THE RELATIONSHIP BETWEEN SCHOOL-BASED PROFESSIONAL LEARNING MODELS AND TEACHERS` PRACTICES IN MALAYSIA (14 - 21)

Abstract

Teachers` knowledge and skills can be enhanced through effective school-based professional learning. Hence, teachers must constantly deepen their knowledge and skills to remain effective throughout their careers. The purpose of this research is to investigate the relationship between school-based professional learning models and teachers` practices. The sample consists of 372 teachers from forty-one regular secondary school in Malaysia who are chosen through multi-stage cluster sampling. This quantitative research used descriptive-correlational survey method to answer the research questions. A set of questionnaire used in this research has been developed by Amin Senin (2005) for professional learning models and Guskey (2000) for teachers` practices. The exploratory factor analysis and confirmatory factor analysis are used to obtain construct validity. Descriptive statistic analysis such as mean, standard deviation and inferential statistic such as correlation and multiple regression have been carried out to answer the research questions. Overall, the findings show that there is a positively significant relationship (r = .73, p<.05) between school-based professional learning models and teachers` practices. Furthermore, the findings also show that action research model (β= .31, t = 7.21, p<.05) is the main predictor of professional learning models against teachers` practices, then portfolio professional model, self-directed learning model as well as training model.