Sokongan Sekolah, Efikasi Kendiri Komputer, Pengetahuan PTPK dan Tekanan Teknologi Guru Tadika di Selangor
DOI:
https://doi.org/10.37134/bitara.vol18.2.7.2025Keywords:
sokongan sekolah, efikasi kendiri komputer, PTPK, tekanan teknologiAbstract
Penggunaan Teknologi Maklumat dan Komunikasi (ICT) memainkan peranan penting dalam pendidikan abad ke-21, terutamanya dalam meningkatkan kualiti pengajaran dan pembelajaran di bilik darjah. Selain itu, sokongan sekolah, efikasi kendiri komputer, pengetahuan teknologi pedagogi kandungan (PTPK) dan tekanan teknologi adalah penting. Kajian ini bertujuan mengkaji tahap sokongan sekolah, efikasi kendiri komputer, pengetahuan teknologi pedagogi kandungan dan tekanan teknologi guru tadika di Selangor. Kajian ini berbentuk kuantitatif dengan analisis deskriptif menggunakan SPSS versi 26. Data dikumpul menggunakan soal selidik berskala 5-likert yang diedarkan kepada 739 orang guru tadika Selangor yang dipilih secara berstrata dan rawak mudah. Dapatan kajian ini menunjukkan min tahap sokongan sekolah ialah M=3.61 (SP=0.68), efikasi kendiri komputer ialah M=3.03 (SP=1.30), pengetahuan teknologi pedagogi kandungan ialah M=3.74 (SP=0.54) dan tekanan teknologi ialah M=3.74 (SP=0.72). Dapatan kajian menunjukkan kesemua pemboleh ubah di tahap yang sederhana tinggi. Implikasi praktikal hasil kajian terhadap latihan profesional guru tadika. Dapatan kajian ini diharap dapat menjadi panduan kepada guru tadika dan sokongan sekolah dalam merancang cara mengatasi masalah tekanan teknologi yang dihadapi semasa menggunakan teknologi.
Downloads
References
Andoh, H., Ompok, C., & Sukor, N. S. (2021). Hubungan kelayakan akademik dan pengalaman mengajar dengan tahap efikasi kendiri guru prasekolah menjalankan PDPC pasca pandemik COVID-19. Malaysian Journal of Social Sciences and Humanities (MJSSH), 6(10), 65–81. https://doi.org/10.47405/mjssh.v6i10.1105
Alzahari, N., Ahmad, Y., & Kamarunzaman, N. Z. (2022). Teachers are leaving and we wonder why. International Journal for Studies on Children, Women, Elderly and Disabled, 17.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
Bowman, M. A., Vongkulluksn, V. W., Jiang, Z., & Xie, K. (2022). Teachers’ exposure to professional development and the quality of their instructional technology use: The mediating role of teachers’ value and ability beliefs. Journal of Research on Technology in Education, 54(2), 188–204. https://doi.org/10.1080/15391523.2020.1808186
Chua, Y. P. (2014). Kaedah penyelidikan (Edisi ke-3). McGraw-Hill Education (Malaysia) Sdn. Bhd.
Costan, E., Gonzales, G., Gonzales, R., Enriquez, L., Costan, F., Suladay, D., & Ocampo, L. (2021). Education 4.0 in developing economies: A systematic literature review of implementation barriers and future research agenda. Sustainability, 13(22), 12763. https://doi.org/10.3390/su132212763
Demir, S. (2020). The role of self-efficacy in job satisfaction, organizational commitment, motivation and job involvement. Eurasian Journal of Educational Research, 20(85), 205–224.
Dong, Y., Xu, C., Chai, C. S., & Zhai, X. (2020). Exploring the structural relationship among teachers’ technostress, technological pedagogical content knowledge (TPACK), computer self-efficacy and school support. The Asia-Pacific Education Researcher, 29(2), 147–157. https://doi.org/10.1007/s40299-019-00461-5
Falloon, G. (2020). From digital literacy to digital competence: The teacher digital competency (TDC) framework. Educational Technology Research and Development, 68(5), 2449–2472. https://doi.org/10.1007/s11423-020-09767-4
Ferguson, T., & Roofe, C. G. (2020). SDG 4 in higher education: Challenges and opportunities. International Journal of Sustainability in Higher Education, 21(5), 959–975. https://doi.org/10.1108/IJSHE-02-2020-0042
Gaveran, S., & Shuib, T. R. B. (2023). The influence of psychosocial work environment on the level of well-being of secondary school teachers: Stress factors as a mediator. International Journal of Latest Research in Humanities and Social Science (IJLRHSS), 6(2), 232–241.
Ghazali, N. H. M. (2016). A reliability and validity of an instrument to evaluate the school-based assessment system: A pilot study. International Journal of Evaluation and Research in Education, 5(2), 148–157.
González-López, Ó. R., Buenadicha-Mateos, M., & Sánchez-Hernández, M. I. (2021). Overwhelmed by technostress? Sensitive archetypes and effects in times of forced digitalization. International Journal of Environmental Research and Public Health, 18(8), 4216. https://doi.org/10.3390/ijerph18084216
Kalkan, Ü., Altınay Aksal, F., Altınay Gazi, Z., Atasoy, R., & Dağlı, G. (2020). The relationship between school administrators’ leadership styles, school culture, and organizational image. SAGE Open, 10(1), 2158244020902081. https://doi.org/10.1177/2158244020902081
Kaufman, J. H., Diliberti, M. K., & Hamilton, L. S. (2022). How principals’ perceived resource needs and job demands are related to their dissatisfaction and intention to leave their schools during the COVID-19 pandemic. AERA Open, 8. https://doi.org/10.1177/23328584221081244
Kim, S., & Lee, J. (2021). The mediating effects of ego resilience on the relationship between professionalism perception and technostress of early childhood teachers. International Journal of Learning, Teaching and Educational Research, 20(4), 245–264. https://doi.org/10.26803/ijlter.20.4.14
Kong, K. (2023). Early childhood education in Malaysia. In International handbook on education in South East Asia (pp. 1–32). Springer Nature Singapore. https://doi.org/10.1007/978-981-19-6033-5_7-1
Knapp, T. R., & Mueller, R. O. (2010). Reliability and validity of instruments. In N. Salkind (Ed.), The reviewer’s guide to quantitative methods in the social sciences (pp. 337–342). Routledge.
LoBiondo-Wood, G., & Haber, J. (2013). Nursing research: Methods and critical appraisal for evidence-based practice. Elsevier.
Luo, W., Berson, I. R., Berson, M. J., & Park, S. (2023). An exploration of early childhood teachers’ technological, pedagogical, and content knowledge (TPACK) in Mainland China. Early Education and Development, 34(4), 963–978. https://doi.org/10.1080/10409289.2022.2083043
Long, T., Zhao, G., Li, X., Zhao, R., Xie, K., & Duan, Y. (2022). Exploring Chinese in-service primary teachers’ technological pedagogical content knowledge (TPACK) for the use of thinking tools. Asia Pacific Journal of Education, 42(2), 350–370. https://doi.org/10.1080/02188791.2020.1812514
Moraes, E. B., Kipper, L. M., Hackenhaar Kellermann, A. C., Austria, L., Leivas, P., Moraes, J. A. R., & Witczak, M. (2023). Integration of Industry 4.0 technologies with Education 4.0: Advantages for improvements in learning. Interactive Technology and Smart Education, 20(2), 271–287. https://doi.org/10.1108/ITSE-02-2022-0023
Mulok, J. L., & Yunus, F. (2020). Efikasi kendiri guru prasekolah dalam mengajar Bahasa Inggeris. Jurnal Dunia Pendidikan, 2(2), 187–195.
Ogegbo, A. A., & Aina, A. (2020). Early childhood development teachers' perceptions on the use of technology in teaching young children. South African Journal of Childhood Education, 10(1), 1–10. https://doi.org/10.4102/sajce.v10i1.848
Oksanen, A., Oksa, R., Savela, N., Mantere, E., Savolainen, I., & Kaakinen, M. (2021). COVID-19 crisis and digital stressors at work: A longitudinal study on the Finnish working population. Computers in Human Behavior, 122, 106853. https://doi.org/10.1016/j.chb.2021.106853
Özgür, H. (2020). Relationships between teachers’ technostress, technological pedagogical content knowledge (TPACK), school support and demographic variables: A structural equation modeling. Computers in Human Behavior, 112, 106468. https://doi.org/10.1016/j.chb.2020.106468
Pandey, N., & Pal, A. (2020). Impact of digital surge during COVID-19 pandemic: A viewpoint on research and practice. International Journal of Information Management, 55, 102171. https://doi.org/10.1016/j.ijinfomgt.2020.102171
Pellerone, M. (2021). Self-perceived instructional competence, self-efficacy and burnout during the COVID-19 pandemic: A study of a group of Italian school teachers. European Journal of Investigation in Health, Psychology and Education, 11(2), 496–512. https://doi.org/10.3390/ejihpe11020036
Raymond, S., & Gabriel, F. (2023). An ecological framework for early years teacher self-efficacy development. Teaching and Teacher Education, 132, 104252. https://doi.org/10.1016/j.tate.2023.104252
Romijn, B. R., Slot, P. L., & Leseman, P. P. (2021). Increasing teachers’ intercultural competences in teacher preparation programs and through professional development: A review. Teaching and Teacher Education, 98, 103236. https://doi.org/10.1016/j.tate.2020.103236
Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123–149. https://doi.org/10.1080/15391523.2009.10782544
Toropova, A., Myrberg, E., & Johansson, S. (2021). Teacher job satisfaction: The importance of school working conditions and teacher characteristics. Educational Review, 73(1), 71–97. https://doi.org/10.1080/00131911.2019.1705247
Upadhyaya, P., & Vrinda. (2021). Impact of technostress on academic productivity of university students. Education and Information Technologies, 26(2), 1647–1664. https://doi.org/10.1007/s10639-020-10319-0
Wang, J., Bai, B., & Song, H. (2022). Primary school students’ acceptance of computer-mediated collaboration in English writing: The role of peer and teacher support. Computer Assisted Language Learning, 35(9), 2452–2475. https://doi.org/10.1080/09588221.2020.1846560
Winter, E., Costello, A., O’Brien, M., & Hickey, G. (2021). Teachers’ use of technology and the impact of COVID-19. Irish Educational Studies, 40(2), 235–246. https://doi.org/10.1080/03323315.2021.1916559
Yatim, N. A. M., Peng, C. F., & Abdullah, Z. (2020). Tahap pengetahuan pedagogi kandungan guru Bahasa Melayu sekolah rendah. Jurnal Pendidikan Bahasa Melayu, 10(2), 43–53.
Zhang, H., Cheng, X., & Ai, Y. (2024). How social-emotional competence of Chinese rural kindergarten teachers affects job burnout: An analysis based on mediating and moderating effects. Early Childhood Education Journal. https://doi.org/10.1007/s10643-024-01441-8
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Yip Chan Ling, Abdul Halim Masnan
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
