacy……… 287
Table 4.28 Overall HOTS Training Program Mean Scores………. 290
Table 4.29 Descriptive analysis of HOTS Training Program……….. 292
Table 4.30 An Independent-Samples T-test Result of Gender………. 297
Table 4.31 An Independent Sample T-test Results of Teaching Field……. 298
Table 4.32 TDE Scores based on Age……….. 300
Table 4.33 ANOVA of Scores of Teachers Age……… 300
Table 4.34 Scheffe’s Post Hoc Test of Age and TDE……… 301
Table 4.35 TDE Scores based on Teaching Experience……… 303
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Table 4.36 ANOVA of Scores of Experience……….. 303 Table 4.37 Scheffe’s Post Hoc Test of Experience and TDE……….. 304 Table 4.38 Correlation analysis of TDE, Teacher Efficacy, and HOTS
Training Program……… 307
Table 4.39 The relationship between Teacher Efficacy and TDE………… 308 Table 4.40 The general hypothesis testing between Teacher Efficacy and
Teachers Delivery Effectiveness (TDE)... 309 Table 4.41 The relationship between ESE, EIS, and ECM and TDE…….. 310 Table 4.42 The summary of the hypotheses testing ESE, EIS, and ECM
And TDE………. 311
Table 4.43 Hierarchical Regression Results: the Moderating Effect of HOTS Training Program on the Relationship between Teacher
Efficacy and TDE………... 313
Table 4.44 The general hypothesis testing on the moderating effect of HOTS Training Program on the relationship between Teacher
Efficacy and TDE……….. 314
Table 4.45 Moderating Effect of HOTS Training Program on the Relationship between ESE, EIS, ECM and TDE………. 316 Table 4.46 The sub-hypotheses testing on the moderating effect of HOTS
Training Program on the relationship between ESE, EIS, ECM
and TDE……….. 317
Table 5.1 Results of the Hypotheses Testing of the Study……….. 322 Table 5.2 Summary of the Overall Findings………... 351
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LIST OF FIGURES
Figure 1.1: PISA 2012: How Malaysia compares to its Neighbours………
7 Figure 2.1: Conceptual Framework………. 26
Figure 3.1: Histogram……….. 251
Figure 3.2: Probability Plot………. 251 Figure 3.3: Scatterplots of Studentized Residuals against the Predicted
Values of Linearity Test……… 252 Figure 3.4: Scatterplots of Studentized Residuals against the
Predicted Values of Homoscedasticity………. 253
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LIST OF ABBREVIATIONS
CC Classroom climate CE Classroom environment
CPD Continuous Professional Development CBM Classroom management behaviour CMS Classroom management strategy
EPU Economic Planning Unit Prime Minister’s Department ESE Efficacy student engagement
EIS Efficacy instructional strategy ECM Efficacy classroom management HOTS Higher Order Thinking Skills MEB Malaysia Education Blueprint MoE Ministry of Education
OECD Organization for Economic Co-operation and Development PISA Performance International Student Assessment
QS Questioning skills SA Student attention SCL Self-concept in learners SNP Student needs progress SRP Student review and practice TDE Teacher’s Delivery Effectiveness TE Teacher Efficacy
TM Teaching method
TALIS Teacher and Learning International Survey TEBS-Self Teacher Efficacy Belief System-Self
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ESL English Second Language EFL English Foreign Language
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LIST OF APPENDICES
APPENDIX 1 GSGSG Letter for Data Collection……….. 440 APPENDIX 2 Application Letter to conduct Research……….. 441 APPENDIX 3 Approval Letter from Ministry of Education (MoE)…….. 442
APPENDIX 4 Questionnaire……….. 443
APPENDIX 5 Common Method Variance………. 458 APPENDIX 6 Multiple Regression Analysis………. 461 APPENDIX 7 Hierarchical Regression………... 466 APPENDIX 8 T-Test ………... 473 APPENDIX 9 ANOVA and Scheffe Post-Hoc Tests………. 475 APPENDIX 10 List Of Publication From The Work………... 480
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CHAPTER ONE INTRODUCTION
1.1 Introduction
The chapter provides the background of the study followed by the problem statement, research questions, and research objectives. The conceptual framework of the study is provided to explain the phenomena understudied, meanwhile definition of terms was developed to understand the terminology and concepts used. The chapter includes the significance of the study in terms of theoretical, practical, and methodological to justify the needs to conduct this study. The chapter is concluded with the scope of study which focus on specific variables that will be covered in this study.
1.2 Background of the Study
Effectiveness in delivering good quality public services are crucial to the lives of citizens, and ensuring their provision is an essential function of government. Wild, Chambers, King and Harris (2012, p.1) stated, “there is growing recognition that, despite significant increases in resourcing, public service delivery is still failing in many developing countries”. The unsettled geopolitical environment is increasingly challenging with globalization, and technological advances that it continues to be pervasive reality for most governments, in addition to the demographics’ wave filled by more educated with diverse needs, technologically savvy, and politically aware populations. Despite the growing volatile environment, the governments learn to adapt to the changing times to take care of the underlying promise to deliver what its citizens expect and deserve; economic vitality, safety and security that can bring greater public
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