Kepercayaan dan Amalan Guru Terhadap Pelaksanaan Pembelajaran dalam Talian

Abstract

The goal of this study was to determine how instructors' behaviours and beliefs affected the adoption of online learning in Tuaran district secondary schools. 158 teachers participated in the survey were chosen randomly. A set of 55-item questionnaires were used for data gathering during in the quantitative investigation. Software called Statistical Package for Social Science (SPSS) Version 28.0 was used to analyse the data using descriptive and inferential statistics. The reliability score for the questionnaires on teacher beliefs, teacher practise, and online learning implementation is =0.86, =0.91, and =0.84 respectively. Overall, the level of teacher trust was reported to be high (Mean=4.04, SD=0.43). The level of teacher practice is also reported to be high (Mean=3.96, SD=0.60) and the implementation of online learning is also reported to be high (Mean=3.96, SD=0.55). The results of the t-test and ANOVA analysis found that there was no significant difference in teacher beliefs based on teacher demographic factors such as gender [t(158) = 1.84, k >.05], teaching experience [df=2,155, F=2.31, k>.05 ]. Similarly, teachers' practices were also found not to be significantly different based on the factors of gender [t(158)=1.74, k>.05], teaching experience [df=2,155, F=1.42, k>.05]. The results of the Pearson Product-Moment correlation found a medium to high relationship for teachers' belief in the implementation of online learning [r (158) = 0.53, k<.05]. Meanwhile, the relationship is high to very high that is significant teacher practice towards the implementation of online learning [r (158) = 0.68, k<.05]. Multiple regression tests (stepwise) found that teacher practices and teacher beliefs contributed as much as 72 percent to the implementation of online learning. It was found that the main predictor to the implementation of online learning is the teacher's practice followed by the teacher's beliefs.