RESEARCH PROPOSAL

A STUDY ON THE RELATIONSHIP BETWEEN TEACHER EFFICACY AND
STUDENT ACHIEVEMENT OF SECONDARY SCHOOL IN RURAL AREA
by
WAN KHAIRUNNISA BINTI WAN HARON
A Proposal Submitted to University Technology Mara
(UiTM) Shah Alam
Faculty of Education
A STUDY ON THE RELATIONSHIP BETWEEN TEACHER EFFICACY AND
STUDENT ACHIEVEMENT OF SECONDARY SCHOOL IN RURAL AREA
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TABLE OF CONTENTS
TABLE OF CONTENTS………………………………………………………………….. .2
CHAPTER 1:
1.0.INTRODUCTION……………………………………………………………………….3
1.1. BACKGROUND OF THE STUDY…………………………………………………….4
1.2. STATEMENT OF THE PROBLEM……………………………………………………5
1.3.RESEARCH OBJECTIVE………………………………………………..…………......6
1.4.RESEARCH QUESTION………………………………………………..….....................6
1.5.SIGNIFICANCE OF THE STUDY……………………………………………….........6-7
1.6.LIMITATION OF THE STUDY…………………………………………………...….7-8
1.7.DEFINITION OF TERM…………………………………………………...…………8-9
1..8HYPOTHESIS …………………………………………………...……………………...9
CHAPTER 2:
2.0.LITERATURE REVIEW…………………………………………………………....10-15
CHAPTER 3:
3.0.METHODOLOGY………………………………………………………………......16-18
REFERENCES……………………………………………………………………….….19-20
APPENDIX: Sample of Questionnaire………………………………………………….21-27
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CHAPTER 1
1.0. INTRODUCTION
It has been found that specific teacher attitudes and beliefs have increased students’ academic
achievement (Ashton & Webb, 1986; Moore & Esselman, 1992; Ross, 1992; Tournaki & Podell,
2005). Researchers and policy makers are urging teachers to take responsibility by examining
ways they affect the learning of all students (Parsley & Corcoran, 2003). Of all the factors that
affect academic performance of at-risk students, teachers have the most impact on a student’s
school experience (Stronge, 2007).
Student at risk is the one who live in a problematic family, as they come from homes with single
parents and struggle economically. In addition, there has been much issued related the ability of
rural area students to learn which includes disruptive conduct behavior at school, dropout rates
also obviously about the achievement gap between urban area and rural area students. In the
meantime, among these students, there are also a group of students whose have high potential be
success. They are really motivated as they regularly attend to school, do well in academic and
they are great performers at schools (Fenning & Rose, 2007). This would happened because of
they are motivated by the teachers who have used their efficacious in bringing up these students
to realized the importance of education (Leak, 2003).
Thus, it is important in evaluating the efficacy of a teacher before hiring them (Hoy, 2000).
These includes how their readiness, level of care, cope with problematic students, how they
engaged with the students in producing a quality educator which will benefits to the society.
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1.1. BACKGROUND OF THE STUDY
With the advancement technology and intellectual of the society nowadays especially teenagers,
the wider challenges are approaching millennia’ teachers in teaching field. The job itself is
getting more demanding as the diversity of the students. This will put more pressure on the
teachers in dealing with problematic or as recognize as at-risk students. There are also many
teachers who feel unprepared to teach students from diverse backgrounds (Tucker et. al., 2005).
According to Hoy, teacher efficacy is defined as the teacher’s confident in their ability to
promote students’ learning (2000). In the meantime, Tschannen-Moran and Woolfolk Hoy (in
press) defined teacher efficacy as a teacher’s “judgment of his or her capabilities to bring about
desired outcomes of student engagement and learning, even among those students who may be
difficult or unmotivated.” Therefore, this extent to the belief of the teacher on his or her capacity
in affecting student performance (Berman, et al,. 1977, p.137).
The achievement of the students in schools is influence by how far the engagement and
relationship with the teacher. This includes the effort of the teacher in taking care, understanding
and relationship with the student especially at-risk student.
Teachers who develop positive relationships with their students have students who turn out to be
more positive manner in school. In addition, it greatly influences their academic achievement
throughout their school career (Esposito, 1999).
Adding more, the relationship also influences the teacher’s efficacy level and his or her ability in
order to be a good teacher. This been supported by many researchers and government officials as
they are reporting that the quality of schools and teachers have a huge impact on student
achievement (Taylor et al., 2003).
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1.2. STATEMENT OF THE PROBLEM
My interest of doing this study to find out what are the main factors of teacher efficacy which
contributes to student achievement among three (3) secondary schools in Kelantan which
includes SMK Batu Melintang, SMK Jeli (1) and SMK Ayer Lanas. Thus, this study focuses on
teacher efficacy and how it impact on student performance. An efficacy teacher will have a good
relationship and engagement with the students and this will influence students’ achievement in
schools (Esposito, 1999). My goal is to gain insight that can be used to inform and educate rural
area students about the importance of education also to provide resources for educators that will
result in strategies in educating the at-risk students.
The reason of rural area students are chosen to be part of my study as there’s much problems
comes from this group such as come from homes with single parents and struggle economically.
In addition, there has been much issued related the ability of rural area students to learn which
includes disruptive conduct behavior at school, dropout rates also obviously about the
achievement gap between urban area and rural area students.
It is important for us to know that many students who live in these difficult circumstances still
manage to do very well at school. They attend school regularly, do well academically and never
seem as they are in conflict. These are actually highly motivated students who are goal oriented,
focus-driven, and influenced either by parents or by a teacher who has impressed them on the
value of education (Leak, 2003).
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1.3. RESEARCH OBJECTIVE
The research is done to discover the teacher efficacy towards students’ achievement of secondary
school at rural area. Therefore, the objectives of this research are as follows:
a. To determine the level of teacher efficacy among secondary school teachers.
b. To determine how experience affects teachers efficacy level.
c. To identify whether there is significant relationship between teacher efficacy and the
achievement of secondary schools students.
1.4. RESEARCH QUESTION
This research is conducted to look research for answers of the following questions:
1. What is the level of teacher efficacy among secondary school teachers?
2. How does experience affects teachers efficacy level?
3. Is there a significant relationship between teacher efficacy and the achievement of
secondary schools students?
1.5. SIGNIFICANCE OF THE STUDY
TEACHER EFFICACY
This study is expected to give the opportunity to the teachers to develop the sense of efficacy in
teaching at schools. Dembo and Gibson (1984), Tuckman and Sexton (1990) and Woolfolk and
colleagues (1990) have found a relationship between teachers’ efficacy and their performance
and this statement is supported by documentation of the relationship of higher efficacy to the
instructional practices known to foster academic achievement (Berman and colleagues, 1977).
When a teacher has a high sense of efficacy, they will set a high expectation to their students,
thus it will generate positive change in some of the at-risk students.
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STUDENT ACHIEVEMENT
Upon completing this study, it is actually an initiative in improving student achievement from
the results of their engagement with the teacher. This includes the effort of the teacher in taking
care, understanding and relationship with the student especially at-risk student.
Teachers who develop positive relationships with their students have students who turn out to be
more positive manner in school. Since efficacious teacher are capable of changing students’
attitudes about school, increasing student motivation to learn, and boosting academic
achievement; then it is a need in influences student’s academic achievement throughout their
school career (Esposito, 1999). Apart from that, it would affect the attendance problems as a
result of this study. Research shows that when students enjoy school they will attend school
regularly (Fenning & Rose, 2007).
MINISTRY OF EDUCATION (MOE)
This research is expected to help government of Malaysia, especially Ministry of Education
(MOE) in having a quality teacher which can give benefits to the society. Many researchers and
government officials are reporting that the quality of schools and teachers have a huge impact on
student achievement. Further, they recognize that a teacher’s knowledge and teaching strategies
can be just as an important influence on student achievement as a student’s family characteristics
and ethnicity (Taylor et al., 2003). Therefore it is imperative that teacher efficacy levels be
considered before placing teachers in schools. It may become increasingly important for human
resource to gauge a teacher’s efficacy level during hiring process and the placement of new
teachers.
1.6. LIMITATION OF THE STUDY
First limitation is respondents. Respondents is only limited to five (5) schools in Kelantan which
is 45 teachers and also 30 students from each schools. The schools are SMK Batu Melintang,
MRSM Jeli, SM Sains Jeli, SMK Jeli (1) and SMK Ayer Lanas. They are using different style of
students-teacher engagement which promotes to students’ achievement in school.
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Location is the second limitation found in this study. The sample is only limited to five (5)
schools. Hence, the sample cannot be representative for the rest of the population. Moreover, the
sample only focus in some area of Kelantan, and the results might not be similar with the other
parts of Kelantan and another state in Malaysia. However, the outcome can be used universally if
there is any further study that will be conducted in the future regarding how to improve teacher
efficacy.
Another limitation is the instrument of the study which is questionnaire. This study investigates
teachers and students based structured questionnaires. These questionnaires prepared for the
respondents who are unable to give their views other than what has been stated in the
questionnaires.
Lastly is a about limitation of the period of time. This study takes about almost one (1) year and
six (6) months to complete. It is accordance to the Master level by research or by coursework
which only restricted to such period of time.
1.7. DEFINATION OF TERM
TEACHER EFFICACY
Teacher efficacy has been defined as the extent to which a teacher believes he or she can
influence students’ behavior and their academic achievement, especially of pupils with
difficulties or those with particularly low learning motivation (Guskey & Passaro, 1994).
AT RISK
Students who have a higher probability of failing than they do succeeding in school, often
defined by socioeconomic status.
STUDENT ACHIEVEMENT
Georgia Department of Education use the term of student achievement to describe a booster of
an individuals’ knowledge and increase children preparedness for future endeavors (2011). As
8

according to Study.com, student achievement is about measuring the amount of academic
content a student learns in a determined amount of time. Each grade level has learning goals or
instructional standards that educators are required to teach. Student achievement will increase
when quality instruction is used to teach instructional standards (2015).
SECONDARY SCHOOL
The dictionary definition of secondary school is a school intermediate between elementary
school and college and usually offering general, technical, vocational, or college-preparatory
courses (Merriam-Webster’s, 2015).
1.8. HYPOTHESIS
Generally, hypothesis constantly been used in quantitative research. Hypothesis is a statement
that can be proven or disapproved. It helps researcher to estimate the relationship between
variables. For this study, the variables are teacher efficacy and student achievement. Statements
that need to be proved are:
H0: There is a relationship between teachers efficacy on students’ achievement of
secondary school at rural area.
H1: There is no relationship between teachers efficacy on students’ achievement of
secondary school at rural area.
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2.0. LITERATURE REVIEW
Historical Prospective
According to Gibson and Dembo (1984) as cited as Woolfolk and Hoy (1990) the study of
teacher efficacy began over three decades ago. From the study researchers have considered
teacher efficacy as the belief abilities of a teacher’s ability which affect student outcomes as it
has become a crucial factor in student achievement.
Theoretical Framework
In examining teacher efficacy, a theoretical framework has been founded from a dissertation by
Dwana (2009) as it is grounded in Bandura’s (1986) self-efficacy theory. Self-efficacy is a bigger
theory also known as the social cognitive theory. This theory suggests that human achievement is
depends on interactions between one’s behaviors, personal factors for example thoughts and
beliefs also environmental conditions (Bandura, 1986). In the theory, Bandura states the data
gained in order to assess people’s self-efficacy from four things which includes vicarious
experiences, actual performances, others’ persuasions, and physiological reactions. In addition to
that, Bandura’s state that self-efficacy are affect task choice, persistence, effort, achievement,
and resilience (1997). Apart from that, people with high efficacy level will concerning a task
participate more readily, work harder, persist longer when they encounter difficulties, and
achieve at a higher level. Adding more, efficacy is based on the notion that psychological
procedures act as a way of creating and strengthening expectations of personal efficacy.
From the dissertation, attempts of a person to perform a specific task and how long a person will
persist at that task if initially things don’t go as expected can be predicted through the efficacy
levels. According to Bandura, at the initial level, perceived self-efficacy influences choice of
behavioral settings. All efficacy beliefs constructs of student, teacher, and collective are future
oriented judgments about capabilities to organize and execute the course of action required to
produce given attainments in specific situations on context (Bandura, 1977).
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Conceptual Framework
A conceptual framework has been drawn from the dissertation by Dwana (2009). The framework
was designed by C. Patrick Proctor (1984). The model highlights the importance of teacher
efficacy for student learning. By referring to the model it has clearly defines factors of student
achievement that are under the influence of educators. Based on the framework, it was found that
teacher efficacy influenced on the climate of the school, because teachers with a low sense of
efficacy tend to have negative interactions with their colleagues. These interactions are usually
focused on the student’s believed inability to perform at high standards or the teacher’s inability
to educate the student due to (the student’s) home environment. Teacher efficacy not only affects
the types of interactions that a teacher will have with their colleagues but it also affects
interactions with their students. This variable controls the teacher’s classroom behaviors
(Cruickshank’s, 1985) which places a strain on the teacher’s ability to cover the curriculum and
maintain student engagement (student learning outcomes).
The student's achievement level (McIlrath & Huitt, 1995) as a result from all factors and
variables in Proctor’s (1984) model. Based on the model, it can be conclude that there is a
cyclical relationship among the variables. Proctor’s main concept is that achievement in a
classroom affected by teacher efficacy.
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Student
Achievement
School
Climate/Collective
Efficacy
Teacher Efficacy
Student Learning
Outcomes
Instructional
Time
Curriculum
Coverage
Student
engagement/dis
engagement
Teacher Interaction
Instructional
Input
Instructional
Feedback
Communication
Figure 1: Conceptual Framework adapted from Proctor, C. 1984 as
cited as Dwana, 2009.
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Teacher Efficacy
A historical review of literature provides a wide of data that supports a common belief of teacher
effectiveness is the greatest determinant of student achievement (Hammond, 2000) as cited as
Sharon (2008).
According to (Tschannen-Moran, Woolfolk-Hoy, & Hoy, 1998) as cited as Dwana (2009),
teacher efficacy can be defined as teachers’ beliefs in their abilities to organize and execute
courses of action necessary to bring about desired results for example in ensuring student
achievement. This statement supported by McLaughlin & Marsh, (1978) as cited as Catherine
(2011) by considering teacher efficacy as a future-oriented motivational construct that reflects
teachers’ competence beliefs for teaching tasks. Thus it has become a pillar in the research on
teachers’ beliefs and this is closely related to teaching have been and continue to be related to
student achievement, teacher valuing of educational innovations, classroom management skills,
and teacher stress. Apart from that, as noted by Woolfolk and Hoy (1990) in a dissertation by
Helenrose (2003) there are consistent relationships between characteristics of teachers and the
behavior or learning of students. Therefore, students of efficacious teachers generally have
outperformed students in other classes.
The efficacy of a teacher also can be figure out on the ability of a teacher to set achievable goals
and present content so that students can learn (Good & Brophy, 1994) as cited as Joshiah (2002)
while building strong relationships with them in a caring and supportive classroom environment.
The ability of teachers on challenge and encourage their students, and demonstrate enthusiasm
for the content show the effectiveness of the teachers automatically figuring the level of efficacy
in them (Robin, 2001). Adding more, in determining teacher efficacy, it can be shown through
the willingness of teachers to try new teaching methods and make connections between the
content and the lives of their students (William, Marsha, David & John, 2009).
13

Student Achievement
From my point of view, students achievement is not only can be measure through academic
results hence it also can be measure on their performance in schools for example active in class,
able to engage with teachers and willing to take part in school’s activities. The achievement of a
student is highly depends on the efficacy of a teacher. This is support by Woolfolk and Hoy
(1990) researchers all agree that teacher efficacy is a valuable variable in educational research as
they stated, there are few consistent relationships between characteristics of teachers and the
behavior or learning of students were found. Students with teachers who are highly efficacious
generally out perform their peers in other classes (Tournaki & Podell, 2005).
Based on dissertation found, prior studies discovered seven statements that had a significant
correlation with student achievement which related with the beliefs of successful teachers (Lover
& Kruger, 2005). This includes the ability to connect with students, interdependence of students
on one another (collaboration), seeing and hearing from parents, teaching as a “calling”,
switching roles with students in the classroom, and believing in the success of all students.
Apart from that, teacher efficacy had a major effect on how teachers made academic predictions
about certain students. For example, teacher with low efficacy felt that students who were
inattentive were less likely to achieve academically, while high efficacy teachers did not single
out students based on their attentiveness. In addition, they will predict poorer academic outcomes
based on student characteristics (Tournaki & Podell, 2005). Otherwise, teachers with a high
sense of efficacy are more likely to engage all members of their class. This can be done through
maximizing their instructional time with individual students, leading to an increased opportunity
to concentrate on interacting with students in ways that are more engaging and productive.
Furthermore, in improving the achievement of the students, teachers not need to allocate the time
for instruction yet they must also ensure that during instructional times students are on-task and
engaged in the teaching and learning activity. Stronge (2007) found engagement to be an
important contributor to classroom success. Lauren (2014) found that performance of the
students went up as they moved from low efficacious teachers to high efficacious teachers. Last
14

ut not least, the change in student achievement were found to be influenced by several factors
this includes teachers with a high sense of efficacy used a wider variety of teaching techniques,
took more responsibility to ensure their students were learning, and provided additional support
for the difficult to teach students (Ross, Hogaboam-Gray, & Hannay, 2001).
Efficacy and Student/Teacher Interactions
As been stated earlier in the text, there are adverse effect on teacher and student interactions.
This includes the low efficacy level of teachers will have fewer interactions with students from
low SES backgrounds (Tucker et al., 2005). A major part of teacher effectiveness is connected to
ethics. These ethics deal with exhibiting care, fairness, and respect for all students. At most
times, these ethics can be displayed through social interactions (Stronge, 2007). In addition to
that, the issue has been argued that, apart from contribute to student learning and achievement,
the constructive social interactions between teachers and students also increase student selfesteem
(Stronge, 2007). This support by Langer (2000) with efficacious teachers will go beyond
a mere respectful relationship to develop a caring relationship with their students. This
relationship will actually can be a prevention-based discipline tool. It is proved as students who
feel cared for and valued by their teachers will perform positively in school. Adding more, these
students are willing to comply with the teacher’s directions and are constantly trying to please
them. Thus, quality of relationships between teachers and students and improved teacher efficacy
(Tucker, 2002).
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3.0. METHODOLOGY
In this study, the design using correlation methods will be used to study the relationship between
teacher efficacy and student achievement of secondary school in rural area. Correlation method
research involves quantitative approach which looking at variable in relation to another. The
research question will be answered using quantitative data. Quantitative data will be used to
assess students’ achievement using test provided by the teacher from Ujian Penggal Pertama.
Statistical Package for the Social Science (SPSS) will be used to measure the relationship
between the variables The quantitative data will be analyzed statistically using of descriptive
analysis and t-tests measures. Surveys will be used to measure teacher efficacy as well as
teaching practices. The researcher will going to computed correlation coefficient. The entire test
will be computed through the use of SPSS.
Setting Participants
Fraenkel and Wallen (2012) stated that, it is often the few members of the group are studies
when we want to know about certain group of people then come up with some conclusions about
the larger group of which they are a part. Choosing an appropriate sampling design and size will
benefit the researcher to draw conclusion that would generalize to the population of interest. The
target population of the study will be on teachers of secondary schools in rural area in district of
Jeli, Kelantan. Thus, the study will take place in rural area of secondary schools in district of Jeli.
Population and sampling
There are five secondary schools proposed to be involved. The number of teachers is
approximately 225 teachers. The value will be obtained based on Krejcie & Morgan (1970) in
identifying the sample size. For this study, sample size will be 150 and involves teachers and
students of secondary schools in rural area of Jeli, Kelantan. They will be purposely chosen.
This study will involve simple random sampling. According to Frankel and Wallen (2012) a
simple random sampling is one which each and every member of the population has an equal and
independence chance of being selected. This means that only chance determines whether a
person is or is not selected for the sample. To achieve the sample of the study, researcher will go
16

to all five schools. The participants in the study will be all teachers who teach secondary
students and the teachers will be sample from lower and upper forms.
Instrumentation
The questionnaire (Appendix A) consist of eight sections: Section A consist of three items of the
respondents demographic profile, Section B consist of two items of efficacy to influence decision
making, section C consist of one items of efficacy to influence school resources, section D
consist of seven items of instructional self-efficacy, section E consist of three items of
disciplinary self-efficacy, section F consist of three items of efficacy to enlist parental
involvement, section G consist of two items of efficacy to enlist community involvement and
lastly section H consist of eight items of efficacy to create positive school climate. The overall
questionnaires then have been prepared in dual language (i.e. English and Bahasa Malaysia)
which is to ease the understanding of each question. The questionnaire also consist of 5 items
with a five points Likert scale, ranging from 1 (nothing) to 5 (a great deal) was utilized. As
teachers were the majority of the professionals in school, this scale provides a range of
statements of measuring the level of teacher efficacy. Data will be collected by the researcher
from the questionnaires also from the test given by the teacher to students.
Analysis Procedure
The SPSS Statistics software will be utilized for the data analysis to measure the level of teacher
efficacy and relationship between teacher efficacy and student achievement.
Reliability and Validity of Measurement
The reliability test of the questionnaires will not perform as the questionnaires will be adopted
from the past research. For this study, two variables will be tested; teacher efficacy and student
achievement. The measurement will be obtained from 150 respondents. Items with the high
factor and no cross loading greater than 0.70 will be retained. In addition, two analyses will be
access which includes the scale reliability for items-to-total correlation and Cronbach’s alpha for
determining the internal consistency of the measurement scale.
There will be several steps taken to ensure the validity of the outcomes. These include
17

consultations with an expert in questionnaire designs. The expert will be academicians in UiTM.
The pilot study also will be done to ensure the reliability and validity of the questionnaire; the
questionnaires will be distributed to all part one students of EDU705.
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schools in mitchell county, nort Carolina. ElectronicTheses and Dissertations. Retrieved
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conceptualization. Dissertations. 1-35, Retrieved Oct 20th 2015 from:
www.sciencedirect.com
C. L. Tracy. (2009). Attitudes of general education teachers toward including students with
special needs. Graduate Theses and Dissertations. 1-83, Retrieved Oct 20th 2015 from:
http://lib.dr.iastate.edu/etd
F. E. Lauren. (2014). Teacher efficacy beliefs: How general teachers feel towards English
language learners. Theses, Dissertations and Capstones 1-61, Retrieved Oct 22th 2015
from: http://mds.marshall.edu/etd
F. Helenrose. (2003). What is teacher efficacy and how does it relate to teacher’s knowledge?
Presented Paper at The American Educational Research Association Annual Conference.
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APPENDIX
21

A Survey on Teacher Self-Efficacy Scale among Secondary School
Teacher in District of Jeli, Kelantan
This study is being conducted by Wan Khairunnisa binti Wan Haron, Master candidate in M.Ed
(Educational Management & Leadership) at Faculty of Education, UiTM Section 17 Campus,
Shah Alam
Section A: Respondents Profiles
Seksyen A: Profil Responden
Instruction: Please read each question carefully. Please tick (√) in the appropriate box.
Arahan
: Sila baca setiap soalan dengan teliti. Sila tandakan (√) dalam kotak yang sesuai.
1. Gender Male /Lelaki Female /Perempuan
Jantina
2. Age ……………………
Umur
3. Years of Service …………………….
Tahun Berkhidmat
22

Instruction: For each statement, please indicate the extent to which Nothing (1) or A great
Deal (5) by tick (√) in the relevant box that best describe your opinion on the Service
Quality in UiTM.
Arahan: Bagi setiap pernyataan, sila nyatakan sejauh mana Tidak Ada Apa-apa (1) atau Sangat
Banyak (5) dengan tandakan (√) di petak yang berkenaan yang paling menggambarkan
pendapat anda terhadap Kualiti Perkhidmatan di UiTM.
Section B: Efficacy to Influence Decision Making
Seksyen B: Keberkesanan dalam membuat keputusan
1
Nothing
2
Very Little
3
Some Influence
4
Quite a Bit
5
A Great Deal
Items 1 2 3 4 5
Efficacy to Influence Decision Making
How much can you influence the decisions that are made in
the school?
Sejauh mana anda terpengaruh dengan keputusan yang
dibuat oleh puhak sekolah?
How much can you express your views freely on important
school matters?
Sejauh mana kebebasan anda melontarkan pandangan
terhadap perkara-perkara penting berkenaan sekolah?
23

Section C: Efficacy to Influence School Resources
Seksyen C: Keberkesanan untuk mempengaruhi Sumber-sumber Sekolah
Items 1 2 3 4 5
Efficacy to Influence School Resources
How much can you do to get the instructional materials and
equipment you need?
Sejauh mana kemapuan anda untuk mendapatkan alat
bantu mengajar yang anda perlukan?
Section D: Instructional Self-Efficacy
Seksyen D: Keberkesanan Diri Dalam kontets pengajaran
Items 1 2 3 4 5
Instructional Self-Efficacy
How much can you do to get through to the most difficult
students?
Sejauh manakah keupayaan anda untuk memahami dan
membantu pelajar yang bermasalah?
How much can you do to promote learning when there is lack of
support from the home?
Sejauh manakah keupayaan anda untuk menceritakan tentang
kepentingan pembelajaran apabila kurangnya sokongan dari
rumah?
How much can you do to increase students’ memory of what
they have been taught in previous lessons?
Sejauh manakah keupayaan anda untuk meningkatkan daya
ingatan pelajar terhadap pembelajaran pada sesi lepas?
How much can you do to motivate students who show low
interest in schoolwork?
Sejauh manakah keupayaan anda untuk memotivasikan pelajarpelajar
yang kurang berminat terhadap kerja sekolah?
How much can you do to get students to work together?
Sejauh manakah keupayaan anda untuk memastikan pelajar
bekerjasama antara satu sama lain?
How much can you do to overcome the influence of adverse
community conditions on students’ learning?
Sejauh manakah keupayaan anda untuk mengatasi masalah
pengaruh masyarakat terhadap pembelajaran pelajar?
How much can you do to get children to do their homework?
Sejauh manakah keupayaan anda untuk memastikan pelajar
membuat kerja rumah?
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Section E: Disciplinary Self-Efficacy
Seksyen E: Keupayaan Diri dalam Membentuk Disiplin
Items 1 2 3 4 5
Disciplinary Self-Efficacy
How much can you do to get children to follow classroom rules?
Sejauh makakah kemampuan anda untuk membuatkan
pelajar mematuhi peraturan-peraturan di dalam kelas?
How much can you do to control disruptive behavior in the
classroom?
Sejauh manakah keupayaan anda mengawal masalah
perilaku di dalam kelas?
How much can you do to prevent problem behavior on the
school grounds?
Sejauh manakah keupayaan anda untuk mengatasi
masalah perilaku di sekolah?
Section F: Efficacy to Enlist Parental Involvement
Section F: Keupayaan untuk melibatkan penglibatan ibu bapa
Items 1 2 3 4 5
Efficacy to Enlist Parental Involvement
How much can you do to get parents to become involved in
school activities?
Sejauh manakah keupayaan anda untuk mengajak ibu bapa
melibatkan diri dalam aktiviti aktiviti sekolah?
How much can you assist parents in helping their children do
well in school?
Sejauh manakah keupayaan anda membantu ibu bapa
untuk memastikan anak-anak mereka berjaya di sekolah?
How much can you do to make parents feel comfortable coming
to school?
Sejauh manakah keupayaan anda untuk menjadikan ibu
bapa berasa selesa untuk datang ke sekolah?
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Section G: Efficacy to Enlist Community Involvement
Section G: Keupayaan untuk melibatkan penglibatan masyarakat
Items 1 2 3 4 5
Efficacy to Enlist Community Involvement
How much can you do to get community groups involved in
working with the schools?
Sejauh manakah keupayaan anda untuk mendekatkan
masyarakat dengan sekolah?
How much can you do to get local colleges and universities
involved in working with the school?
Sejauh manakah keupayaan anda untuk melibatkan
universiti dan kolej bekerjasama dengan sekolah?
Section H: Efficacy to Create a Positive School Climate
Section H: Keupayaan Dalam Mewujudkan Suasana Sekolah yang Positif
Items 1 2 3 4 5
Efficacy to Create a Positive School Climate
How much can you do to make the school a safe place?
Sejauh manakah keupayaan anda menjadikan sekolah
sebagai tempat yang selamat?
How much can you do to make students enjoy coming to school?
Sejauh manakah keupayaan anda menjadikan pelajar
seronok untuk ke sekolah?
How much can you do to get students to trust teachers?
Sejauh manakah keupayaan anda untuk membuatkan
pelajar percaya pada guru?
How much can you help other teachers with their teaching
skills?
Sejauh manakah keupayaan anda menolong guru-guru lain
dalam mengasah kemahiran mengajar mereka?
How much can you do to enhance collaboration between
teachers and the administration to make the school run
effectively?
Sejauh manakah keupayaan anda untuk mewujudkan
kerjasama antara guru-guru dan pihak pentadbiran
sekolah dalam memastikan sekolah berjalan dengan
berkesan?
How much can you do to reduce school dropout?
Sejauh manakah keupayaan anda dalam mengurangkan
masalah berhenti sekolah?
How much can you do to reduce school absenteeism?
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Sejauh manakah keupayaan anda dalam mengurangkan
masalah ponteng sekolah?
How much can you do to get students to believe they can do well
in schoolwork?
Sejauh manakah keupayaan anda untuk membuatkan
pelajar percaya yang mereka mampu cemerlang di
sekolah?
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