The significant correlation between self-efficacy and goal orientation with the role of Islamic education teachers as a society change agent
DOI:
https://doi.org/10.37134/jrpptte.vol9.no2.3.2019Keywords:
self-efficacy, goal orientation, Islamic education teacher, society change agentAbstract
The role of Islamic education teacher (IET) as society change agent (SCA) requires a strong internal motivation factor. It begins with confidence in self-ability, which is self-efficacy (SE) in implementing the trust given to them. In addition, goal orientation (GO) is also important in ensuring that the effort is successful. The study aims to assess the relationship between SE and GO of IET in Malaysia with the role of SCA in society. This study aims to assess the relationship between SE ITE in Malaysia with the role of SCA in society. This quantitative study has involved 1382 IETs in Malaysia. The sampling technique used was cluster sampling and based on random sample selection. The findings show that the SE level of ITE is at high level. Same goes to the GO, the perception of IET toward their GO is in good level. But the role of IET as SCA is at less satisfactory level. Furthermore, SE and GO have been identified to have significant correlation with IET's role as SCA but was at low and weak level. The implication is, the study finds that the focus should be on restoring IET's mindset about the community's work and developing the ummah, as well as the 21st century teaching and learning (T&L) skills. In fact, IET needs to be given practical exposure to engage in society through NGOs, surau, mosques, da'wah organization and government agencies.
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References
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Al-Ghazali A. H. (n.y) Ihya' Ulum Al-Din. Kaherah: al-Masyad.
Ashton, P. (1984). Teacher Efficacy: A Motivatioanal Paradigm for Effective Teacher Education. Journal of Teacher Education, 35(5): 28-32.
Asmawati S. (2005). Pemantapan Komponen Akhlak Dalam Pendidikan Islam Bagi Menangani Era Globalisasi. Jurnal Kemanusiaan 6: 95-104.
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Butler, R. (2007). Teachers' achievement goal orientations and associations with teachers' help seeking: Examination of a novel approach to teacher motivation. Journal of Educational Psychology, 99(2), 241–252.
Calvo, A. (2017). The state of development education in Spain: Initiatives, trends and challenges. International Journal of Development Education and Global Learning, 9(1), 18-32.
Casey, M. (2011). Perceived Efficacy and Preparedness of Beginning Teachers to Differentiate Instruction. Tesis PhD, Faculty of Leadership, Johnson & Wales University.
Coady, M., Harper, C. & De Jong, E. (2011). From Preservice to Practice: Mainstream Elementary Teacher Beliefs of Preparation and Efficacy with English Language Learners in the State of Florida. Bilingual Research Journal 34(2): 223-239.
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Corcoran, T. B. (2007). Teaching Matters: How State and Local Policymakers Can Improve the Quality of Teachers and Teaching. Philadelphia, PA: Consortium for Policy Research in Education, University of Pennsylvania.
Creswell, J. W. (1998). Qualitative Inquiry and Research Design: Choosing among Five Traditions. New Jersey: Pearson Education Ins.
Darling-Hammond, L., Wei, R. C., Andree, A., Richardson, N. & Orphanos, S. (2009). Professional Learning in the Learning Profession: A Status Report on Teacher Development in the United States and Abroad. Washington, DC: National Staff Development Council.
Dresel, Fasching, Steuer & Nitsche. (2013). Relations between Teachers’ Goal Orientations, Their Instructional Practices and Students’ Motivation. Psychology, 4(7): 572-584.
Ghazali D. (2012). Kualiti Guru Pendidikan Islam di Malaysia. Research Report. Universiti Malaya, Kuala Lumpur.
Gibson, S. & Dembo, M. H. (1984). Teacher Efficacy: A Construct Validation. Jurnal of Educational Psyhology 76(4): 569-582.
Han, Yin & Wang. (2016). The Effect Of Tertiary Teachers’ Goal Orientations For Teaching On Their Commitment: The Mediating Role Of Teacher Engagement. Educational Psychology, 36(3).
Huang, C. (2016). Achievement goals and self-efficacy: A meta-analysis. Educational Research Review, 19, 119-137.
Kagwiria, K., & Amukowa, W. (2013). Teacher’s Productivity in Promoting Quality Education in Public Primary Schools in Kenya. Academic Journal Of Interdisciplinary Studies, 2(2), 365.
Kamarul A. J. (2010). Guru Cemerlang Pendidikan Islam Sekolah Menengah Di Malaysia: Satu Kajian Kes. Thesis. PhD. Universiti Kebangsaan Malaysia.
Künsting, J., Neuber, V., & Lipowsky, F. (2016). Teacher self-efficacy as a long-term predictor of instructional quality in the classroom. European Journal of Psychology of Education, 31(3), 299-322.
Mohd Kamal H. (2011). Pendidikan Yang Membentuk Syakhsiah Bangsa Dan Proses Islamisasi. Conference paper Kongres Pendidikan Islam Kebangsaan 2011. Anjuran Kementerian Pelajaran Malaysia. Dynasty Hotel Kuala Lumpur, 4-7 Disember.
Mohd K. T. (2010). Kualiti Guru Pendidikan Islam Sekolah Menengah Di Sabah. Thesis. PhD. Universiti Malaysia Sabah.
Narey, M. J. (2019). Who Stands for What Is Right? Teachers’ Creative Capacity and Change Agency in the Struggle for Educational Quality. In Creativity Under Duress in Education?(pp. 313-337). Springer, Cham.
Nnebedum, C. (2019). The Value of Integrating 21st Century Skills into the Enterprise of Teaching Sociology.Academic Journal Of Interdisciplinary Studies, 8(1), 37.
Noornajihan J. (2015). Pengaruh Efkasi Kendiri dan Faktor Persekitaran Terhadap Kualiti Guru Pendidikan Islam Sebagai Murabbi. Thesis. PhD. Universiti Kebangsaan Malaysia.
Noornajihan J. (2018). The validity and reliability of self-efficacy instrument for Islamic education teachers. OPCION. 34 (11).
Parker, P. D., Martin, A. J., Colmar, S., & Liem, G. A. (2012). Teachers’ workplace well-being: Exploring a process model of goal orientation, coping behavior, engagement, and burnout. Teaching and Teacher Education, 28(4), 503-513.
Pas, E. T., Bradshaw, C. P. & Hershfeldt, P. A. (2011). Teacher-and School-Level Predictors of Teacher Efficacy and Burnout: Identifying Potential Areas for Support. Journal of School Psychology
Rimal, K. (2018). Teacher: An Important but Less Recognized Actor of School Curriculum Development in Nepal. Dhaulagiri Journal of Sociology and Anthropology, 12, 66-71.
Runhaar, P., Sanders, K., & Yang, H. (2010). Stimulating teachers' reflection and feedback asking: An interplay of self-efficacy, learning goal orientation, and transformational leadership. Teaching and Teacher Education, 26(5), 1154–1161.
Schiefele, U., & Schaffner, E. (2015). Teacher interests, mastery goals, and self-efficacy as predictors of instructional practices and student motivation. Contemporary Educational Psychology, 42, 159-171.
Skaalvik, E. M., & Skaalvik, S. (2013). Teachers’ perceptions of the school goal structure: Relations with teachers’ goal orientations, work engagement, and job satisfaction. International Journal of Educational Research, 62, 199-209.
Syed Najmuddin S. H., Ab. Halim T., Isahak O. & Mohd. Sabri M. (2009). Kajian Persepsi Pelajar Terhadap Tahap Professional Guru Pendidikan Islam MRSM. Journal of Islamic and Arabic Education 1(2): 31-50.
Trentham, L., Silvern, S. & Brogdon, R. (1985). Teacher Efficacy and Teacher Competency Ratings. Psychology in the Schools, 22(3): 343-352.
Ucar & Yazici Bozkaya. (2016). Pre-Service Efl Teachers’ Self-Efficacy Beliefs, Goal Orientations, And Participations in an Online Learning Environment. Turkish Online Journal of Distance Education-TOJDE, 17 (2) 15-29.
Zhang, M. J., Law, K. S., & Lin, B. (2016). You think you are big fish in a small pond? Perceived overqualification, goal orientations, and proactivity at work. Journal of Organizational Behavior, 37(1), 61-84.
Ab. Halim T., Mohd Aderi C. N., Khadijah A. R., Kamarulzaman A. G. & Zarin I.. (2010a). Penilaian pelajar-pelajar terhadap amalan pengajaran guru Pendidikan Islam di sekolah-sekolah menengah di Malaysia. Conference paper Serantau Pendidikan Islam 2010. Organized by Kementerian Pelajaran Malaysia, 26 April.
Ab. Halim T.. (2011). Penghayatan Islam Melalui Pengajaran Dan Pembelajaran. Conference paper Kongres Pendidikan Islam Kebangsaan. Organized by Kementerian Pelajaran Malaysia. Dinasty Hotel Kuala Lumpur, 4-7 Disember.
Ab. Halim T. (2012). The Role of Mosque: The Intergration Approach of Teaching and Learning Process. Anjuran PIMM & The Islamic Academy Cambridge, United Kingdom, International Conference on Research in Islamic and Arabic Languange Education 2012, Elaf Kinda Hotel, Mecca, Saudi Arabia, 1-2 Jun
Abdullah M. D. (2011). Pendidikan Islam Malaysia: Isu Dan Cabaran. Conference paper Kongres Pendidikan Islam Kebangsaan 2011. Organized by Kementerian Pelajaran Malaysia. Dinasty Hotel Kuala Lumpur, 4-7 Disember.
Ahmad Kilani M.. (2005). Pengurususan Pendidikan Di Sekolah Dari Perspektif Islam. Johor: Universiti Teknologi Malaysia.
Al-Ghazali A. H. (n.y) Ihya' Ulum Al-Din. Kaherah: al-Masyad.
Ashton, P. (1984). Teacher Efficacy: A Motivatioanal Paradigm for Effective Teacher Education. Journal of Teacher Education, 35(5): 28-32.
Asmawati S. (2005). Pemantapan Komponen Akhlak Dalam Pendidikan Islam Bagi Menangani Era Globalisasi. Jurnal Kemanusiaan 6: 95-104.
Bandura, A. (1997). Self Efficacy in Changing Society. New York: Cambridge University Press.
Bourn, D. (2018). The Global Teacher. In Understanding Global Skills for 21st Century Professions. Cham: Palgrave Macmillan. p 163-200.
Butler, R. (2007). Teachers' achievement goal orientations and associations with teachers' help seeking: Examination of a novel approach to teacher motivation. Journal of Educational Psychology, 99(2), 241–252.
Calvo, A. (2017). The state of development education in Spain: Initiatives, trends and challenges. International Journal of Development Education and Global Learning, 9(1), 18-32.
Casey, M. (2011). Perceived Efficacy and Preparedness of Beginning Teachers to Differentiate Instruction. Tesis PhD, Faculty of Leadership, Johnson & Wales University.
Coady, M., Harper, C. & De Jong, E. (2011). From Preservice to Practice: Mainstream Elementary Teacher Beliefs of Preparation and Efficacy with English Language Learners in the State of Florida. Bilingual Research Journal 34(2): 223-239.
Cohen, J. W. (1988). Statical Power Analysis for the Behavioral Sciences. Edisi Ke-2. Hillsdale, NJ: Lawrence Erlbaum Associates.
Corcoran, T. B. (2007). Teaching Matters: How State and Local Policymakers Can Improve the Quality of Teachers and Teaching. Philadelphia, PA: Consortium for Policy Research in Education, University of Pennsylvania.
Creswell, J. W. (1998). Qualitative Inquiry and Research Design: Choosing among Five Traditions. New Jersey: Pearson Education Ins.
Darling-Hammond, L., Wei, R. C., Andree, A., Richardson, N. & Orphanos, S. (2009). Professional Learning in the Learning Profession: A Status Report on Teacher Development in the United States and Abroad. Washington, DC: National Staff Development Council.
Dresel, Fasching, Steuer & Nitsche. (2013). Relations between Teachers’ Goal Orientations, Their Instructional Practices and Students’ Motivation. Psychology, 4(7): 572-584.
Ghazali D. (2012). Kualiti Guru Pendidikan Islam di Malaysia. Research Report. Universiti Malaya, Kuala Lumpur.
Gibson, S. & Dembo, M. H. (1984). Teacher Efficacy: A Construct Validation. Jurnal of Educational Psyhology 76(4): 569-582.
Han, Yin & Wang. (2016). The Effect Of Tertiary Teachers’ Goal Orientations For Teaching On Their Commitment: The Mediating Role Of Teacher Engagement. Educational Psychology, 36(3).
Huang, C. (2016). Achievement goals and self-efficacy: A meta-analysis. Educational Research Review, 19, 119-137.
Kagwiria, K., & Amukowa, W. (2013). Teacher’s Productivity in Promoting Quality Education in Public Primary Schools in Kenya. Academic Journal Of Interdisciplinary Studies, 2(2), 365.
Kamarul A. J. (2010). Guru Cemerlang Pendidikan Islam Sekolah Menengah Di Malaysia: Satu Kajian Kes. Thesis. PhD. Universiti Kebangsaan Malaysia.
Künsting, J., Neuber, V., & Lipowsky, F. (2016). Teacher self-efficacy as a long-term predictor of instructional quality in the classroom. European Journal of Psychology of Education, 31(3), 299-322.
Mohd Kamal H. (2011). Pendidikan Yang Membentuk Syakhsiah Bangsa Dan Proses Islamisasi. Conference paper Kongres Pendidikan Islam Kebangsaan 2011. Anjuran Kementerian Pelajaran Malaysia. Dynasty Hotel Kuala Lumpur, 4-7 Disember.
Mohd K. T. (2010). Kualiti Guru Pendidikan Islam Sekolah Menengah Di Sabah. Thesis. PhD. Universiti Malaysia Sabah.
Narey, M. J. (2019). Who Stands for What Is Right? Teachers’ Creative Capacity and Change Agency in the Struggle for Educational Quality. In Creativity Under Duress in Education?(pp. 313-337). Springer, Cham.
Nnebedum, C. (2019). The Value of Integrating 21st Century Skills into the Enterprise of Teaching Sociology.Academic Journal Of Interdisciplinary Studies, 8(1), 37.
Noornajihan J. (2015). Pengaruh Efkasi Kendiri dan Faktor Persekitaran Terhadap Kualiti Guru Pendidikan Islam Sebagai Murabbi. Thesis. PhD. Universiti Kebangsaan Malaysia.
Noornajihan J. (2018). The validity and reliability of self-efficacy instrument for Islamic education teachers. OPCION. 34 (11).
Parker, P. D., Martin, A. J., Colmar, S., & Liem, G. A. (2012). Teachers’ workplace well-being: Exploring a process model of goal orientation, coping behavior, engagement, and burnout. Teaching and Teacher Education, 28(4), 503-513.
Pas, E. T., Bradshaw, C. P. & Hershfeldt, P. A. (2011). Teacher-and School-Level Predictors of Teacher Efficacy and Burnout: Identifying Potential Areas for Support. Journal of School Psychology
Rimal, K. (2018). Teacher: An Important but Less Recognized Actor of School Curriculum Development in Nepal. Dhaulagiri Journal of Sociology and Anthropology, 12, 66-71.
Runhaar, P., Sanders, K., & Yang, H. (2010). Stimulating teachers' reflection and feedback asking: An interplay of self-efficacy, learning goal orientation, and transformational leadership. Teaching and Teacher Education, 26(5), 1154–1161.
Schiefele, U., & Schaffner, E. (2015). Teacher interests, mastery goals, and self-efficacy as predictors of instructional practices and student motivation. Contemporary Educational Psychology, 42, 159-171.
Skaalvik, E. M., & Skaalvik, S. (2013). Teachers’ perceptions of the school goal structure: Relations with teachers’ goal orientations, work engagement, and job satisfaction. International Journal of Educational Research, 62, 199-209.
Syed Najmuddin S. H., Ab. Halim T., Isahak O. & Mohd. Sabri M. (2009). Kajian Persepsi Pelajar Terhadap Tahap Professional Guru Pendidikan Islam MRSM. Journal of Islamic and Arabic Education 1(2): 31-50.
Trentham, L., Silvern, S. & Brogdon, R. (1985). Teacher Efficacy and Teacher Competency Ratings. Psychology in the Schools, 22(3): 343-352.
Ucar & Yazici Bozkaya. (2016). Pre-Service Efl Teachers’ Self-Efficacy Beliefs, Goal Orientations, And Participations in an Online Learning Environment. Turkish Online Journal of Distance Education-TOJDE, 17 (2) 15-29.
Zhang, M. J., Law, K. S., & Lin, B. (2016). You think you are big fish in a small pond? Perceived overqualification, goal orientations, and proactivity at work. Journal of Organizational Behavior, 37(1), 61-84.
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Published
2019-11-30
How to Cite
Jaafar, N., Muhamad, N. A. F., Tamuri, A. H., & Hussin, N. H. (2019). The significant correlation between self-efficacy and goal orientation with the role of Islamic education teachers as a society change agent. Journal of Research, Policy & Practice of Teachers and Teacher Education, 9(2), 30–38. https://doi.org/10.37134/jrpptte.vol9.no2.3.2019
