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The Effects of Coaching and Mentoring on Metacognition Knowledge Among Malay Language Teachers in Sabah, Malaysia

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The Effects of Coaching and Mentoring on Metacognition Knowledge Among Malay Language Teachers in Sabah, Malaysia American International Journal of Education and Linguistics Research Vol. 4, No. 1; 2021 ISSN 2641-7987 E-ISSN 2641-7995 Published by American Center of Science and Education, USA THE EFFECTS OF COACHING AND MENTORING ON METACOGNITION KNOWLEDGE AMONG MALAY LANGUAGE TEACHERS IN SABAH, MALAYSIA Asnia Kadir Kadir School Improvement Specialist Coaches The Education office of Tuaran District, Sabah, Malaysia E-mail: [email protected] Dr. Gunasegaran Karuppannan Associate Professor Faculty of Education and Social Science University of Selangor, Shah Alam, Malaysia E-mail: [email protected] Dr. Mohammad Abdur Rahman Assistant Professor Department of Business Administration, Faculty of Business and Entrepreneurship Daffodil International University, Dhaka, Bangladesh E-mail: [email protected] Dr. Mokana Muthu Kumarasamy Lecturer Faculty of Business and Accountancy University of Selangor, Shah Alam, Malaysia E-mail: [email protected] ABSTRACT This study was conducted to examine the relationship between coaching and mentoring guidance and the levelof metacognition among Malay language teachers. In 2013, the Ministry of Education Malaysia implemented the District Transformation Programme as a pilot project before it was expanded nationwide in the following year.This step was taken to empowerteachers through the School Improvement Specialist Coaches (SISC) programmethat develop the teachers’ competencies, metacognition and expertise. Using a quantitative approach, the study analysed data were collected from 186 teachersteach in the Tuaran district, Sabah. Study data were analyzed using descriptive and inference analysis. Overall, the findings show that the level of coaching and mentoring is high, thus illustrating that teachers are ready to receive coaching and mentoring guidance in order to develop metacognition ability as well as to improve their teaching and learning performance. Although not entire coaching and mentoring items have a significant relationship in terms of teachers’ metacognition, there is a significant relationship between coaching and mentoring guidance and teachers’ metacognition in terms of declarative knowledge element. 18 www.acseusa.org/journal/index.php/aijelr American International Journal of Education and Linguistics Research Vol. 4, No. 1; 2021 Keywords: Coaching and Mentoring, School Improvement Specialist Coaches Programme, Education System Malaysia, Teachers’ Metacognition. INTRODUCTION The District Transformation Program (DTP) (2015) was introduced under the Malaysia Education Blueprint (MEB) 2013-2025 to empower District Education Officers (DEOs) so that they could guide and provide supports to accelerate the improvement of school performance. In 2013, DTP was implemented as a pilot project in the states of Kedah and Sabah and then was expanded nationwide from January 2014. This scheme was implemented to empower teachers through the School Improvement Specialist Coaches (SISC) programme to develop competencies, metacognition and expertise among teachers to enable them to carry the trust as the main driver of educational transformation. The role of SISC experts is as a transformation agent for the implementation of teacher professionalism development programmes in schools.The best education system in the world has shown that professional development practices will continue to be more effectiveif led by educators themselves compared to those provided and driven by the organisation. Educators should realize that the development of professionalism is not an option, instead it is a requirement that must be met to remain relevant as a professional educator who can have an impact on student achievement (Malaysia Education Blueprint, 2013). In this regard, the Ministry of Education Malaysia (MoE) hopes that coaching and mentoring guidance by SISC expertsshould be able to provide metacognitive changes among coachees who have undergone coaching and mentoring training. The SISC programme is a school-based Training for Teachers that using coaching and mentoring approach to encourage and enable collaborative learning among subject panel heads, teachers and other school communities. RESEARCH BACKGROUND The MoE's initiative in introducing the SISC programme to guide teachers is seen to be able to produce highly skilled educators in-line with current developments that is focusing on the 21st century learning environment. Coaching and mentoring guidance isimplemented as a training and education programme designed to develop the potential of a person or group of people who lack knowledge and experience. This step is challenging because SISC experts are required to guide teachers to understand their responsibilities, to familiarize themselves with techniques, share experiences, meet personal needs and care about all aspects of pedagogy and teaching (Harun, 2016). SISC expertsis a new position created under the MEB to achieve the objectives of the DTP and it is among the principal position in the District Education Office (DEO). The task of SISC expertsis to provide coaching and mentoring services to teachers in implementing interesting, creative and innovative pedagogy to provide a more effective impact. They serve as buddy who are helpsto convey information about MoE’s policies and to strengthen teaching standards towards 21st century pedagogy, including information technology skills and life skills. Coaching and mentoring is a process of guidance and monitoring that involves healthy communication relationships, leading towards behavioral changes or improved metacognition of guided teachers related to school pedagogy and curriculum. Therefore, the field of coaching and mentoring as well as two-way feedbacks between SISC experts and the guided teacherswill then encourage the sharing of content knowledge and pedagogical knowledge. By having a 19 www.acseusa.org/journal/index.php/aijelr American International Journal of Education and Linguistics Research Vol. 4, No. 1; 2021 good understanding, SISC expertscould guide the teachersmore effectively. In addition, SISC experts will make observations and provide support to teachers who are not meeting their performance target, so that the classroom learning and teaching process is more effective. SISC expertswill act as mentors while teachers as mentees. Reporting will also be made by SISC expertsto the head of DEO after going through the observation process as well as coaching and mentoring the teachers. Follow-up actions and interventions also will be carried, for example through the Professional Learning Community (District Transformation Programme, 2015). Coaching and mentoring tasks are given to SISC expertswho have undergone courses and trainings, and assigned to monitor and guide the teachers in low performing schools and those are in band 4 to band 7 groups.Within a year, they need to return to the school they are supervising at least three times for the purpose of identifying problems faced by the school involved and also to think of intervention/rehabilitation programmes that can be carried out at the school with the cooperation of administrators and teachers (Abdul Razak, 2014). Under this initiative, supports and assistanceto improve teachers’ metacognition and also its impact on students’ performance can be identified strategically and be more focused. In the meantime, school leaders such as headmasters, senior assistants and school organisations also need to act as mentors, develop and use best practices in order to meet the professional standards to be achieved (Ministry of Education Malaysia, 2014). The relationship between coaching and mentoring practices is supported by cognitive- based theories. The principles articulated by Bandura (2013) which explains that an individual's mental ability in understanding what is learned in a learning programmecould enhance the self- confidence to improve individual’s behavior, especially psychosocial ascpet. In the context of coaching and mentoring practices, these cognitive theory explains that communication and participation are learning techniques that are capable of enhancing the new knowledge, skills and abilities to improve academic performance. PROBLEM STATEMENT This study focuses on the relationship between coaching and mentoring guidance on the teachers' metacognition. Researcher examined the relationship between coaching and mentoring and the level of metacognition among the teachers who teachsMalay language.Although the programme has been implemented for almost five years, the targeted level of teaching and learning is still not successfully realised in-line with the MoE's inspiration towards 21st century learning (Ministry of Education Malaysia, 2014). Although there are basically many other factors that can be examined related to the aspects of coaching and mentoring, but the metacognition of school teachers is seen as more potential to be studied because the need for teachers' way of thinking is very important in determining the academic achievement of schools.In addition, this study is also carried out to examine whether there is any relationship in terms of gender and teaching experience on the level of teachers’ metacognition as a result of coaching and mentoring guidanceamong the Malay languageteachers in primary schools in Tuaran district in Sabah, Malaysia. These two constructs are also believed to be interrelated with each other and are predicted to provide a clear picture of the study related to coaching and mentoring guidance as well as metacognition of the teachers. The study looked at
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