EXPLORING THE NEXUS OF TEACHER COMPETENCY AND CLASSROOM-BASED ASSESSMENT READINESS: A MULTIVARIATE ANALYSIS AMONG PHYSICAL AND HEALTH EDUCATION TEACHERS
DOI:
https://doi.org/10.35631/IJMOE.830022Keywords:
Classroom-Based Assessment, Formative Assessment, Physical and Health Education, Teacher Competency, Teacher ReadinessAbstract
The implementation of Classroom-based assessment (CBA), locally known as Pentaksiran Bilik Darjah (PBD), remains a significant challenge within the Physical and Health Education (PHE) domain. This study examines the influence of demographic factors (gender, teaching experience, specialization and training attendance) on teacher competency and PBD readiness among primary school teachers in Selangor, Malaysia. Utilizing a predictive correlational design, data were collected from 430 PHE teachers through a proportionate stratified random sampling technique. Multivariate Analysis of Variance (MANOVA) initially revealed significant differences in competency and readiness based on specialization, teaching experience and training attendance (p < 0.05). However, when teacher competency dimensions (knowledge, skills and attitudes) were statistically controlled as covariates using Multivariate Analysis of Covariance (MANCOVA), the effects of specialization and teaching experience became non-significant. Only training attendance remained a significant multivariate predictor of PBD readiness (V= 0.030, p = 0.007, = 0.030). Interestingly, the analysis of adjusted means revealed a ‘Training Paradox”, where non-trained teachers perceived higher readiness during implementation, suggesting that formal training may heighten “impact concerns” and professional reflexivity. Professional attitude emerged as the most consistent covariate across all PBD readiness phases. These findings suggest that professional competency is a more potent determinant of PBD readiness than demographic profiles. The study concludes that educational policy should shift from one-off administrative briefings toward sustained, competency-based professional development to ensure the quality of PHE assessment.
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