The influence of the dominant teacher’s professional learning dimensions on commitment of national secondary school’s teachers in Penang

  • Indhira Muniandy Universiti Pendidikan Sultan Idris
Keywords: Teachers’ professional learning, Reach out knowledge base, Reflection, Experimentation, Collaboration, Teachers’ commitment, Commitment to school, Commitment to teaching work, Commitment to profession, Commitment to work colleagues

Abstract

This study is conducted to identify the relationship between teachers’ professional learning and teachers’ commitment and to identify the most dominant dimension of teachers’ professional learning that influences national secondary school teachers’ commitment. Survey method was used in this study with questionnaire as the instrument of the study. 506 teachers from 20 schools in Penang state were involved as respondents in this study. Descriptive statistics and inferential statistics were used in the study. Frequency and percentage were used for descriptive statistics meanwhile Pearson Correlation and Stepwise Multiple Regression were used for inferential statistical analysis. The findings show that there is significant, positive and strong relationship between teachers’ professional learning and teachers’ commitment. Furthermore, reflection and collaboration are the dominant dimensions of teachers’ professional learning that influence teachers’ commitment in Penang state. Implications of the study and future research recommendations are also discussed in this study.

 

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Published
2020-07-30
How to Cite
Muniandy, I. (2020). The influence of the dominant teacher’s professional learning dimensions on commitment of national secondary school’s teachers in Penang. Journal of Contemporary Issues and Thought, 11(1), 21-35. Retrieved from https://ejournal.upsi.edu.my/index.php/JCIT/article/view/4240