Kekuatan hubungan motif, sikap dan latihan perguruan dengan profesionalisme keguruan pelajar tahun pertama program pendidikan di IPTA

The strength of the relationships between motives, attitudes, and teacher training and the teaching professionalism of first-year students in education programmes at public institutions of higher learning (IPTA)

Abstract

Tujuan utama kajian ini adalah untuk mengenal pasti hubungan secara langsung dan tidak langsung faktor motif, sikap dan latihan perguruan dengan profesionalisme keguruan pelajar tahun pertama program pendidikan di Institusi Pengajian Tinggi Awam (IPTA). Teori Aksi Bersebab (Ajzen & Fishbein, 1975) dan Teori Tingkah Laku Terancang (Ajzen, 1985) digunakan sebagai platform utama dalam kajian ini. Kajian tinjauan ini melibatkan sampel pelajar tahun pertama (770 orang) program pendidikan di IPTA. Sampel dipilih menerusi pensampelan rawak mudah, strata dan berkelompok. Soal selidik dibahagikan kepada lima bahagian iaitu ciri demografi, motif memilih profesion keguruan, sikap terhadap profesion keguruan, làtihan dalam profesion keguruan dan profesionalisme keguruan. Data-data telah dianalisis menggunakan perisian Analysis of Moment Structures (AMOS Versi 4.01) bagi menguji hipotesis kajian pada aras signifikan p<.05. Keputusan analisis laluan membuktikan motif, sikap dan latihan perguruan mempunyai hubungan secara langsung dan tidak langsung dengan profesionalisme keguruan pelajar tahun pertama program pendidikan di IPTA. Keputusan analisis laluan menunjukkan sikap pelajar tahun pertama mempunyai hubungan sebanyak 23 peratus, manakala latihan perguruan pelajar tahun pertama mempunyai hubungan sebanyak 75 peratus secara langsung dan tidak langsung dengan profesionalisme keguruan berbanding dengan motif yang hanya mempunyai hubungan sebanyak 4 peratus bagi pelajar tahun pertama. Keputusan ujian akan menjadi lebih berguna dan bermakna sekiranya usaha awal dilakukan bagi mengenal pasti motif setiap bakal guru sebelum mereka diberi ruang dan peluang untuk menceburi profesion keguruan di negara ini. Bagi merealisasikan jangkauan tersebut, pelbagai perbezaan ciri demografi sampel kajian harus diberi perhatian di samping sikap dan latihan perguruan sebagai variabel yang mampu berhubungan secara langsung dan tidak langsung ke arah mencapai profesionalisme keguruan bakal guru di negara ini.

The main purpose of this study was to identify the direct and indirect relationships between motives, attitudes, and teacher training and the teaching professionalism of first-year students in education programmes at Public Institutions of Higher Learning (IPTA). The Theory of Reasoned Action (Ajzen & Fishbein, 1975) and the Theory of Planned Behavior (Ajzen, 1985) were used as the main theoretical frameworks in this study. This survey study involved a sample of 770 first-year students enrolled in education programmes at IPTAs. The sample was selected using simple random, stratified, and cluster sampling techniques. The questionnaire was divided into five sections: demographic characteristics, motives for choosing the teaching profession, attitudes towards the teaching profession, teacher training, and teaching professionalism. The data were analysed using Analysis of Moment Structures (AMOS Version 4.01) to test the research hypotheses at a significance level of p < .05. The path analysis results demonstrated that motives, attitudes, and teacher training had both direct and indirect relationships with the teaching professionalism of first-year students in education programmes at IPTAs. The path analysis further showed that students' attitudes had a 23% relationship with teaching professionalism, while teacher training had a 75% direct and indirect relationship, compared with motives, which had only a 4% relationship among first-year students. The findings would be more useful and meaningful if early efforts were undertaken to identify the motives of prospective teachers before they are given opportunities to enter the teaching profession in the country. To achieve this objective, various differences in the demographic characteristics of the study sample should be taken into consideration, alongside attitudes and teacher training as variables that may have direct and indirect relationships with the development of teaching professionalism among prospective teachers in the country.