Leading Teaching and Learning in the Era of Education 4.0: The Relationship between Perceived Teacher Competencies and Teacher Attitudes toward Change

Autor/inn/en	Kin, Tai Mei; Omar, Abdull Kareem; Musa, Khalip; Ghouri, Arsalan Mujahid
Titel	Leading Teaching and Learning in the Era of Education 4.0: The Relationship between Perceived Teacher Competencies and Teacher Attitudes toward Change
Quelle	In: Asian Journal of University Education, 18 (2022) 1, S.65-80 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1823-7797
Schlagwörter	Teacher Competencies; Teacher Attitudes; Secondary School Teachers; Foreign Countries; Educational Technology; Technology Uses in Education; Educational Change; Technological Literacy; Self Management; Research Skills; Teacher Leadership; Problem Solving; Predictor Variables; Interaction; Teaching Methods; Educational Psychology; Student Evaluation; Malaysia + Suchen Sie Ihr Suchwort? Lehrkunst; Lehrerverhalten; Ausland; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Bildungsreform; Technisches Wissen; Selbstmanagement; Forschungsleistung; Lehrerfunktionsstelle; Problemlösen; Prädiktor; Interaktion; Teaching method; Lehrmethode; Unterrichtsmethode; Erziehungspsychologie; Pädagogische Psychologie; Schulnote; Studentische Bewertung
Abstract	The objective of the survey was to examine the relationship between perceived teacher competencies in the era of Education 4.0 (TCEdu4.0) and teacher attitudes toward change (TATC) in Malaysian secondary schools. A total of 1,293 teachers from 80 secondary schools that were chosen using disproportionate stratified sampling method completed the questionnaires with valid data. The results demonstrated that, i) there was a significant, positive and strong correlation between TCEdu4.0 and TATC; and ii) except "Functional and Research Competency," "Self-Management and Interactive Competency," "Leading Learning and Mentoring," "Problem Solving, Technological and Digital Competency," and "Pedagogical Psychology and Assessment" were the five predictors of TATC that contributed 49.20% to the total variation. The study re-affirms the practicality of the competency and planned behavioural theories, provides evidence that teacher's individual factor is a major determinant of attitudes toward change. Moreover, it expands the understanding among educational practitioners regarding the interplay between these two variables and is a significant resource for Institut Aminuddin Baki in developing future training programmes for school leaders in enhancing TCEdu4.0 and TATC. In summary, the study offers valuable insights for driving school change effectively that sustainable school change is correlated to individual factors. (As Provided).
Anmerkungen	UiTM Press. Asian Centre for Research on University Learning and Teaching, Faculty of Education, Penerbit UiTM, Universiti Teknologi MARA, Bangunan Fakulti Pengurusan Hotel dan Pelancongan, 40450 Shah Alam, Selangor Darul Ehsan, Malaysia. Web site: https://ajue.uitm.edu.my/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01