Mentor Teacher’s Perception On UPSI’s Trainee Teacher Teaching Effectiveness

Norazman Arbin

Sazelli Abdul Ghani , Mohd Syafarudy Abu and FirdausMohamad Hamzah

INTRODUCTION

• The aim of this study was to determine mentor

teacher’s perception on UPSI’s trainee teachers teaching effectiveness during their teaching practicum

• This study focused on the lesson’s planning

objectives, instructional delivery and personal development

• Carried out using a set of questionnairesinvolving a sample of 50 mentor teachers

• Teacher is the backbone to the scaffolding structure of making the education policy a success

• Changes in curriculum needs trained,

competent and effective teachers to face new challenges

• For example: to create an effective learning environment,

first and foremost, a teacher should prepare a

good lesson plan

Trainee teachers are future educators that will influence thefuture of the education system

However, there were some trainee teachers who showed

vulnerability during their teaching practices

• Write lesson plans with vague learning objectives.

• The lesson plans also tend to be brief and shallow• Instructional steps are not in accordance with the

sequence of the subject’s content

• The mentor teacher plays a role in providing

guidance after the teaching session

• If these aspects are not fully met by the traineeteacher, then problems will arise in teaching and it will lead to

ineffective teaching session

to assist and monitor the trainee teacher

during the implementation of the teaching andlearning processes

From the perspectives of the mentor teachers:

the question of the effectiveness of trainee teacher

teaching in terms of lesson plans, teaching development, attitudeand personality during the process of teaching and learningshould be studied

Objectives of the Study

Determine the level of the mentor teacher’s perception onUPSI trainee teacher’s :

teaching preparation

teaching development

attitudes and personality

Methodology

Descriptive study using a quantitativeapproach through a set of questionnaires that

used 5-point Likert scale - given to 50 mentor teachersfrom schools in the districts of Batang Padang, Hilir Perakand Kinta, Perak

A total of 18 schools were randomly chosen to participate in this research

The instrument :set of questionnaires that based on Mentor

Teacher’s Perception on UPSI Science Trainee Teachers

modified accordingly to match the respondent’s

suitability

Cluster sampling technique was used to select

the mentor teachers

The pilot study was conducted before the actual

research was carried out

Validity: language used and to check whether the

items were clear and easy to understand

Reliability: ten sets of questionnaires were

distributed to ten randomly selected mentor teachers froma chosen school in Tanjung Malim

Cronbach Alpha’s reliability coefficient of 0.85

To determine the level of the mentor teacher’s

perception on effective teaching, we calculate the

average mean score for each item

Categorized as follows:

• low (mean score of 1.00 – 2.00)• moderate (mean score of 2.01 – 3.00) • high (mean score of 3.01 – 4.00) • very high (mean score of 4.01 – 5.00)

Findings and DiscussionWhat was the level of the mentor teacher’s perception toward UPSI trainee teachers teaching preparation?

Mean Scores For The Mentor Teacher’s Perception on Teaching Preparation Aspect

The overall mean score for the teaching preparation aspect is

4.41 which can be considered as at a very good level

Average of lesson preparation (item 1, item 2) was

4.08.

prepared learning objectives to be in accordance with

the syllabus requirements

However, should be tailored according to the ability of the

students

For planning the content - appropriate with the

learning objective and the syllabus (item 3 – 4.26)

Staging lesson - well organized and clear in order to achieve

the learning objectives (item 4 – 4.28)

Others:

Able to plan appropriate strategies and activities

Excellent in choosing an interesting and varied teaching aids to assist the teaching and learning process

What was the level of the mentor teacher’s perception toward UPSI trainee teachers teaching preparation?

Mean Score For Perceptions of Mentor In The Aspect of Teaching Development

Average mean score for teaching development aspect is 3.77

Overall assumption:

• beginning of the lesson • teaching development • closure

effective

establish a state of student's readiness but not really

comprehensive

interaction between trainee teachers and students was not

carried out extensively

Some drawbacks:

What is the level of the mentor teacher’s perception toward UPSI trainee teacher’s attitude and personality ?

Mean Scores For The Mentor Teacher’s Perception on The Aspect Of Attitude and Personality

Average mean score of 4.51.

Showed that the attitude and personality of UPSI’s trainee teachers

were at a very good throughout their teaching practices

As an educator should have an attractive appearance and

a pleasant personality - appropriate traits in a career like

the teaching profession.

The mentor teachers also agreed that the UPSI’s trainee teachers

were always positive and friendly toward students and

school staff

Conclusion

The mentor teacher’s perception on UPSI’s trainee

teachers teaching effectiveness as being very good based on the three aspects evaluated

However, some deficiencies which require

improvement :

student's readiness in the classroom

some of the trainee teachers were not able to attract student’s attention at the beginning of the lesson

• student‘s interaction

teaching and learning activities can also be implemented more effectively through

multilateral interaction

could still improve by using a more expressive and

effective language to instruct the students

active interaction and thus able to provide

opportunities for passive students be

involved

Finally,

We assert that there is still room for

improvement for the trainee teachers to make

despite the study’ finding that their teaching effectivenessis at a good level as seen by the mentor teachers.

THANK YOU