Assessing Employability Skills among Special Education Student Teachers in Malaysia

Proceedings of the International Conference on Teacher Training and Education 2017 (ICTTE 2017), 2017

This study aims to determine the competence of special education teacher (SET) in inclusive schools in Indonesia based on self-evaluation, including pedagogic, personality, professional, social, and special education competencies. This research is a survey research with quantitative approach involving 265 SETs from 4 districts in Central Java as research respondent with purposive cluster sampling technique. The variables studied were SET competence, including pedagogic, social, personality, professional, and special education competencies. Data were collected with SET Competence inventory scale consisting of 95 items. The instrument validity test was done with content validity followed by analysis of different item with Product-Moment Pearson correlation (r = 0.422-0.765) and reliability test with Alpha-Cronbach formula (r = 0.751). Data analysis was done by descriptive statistical analysis. SET evaluation results were in good category, although there is still a small part of the SET that assesses their selves in poor competence. Nevertheless, this SET competency assessment is still based on self-evaluation results. Therefore, this evaluation results still need to be continued with other evaluations, such as portfolio assessment, performance appraisal, SET performance assessment, and assessment of the success of students with special needs in order to obtain SET competency comprehensively. The results of this study can be a recommendation related to SET competence development policy by inclusive schools and government.

sharjah.ac.ae

This study aims to identify the core competencies belonging to general education teachers of teaching students with learning disabilities in Jordan.The study sample consisted of 320 teachers (115 males and 205 females) teaching students with learning disabilities. Participants were chosen using the random cluster sampling technique.

The aim of the study is to analyse the self-efficacy and burnout of special education teachers in terms of different variables such as gender, teachers' educational levels, teachers' daily working hours, and teachers' daily student numbers. 7 special education schools, affiliated to Turkish Republic of Northern Cyprus (TRNC) Ministry of Education Primary Education Management Office, and 21 schools, which have a special education mainstreaming room, constituted the population of the research. 46 special education teachers working at special education institutions and 24 special education teachers working at a mainstreaming room in primary schools (a total number of 70 teachers) constituted the sample of the research. The Maslach Burnout Scale and Teacher Self-Efficacy Scale were administered to the sample group. The collected data was entered into the SPSS and analysed using a t-test, Mann Whitney U and Kruskal Wallis. The working hours of teachers were found to be statistically significant for sufficiency in engagement of student sub-dimension. It was revealed that teachers with fewer working hours had lower self-efficacy scores than the teachers with more working hours. Statistically significant difference was also found in depersonalization of burnout sub-dimension of teachers according to their professional seniority.

International Education Studies, 2014

The training of Special education teachers have been given attention by the Ministry of Education, Malaysia. Since 1996 Special education was given the same priority as other areas in the development of education in Malaysia. In order to implement effective teaching and learning in inclusive program, teachers should be prepared and understand about the program. Therefore, this study is aimed to investigate the knowledge and attitude of special education student teachers to teach in inclusive education programs. This study used questionnaires as an instrument and a sample of 80 trainees from Universiti Pendidikan Sultan Idris. The design of this study was descriptive by using Likert Scale which is tabulated in percentage, frequency and mean score. Based on the data analysis, it is found that the percentage and the readiness of special education trainees are at a high level. However, innovation in teaching and practical training still need to be provided sufficiently in order to provide an opportunity for trainees to get hands on experience.

SA Journal of Industrial Psychology

Orientation: Special schools cannot execute their mandate if teachers lack emotional well-being and meaning in their work, perform poorly and quit their jobs.Research purpose: This study aimed to investigate the work capabilities of Namibian special education teachers and the effects thereof on their functionings.Motivation for the study: The capability approach offers a framework to study employees’ capabilities. No studies have been found regarding Namibian special education teachers’ capabilities and functionings.Research approach/design and method: A convenience sample (n = 200) of Namibian special education teachers participated in the study. The Capability Set for Work Questionnaire, Work and Meaning Inventory, Negative Affect Scale, Performance at Work Questionnaire and Intention to Leave Questionnaire were administered.Main findings: A lack of the following capabilities presented the highest risk for the sustainable employability of teachers: earning a good income, involveme...

Journal of ICSAR, 2018

The Malaysian Skills Certificate (SKM) is a skill certificate awarded to the students with special needs (MBK) who learn in Special Education Integration Program (PPKI) in secondary schools after 5 years of learning duration beginning the year 2017. This certification is to provide opportunities for more MBK to be recognised in terms of skills that they possess and to produce more skillful learners among MBK. Therefore, the purpose of this study is to identify the level of teacher readiness in the aspects of knowledge, skills and attitude of secondary PPKI teachers towards SKM offerings. This study is based on the Thorndike theory by modifying the Shullman PKIK Model, Katz Model and ABC Attitude Model. This descriptive and inference review study uses a five-point Likert scale questionnaire as an instrument. A total of 30 special PPKI Special Education teachers were purposely selected in the Petaling Perdana district. The data obtained were analyzed using SPSS software. The findings show that teachers' knowledge level is high, skills are moderate, and teachers' attitude is high. The independent T-test shows no significant difference between teachers' level of knowledge based on gender. One-way ANOVA test shows that there is no significant difference between teachers' skills and teaching experience and there is no difference between teachers' attitude based on teacher's academic qualification. The researcher hopes that the findings would help the Ministry of Education to improve the skills of the teachers by giving SKM recognition to them before conducting vocational teaching. The success of teachers in training MBK students in vocational fields can produce students who are competitive, skillful and have a career that can contribute to themselves, families, communities and the country.

JURNAL ARRIYADHAH, 2023

The Career Transition Program (CTP) is a skills development and support program for Students with Special Educational Needs (SEN) to support the transition process to the world of work. The Special Education Teacher (SET) is the main pillar for implementing CTP. A survey study was conducted using a questionnaire with a cluster sampling technique from 185 SET in the Special Integration Education Program (SEIP) secondary schools in the State of Perak. The study aims to identify the level of readiness of SET in the implementation of CTP based on the demographic factor of teachers namely age. The ANOVA test found that there was a significant difference (p<.05) for knowledge (F(3,181)=6.058), skills (F(3,181)=5.779) and attitude (F(3,181)=5.549) in the implementation of CTP based on age. This shows that knowledge, skills and attitudes increase with age. It is suggested that collaboration related to CTP should be held between older teachers and younger teachers to reduce the gap in knowledge, skills and attitudes according to the age of the teacher. The implication is that all SETs need to continue to work hard and constantly improve their readiness to further increase the potential and abilities of SEN in facing the current challenges.

IJDS:Indonesian Journal of Disability Studies

The provision of inclusive schools in Indonesia requires the fulfillment of several aspects of inclusive education. Fulfillment of these needs include curriculum, facilities and infrastructure, teachers, and learning in accordance with the principles of inclusive education. Teachers in inclusive classes must have the competence to teach students with special needs. In addition, inclusive classes also require special special guidance teachers as instructional design or as team teaching. However, this training program for special guidance teachers has not been developed in a general, comprehensive and integrated manner. So that in this article an education and training program was developed for the teacher competence development guidelines in Indonesian inclusive school. If every school requires at least one special guidance teacher, then at the elementary formal education level, junior high, high school and equivalent schools, the total number of special guidance teachers is 259,244 teachers. While for the kindergarten level the number of teachers is 85. 499 teachers. Competency Standards for Special Guidance Teachers refer to Minister of National Education Regulation No. 16 of 2007-Academic Qualification Standards and Competencies of Teachers and Minister of National Education Number 32 of 2008-Academic Qualification Standards and Competencies of Special Education Teachers. In general, there are four competencies that must be mastered by Special Guidance Teachers, namely Personality, Social, Pedagogic, and Professional Standards. The education and training list is divided into three main parts, namely general education and training subjects, basic training subjects and supporting training subjects. This program has not been validated and field tested. In the next step research it is necessary to validate by experts and field testing to determine the level of validity and effectiveness of the program.

Asian Journal of University Education

Nowadays, the unemployment among special needs students with learning disabilities is getting worse in Malaysia. Societies are always not confident of the employability skills of people with special needs, as the former do not believe that the latter could work efficiently. Since they are often associated with low self-confidence, the capabilities of people with special needs are often in doubt, and their self-efficacy is also open to question. Self-efficacy is included in the environmental factors that contribute to the degree of skilfulness. Therefore, this study aims to explore the level of employability skills and self-efficacy of students with learning disabilities, and determine the relationship between the two variables. This quantitative survey research was conducted at the Indahpura Special Education Vocational Secondary School, Kulai, Johor. About 60 students from four courses were recruited for the purposed of this study. An instrument was adapted with minor modifications...

1st International Conference on Educational Sciences, 2017

The aim of this study is to map the special education teachers' (SET) problems in inclusive school. This study used a mixed method research involving 265 SETs as respondents. The variables examined included: (1) SET regulation, (2) SET recruitment process, (3) SET employment status, (4) SET work guidelines, and (5) SET competence. Data were collected using a semi-open questionnaire and a competence scale. The data was analyzed by quantitative and qualitative technique. The results of the study concluded that the existence of SET in inclusive schools still faced problems in terms of regulation, recruitment, employment status, and work guidelines. In addition, the ministerial regulation No. 70 / 2009 about inclusive education has not been implemented optimally in inclusive schools. However, the teachers' competence (pedagogy, professional, personality, social, and special education competence) of SETs in inclusive schools in Indonesia are mostly in good and adequate category. This study suggests that the government immediately organize the regulation of SET to guarantee the existence of SET in the future.