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Fulltext Knowledge and attitude of teachers in selected Malaysian primary school towards dental injuries

Syazwani Hassan, Nur Nabila Zulkifly, Venkiteswaran, Annapurny, Rohaida Abdul Halim

Scientific Research Journal, 2018;15(2):51-66.
MyJurnal

To ascertain the level of knowledge among primary school teachers towards the management of traumatic dental injuries (TDIs) in school and to determine the preference among teachers regarding the education tools that can be used to increase awareness and knowledge among them. A total of 150 teachers from primary schools in three different districts were included in the study and they were given self-administered questionnaires to be filled. The validated questionnaire was distributed randomly in the selected schools. The questionnaire included two scenarios comprising of tooth fracture and avulsion. Questions regarding awareness and management of these scenarios were asked. All 150 participants answered the questionnaire; of these 74% were females 26% were males. 64% of the participants had received tertiary education. Although 70% of teachers had obtained first aid training, only 9.3% of them had received training regrading dental injuries. About 53% of participants knew the correct answer for the appropriate response to fractured tooth and only 35.3% managed to correctly answer the question related to appropriate response to an avulsed tooth. Only 38.7% knew about appropriate rinsing solution and a mere 4.7% were familiar with proper storage media. Even though the teachers have poor knowledge regarding management of dental injuries, it is reassuring to know that 93% of them are keen on further training and awareness. More educational programmes need to be introduced to empower the teachers with the relevant knowledge required to deal with dental emergencies.

Matched MeSH terms: School Teachers
Fulltext Understanding of peace and peace building among young children, parents and teachers in several pre-schools in Malaysia

Ng, Soo Boon, Siew, Siew Kim, Regina Joseph Cyril

Malaysian Journal of Qualitative Research, 2019;5(2):47-58.
MyJurnal

Starting peace-building in early childhood is crucial as this is the best time to model a harmonious personality as well as exposure to value-based curriculum. Peace-building helps in preventing conflict and violence among peers, at home and in the community. In Malaysia, the elements of moral values such as tolerance, respect and unity are integrated across the National Preschool Curriculum in order to instill the awareness of maintaining peace and unity. This qualitative study aimed to explore the perspectives of the children, parents and teachers regarding peace and peace-building. Instruments in the form of questions were sent to various kindergarten teachers from public and private setting including those from urban and rural areas. Seven preschools responded. Interview of children, parents and teachers were conducted and transcribed through a focal point from each school and sent back to the researchers for analysis. Constant comparative method analysis was used where categories were created. Based on the analysis, children’s perception of peace is predominantly linked to love and orderliness and is within the environment they live in; whereas parents and teachers have more comprehensive and complicated views of peace which is related to harmony and tolerance in a bigger perspective. Children perceived peace-building pragmatically, to them peace-building just happened in everyday living. They perceived cleaning up, helping each other, sharing happiness, listening and cooperating as actions for peace-building. Parents and teachers understood their roles in creating peace for the young children; and unanimously agreed that they must be the role model for the children in creating peace. Parents and teachers believed that the immediate environment children live in must be harmonious, caring, and loving so that they can build up the character of their children who will love and practice peace in their own life. Methodology of peace building adopted by parents and children were mainly dialogue, negotiation and situational learning.

Matched MeSH terms: School Teachers
Occupational stress among secondary school teachers

Ponnusaami Subramaniam, Siti Akasia Ahmad, Aishvarya Sinniah, Raynuha Mahadevan

Journal of Occupational Safety and Health, 2011;8(1):45-50.
MyJurnal

Societal dynamics and increased public demands on education have produced adverse stressful classroom situation that have led to increase emotional and physical disabilities among teacher. The main objective of this descriptive study was to identify the causes of occupational stress amongst secondary school teachers. This study also conducted in order to determine the suitable ways and strategies at helping teachers to cope with the work related pressures that have increased during the past decade. The samples of this study were 100 teachers from four secondary schools in Dungun District, Terengganu. The data were descriptively analyzed based on the responds on a set of questionnaires, checklist and 20 interview sessions conducted for exploration of coping strategy with 20 out of 100 teachers. Based on the finding, it can be concluded that interpersonal relations, physical conditions and job interest contribute towards workrelated stress among teachers. Also discussed the 10 most frequently used coping strategies by teachers. Therefore, there are suggesting measures, which teachers may take to help them cope more effectively with potentially stressful situations at school.

Matched MeSH terms: School Teachers
Fulltext Translating knowledge to attitude: a survey on the perception of bystander cardiopulmonary resuscitation among dental students in Universiti Sains Malaysia and school teachers in Kota Bharu, Kelantan

Chew KS, Yazid MN, Kamarul BA, Rashidi A

Med J Malaysia, 2009 Sep;64(3):205-9.
PMID: 20527268

This voluntary, anonymous questionnaire survey was performed to assess the willingness of Basic Life Support (BLS) participants to perform bystander cardiopulmonary resuscitation (CPR). A total of 55 dental students and 73 school teachers were assessed on their willingness to perform bystander CPR after completion of their BLS training. In general, only 29.0% of the total 128 participants said that they would offer to perform CPR under any cardiac arrest condition and 69.0% said that they would just offer to call the ambulance but they would not offer to perform CPR. When analyzed separately, only 16.4% of school teachers said that they would perform CPR as compared to 45.5% of dental students (p < 0.001). Knowing how to perform CPR does not necessarily translate into willingness to perform CPR.

Matched MeSH terms: School Teachers
Consistency and Generalizability of Dietary Patterns in a Multiethnic Working Population

Eng JY, Moy FM, Bulgiba A, Rampal S

J Acad Nutr Diet, 2018 07;118(7):1249-1262.e3.
PMID: 29615325 DOI: 10.1016/j.jand.2018.01.014

BACKGROUND: Dietary pattern analysis is a complementary method to nutrient analysis in evaluating overall diet-disease hypotheses. Although studies have been conducted to derive dietary patterns among Malaysians, their consistency across subgroups has not been examined.
OBJECTIVE: The study aimed to derive dietary patterns empirically and to examine the consistency and generalizability of patterns across sex, ethnicity, and urban status in a working population.
DESIGN: This was a cross-sectional study using data from the Clustering of Lifestyle Risk Factors and Understanding its Association with Stress on Health and Well-Being among School Teachers in Malaysia study collected between August 2014 and November 2015. Dietary intake was assessed using a food frequency questionnaire, and dietary patterns were derived using factor analysis.
PARTICIPANTS/SETTING: Participants were teachers from selected public schools from three states in Peninsular Malaysia (n=4,618).
MAIN OUTCOME MEASURES: Dietary patterns derived using factor analysis.
STATISTICAL ANALYSES PERFORMED: Separate factor analysis was conducted by sex, ethnicity, and urban status to identify dietary patterns. Eigenvalue >2, scree plot, Velicer's minimum average partial analysis, and Horn's parallel analysis were used to determine the number of factors to retain. The interpretability of each dietary pattern was evaluated. The consistency and generalizability of dietary patterns across subgroups were assessed using the Tucker congruence coefficient.
RESULTS: There was no subgroup-specific dietary pattern found. Thus, dietary patterns were derived using the pooled sample in the final model. Two dietary patterns (Western and Prudent) were derived. The Western dietary pattern explained 15.4% of total variance, characterized by high intakes of refined grains, animal-based foods, added fat, and sugar-sweetened beverages as well as fast food. The Prudent dietary pattern explained 11.1% of total variance and was loaded with pulses, legumes, vegetables, and fruits.
CONCLUSIONS: The derived Western and Prudent dietary patterns were consistent and generalizable across subgroups of sex, ethnicity, and urban status. Further research is needed to explore associations between these dietary patterns and chronic diseases.

Matched MeSH terms: School Teachers/statistics & numerical data*
Fulltext Covido-pedago-phobia

Eachempati P, Ramnarayan K

Med Educ, 2020 08;54(8):678-680.
PMID: 32473029 DOI: 10.1111/medu.14257
Matched MeSH terms: School Teachers*
Fulltext Knowledge and behavior regarding breast cancer screening among female teachers in Selangor, Malaysia

Parsa P, Kandiah M, Mohd Zulkefli NA, Rahman HA

Asian Pac J Cancer Prev, 2008 Apr-Jun;9(2):221-7.
PMID: 18712963

A cross-sectional study was carried out to determine the knowledge and practices of 425 female secondary school teachers from 20 selected secondary schools in Selangor, Malaysia on breast cancer screening (BCS). A self-administered, structured questionnaire was used for data collection. This study showed moderate to low knowledge on breast cancer (BC) and BCS among teachers. Only 19%, 25% and 13.6% eligible women performed breast self-examination (BSE), clinical breast examination (CBE) and mammography respectively, on a regular basis. Level of breast cancer knowledge was significantly associated with BSE (p<0.001). Having heard/ read about BCS, and regular visit with a physician were associated with BCS behaviors (P<0.05). There was no association between BCS behaviors (P>0.05) and age, family history of breast cancer, marital status or having health insurance. Efforts are needed to increase knowledge and remove misconceptions about breast cancer and screening practices among Malaysian women.

Matched MeSH terms: School Teachers
Attention deficit hyperactivity disorder symptoms reporting in Malaysian adolescents: do adolescents, parents and teachers agree with each other?

Wan Salwina WI, Baharudin A, Nik Ruzyanei NJ, Midin M, Rahman FN

Asian J Psychiatr, 2013 Dec;6(6):483-7.
PMID: 24309858 DOI: 10.1016/j.ajp.2013.05.001

Attention Deficit Hyperactivity Disorder (ADHD) is a clinical diagnosis relying on persistence of symptoms across different settings. Information are gathered from different informants including adolescents, parents and teachers. In this cross-sectional study involving 410 twelve-year old adolescents, 37 teachers and 367 parents from seven schools in the Federal Territory of Kuala Lumpur, reliability of ADHD symptoms among the various informants were reported. ADHD symptoms (i.e. predominantly hyperactive, predominantly inattentive and combined symptoms) were assessed by adolescents, teachers and parents, using Conners-Wells' Adolescent Self-report Scale (CASS), Conner's Teachers Rating Scale (CTRS) and Conner's Parents Rating Scale (CPRS) respectively. For predominantly hyperactive symptoms, there were statistically significant, weak positive correlations between parents and teachers reporting (r=0.241, p<0.01). Statistically significant, weak positive correlations were found between adolescents and parents for predominantly inattentive symptoms (r=0.283, p<0.01). Correlations between adolescents and parents reporting were statistically significant but weak (r=0.294, p<0.01). Weak correlations exist between the different informants reporting ADHD symptoms among Malaysian adolescents. While multiple informant ratings are required to facilitate the diagnosis of ADHD, effort should be taken to minimize the disagreement in reporting and better utilize the information.

Matched MeSH terms: School Teachers
Fulltext A knowledge of asthma in school children: a survey among primary school teachers

Bahari MB, Nur NM, Rahman AF

Singapore Med J, 2003 Mar;44(3):131-5.
PMID: 12953726

A survey was carried out among primary school teachers in the district of Kota Bharu, Malaysia to assess the level of knowledge on asthma and its management. Our findings revealed that primary school teachers were less informed about the management and treatment of asthma. They were relatively more knowledgeable about the causes and symptomatology of asthma. The majority of respondents had misunderstanding regarding the effect of rain, smoking and cold weather on asthma. It is important that teachers should be able to recognise symptoms of an asthmatic attack or take the necessary precautions to avoid such an attack. Many teachers agreed on the need to have an asthma education programme in their teaching curriculum.

Matched MeSH terms: School Teachers*
Fulltext Factors associated with breast self-examination among Malaysian women teachers

Parsa P, Kandiah M, Parsa N

East Mediterr Health J, 2011 Jun;17(6):509-16.
PMID: 21796969

The purpose of this study was to examine factors related to breast self-examination (BSE) among teachers in Selangor, Malaysia. A cross-sectional study was conducted among 425 female teachers in 20 randomly selected secondary schools. A self-administered questionnaire based on the health belief model was randomly selected secondary schools. A self-administered questionnaire based on the health belief model was used, including sociodemographic background and knowledge, beliefs and practices about breast cancer and BSE. Only 19% of the women performed BSE on a regular basis. Higher knowledge about breast cancer, greater confidence in performing BSE and regular visits to a physician were significant predictors for practising BSE. To promote BSE practice among Malaysian women, tailored health education and health promotion programmes should be developed based on a specific understanding of women's health beliefs.

Matched MeSH terms: School Teachers
Mainstream school readiness skills of a group of young cochlear implant users

Umat C, Mukari SZS, Nordin N, A/L Annamalay T, Othman BF

Int J Pediatr Otorhinolaryngol, 2018 Apr;107:69-74.
PMID: 29501315 DOI: 10.1016/j.ijporl.2018.01.031

OBJECTIVES: The aims of the study were to compare the mainstream school readiness skills of young cochlear implant (CI) users to that of a group of normal hearing (NH) children and assessed the inter-rater agreement between parents and teachers on school readiness skills of the CI children.
METHODS: A total of 11 parents and 8 teachers of the 6-year old CI children participated and rated the children using the School Readiness Scale to Year One. Data from 207 6-year old NH children from five states in Malaysia were also collected using the same scale which has nine domains. Results from the NH children were categorized into the 25th and 75th percentile scores to be the reference cut-offs for below average (below the 25th percentile), average (25th to 75th percentile) and above average (above 75th percentile).
RESULTS: The school readiness skills of the CI children were lower than the NH group as rated by teachers especially in the civic and language and communication domains. Comparisons between parents' and teachers' ratings for 8 CI children indicated that teachers tended to rate the CI children's school readiness poorer than that of parents especially in the academic domain. Intra-class correlation analysis revealed poor inter-rater agreement.
CONCLUSIONS: The results suggest that our CI children, generally, need an intervention 'bridging' program to improve their school readiness skills. Parents and teachers had different views on the readiness of the CI children at school entry level.

Matched MeSH terms: School Teachers
Fulltext Reliability and construct validity of the Malay version of the Job Content Questionnaire (JCQ) among secondary school teachers in Kota Bharu, Kelantan, Malaysia

Hadi AA, Naing NN, Daud A, Nordin R

Southeast Asian J. Trop. Med. Public Health, 2006 Nov;37(6):1254-9.
PMID: 17333785

This study was conducted to assess the reliability and construct validity of the Malay version of Job Content Questionnaire (JCQ) among secondary school teachers in Kota Bharu, Kelantan. A total of 68 teachers consented to participate in the study and were administered the Malay version of JCQ. Reliability was determined using Cronbach's alpha for internal consistency whilst construct validity was assessed using factor analysis. The results indicated that Cronbach's alpha coefficients revealed decision latitude (0.75), psychological job demand (0.50) and social support (0.84). Factor analysis showed three meaningful common factors that could explain the construct of Karasek's demand-control-social support model. The study suggests the JCQ scales are reliable and valid tools for assessing job stress in school teachers.

Matched MeSH terms: School Teachers
Preschool teachers' knowledge, beliefs, and self-efficacy concerning autism: A parallel mixed-methods study of an intervention to improve autism identification

Taresh SM, Morett LM, Zaid SM, Roslan S, Taresh Taleb M, Song P, et al.

Autism, 2024 Jan;28(1):239-253.
PMID: 37982401 DOI: 10.1177/13623613231211850

Preschool teachers can play a critical role in early detection of autism. Equipping preschool teachers with prerequisite knowledge and skills would allow them to identify children with probable autism and referral to diagnostic services. This study aimed to investigate the impact of an educational module (EMiASD) that prepared preschool teachers to identify autism symptoms. The sample included 144 preschool teachers, of which 120 were stratified and randomly assigned to an intervention arm receiving training in EMiASD (n = 60) or a comparison arm receiving standard training (n = 60) using a parallel mixed-methods design. Responses to open-ended questions about video case studies revealed improvement in the identification of autism symptoms in preschool teachers in the intervention arm, in contrast to preschool teachers in the comparison arm. Moreover, significant changes in knowledge, belief, and self-efficacy about autism favoured EMiASD. Overall, these results demonstrate the influence of EMiASD in the Yemeni cultural context.

Matched MeSH terms: School Teachers
Malaysian teachers' experience using augmentative and alternative communication with students

Joginder Singh S, Diong ZZ, Mustaffa Kamal R

Augment Altern Commun, 2020 06;36(2):107-117.
PMID: 32706287 DOI: 10.1080/07434618.2020.1785547

Teachers play an important role in the successful implementation of augmentative and alternative communication (AAC) for students with complex communication needs. The goal of this two-phase, mixed-methods study was to explore Malaysian teachers' use of, experience with, and perceptions about AAC. Phase 1 involved 252 teachers who completed a questionnaire that was aimed at collecting nationwide data about their use and overall perceptions of AAC. Phase 2 involved semi-structured interviews with 13 teachers who had experience supporting students who used AAC. Approximately half of the participants who completed the questionnaire knew about AAC and had used AAC with their students. Almost all of the participants had positive views of AAC though some misconceptions were reported. Most participants had limited knowledge about AAC that led them to experience difficulties supporting their students. Teachers were motivated to receive AAC-related training to enable them to use AAC more successfully with their students given the small number of SLPs in the country.

Matched MeSH terms: School Teachers*
Fulltext The level of self-esteem among novice physical educations teachers

Che Hasan Sabri TH, Muhamad TA

Jurnal Sains Sukan & Pendidikan Jasmani, 2016;5(1):65-76.
MyJurnal

The purpose of this study was to identify whether a novice teachers have a self-esteem while teaching physical education. This study access the level of self-esteem among novice teachers between gender and option teachers teach in physical education. This study is a quantitative research survey and this study design is selected using questionnaires based on Rosenberg self-esteem scale for collecting data. 30 novice physical education teachers have been selected from one of the schools in the district of Sepang, Selangor. 15 males and 15 female teachers were randomly selected from the target group. The data were analyzed using SPSS version 22.0 for frequency distribution, mean, standard deviation and independent sample t-test to measure the level of self-esteem of teachers with the dependent variable. The study found that there was no significant difference between the level of self-esteem between genders. While in terms of options, there are significant differences in the level of self-esteem for non-option physical education teachers. The self-esteem level among novice teachers are very important to enhance the quality of learning, especially in the subjects of physical education.

Matched MeSH terms: School Teachers
Fulltext Predictors of low back pain among secondary school teachers in Malaysia: a longitudinal study

Zamri EN, Hoe VCW, Moy FM

Ind Health, 2020 Jun 09;58(3):254-264.
PMID: 31666460 DOI: 10.2486/indhealth.2019-0106

Low back pain (LBP) is prevalent among workers both in developed and developing countries. School teachers represent a high proportion of the working population in Malaysia. However, there is a lack of longitudinal study on predictors and course of LBP among teachers. Therefore, this study aimed to determine the predictors and course of LBP among secondary school teachers. Longitudinal data of 701 teachers in Selangor, Malaysia were collected from May 2015 to October 2016. Associations between predictors and LBP were analysed using logistic regression and reported as odds ratio (OR) and 95% confidence interval (CI). At 12-month of follow-up, 44% (95%CI: 40.6%, 48.0%) of the participants reported having LBP. In the regression model that included all risk factors, only LBP at baseline (OR 10.43, 95%CI: 6.19, 17.58) was associated with LBP at 12-month follow-up. When LBP at baseline was removed from the model, anxiety symptom (OR 2.51, 95%CI: 1.19, 5.30) and lifting heavy weights (OR 4.16, 95%CI: 1.40, 12.30) were found to be significantly associated with LBP at 12-month follow-up. In conclusion, issues on anxiety and lifting heavy weights should be addressed to reduce the occurrence of LBP despite the presence of health condition itself (LBP at baseline).

Matched MeSH terms: School Teachers/psychology; School Teachers/statistics & numerical data*
Fulltext Effectiveness of vision screening training module in improving the level of knowledge on vision screening among pre-school teachers in Klang Valley Malaysia

Omar, R., Knight, V.F., Tan, X.L., Ahmad Zahidi A.A., Mohd Saat, N.Z.

JUMMEC, 2019;22(1):58-65.
MyJurnal

Empowering lay screeners, such as pre-school teachers, on vision screening is a cost-effective way to
ensure larger populations of children can be screened. Although the validity of lay screeners in conducting
vision screening were reported in several studies, none showed data concerning improvement of the level
of knowledge among lay screeners after completing vision screening training, which could indicate the
effectiveness of the training program. This study aimed to determine the level of knowledge of pre-school
teachers before and after attending a training program. Sixty pre-school teachers from Tabika and Taska KEMAS
were randomly selected. The Study Group (n = 30) was given theory and practical training on vision screening,
whereas the Control Group (n = 30) was only given brief verbal instructions on how to conduct the screening. A
theory test containing 15 questions related to the training modules were administered to both groups, before
and after their training/briefing respectively. The findings showed that the level of knowledge among preschool
teachers in the Study Group (73.24 ± 11.73%) was significantly higher than the Control Group (56.22
± 13.11%) (p < 0.01). There was also a significant improvement in the level of knowledge among pre-school
teachers in the Study Group after the training (p

Matched MeSH terms: School Teachers
Fulltext The effect of oral health education seminar on the oral health knowledge, practice and perception of role of the preschool teachers

Mohd Nor, N.A., Zakaria, S., Amminudin, N.H., Malik, N.A., Mohd Khairi, A.M.

Ann Dent, 2013;20(2):4-8.
MyJurnal

Background: In Malaysia, preschool teachers have long been utilised as oral health educators. However their level of oral health knowledge and effectiveness of the training they received are seldom investigated. This study aims to evaluate the of oral health education seminar (OHE) held for public preschool teachers (KEMAS) in terms of the improvement of their knowledge, practices and attitudes.
Methods: This was a one arm interventional study (before and after survey following OHE seminar intervention). All KEMAS preschool teachers (n=107) in Hulu Terengganu were invited to attend OHE seminar which consisted of 1 hour lecture and 40 minutes OHE demonstration. Pretest questionnaire was collected before the seminar started and post-test questionnaire was collected two weeks later. A self-administered questionnaire used in this study was adapted from “preschool teachers’ knowledge, practices and attitudes towards oral health”, National Oral Health Survey of Preschool Children, 2005. Data were analysed using descriptive and McNemar test, SPSS version 15.0.
Results: Of 107 subjects, only 61 teachers responded yielding to 57% response rate. All subjects were female with mean age of 46 years (SD: 6.03). Overall, there was an improvement of teachers’ oral health knowledge, practices and attitudes after the seminar. Several items seem to have be improved significantly after the seminar, for example knowledge item on factors causing periodontal disease (p=0.03). In terms of practice, all teachers reported they brushed teeth at least twice daily using fluoridated toothpaste and use of dental floss was increased significantly after the seminar (p<0.001). Majority of teachers have positive perceptions on their roles in oral health education.
Conclusion: Oral health education seminar appeared to be effective at influencing certain aspects of teachers’ oral health knowledge, practices and attitudes.
Keywords: attitudes, knowledge, oral health promotion, practice, preschool teachers

Matched MeSH terms: School Teachers*
Fulltext Mainstream Preschool Teachers' Skills at Identifying and Referring Children with Autism Spectrum Disorder (ASD)

Mohammed Taresh S, Aniza Ahmad N, Roslan S, Ma'rof AM, Mohammed Zaid S

Int J Environ Res Public Health, 2020 06 16;17(12).
PMID: 32560042 DOI: 10.3390/ijerph17124284

Background: Early intervention will help children with autism spectrum disorder (ASD) to attain early learning reinforcement. This study focuses on exploring the ability of preschool teachers to identify children with ASD and their referral decision-making process. Method: This is a mixed-method study (qualitative and quantitative methods) involving 20 respondents. The qualitative study is based on an open question case study, while the quantitative study consists of questionnaire with demographic variables to identify the effect of the demographic variables on the preschool teachers' ability to identify children with ASD. Sample: The sample was selected via convenience sampling among mainstream preschool teachers. The data was analyzed using SPSS software and thematic analysis. Results: The findings show that preschool teachers did not have skills at identifying children with ASD, and the majority of them labelled children with ASD as spoilt or hyperactive children. They also viewed children with ASD as having other disorders such as attention deficit hyperactivity disorder (ADHD) or communication disorders such as introversion. Moreover, preschool teachers expressed that the reason for the child's behaviour could be due to the parents' inability to properly educate their child. Additionally, the demographic variables of the preschool teachers, such as age, education level and teaching experience, were found not to affect their ASD identification skills. Conclusion: Preschool teachers need to improve their skills in identifying ASD among children via training.

Matched MeSH terms: School Teachers*
Fulltext Evaluating teachers' pedagogical content knowledge in implementing classroom-based assessment: A case study among esl secondary school teachers in Selangor, Malaysia

Abdul Razak R, Mat Yusoff S, Hai Leng C, Mohamadd Marzaini AF

PLoS One, 2023;18(12):e0293325.
PMID: 38157377 DOI: 10.1371/journal.pone.0293325

The Malaysian Education Blueprint (PPPM) 2013-2025 has spurred significant reforms in the Primary School Standard Curriculum (KSSR) and Secondary School Standard Curriculum (KSSM), particularly concerning classroom-based assessment (CBA). CBA evaluates students' understanding and progress, informs instruction, and enhances the learning outcomes. Teachers with robust pedagogical content knowledge (PCK) are better equipped to design and implement effective CBA strategies that accurately assess students' comprehension and growth, provide personalised feedback, and guide instruction. This study aims to investigate the relationship between PCK and CBA among English as a Second Language (ESL) secondary school teachers in Selangor, Malaysia. A 5-point Likert-scale questionnaire was administered to 338 teachers across 27 regional secondary schools in Selangor. The Covariance-based structural equation modelling (SEM) was used to analyse the data. The findings revealed that the secondary school teachers demonstrated a high level of PCK, with content knowledge (CK) obtaining the highest mean, followed by pedagogical knowledge (PK) and pedagogical content knowledge (PCK). The CBA practices among these teachers were also found to be high. SEM analysis showed a positive association between PK and CBA practices and between PCK and CBA. However, no positive association was observed between CK and CBA practices. In order to enhance teachers' PCK and ensure the effective implementation of CBA, which is crucial for student learning outcomes in Malaysian ESL secondary schools, it is recommended that continuous professional development opportunities be provided, specifically focusing on PCK and CBA.

Matched MeSH terms: School Teachers

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