Factors That Influence Malay Teachers’ Attitude towards Egalitarian Education in Multiracial Society (Published)
The purpose of this study is to explore potential relationship between Malay teachers’ characteristic factors and their attitudes towards egalitarian education in multiracial society. The ethnic Malay school teachers, teaching in government school in peninsular of Malaysia (N=400) participated in this study by completing a questionnaire, which developed by the authors. This questionnaire consists of five items concerning teachers’ characteristic (age, gender, teaching experience, school location and number of schools that teachers have being taught) and 20 Likert-based questions assessing teachers’ attitudes towards egalitarian education in multiracial society, which segmentized into four factors namely Malay Privileges in Education, Meritocracy, Monotype School System and Environmental Support for Underachievement. A multiple regression analysis was performed to explore relationship between Malay teachers’ characteristics and their attitudes towards egalitarian education in multiracial society. The findings indicated that there was statistically significant correlation between Malay teachers’ attitudes toward egalitarian education and their number of school that they have being taught. In contrast, there were no statistically significant correlation between teachers’ attitudes toward egalitarian with gender, age and teaching experience of Malay teachers. The findings concluded that Malay teachers with more number of schools that they have taught are more positive towards egalitarian education.
Teachers’ Attitude toward a Foreign Language: Factors Effecting the Target Language Teaching Process (Published)
The purpose of this study is to find out the teachers’ attitude toward reaching effective teaching process as well as the key factors which influenced their attitude for selecting this profession. It was carried out during the fall semester 2016/ 2017. The participants were 42 males and 117 female English language teachers, a total of 159 English teachers. They were all randomly selected and were all teaching English as a foreign language in different stages in Kuwaiti public elementary schools. The data was collected through a questionnaire and an individual interviews. The results mainly showed the teachers’ attitude reflected on their passion to learn more about this language and its culture. Moreover, some teachers associate English language teaching with the language of the British Colonialization. Others see English simply as a means of doing business and making money.
TEACHERS’ ATTITUDE TOWARDS THE USE OF COMPUTER SOFTWARE PACKAGEIN TEACHING CHEMICAL BONDING (Published)
Pedagogy in the 21st century relies on the use of ICT in achieving objectives of 21st century learning. However, experiential evidence shows that teachers do not use computers in teaching chemistry concepts, even as specifically recommended by the curriculum. Reasons for this are often attributed to absence of computers and ICT facilities in schools, teachers’ lack of necessary skills and poor knowledge of how to use the computer and software packages. There are cases however, where the facilities are available in schools and teachers have basic knowledge and skills needed to use the computer to facilitate the teaching-learning process. Expectation has been that the situation in such schools would be different from the rest of the schools, where the facilities are lacking and teachers do not have the necessary skills. This study set out to investigate the attitude of Nigerian secondary school chemistry teachers towards the use of computer instructional software package in teaching chemistry concepts