Kajian persepsi pensyarah tentang pelaksanaan program pembangunan staf di maktab-maktab perguruan di Negeri Sarawak
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Date
1999
Authors
Hossen, Mashor
Journal Title
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Abstract
The focus of the study was to look into the perception of the lecturers on the
implementation of staff development (SD) programme in three teachers training
colleges in Sarawak. The study on the implementation of staff development
programme was based on the college lecturers' perceptions on aspects such as: (1)
staff development practices and procedures in teachers training colleges in Sarawak;
(2) who actually were responsible to plan and to structure staff development
programmes in these colleges; (3) were there efforts by the college authorities to
define and identify the needs and priorities when planning and structuring their staff
development programmes; ( 4) the roles played by the college administrators in
relation to staff development programmes; (5) the benefits and the importance of
staff development programmes to teachers training institution and ( 6) was there any
post-evaluation done upon the completion of staff development programmes. The respondents of this study comprised ninety (90) lecturers from three
teachers training colleges in Sarawak. Thirty (30) lecturers were involved from each
of the three colleges. Data were collected by survey and explorative approaches by
which questionaires and interviews were administed to establish the lecturers'
opinions and perceptions on the implementation of staff development programmes in
their respective colleges. Descriptive statistics (percentages and mean) were used to
analyze the data.
Findings of the study showed that: ( l) staff development practices and
procedures amongst the colleges in Sarawak are varied; (2) teachers training colleges
are having unclear or vague staff development policies; (3) some colleges
administrators were not recognizing the importance of staff development programmes;
(4) there was no training needs analysis and priorities being done by the college
administrators when planning and structuring their staff development programmes and
(5) there was no post-evaluation on their staff development programmes.
The study recommended that, staff development programmes at teachers
training colleges should emphasize the type of training which were based on the
college lecturers' educational and current needs. Hopefully, those who were
responsible should put more emphasis to upgrade the knowledge and skills of the lecturers so as to abreast with their roles and tasks as trainers to beginning teachers,
who later will be facing educational challenges, innovations and changes in the next
millenium.
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Keywords
Education , College teachers