Intern
ati
o
n
a
l
Jo
urn
a
l
o
f
E
v
al
ua
ti
o
n
and
Rese
arch in
Education (I
JE
RE)
V
o
l.4
,
No
.1
, Mar
c
h 201
5,
p
p
.
1
~
7
I
S
SN
: 225
2-8
8
2
2
1
Jo
urn
a
l
h
o
me
pa
ge
: h
ttp
://iaesjo
u
r
na
l.com/
o
n
lin
e/ind
e
x.ph
p
/
IJERE
Rel
a
tion
ship Domain of Form
Six Teachers Thinking in
Teaching with External Fa
ctors of Form Six Teachers
Mokhtar
bin Pet, Ah
mad Joh
a
ri
H
j
Sihes
Departmenet of
Curriculum and
Inst
ruction
,
F
a
cu
lt
y of
Edu
cat
ion,
Universiti
Tekno
logi Ma
la
ysia
,
Mala
y
s
ia
Article Info
A
B
STRAC
T
Article histo
r
y:
Received Dec 23, 2014
Rev
i
sed
Jan 10, 201
5
Accepte
d
Ja
n 26, 2015
This
s
t
ud
y
aim
s
to ex
am
ine
the
e
x
terna
l
f
actors
o
f
form
s
i
x t
each
ers
who c
a
n
influen
ce
thinkin
g
dom
ain form
s
i
x t
each
ers
in
th
eir
tea
c
hing
. Th
i
s
s
t
ud
y
w
a
s
conducted using a quantitativ
e approach
using questionnaires. A total of 300
form
six teacher
schools in Joho
r were
chosen a
s
respondents. T
h
e findings
were obtained as student backgr
ound fact
ors ar
e the most impor
tant factors
that
influen
ce
th
e think
i
ng dom
a
i
n of form
s
i
x te
achers
with
a m
ean va
lue of
4.54 and th
e do
main of thinkin
g
is that
teacher
s
'
expectations d
o
main is the
m
o
st im
portant with the 4
:
54. R
e
la
tion to
exte
rn
al fa
ctors form
six te
achers
with think
i
ng do
m
a
in form
six te
achers
in th
e t
e
a
c
hing of sign
ifi
c
ant posit
ive
classroom atmosphere factors with
r
= .524,
school goals with
r
= .405
,
needs of studen
t
s with
r
=
.454
and students b
a
ckground with
r
= .423
. Th
is
stud
y
will h
e
lp
the Ministr
y
of
Educati
on to raise the standards
of form six
education.
Keyword:
Form
six teachers
External fact
ors
Th
ink
i
ng
do
m
a
in
Form
si
x e
duc
at
i
o
n
Copyright ©
201
5 Institut
e
o
f
Ad
vanced
Engin
eer
ing and S
c
i
e
nce.
All rights re
se
rve
d
.
Co
rresp
ond
i
ng
Autho
r
:
Mo
kh
tar
b
i
n
Pet,
Depa
rt
m
e
nt
of
C
u
r
r
i
c
ul
um
an
d
Inst
ruct
i
o
n,
Faculty of E
d
ucation,
Un
i
v
ersiti Tekn
o
l
o
g
i
Malaysia 81
310
Joh
o
r, Malaysia.
Em
ail: m
okhtarpet@ya
hoo.c
o
m
1.
INTRODUCTION
Form
si
x i
s
a cont
i
n
ui
t
y
of l
e
a
r
ni
ng
fo
r st
u
d
e
n
t
s
w
ho
ha
ve a
C
e
rt
i
f
i
cat
e of
Ed
ucat
i
on
(SP
M
) an
d m
a
y
be an
o
p
t
i
o
n f
o
r st
ude
nt
s t
o
pu
rs
ue p
r
e-
u
n
i
v
ersi
t
y
l
e
vel
.
F
o
rm
si
x at
go
v
e
rnm
e
nt
sch
o
o
l
i
s
ful
l
y
m
a
naged
b
y
th
e Min
i
str
y
of
Ed
ucatio
n (KPM)
.
A
t
t
h
e en
d of
t
h
e
f
o
rm six
,
stud
en
ts sit for th
e Malaysian
Hi
g
h
e
r
Sch
o
o
l
Certificate (STPM), wh
ich
is co
n
t
ro
lled
b
y
th
e Malaysian
Ex
am
in
atio
n
s
Co
un
cil (MPM). Form
six
o
f
fers two
maj
o
rs
of science and a
r
ts wit
h
the a
v
ailability of 24
subj
ec
ts. Teache
r
s who teac
h form
six which c
o
nsists of
three categorie
s as excellent teacher
s
,
acade
m
ic form
six teachers a
n
d t
eacher assista
n
ts (teachers who teac
h
seco
nda
ry
ed
u
cat
i
on l
e
vel
)
.
1.
1.
Back
ground
Effo
rts t
o
transform
th
e form
s
i
x
b
y
KPM [1
],
tak
e
n
t
h
e in
itiativ
e by th
e Bah
a
g
i
an
Peng
uru
s
an
Sek
o
l
a
h
Hari
a
n
[
2
]
t
o
creat
e
a new m
a
nage
m
e
nt
i
n
t
h
e f
o
r
m
si
x as cur
r
i
c
ul
um
, st
ude
nt
affai
r
s a
n
d re
s
earch
,
i
n
cl
udi
ng
t
h
e a
p
p
o
i
n
t
m
ent
of
new
p
o
st
s
of a
ssi
st
ant
seni
or
fo
rm
si
x wh
o
m
a
nage al
l
af
f
a
i
r
s o
f
t
h
e
f
o
r
m
si
x
.
Th
e
n
e
w m
a
n
a
g
e
m
e
n
t
o
f
t
h
e
fo
rm
six
th
is can
b
r
i
n
g a
p
o
s
itiv
e ch
ang
e
i
n
t
h
e asp
ect
o
f
teach
i
ng
in fo
rm
six
.
The
ne
w m
a
nagem
e
nt
of t
h
e
f
o
rm
si
x creat
e
d
i
n
k
eep
i
n
g with
po
st-
s
econ
dar
y
education s
y
ste
m
(pre
-
uni
versi
t
y
e
d
u
cat
i
on)
w
h
i
c
h
i
s
usi
n
g
l
ect
ure
s
, l
ect
u
r
e-
di
scu
ssi
ons
, t
u
t
o
ri
al
s an
d
p
r
o
j
ect
s
(A
bd
ul
l
S
u
ko
r
Shaa
ri
[3]
;
Ka
ucha
k,
D.,
& E
gge
n,
P.,
[4]
)
,
pa
ral
l
e
l
effo
rt
s t
o
t
r
a
n
sfo
r
m
t
h
e form
si
x by
KPM
.
M
P
M
i
s
a st
at
ut
o
r
y
bo
dy
w
h
i
c
h
op
erat
es STPM
u
nde
rt
o
o
k
a ne
w assessm
ent
syste
m
. Assessm
ent for
form
six students are the
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:
2
252
-88
22
IJER
E
V
o
l
.
4,
No
. 1,
M
a
rc
h 20
1
5
:
1 – 7
2
assessm
ent through a centra
lized exam
ination c
o
nducted
by MPM each end of the term and the assessm
ent
m
a
de by
t
h
e
s
u
bject
t
eac
her
at
t
h
e sc
h
ool
t
h
r
o
u
g
h
c
o
u
r
se
w
o
r
k
[5]
.
1.
2.
Stateme
nt of Problem
Ap
pr
o
p
ri
at
e t
e
achi
n
g a
p
p
r
oac
h
wi
t
h
fo
rm
six st
ude
nt
s as
p
r
e-
uni
versi
t
y
st
ude
nt
s ca
n e
n
c
o
u
r
a
g
e S
P
M
stude
nts c
o
ntinue
form
six
in accorda
n
ce
with the
views
of Pasca
r
e
lla [6] em
phasized the teac
hing
of post
seco
nda
ry
edu
cat
i
on, f
o
c
u
si
n
g
o
n
h
o
w st
u
d
e
nt
s can l
earn
and
devel
op i
n
t
e
l
l
ect
ual
l
y
by
expa
n
d
i
n
g t
h
e use
o
f
teaching a
p
proaches i
n
novativ
e. Innovative teaching
a
p
proaches
ca
n also change
to
teac
hing a
n
attracti
v
e
a
nd
appropriate in accorda
n
ce with the em
phasis of St
odols
k
y and Gross
m
an
[7] found that t
eachers need
t
o
make cha
n
ges
in their teaching a
p
proach
for
stude
nts to dea
l
with c
h
anges
.
Form
six teac
hing proces
s is heav
ily influenced
by the
thinking of a teacher,
with the
factors that
affect the domain of form
s
i
x teacher
s thinking (GT
6
) is very im
portant in
orde
r to be st
udie
d
as an exa
m
ple
to othe
r teache
r
s in form
six. Many factors
can aff
ect dom
ain of
GT
6 thinki
ng i
n
cl
uding external fact
ors
of
teachers in the
delivery of
teaching which i
n
volve
s
teaching the
plan
ning proces
s, duri
ng a
nd a
f
ter teachi
ng
lesso
n
s
[8
].
Acco
r
d
i
n
g t
o
t
h
e B
a
ha
gi
an
P
e
ng
u
r
usa
n
Se
k
o
l
a
h
hari
a
n
,
K
P
M
[2]
a
nd B
a
hagi
a
n
Pe
ran
canga
n
da
n
Pen
y
elid
ik
an
Dasar, KPM [9], th
e nu
m
b
er of SPM leave
r
s
to enroll for t
h
e fo
rm
si
x i
s
gr
owi
n
g
.
T
h
i
s
sc
enari
o
p
r
ov
es th
at th
e KPM h
a
s tried to
g
i
v
e
th
e
wi
d
e
st op
por
t
u
ni
t
y
t
o
pu
rsue
SP
M
form
si
x. D
a
t
a
obt
ai
ne
d f
r
o
m
t
h
e
shows the num
ber of stude
nts studying
form six student
s totale
d 97 806 in year 2014. Num
b
er of
teachers
who teach form six throughout Malaysia
i
n
2014 stood at 12 136 teachers.
Num
b
er of form
six students is
m
o
re shows
GT6
play an im
p
o
rta
n
t role
in determining t
h
e
success
of st
udents
afte
r
pre
-
unive
r
sity educa
tion.
Thi
n
ki
n
g
of
GT
6 i
s
t
o
be
im
port
a
nt
fact
ors i
n
i
n
fl
ue
n
c
i
ng a
n
y
pl
a
n
s, deci
si
ons
a
nd
act
i
ons
i
n
teaching. Thinking re
fers t
o
a
m
e
ntal proce
ss that re
quire
s knowledge in
mental
proce
s
sing skills to solve a
p
r
ob
lem
.
So
m
e
o
n
e
th
ink
i
ng
wo
u
l
d
form
th
e b
e
h
a
v
i
or and
attitu
d
e
of a
p
e
rso
n
[10
]
,[1
1
]
.
Th
ink
i
ng
o
f
GT6
can
affect
dom
ai
n of t
eac
her
s
t
h
i
nki
ng
i
n
t
h
e t
e
achi
n
g
pr
o
cess. Stud
ies co
ndu
cted
t
h
ink
i
ng o
f
GT6 can pr
odu
ce
useful e
d
ucational i
n
form
ation to im
prove
teaching
effect
ivenes
s
in form
six stude
nts. Thi
nki
ng of t
eachers
in prim
ary education, sec
o
ndary e
ducati
on and form
six
e
ducation
vary
due t
o
factors
acceptance level of
educat
i
o
n
o
f
st
ude
nt
s a
n
d st
u
d
ent
c
h
a
r
act
eri
s
t
i
c
s.
2.
LITERATU
R
E
REVIE
W
Thi
s
st
u
d
y
ex
am
i
n
es t
h
e rel
a
t
i
ons
hi
p
bet
w
een ext
e
rnal
f
act
ors i
n
fl
ue
n
c
i
ng
dom
ai
n of
fo
rm
si
x
teachers in tea
c
hing. Process
of
GT
6 teaching through t
h
re
e pha
ses: plan
ning, acting and m
a
king judgments
.
Teaching plans
m
a
de
before GT
6
ente
re
d t
h
e classroom
, acting pursua
n
t to
the planni
ng
of teac
hing in the
cl
assro
o
m
and
m
a
ke an e
v
al
u
a
t
i
on i
s
t
o
m
e
asure
t
h
e e
ffecti
v
ene
ss
of teac
hing.
Sym
bolic Inte
raction T
h
eory
use
d
in t
h
is research with t
h
e strong
support gi
ve
n underlying m
ode
ls and findings related t
o
teaching
subm
itted by
Teachers’ Thinki
ng Process and Action Cl
ark & Peterson [8], Teac
hers’ Planning Decision
M
odel
M
y
ers
&
M
y
ers [1
2]
, Par
k
ay
,
F
W
,
&
St
an
fo
rd
,
B
H
, [1
3]
an
d Ka
uc
hak
,
D.,
& Eg
g
e
n, P. [
4
]
.
2.
1.
Sy
mbo
lic
Inte
racti
o
n The
o
r
y
Har
g
rea
v
as
D
H
, [
1
4]
appl
y
Sym
bol
i
c
Int
e
r
act
i
on T
h
eo
ry
fo
r ed
ucat
i
o
nal
pu
rp
oses
by
e
m
phasi
zi
ng
that the t
h
inking of a
teacher in action a
n
d teach
i
n
g on st
ude
nts a
f
fected
by school and community
.
Pers
pect
i
v
e
of
Sym
bol
i
c
Int
e
ract
i
on
The
o
ry
desc
ri
bes t
h
e u
n
d
erst
a
n
d
i
ng
of
h
u
m
a
n beha
vi
or
fr
o
m
t
h
e
pers
pect
i
v
e of a
su
bject
i
v
e vi
ew
o
f
h
u
m
a
n
b
e
havi
or
i
s
a pr
ocess of desi
g
n
i
n
g
an
d
s
h
a
p
i
ng be
havi
or ba
sed o
n
con
s
i
d
erat
i
o
ns
ot
he
r i
ndi
vi
d
u
a
l
expect
at
i
ons
. In
di
vi
dual
s
be
have acc
or
di
n
g
t
o
t
h
ei
r i
n
t
e
rpr
e
t
a
t
i
on, affect
e
d
by
envi
ro
nm
ent
a
l
fact
or
s.
In
di
vi
d
u
al
cha
n
ges ca
use
d
by
i
n
t
e
rac
t
i
ons
bet
w
ee
n
peo
p
l
e
as i
ndi
v
i
dual
s
al
w
a
y
s
t
h
i
n
k
and act accordi
ngly so that pe
ople under
sta
n
d; with the individual interact
i
ons are im
port
a
nt determ
inants of
i
ndi
vi
dual
be
h
a
vi
o
r
.
2.
2.
Dom
a
in
of
Teachers
Thinki
ng
Dom
a
in of thinki
ng re
fe
rs to thinking in the t
eaching fiel
d. Model of T
eachers
’
Thi
n
king Process
and
Action Clark
& Peterson [8] states in the teachin
g process will invo
lve the m
e
ntal process of maki
ng
deci
si
o
n
s rel
a
t
e
d t
o
pl
an
ni
n
g
,
deci
si
o
n
an
d a
c
t
i
on i
n
t
h
e t
e
a
c
hi
n
g
p
r
ocess (
b
ef
ore
,
d
u
r
i
n
g and a
f
t
e
r t
h
e l
e
sso
n)
.
In produci
n
g an
effective
t
eaching
proce
ss, dom
a
in of thinki
ng is
an im
portant
determ
inant of the
effective
n
ess
of teachi
n
g. Tea
c
hers
teachi
n
g
process
invol
ves the
planning,
during a
n
d after teaching les
s
ons.
Planni
ng,
decis
i
ons a
n
d actions of teache
r
s
re
ly on
dom
a
in of teache
r
s thi
n
king.
Dom
a
in of teac
hers thi
nki
ng
include teachi
ng
philosophy,
instructi
o
nal goals,
pedagogical co
nt
ent knowledge (P
CK), classroom
managem
e
nt, teacher expecta
tions, assessm
ent, tec
hnology
and resea
r
c
h
a
n
d innovative
indi
viduals.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE
I
S
SN
:
225
2-8
8
2
2
Relations
hi
p D
o
m
a
in of
For
m
Six Te
rcher
s
T
h
inking i
n
Te
aching with
External Fact
ors
.
... (
M
okht
ar
bi
n Pet)
3
Acco
r
d
i
n
g t
o
M
y
ers [
12]
,
t
e
achi
n
g
g
o
al
s s
e
t
by
t
eac
hers
and
sc
ho
ol
l
e
a
d
ers
on
st
u
d
e
n
t
achi
e
vem
e
nt
through planni
ng a
n
d teaching. Ac
cord
i
ng t
o
Shulm
a
n [15] PCK as a kn
owledge that
enables teachers to
change their
teaching m
e
thods
ba
se
d on the topic so that teaching bec
o
m
e
s
m
o
re inte
resting and
u
n
d
e
rstand
ab
le to
stud
en
ts.
PCK sym
b
o
lizes th
e in
t
e
g
r
at
i
on b
e
t
w
ee
n
cont
e
n
t
an
d
peda
g
ogy
.
Te
achers'
expectation of stude
nts is a teacher
expec
t
ation on student achievem
e
nt. Teachi
n
g delivered
by teachers
diffe
r i
n
term
s of m
a
stery of conten
t, teaching m
e
thods, t
h
e sc
hool'
s
m
i
ssion and e
v
al
uation of
stude
n
ts
by
l
e
vel
of e
ducat
i
on [
4
]
.
Acc
o
r
d
i
n
g Par
k
ay
, F
W
, & St
a
n
f
o
r
d
, B
H
[
13]
, t
eac
hers
nee
d
t
o
m
a
st
er t
h
e t
ech
n
o
l
o
gy
in im
proving t
h
e professi
ona
lis
m
of
teachers,
including knowle
dge of
how
the inte
grati
on
of technol
ogy for
teaching.
Research c
o
nducted
by the te
achers t
o
im
prove teac
hing effectivenes
s is a
n
actio
n r
e
search
. Th
rou
gh
action re
searc
h
, teac
hers a
r
e
able to
unde
rstand a
n
d
criti
cally exa
m
ining is
one
way t
eachers
can
enhance
th
eir
kn
ow
ledg
e b
y
stud
ying
th
e pr
of
essi
o
n
a
lism
in
th
e
classr
oo
m
[
4
]. Y
a
ng
et al. [
1
6
]
see in
no
v
a
tiv
e
in
d
i
v
i
d
u
a
ls can
also b
e
explain
e
d
thro
ugh p
e
rseno
lity in
d
i
v
i
du
al ch
aracteristics su
ch
as its ab
ility to
b
e
in
d
e
p
e
nd
en
t, t
h
oug
h
t
fu
l, ab
le to
in
t
r
odu
ce
new id
eas, and
b
e
ab
le to
p
e
rfo
r
m
task
s efficien
tly.
2.
3.
External F
a
ctors Te
achers
Acco
r
d
i
n
g t
o
M
y
ers [1
2]
, t
h
e bac
k
gr
o
u
n
d
of st
ude
nt
s i
s
fr
om
di
ffere
nt
soci
o-c
u
l
t
u
r
a
l
no
rm
s of
stude
nt life. T
eachers
nee
d
to think a
b
out
making
plans
and teac
hing techni
que
s appr
opriate to the s
t
ude
nts'
background as
distinct and
uni
que
nee
d
s
of st
ude
nt
s with each ot
her. Those
needs
include
d
phy
sical,
e
m
otional,
psychol
ogical a
n
d academ
ic. Various stude
n
t
cause
diffe
re
nt stude
nt ne
e
d
s
.
Class size is the
num
ber of students in a classroom
in which
there are la
rge
num
bers and s
m
all nu
m
b
ers.
Num
b
er of students
in
th
e classro
o
m
req
u
i
res teach
e
rs to
t
h
ink
ab
ou
t
p
l
ann
i
ng
o
r
activ
ities app
r
op
riate co
m
p
ared with th
e
nu
m
b
er
o
f
st
u
d
e
n
t
s a little. Classro
o
m
at
m
o
sp
h
e
re refers t
o
th
e situatio
n
wh
ich exists in
a classroo
m
th
at is th
e feeling
of
psyc
hol
ogic
a
l and social
well-const
r
ucte
d by a teacher
.
Classroom
atmosphe
re is
infl
uence
d
by
ec
ological
factors, m
i
lieu, social and cultural sy
ste
m
s. School set goals need to
be
im
ple
m
ented by the teacher, if in
teaching st
ude
nts
m
u
st achieve at a
specified level. Teachers ca
n use th
eir autonom
y
as regards teaching
using s
u
itable
m
e
thods
in t
h
e
delivery
of knowledge to students.
3.
METHO
D
OL
OGY
3.
1.
Rese
arch Desi
gn
This study wa
s conducted t
h
rough a s
u
rvey
to stud
y the thinking of form
six teachers
in teaching.
Data obtaine
d
from
the form
six teachers using
a
que
stionnaire
. Responde
nt data collected using
que
st
i
o
n
n
ai
res
i
n
st
rum
e
nt
gi
v
e
n t
o
t
h
e res
p
o
nde
nt
at
a
ti
me. Data were an
alyzed
using
d
e
scri
p
tiv
e statistics
an
d
statistical in
feren
ce.
Descrip
tiv
e statistics o
f
frequ
en
cy an
d
p
e
rcen
t
a
g
e
s were
u
s
ed
to
d
e
term
in
e th
e
pr
ofi
l
e
of t
h
e r
e
sp
on
de
nt
s. D
e
scri
pt
i
v
e st
at
i
s
t
i
c
s of
m
ean
and st
an
da
rd d
e
vi
at
i
on we
re use
d
t
o
det
e
rm
i
n
e t
h
e
dom
ain of
form six teachers
thinki
ng a
n
d needs external
factors
by fo
rm six teachers
.
Infere
ntial statistics,
Pearso
n
co
rrel
atio
n
was
u
s
ed to
d
e
term
in
e th
e relation
s
hi
p
bet
w
ee
n ext
e
r
n
al
fact
o
r
s G
T
6 wi
t
h
d
o
m
a
i
n
of
GT
6
thinki
ng i
n
teaching. T
h
is study
used
quant
itative
m
e
thod
s beca
use only involves
data
that is analyzed usi
ng
num
bers. B
a
b
b
i
e
, [
1
7]
and
c
o
r
r
el
at
i
on st
ud
i
e
s were c
o
n
d
u
ct
ed i
n
v
o
l
v
i
n
g t
h
e m
easure
m
ent
of t
h
e
de
gree
of
rel
a
t
i
ons
hi
p
be
t
w
een t
w
o
va
ri
abl
e
s [
1
8]
.
3.
2.
Conceptual
F
r
amewor
k
The c
o
ncept
u
a
l
fram
e
work c
onsists
of t
h
re
e va
riab
les, namely ex
tern
al
f
actors GT
6, background
GT
6 and
dom
ain of GT6 t
h
inki
ng i
n
teaching. Exte
rnal factors GT
6
a
n
d ba
ckground
GT
6 an i
n
depende
nt
varia
b
les
while
dom
a
in of GT
6 thi
n
king in t
eaching is
the depe
ndent
va
riables. External
factors GT
6
c
onsis
t
of
fi
v
e
c
o
m
ponent
s
,
nam
e
ly
st
ude
nt
s’
bac
k
gr
o
u
n
d
s,
st
u
d
e
n
t
s
’
nee
d
s,
cl
a
ss si
zes,
cl
assr
oom
s atm
o
sp
h
e
re a
n
d
school goals.
Background
of GT6 c
onsists
of eight com
pone
nts nam
e
ly
gra
d
e teachers
,
teaching e
x
pe
rience,
expe
rience
GT
6, s
u
bject’s form 6,
specialized subject, teac
hing pe
riod
s
per wee
k
, aca
de
mic qualification a
nd
attendance res
earch c
o
urses
.
Variable
dom
ain of
GT6
t
h
inking in teaching consis
ts
of eight compone
n
ts
nam
e
ly teaching philos
o
phy
, teachi
n
g objectivess,
pedagogical c
ont
en
t knowle
dge (PC
K
), clas
sroom
managem
e
nt, teacher expecta
tions, assessm
ent, techno
logy
and,
researc
h
a
n
d innovative
indivi
duals
.
3.
3.
Rese
arch Sam
p
le
Data of form
six teachers who teach in the stat
e of Johor obtaine
d
fr
om
the Johor Educati
on
Depa
rtm
e
nt is
about
1279 teachers
.
Refe
rri
ng t
o
Ta
ble Sa
m
p
le Size De
termination by
Kre
j
cie & M
o
rga
n
[1
9]
,
300
form
six teache
r
s as
responde
nts i
n
this study
..
Thi
s
study use
d
cl
uster s
a
m
p
ling
proce
d
ure
base
d
on
10
districts in the state of Johor. Num
b
er of
form
si
x teach
ers eve
r
y area selected by 23% of the total num
be
r
of form
six teachers
wh
o teac
h eac
h
district.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:
2
252
-88
22
IJER
E
V
o
l
.
4,
No
. 1,
M
a
rc
h 20
1
5
:
1 – 7
4
3.
4.
Rese
arch I
n
struments
Th
is stud
y consists o
f
th
r
ee
par
t
s, p
a
r
t
A
ques
t
i
o
n
n
ai
re wa
s rel
a
t
e
d bac
k
g
r
o
u
nd
quest
i
o
n
n
ai
re G
T
6
,
part
B
i
s
rel
a
t
e
d t
o
ext
e
rnal
f
act
ors
GT6 a
n
d pa
rt
C
of t
h
e
quest
i
o
n
n
ai
re
rel
a
t
e
d d
o
m
a
i
n
of G
T
6 t
h
i
n
ki
ng i
n
teaching. E
x
ternal fact
ors
GT
6
que
stio
nnaire consisted of
35 item
s
and do
m
a
in of
GT
6
thinki
ng in teachi
ng
con
s
i
s
t
e
d
of
7
8
i
t
e
m
s
. Ext
e
r
n
al
fact
ors
GT
6
que
st
i
o
n
n
ai
re
base
d o
n
q
u
est
i
o
n
n
ai
re
by
Ha
fi
da
h M
o
ham
e
d [
2
0]
and
d
o
m
a
i
n
of
GT
6 t
h
i
n
ki
n
g
que
st
i
o
n
n
ai
res
base
d o
n
que
s
t
i
onnai
r
e by
H
a
fi
da
h M
o
ham
e
d [
2
0]
and
N
o
rai
n
i
M
oham
e
d N
o
a
h
[2
1]
.
Th
e
qu
estion
n
aires were m
o
dified
to su
it th
e pu
rpo
s
e
o
f
th
i
s
research
.
Th
e qu
estion
n
a
i
r
e
was
v
e
ri
fed
b
y
two
ex
p
e
rt
s in
t
h
e fiel
d
o
f
curricu
lu
m
an
d in
stru
ction fro
m
Un
iv
ersiti Tek
n
o
l
og
i
Malaysia (UTM) and
Un
i
v
ersiti Pu
tra Malaysia (UPM).
Th
e p
i
l
o
t stud
y was
co
ndu
cted
i
n
vo
lv
ing
30
respo
n
d
e
n
t
s. Pilo
t
stu
d
y
resp
o
nde
nt
s ar
e not
use
d
i
n
a real
st
udy
. Th
ro
u
gh t
h
e pi
l
o
t
st
udy
, t
h
e C
r
o
nbac
h
Al
pha f
o
r t
h
e i
t
e
m
s
ext
e
rnal
factors of form
six teachers between
0.770 t
o
0.879 and
domain of
GT6
t
h
inking in teaching bet
w
een
0.789
t
o
0.
8
8
7
.
B
a
s
e
d o
n
S
e
ka
ran
[2
2]
C
r
o
n
b
ac
h Al
pha
val
u
e
bet
w
ee
n
0.
6
and
0.
8 i
s
t
h
e
go
o
d
rel
i
a
bi
l
i
t
y
of
q
u
e
stio
nn
aire ite
m
s
an
d
is
su
i
t
ab
le fo
r
u
s
e in th
e actual survey.
4.
DAT
A AN
AL
YSIS
4.
1.
Profi
l
e
of
F
o
r
m
Si
x
T
e
ache
rs
The GT
6 i
n
v
o
l
v
ed c
o
n
s
i
s
t
s
of
vari
o
u
s
back
g
r
o
u
nds
GT
6 i
s
10
6 (
3
5
.
3
%
)
con
s
i
s
t
s
of
GT
6 m
e
n and
1
9
4
wo
m
e
n
(6
4.7%)
.
Fr
o
m
th
e asp
ect
of
m
a
r
r
i
ag
e, 25
9 GT6 (86
.
3%)
w
e
r
e
m
a
r
r
i
ed
an
d 41 (13
.
7
%
)
unm
arri
ed.
G
T
6
wh
o
h
o
l
d
s t
h
e fi
rst
d
e
g
r
ee
a t
o
t
a
l
o
f
24
4
GT
6
(8
1.
3%
)
an
d
56
GT
6
(
1
8
.
7
%
)
h
o
l
d
s
a p
o
st
gra
d
uat
e
(m
aster'
s deg
r
ee an
d
doct
o
rat
e
)
.
G
T
6
gra
d
e D
G
4
1,
whi
c
h ha
s a
t
o
t
a
l
of
58
GT
6 (
1
9.
3%)
,
D
G
44 t
o
t
a
l
of
95
GT
6 (
3
1
.
7%
),
DG
48 t
o
t
a
l
of 1
12
GT
6
(3
7.
3%)
,
D
G
5
2 t
o
t
a
l
of
2
0
G
T
6 (
6
.
7
%
)
an
d
DG
54
of
1
5
GT
6
(5.0%
)
. Form
six subjects
of a total of 244 GT6 (8
1.3%) teaching art s
u
bjects and 56 GT6 (18.7%) teac
h
science s
u
bject
s. On a
n
a
v
era
g
e attend
ance
of resea
r
ch
c
ourse
GT6
is 2 days,
teaching periods per wee
k
is
18
hours, teac
hing experie
n
ce as
a teacher 18 ye
ars a
n
d expe
rience teac
hing as
a teache
r
form six is
10 years
.
4.
2.
Needs
external fac
t
or
s by
form six
te
acher
s
Referri
ng t
o
Table 1, the
r
e
are five exte
rnal f
act
ors
GT6 nee
d
e
d
in the teaching
of stude
n
ts’
back
g
r
o
u
nds
, s
t
ude
nt
s’
need
s,
cl
assro
o
m
s
atm
o
sphere,
sch
ool
goal
s
a
n
d
cl
ass si
zes. B
a
sed
on t
a
bl
e 1,
i
t
was
fo
u
nd t
h
at
t
h
e
st
udent
s
’
bac
k
g
r
ou
n
d
s was t
h
e hi
g
h
est
ne
eds wi
t
h
a
m
e
an sco
r
e of 4:
58
, fol
l
o
we
d b
y
t
h
e
st
ude
nt
s’
need
s wi
t
h
t
h
e 4:
5
2
, t
h
e sc
ho
ol
g
o
al
s need
s
wi
th a
m
ean value of 4.50
, the
needs
of class
r
oom
s
atm
o
sphe
re wi
th a
m
ean of
4:42 a
nd class s
i
zes needs
with
th
e m
ean
v
a
lu
e 3
:
3
5
. Based o
n
th
e i
n
terpretatio
n
o
f
t
h
e scor
e tab
l
e Nu
n
a
ly &
Ber
n
stein
[
2
3
]
it w
a
s f
oun
d
th
at th
e stud
ents’
b
a
ck
gro
unds, stud
en
ts’
n
e
ed
s,
classroom
s
atm
o
sphere, sc
hool
goals a
r
e c
l
assified as
hi
gh-sc
o
re nee
d
s
and t
h
e nee
d
s
of the class siz
e
s are
classified as m
ode
rate
high.
Table 1. Nee
d
s
external
f
actors by
form
six teachers
Ext
ernal f
a
ct
ors
G
T
6
Mean
St
andard Deviat
ion
Classif
i
cat
i
on
1
.
S
tudents’
Backgr
ounds
2
.
S
tudents’
Needs
3
.
C
lassr
oo
m
s
At
m
o
spher
e
4
.
S
chool goals
5
.Class Sizes
4.
58
4.
52
4.
42
4.
50
3.
35
0.
38
0.
46
0.
42
0.
46
0.
67
High
High
High
High
M
oder
a
te High
4.
3.
Dom
a
in o
f
Teachers
F
o
rm Six
Thinking
i
n
Teac
hing
Refer to Ta
ble 2, there eight
dom
ains of GT
6
thinking in the teachin
g are teaching philos
o
phy
,
teaching objec
tivess,
PCK,
classroom
managem
e
nt
, teacher e
x
pectations
, assessm
e
n
t, technol
ogy
, a
nd
researc
h
a
n
d i
n
novative indi
viduals. Base
d
on table
2,
it
was found that t
eachers'
expect
ations a
r
e
dom
ain of
GT
6 t
h
i
nki
ng
i
n
t
eac
hi
n
g
t
h
e
hi
g
h
est
m
ean
val
u
e
o
f
4.
5
5
,
i
s
4.
4
4
PC
K
d
o
m
a
i
n
t
h
i
nki
n
g
,
assessm
ent
dom
ai
n
thinki
ng is
4.30,
dom
ain of t
eaching
philos
o
phy thinking
is
4.25,
dom
a
in of teachi
ng objectivess
is 4.23,
dom
ai
n o
f
t
h
i
n
ki
n
g
cl
ass
r
o
o
m
m
a
nagem
a
n
t
i
s
4.
14
,
d
o
m
a
i
n
o
f
researc
h
an
d i
n
n
o
v
at
i
v
e i
n
di
vi
dual
s
i
s
3.
88
an
d th
e do
m
a
i
n
o
f
techno
logy is 3
.
82
. Based
o
n
th
e in
terpr
e
tatio
n
of
th
e
sco
r
e tab
l
e
Nun
a
ly & Ber
n
stein
[23
]
,
found that
domain of teache
r
s'
exp
ectations, PC
K, a
ssess
ment, teaching
philos
o
phy, te
achin
g objecti
v
es
a
nd
classroom
m
a
nagem
e
nt were the dom
a
in
of thi
nki
ng GT6 in teachi
n
g cla
ssified as
a high level
while the
dom
ai
n o
f
t
h
i
n
ki
n
g
of
resea
r
ch a
n
d
i
n
n
o
v
a
t
i
v
e i
ndi
vi
d
u
a
l
s, an
d t
ech
n
o
l
ogy
were
cl
ass
i
fi
ed as a
m
oderat
e
hi
g
h
l
e
vel
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
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I
S
SN
:
225
2-8
8
2
2
Relations
hi
p D
o
m
a
in of
For
m
Six Te
rcher
s
T
h
inking i
n
Te
aching with
External Fact
ors
.
... (
M
okht
ar
bi
n Pet)
5
Table 2. Dom
a
in
of
Teachers
Form
Six Thi
n
king in Teac
hing
Do
m
a
in o
f
Tea
c
h
ers Fo
r
m
Si
x T
h
ink
i
ng
in Teaching
Mean
Standard
Deviat
ion
Cla
ssifica
tio
n
1
. Teaching Philosophy
2
. Teaching Object
ives
3
.
Pedagogical Content Knowledge (
P
CK)
4
.
Classr
oo
m
M
a
nagem
e
nt
5
. Teache
r
Expect
ations
6
. Assess
m
e
nt
7
.
T
echnology
8
.
Resear
ch
And Innovative I
ndivi
du
als
4.
25
4.
23
4.
44
4.
14
4.
55
4.
30
3.
82
3.
88
0.
45
0.
40
0.
48
0.
44
0.
47
0.
50
0.
48
0.
60
High
High
High
High
High
High
M
oder
a
te High
M
oder
e
te High
4.
4.
Rela
tions
h
ip
betw
een e
x
ter
n
al
fac
t
or
s G
T
6 w
i
th
dom
a
in o
f
GT6
thi
nking
in t
e
ac
h
i
ng
Th
is stud
y was to
d
e
term
in
e th
e relatio
n
s
hip
o
f
th
e co
mp
on
en
ts ex
ternal facto
r
s GT6
,
n
a
m
e
l
y
st
ude
nt
s’
bac
k
gr
o
u
n
d
s,
st
u
d
e
n
t
s
’
nee
d
s, cla
ss sizes, classroom
s atm
o
sphere
a
n
d
sc
ho
ol
g
o
al
s
wi
t
h
d
o
m
ai
n of
GT6 thi
nki
ng
in teachi
n
g,
Pearson correlation was
used
t
o
obtai
n the results of a study on the relationshi
p
bet
w
ee
n e
x
t
e
r
n
al
com
pone
nt
s
ext
e
r
n
al
fact
or
s GT
6
wi
t
h
d
o
m
ai
n of
GT
6 t
h
i
n
ki
n
g
i
n
t
eac
hi
n
g
. B
a
se
d
o
n
t
a
bl
e
3
,
the resu
lts
sh
ow t
h
at all th
e co
m
p
onent
s
of the e
x
ternal
factors
GT6 that teac
he
rs ha
ve a
significant
relatio
n
s
h
i
p
un
less th
e relat
i
o
n
s
h
i
p
with
th
e class sizes
. Based on the
size of the c
o
rrelation c
o
efficient
interpretation t
a
ble Gra
v
etter
and
Walln
a
u
[24], found correla
tion dom
a
in of
GT
6 thin
king in teaching with
ex
tern
al factors GT6
were si
g
n
i
fican
tly
m
o
d
e
rate lev
e
l is
correlated with
classroo
m
s
atm
o
sphere
(.
52
4) a
n
d
si
gni
fi
ca
nt
rel
a
t
i
ons
hi
p
was
o
n
t
h
e
weak
l
e
vel
i
s
t
h
e st
u
d
e
nt
s’
bac
k
gr
ou
nds
(
.
4
2
3
)
,
st
u
d
ent
s
’
nee
d
s
(.
45
4
)
,
sch
ool
g
o
al
s
(
.
49
5
)
as Tabl
e 3.
Tabl
e
3. R
e
l
a
t
i
ons
hi
p
bet
w
ee
n e
x
t
e
r
n
al
fact
ors
GT
6
wi
t
h
d
o
m
a
i
n
of
GT
6
t
h
i
n
ki
n
g
i
n
t
e
a
c
hi
n
g
FST
SB SN
CS CA
SG
1
.
D
o
m
ain Of Teacher
s
Form
Six
Thinking in Teaching (FST)
Pearson Correlatio
n
Sig
.
(2
-tailed
)
1
2
.
S
tudents’
Backgr
ounds (
S
B)
Kor
e
lasi Pear
son
Sig
.
(2
-tailed
)
.
423**
.
000
1
3
.
S
tudents’
Needs
(
S
N)
Kor
e
lasi Pear
son
Sig
.
(2
-tailed
)
.
454**
.
000
.
741**
.
000
1
4
.Class Sizes (CS
)
Korelasi Pe
arson
Sig
.
(2
-tailed
)
.
097
.
093
.
161**
.
005
.
126*
.
029
1
5
.
C
lassr
oo
m
s
At
m
o
spher
e
(
C
A)
Kor
e
lasi Pear
son
Sig
.
(2
-tailed
)
.
524**
.
000
.
472**
.
000
.
468**
.
000
.
170**
.
003
1
6
.
S
chool Goals (
S
G)
Kor
e
lasi Pear
son
Sig
.
(2
-tailed
)
.
495**
.
000
.
439**
.
000
.
410**
.
000
.
131*
.
024
.
428**
.
000
1
N=300
** Significant at 0.
01 levels
(
2
-ta
iled
)
* Significant at 0
.
05 levels
(
2
-taile
d)
5.
D
I
SC
USSION AN
D CONCLU
S
ION
The findings s
h
ow exte
rnal factors GT6 ca
n aff
ect dom
a
in GT
6 thinking
in teaching.
The m
ean
val
u
e
obt
ai
ne
d f
r
om
anal
y
s
i
s
of t
h
e
dat
a
sh
owe
d
st
u
d
e
nt
s’
back
g
r
o
u
n
d
s,
st
u
d
ent
s
’ nee
d
s, cl
ass
r
o
o
m
s
atm
o
sphe
re and school goals are hi
gh-level requirem
en
t
s
. Th
e
resu
lts sh
owed
th
at
facto
r
s related wit
h
st
ude
nt
s
nam
e
ly
st
ude
nt
s’
bac
k
g
r
ou
n
d
s a
n
d
s
t
ude
nt
s’
nee
d
s
are g
e
t
t
i
ng t
h
e
hi
g
h
est
m
ean v
a
l
u
e com
p
are
d
wi
t
h
ot
he
r
fact
or
s.
Thi
s
st
udy
wa
s co
nsi
s
t
e
nt
wi
t
h
t
h
e
M
o
del
of
M
y
ers a
n
d
M
y
ers [
12]
w
h
i
c
h st
at
es t
h
at
fact
or
s
related
to
stud
en
ts is v
e
ry im
p
o
rtan
t th
at can
affect
dom
ai
n of
GT
6 t
h
i
nki
n
g
i
n
t
eac
hi
n
g
.
Thi
s
st
u
d
y
acc
or
di
n
g
t
o
fi
n
d
i
n
gs by
t
h
e KPM
[
1
]
st
at
es t
h
e rol
e
of
pare
nt
s an
d t
h
e com
m
uni
t
y
to co
nt
ri
b
u
t
e
si
gni
fi
cant
l
y
i
n
st
ude
nt
success
beca
us
e 73%
of the ti
me
the student
s
are
out of sc
hool
c
o
m
p
ared to
27% in school.
The findings related to the dom
ain of GT6 thinki
ng in teaching show
dom
a
in related
aspects of
teachers t
h
inki
ng that teac
hers'
exp
ectations
, PCK, assessm
ent, teac
hing
philos
o
phy, teac
hing
objectives
s
and
cl
assro
o
m
m
a
nagem
e
nt
gave hi
g
h
m
ean values i
ndi
ca
t
i
n
g a hi
gh l
e
vel
o
f
im
port
a
nce t
o
t
h
e dom
ai
n of GT6
t
h
i
nki
ng i
n
t
e
a
c
hi
n
g
. F
o
r t
h
e
dom
ai
n of
rese
arch a
n
d i
n
no
v
a
t
i
v
e i
ndi
vi
d
u
a
l
s, an
d t
ech
nol
ogy
a
r
e m
oder
a
t
e
ly
high. Dom
a
in of teache
r
s'
expectations is hi
ghe
st sh
ows GT6
should determ
ine
hi
gh expectations on stude
nts
because it can cont
ribute to stude
nt succes
s.
This is
consist
e
nt with Mode
l of Myers and Myers [12], B
r
ophy
& Eve
r
t
s
o
n
[2
5]
an
d Sa
han
d
r
i
,
Ha
fi
da
h &
M
oham
m
ad [2
6]
st
at
es t
h
at
t
h
e hi
g
h
ex
pect
at
i
ons
of t
eac
h
e
rs ca
n
p
o
s
itiv
ely im
p
act stu
d
e
n
t
achiev
em
en
t.
The data analy
s
is also showe
d
GT
6 m
u
st
master
dom
ain PCK in teaching a
lthough student form
s
i
x
categ
orized
as p
r
e-un
iv
ersity lev
e
l
stud
en
ts. Do
m
a
in
o
f
PC
K i
s
t
h
e
k
n
o
w
l
e
dge
poss
e
sse
d
by
t
h
e t
eac
her
w
h
o
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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252
-88
22
IJER
E
V
o
l
.
4,
No
. 1,
M
a
rc
h 20
1
5
:
1 – 7
6
has t
h
e e
xpe
rt
i
s
e t
o
di
f
f
ere
n
t
i
a
t
e
wi
t
h
t
h
e s
u
bject
co
nt
ent
e
xpe
rt
s
[2
7]
.
Ac
cor
d
i
n
g t
o
S
h
u
l
m
a
n [1
5]
PC
K
refe
rs
is own
kind
of knowledge th
at should be
known by t
h
e t
eacher t
o
c
h
ange the c
o
ntent
of
a subject a
i
m
s
to
make teaching
m
o
re attractive and easily
unde
rstood
by
students
.
Findings indi
cate
that dom
ain
of PCK
th
in
k
i
n
g
in
teach
i
ng
in th
e
form
six
is th
e
hig
h
lev
e
l. Em
p
h
a
sis
d
o
m
ain
of PC
K th
i
n
k
i
ng
co
nsisten
t
wi
th
th
e
view by Peter [28] which states PC
K allows teachers to plan and be ab
le to dem
onstrate a differe
nce i
n
teaching, whic
h contri
bute
d
to the ac
hieve
m
ent
of good teach
ing. T
h
e
findings of thi
s
study the
r
e
was no
di
ffe
re
nce wi
t
h
t
h
e
fi
n
d
i
n
gs
by
Hi
nt
on
[
29]
ove
r
43 t
eac
h
e
rs an
d
80
5 st
ude
nt
s f
o
un
d t
h
at
a hi
g
h
perc
ent
a
ge
give
n to teache
r
s
who
dive
rsify teach
ing m
e
thods t
h
a
n
the
teachers
who ma
ke less
use
of
teaching strate
gies.
Thr
o
ug
h t
h
i
s
st
udy
, i
t
was
fo
u
nd
d
o
m
a
i
n
of t
echn
o
l
o
gy
, a
n
d
research
and in
novativ
e individ
u
als
ran
k
e
d
m
o
d
e
r
a
tely h
i
g
h
.
Th
e f
i
n
d
i
n
g
s o
f
th
is st
u
d
y
su
ppo
r
t
th
e
f
i
nd
ing
s
of
a study co
nd
u
c
ted
by th
e K
P
M [1
] f
ound
that 80% of te
achers
use
Inform
ation and
Comm
unicatio
n Tec
h
nology
(ICT
)
at least an hour a
wee
k
. T
h
e
im
port
a
nce
of
t
h
e
use
of
t
ech
nol
ogy
can
i
m
pr
o
v
e t
h
e
ef
fec
t
i
v
eness
o
f
t
e
a
c
hi
n
g
.
Thi
s
t
h
i
nki
ng
very
i
m
po
rt
an
t
dom
ain
coi
n
cides with KPM
planning
[1] e
n
courage
teachers to use ICT
in
teachi
n
g and in pa
rallel with the
e
m
phasis by
Parkay,
FW & Stanford,
M.H. [13] teache
r
s
nee
d
t
o
m
a
ste
r
the
technology in im
provi
ng the
l
e
vel
of p
r
ofes
si
onal
i
s
m
.
Dom
a
i
n
of t
h
i
n
ki
ng i
n
researc
h
and i
n
n
ovat
i
ve
i
ndi
vi
d
u
al
s i
s
al
so l
e
ss em
ph
asi
zed
by the GT6. Sc
enari
o
is not paralle
l with the
KPM [1] the e
l
e
m
ent of innovation i
n
t
eaching whic
h
ca
n have a
positive im
pact on teaching. KPM em
phasis is consistent
with Kauncha
k
, D., & Eg
ge
n, P. [4] conducted
action
researc
h
can i
d
entify e
f
fectiv
e teachi
n
g m
e
thods
in t
h
e class
r
oom
.
B
a
sed o
n
rese
arch
fi
n
d
i
n
gs,
nam
e
ly
st
ude
nt
s’
back
g
r
o
u
nds
an
d st
u
d
e
n
t
s
’
need
s i
s
an i
m
port
a
nt
cont
ri
b
u
t
o
r
i
n
i
n
fl
ue
nci
n
g
do
m
a
i
n
of
GT
6 t
h
i
n
ki
n
g
i
n
t
e
a
c
hi
n
g
. T
h
us t
h
e M
i
ni
st
ry
of
Ed
ucat
i
on e
s
p
eci
al
l
y
ap
pro
p
riate sch
o
o
l
au
tho
r
ities cond
u
c
ting
prog
ram
s
related
to th
e ro
le
of
p
a
ren
t
s in the edu
cation
form
six
.
Pl
ans m
a
de by
KPM
[
1
]
sh
o
u
l
d
be t
r
an
sl
at
ed i
n
t
o
i
m
pl
em
ent
a
t
i
on t
h
ro
ug
h a
p
pr
o
p
ri
at
e p
r
o
g
ram
s
. R
e
l
a
t
e
d t
o
t
h
i
s
, t
h
e
r
e i
s
n
o
deny
i
n
g t
h
e
r
o
l
e
o
f
t
h
e Pa
re
nt
Teac
her
Ass
o
ci
at
i
o
n
(P
TA
)
has
bec
o
m
e
an i
m
port
a
nt
pl
at
form
t
o
hel
p
t
h
e
t
eac
hers
i
n
i
n
fl
uen
c
i
ng
GT
6 i
n
t
e
achi
n
g.
The st
udy
al
s
o
sh
ow
ed
t
h
at
d
o
m
a
i
n
of t
h
i
n
k
i
ng t
eac
her
s
'
expect
at
i
o
ns i
s
very
i
m
port
a
nt
i
n
t
eac
hi
n
g
.
The fi
ndi
ngs
b
y
Sahan
d
ri
,
Ha
fi
da
h & M
o
ha
m
m
a
d [26]
an
d t
h
e em
phasi
s
i
n
t
h
e M
o
d
e
l
of M
y
ers a
nd
M
y
ers
[12] states that teachers
put
high e
xpectations on st
ude
nts
will have a
positive i
m
pact on th
e effecti
v
eness of
st
ude
nt
aca
de
m
i
c achi
e
vem
e
nt
.
A st
udy
c
o
nd
uct
e
d
by
R
u
t
t
e
r et
. al
[
3
0]
,
fo
u
n
d
t
h
at
hi
g
h
t
eac
her
ex
pe
ct
at
i
ons
can re
d
u
ce
be
havi
oral
pr
o
b
l
e
m
s
am
ong st
ude
nt
s.
Fo
r M
c
C
l
el
l
a
nd [
3
1
]
sup
p
o
r
t
s
t
h
i
s
fi
n
d
i
n
g by
st
a
t
i
ng t
h
at
hum
an t
h
i
n
ki
n
g
a
n
d
ex
pect
at
i
ons
as t
o
gui
de
t
h
e
beha
vi
o
r
o
f
a
per
s
o
n
.
Based on thes
e findings, it can hel
p
the
KPM es
pecially the schools
and t
h
e state educati
on
depa
rt
m
e
nt
t
o
ru
n p
r
o
g
ram
s
and c
o
u
r
ses f
o
r pare
nt
s, G
T
6
and f
o
rm
si
x
st
ude
nt
s. T
h
e sch
ool
s can
pr
ovi
de
pr
o
g
ram
s
t
o
stren
g
t
h
e
n
t
h
e r
e
l
a
t
i
onshi
p bet
w
een
pa
re
nt
s and t
h
e sc
ho
o
l
. GT6 al
way
s
gi
ven co
u
r
ses
and
m
o
t
i
v
a
tio
n
t
o
h
a
v
e
h
i
g
h
e
r
kno
wled
g
e
and
co
nfid
en
ce i
n
the ab
ilities o
f
stu
d
e
n
t
s. Moreov
er cou
r
ses related
t
o
teaching
peda
gogy are alway
s
held from
time to tim
e.
KPM appropriat
e to give adequate provisi
on, so that
program
s
and
courses
can be
held i
n
acc
orda
n
ce
with the
E
ducation
De
vel
opm
ent Plan
(PPPM).
The em
phasis in the PPPM on ICT and innovation
m
a
stery am
ong GT
6 poses a
m
a
jor c
h
allenge
f
o
r
teachers t
o
implem
ent this el
e
m
ent in the
dom
a
in of thi
n
king i
n
teaching. The
findin
gs
of t
h
is study s
h
owe
d
GT
6 has
not reached a satis
factory level
mastering th
e
field of technology an
d innovation. T
h
e
findings
sh
owed
th
at this field
of tech
no
log
y
and
i
n
nov
atio
n
co
nt
ri
b
u
t
e
t
o
en
ha
nci
n
g t
h
e
per
f
o
rm
ance of
t
h
e GT
6,
therefore the
KPM appropri
ate conduct
further
resea
r
ch
on t
h
e fact
o
r
s o
f
th
is scen
ario
. Th
e schoo
l
m
a
y
co
ndu
ct its o
w
n
in
itiativ
e, such
as co
ndu
ctin
g
i
n
tern
al cou
r
ses to
im
p
r
ov
e GT6
m
a
stering
techn
o
l
o
gy an
d,
researc
h
a
n
d i
n
no
vat
i
o
n.
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