Pengaruh pengetahuan pedagogi, pengetahuan kandungan dan komitmen guru terhadap kualiti pengajaran
The influence of pedagogical knowledge, content knowledge and teacher commitment on teaching quality
DOI:
https://doi.org/10.51200/jpp.v11i1.4279Keywords:
pengetahuan pedagogi, pengetahuan kandungan, komitmen guru, kualiti pengajaran guru, pedagogical knowledge, content knowledge, teacher's commitment, teacher's teaching qualityAbstract
Kajian ini bertujuan untuk mengenal pasti pengaruh Pengetahuan Pedagogi, Pengetahuan Kandungan dan Komitmen Guru terhadap Kualiti Pengajaran Guru sekolah rendah di Sabah, Malaysia. Kajian mengaplikasikan kaedah tinjauan dengan menggabungkan teknik persampelan kebarangkalian berstrata, kluster dan rawak mudah. Berpandukan Jadual Krejcie dan Morgan, sampel ditetapkan sebanyak 500 orang. Data dikumpul menggunakan satu set borang soal selidik adaptasi. Analisis deskriptif menunjukkan semua variabel diamalkan pada tahap tinggi. Analisis Ujian-t menunjukkan terdapat perbezaan yang signifikan bagi semua variabel berdasarkan jantina kecuali pengetahuan pedagogi. Analisis ANOVA sehala turut menunjukkan terdapat perbezaan signifikan bagi semua variabel berdasarkan pengalaman mengajar. Analisis Ujian-t menunjukkan tidak terdapat perbezaan yang signifikan bagi semua variabel berdasarkan lokasi bertugas kecuali variabel pengetahuan kandungan. Analisis ujian regresi menunjukkan kombinasi sumbangan variabel pengetahuan pedagogi, pengetahuan kandungan dan komitmen guru adalah sebanyak 73.8% (R2= 0.738) terhadap kualiti pengajaran guru. Analisis SEM berjaya menunjukkan terdapat hubungan dan pengaruh secara langsung yang signifikan variabel-variabel bebas dengan variabel bersandar. Kajian menyumbangkan satu Model Kualiti Pengajaran Guru yang baharu dapat mengetengahkan pengetahuan pedagogi, pengetahuan kandungan dan komitmen guru bagi menghasilkan kualiti pengajaran guru. Kajian lanjut dicadangkan berhubung pengaruh pengetahuan pedagogi terhadap amalan kualiti pengajaran guru berdasarkan teori baharu seperti kepimpinan transformasi.
This study aims to identify the influence of Pedagogical Knowledge, Content Knowledge, and Teacher Commitment on the Teaching Quality of primary school teachers in Sabah, Malaysia. The study applied a survey method combining stratified, cluster, and simple random sampling techniques. Based on the Krejcie and Morgan Table, a sample of 500 people was determined. Data were collected using an adapted set of questionnaires. Descriptive analysis showed that all variables were practiced at a high level. T-test analysis showed significant differences for all variables based on gender except for pedagogical knowledge. One-way ANOVA analysis also showed significant differences for all variables based on teaching experience. The test analysis showed that there were no significant differences for all variables based on work location, except for the content knowledge variable. Regression test analysis showed that the combination of contributions from pedagogical knowledge, content knowledge, and teacher commitment variables accounted for 73.8% (R2= 0.738) of teacher teaching quality. SEM analysis successfully showed that there were significant direct relationships and influences of the independent variables on the dependent variable. The study contributed a new Teacher Teaching Quality Model that highlights pedagogical knowledge, content knowledge, and teacher commitment to improve teaching quality. Further research is suggested regarding the influence of pedagogical knowledge on teaching quality practices based on new theories such as transformational leadership.
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