Kesantunan

Apabila saya bertanya kepada peserta seminar dan ceramah yang mengikuti pembentangan kertas kerja saya yang bertajuk ”kesantunan” apakah makna kesantunan, rata-rata akan memberi jawapan bahawa kesantunan itu perlakuan yang baik, tutur kata yang manis atau budi bahasa.  Semua itu memang betul kerana perkara –perkara tersebut merupakan kriteria kesantunan.  Namun begitu, ilmu kesantunan yang saya gali beberapa tahun sepanjang menyediakan tesis Ph.D berhubung dengan kesantunan itu, memberi saya semangat untuk berkongsi dan menyebarkan makna kesantunan yang lebih tepat dan mendalam kepada masyarakat.  Saya berpendapat sudah tiba masanya masyarakat perlu dididik dan diberi pengetahuan tentang konsep kesantunan yang lebih jelas dan meluas.  Pemahaman tentang makna kesantunan akan menbina sebuah masyarakat yang lebih harmoni, malahan kesantunan sangat berkait rapat dengan kestabilan dan kecekapan dalam pengurusan emosi seseorang. 

Sesiapa yang ingin maklumat lanjut berhubung bidang kesantunan sila hubungi saya.

Terima Kasih

Sedang dipakaikan Jubah

Mewakili Rektor Ke Konvokesyen IPGM Kampus Tun Abdul Razak, Sarawak 7/7/2011

Cantik dan kemas tenunan jubah ini.

Factors Influencing Self-efficacy in Environmental Education among Malaysian Secondary School Teachers

By Noriati A. Rashid, Masitah Hj. Mohammad Yusof, Azizi Hj. Muda, Ahmad Makmom Hj. Abdullah, Bahaman Abu Samah, Ramli Basri, and Mohamed Khaidir Alias.

Published by The International Journal of Environmental, Cultural, Economic and Social Sustainability

The aim of this study was to identify the antecedents of teachers’ self-efficacy in Environmental Education. The factors were teachers’ knowledge, attitudes and awareness towards environment, teachers’ perception towards school principals’ instructional leadership practices, teachers’ background factor and school location factor. This study involved 300 teachers from 30 Malaysian Daily Secondary School from the states of Perlis representing Northern Zone, states of Selangor representing Central Zone, states of Pahang representing Eastern Zone, states of Malacca representing Southern Zone and states of Sarawak representing East Malaysia. Nevertheless, the analyses of the study were based on 263 sets (87.7%) of completed questionnaires from 283 questionnaires collected. Descriptive statistics (mean, standard deviation, frequency and percentage) and inferential statistics (t-test, one-way ANOVA, correlation Pearson r and multiple linear regressions) were utilized to analyze and present the findings. The findings showed that level of teachers self-efficacy in Environmental Education were moderate (M=3.53, SD=.30), teachers’ perception towards school principals’ instructional leadership practices (M=3.36, SD=.77), teachers’ knowledge about Environmental Education and Environmental Issues (%M= 57.05, SD=9.74) and teachers’ awareness towards environment (M=3.60, SD=.58) were also moderate. Yet, the results reported that teachers’ attitudes toward environment was good and positive (M=4.22, SD=.42). The findings also showed that there is a significant and positive relationship between teachers’ self-efficacy with teachers’ academic qualifications (r=.148, p=.017), teachers’ attitudes towards environment (r=.440, p=.000), teachers’ awareness towards environment (r=.462, p=.000) and teachers’ perception towards school principals’ instructional leadership for all the three dimension that is Dimensional of Defining the School and the Environmental Goal (r=.185, p=.003), Dimensional of Instructional Management Programs and Environmental Programs (r=.150, p=.015) and Dimensional of Climate Nurturing Teaching and Learning of Environmental Education (r=.277, p=.000). The findings showed that the factors influence teachers’ self-efficacy were teachers’ awareness towards environment (Beta=.323, p=.000), teachers’ perception towards school principals’ instructional leadership for Dimensional of Climate Nurturing Teaching and Learning Environmental Education (Beta=.298, p=.001), teachers’ attitudes towards environment (Beta=.234, p=.000), teachers’ perception towards school principals’ instructional leadership for Dimensional of Instructional Management Programs and Environmental Programs (Beta=-.219, p=.012), teachers’ age (Beta=- .191, p=.000) and teachers’ academic qualification (dummy variable 1=Masters) (Beta=.129, p=.014).These factors explained 34.4% variance of teacher’s self-efficacy in Environmental Education. According to the findings, several suggestions were suggested to Malaysian school, ministry and researchers in future.

Keywords:	Environmental Education, Teachers’ Self-efficacy, Knowledge, Attitudes, Awareness, Instructional Leadership

The International Journal of Environmental, Cultural, Economic and Social Sustainability, Volume 7, Issue 1, pp.81-102. Article: Print (Spiral Bound). Article: Electronic (PDF File; 692.646KB).