Influence of Teacher Training on Implementation of Competency-Based Curriculum in Public Primary Schools in Selangor District, Malaysia
Abstract
The purpose of this was to study to assess the influence of teacher training on implementation of CBC in public primary schools in Selangor District, Malaysia. Successful implementation of competency-based curriculum (CBC) in public primary schools relies on training of teachers. However, the implementation of CBC in these schools has faced challenges, resulting in inadequate coverage of syllabi and ineffective classroom pedagogy, ultimately leading to unsatisfactory learning outcomes for learners. A mixed methodology approach and concurrent triangulation research design were employed. The target population was 23,015 subjects, including 76 headteachers, 1187 teachers, 21,370 pupils, 380 parents' representatives, and 2 Directors of Education (SCDE). A sample size of 394 respondents was determined using Yamane's Formula. Stratified sampling was utilized to create two strata based on the number of zones in Selangor District, Malaysia. This realized a sample of 26 headteachers, 78 parents' representatives, 156 teachers, 2 SCDEs, and 132 pupils were selected using simple random sampling. However, all the SCDEs were nominated using the census method. The researcher utilized a variety of instruments to gather data from various participants, including questionnaires, interview guides, observation checklists, and document analysis guides. Data analysis involved identifying common themes. Qualitative data were analyzed thematically and presented in narrative forms. Quantitative data were analyzed using descriptive and inferential statistics with the help of SPSS Version 23 and presented using tables and charts. The study established the implementation of CBC poses a significant challenge in public primary schools located in Selangor District, Malaysia. The study further found that a significant number of teachers are incapable of completing syllabus in time leading to low learning outcomes among pupils in key areas of CBC. This is attributed to the inadequate training of teachers on how to implement CBC. The study recommends that the Ministry of Education (MoE) persist in offering training and re-training opportunities for teachers.
Keywords: Teacher training, implementation of competency-based curriculum, public primary schools.
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