ETT 1230

ISSUES AND TRENDS IN EDUCATIONAL

TECHNOLOGY
AUGUST 2021

NO STUDENT’S NAME MATRIC NUMBER

1 HAZLIYATON BINTI MD SUKOR 2020.8.EDU02.0001
2 OOI KENG HENG 2021.8.EDU02.0002
3 HAFIFAH BINTI KUSIN 2020.8.EDU02.0002
4 MASTURA BINTI OTHMAN 2021.4.EDU02.0018
5 HELENA A. BANSING 2021.4.EDU02.0030

COURSE:
MASTER OF EDUCATION 

LECTURER:
DR NORYATI BINTI ALIAS
 CONTENTS

1. Introduction ………………………………………………………… 1

2. Problem Statements ………………………………………………… 1

3. Methods …………………………………………………………….. 2

4. Source of data ……………………………………………………… 2

5. Statistical Treatment Used …………………………………………. 2

6. Report of survey …………………………………………………… 3

7. Job satisfaction ……………………………………………………..

8. Demographic Data …………………………………………………………

9. References …………………………………………………………

10. Index ………………………………………………………………

 Teachers’ Readiness On Home-Based Teaching &
Learning
Ooi Keng Heng , Hazliyaton Binti Md Sukor ,Mastura Binti Othman ,Hafifah Binti Kusin ,
Helena A. Bansing
INTRODUCTION

Multimedia technology plays a very significant role in conveying information. It is a form

of communication that can be both interesting and capable of leaving a significant impact on the
users. However, when it comes to the use of multimedia technology in education, one question
stands out the most. Are the teachers ready to embrace the application of such technology in
their teaching and learning sessions?
The rapid movement and transition from traditional classroom teaching to online learning
which happened around the world in response to the Covid-19 pandemic opens plenty of queries.
Some of which are on how teachers were trained for online teaching and how students are
supported to learn online. Studies show that the success of online teaching can also be affected
by institutional characteristics, such as technical supports, pedagogical supports or the school
vision about the implementation of online or/and blended learning (Almpanis, 2015; Bao, 2020).
School leadership, and even leadership in the subject area, can strongly affect how a teacher
perceives and values educational and technological change (Hargreaves & Goodson, 2006).
Therefore, it is clear that to fully understand teachers’ readiness to use technology in their
home-based teaching and learning and their job satisfaction, a lot of factors must be looked into.
After all, Hung, 2016 claimed that ‘teachers’ motivation and training is the most important factor
in home-based teaching and learning’.

2. PROBLEM STATEMENTS
This paper will answer the following question:
(1) What is the profile of the respondents in terms of age, sex, education level and years
of teaching?
(2) What is the level of readiness of the Teachers home based teaching and learning?
(3) Is there a significant difference in the level of readiness in home-based teaching and
learning across the profile of the respondents?
3.METHODS
In this research study, the researchers adopted a mixed method of quantitative and
qualitative. We used a google form survey as a method of data collection that has gained
popularity over the years because of a great deal of valuable information on what people think.
Also, it is more common to use questionnaires in google form because it yields information
that is more systematic for all participants. We then presented and explained our findings in a
qualitative method to better explain the data that has been collected and analysed.

4.SOURCES OF DATA
Participants were requested to complete the survey within a week from the date of the
google form questionnaire issued. The researchers shortened the link using bit.ly and posted
and posted it in the Telegram and WhatsApp’s application of each group member in order to
collect at least the data from 50 respondents.

5.STATISTICAL TREATMENT USED

Frequency and percentage were used in the first set of questions which is the profile of
the respondents. Average weighted mean was also used in determining the interpretation based
on the Likert rating scale used in the level of readiness in the teaching environment. Likert
Rating Scale of 1 to 10 in the survey represents 1 as strongly disagree and 10 as strongly
agree. We distributed the survey to 50 teachers to gauge the response to the items. We also
included a few questions/items to determine the level of job satisfaction. To obtain the
significant difference between the two variables, a correlation was also used and measured
using ANOVA, Linear Regression and Multiple Regression analysis for estimating the
relationships between a dependent variable and one or more independent variables using IBM
statistic SPSS. In order to simplify the statistical computation, all data was input into the SPSS
software for faster analysis.
 The survey was conducted using the questions given
__________________________________________________________________________

__
________________________________________________________________________
Figure 1 – Survey questions on teachers’ readiness
We also used these set of questions to survey the job satisfaction among teachers.
1. I feel fairly satisfied with my present job.
2. Most days I am enthusiastic about my work.
3. Each day at work seems like it will never end.
4. I find real enjoyment in my work.
5. I consider my job to be rather unpleasant.
 We collected some demographic data from the respondent that includes
1. Age
2. Gender
3. Ethic
4. Educational level
5. Years of teaching experience

6. REPORT OF SURVEY
Once the google form questionnaire was approved, it was distributed to a number of
respondents. 50 respondents which consist of 37 female and 13 male returned a completed
questionnaire. All of them completed their tertiary education namely 4 respondents have at least
a diploma, 43 with bachelor’s degree and three of them are master’s holders.

6.1 I can communicate with online audio and visual comfortably

Table 1 – Question 1

TR1
Frequenc Valid Cumulative
y Percent Percent Percent
Vali 4 3 6.0 6.0 6.0
d 5 5 10.0 10.0 16.0
6 2 4.0 4.0 20.0
7 8 16.0 16.0 36.0
8 7 14.0 14.0 50.0
9 14 28.0 28.0 78.0
10 11 22.0 22.0 100.0
Total 50 100.0 100.0

Table TR1 shows the majority of the teachers believe that they can communicate with
online audio and visuals comfortably. Based on the table above a total of 3 respondents or 6.0%
chose scale 4 and 14 respondents (frequency) or 28.0% chose scale 9. Only 3 out of 50
respondents are rather shaky in their ability to use online audio and visual. The reason why 42
respondents have such confidence could be because they realise that they can easily learn about
various online audio and visual programs via the internet. There are classes conducted for
teachers and educators regarding such fields, whether for free or otherwise.  Some online audio-
visual classes are offered within special training programs. Once done, the graduates receive
certificates or associate's degrees in fields such as digital video, audio, and editing. Students
learn how to use sight, sound, and/or a combination of the two in very different formats,
including slides, recordings or videos.

6.2. I can deploy various teaching and learning strategies when using ICT.

Table 2 – Question 2

TR2
Frequenc Valid Cumulative
y Percent Percent Percent
Vali 2 1 2.0 2.0 2.0
d 3 2 4.0 4.0 6.0
5 5 10.0 10.0 16.0
6 9 18.0 18.0 34.0
7 2 4.0 4.0 38.0
8 18 36.0 36.0 74.0
9 8 16.0 16.0 90.0
10 5 10.0 10.0 100.0
Total 50 100.0 100.0

Table TR2 show the number of teachers in certain age groups that can deploy various
teaching and learning strategies when using ICT. A total only one respondents or 2.0% chose
strongly disagree (scale 2) unable to use various ICT teaching and learning strategies in their
classes. The other 47 teachers do use ICT in their classes. Mostly teacher agree with scale 8, a
total of 18 respondents (frequency) or 36.0%. Yelland (2001) claimed that traditional
educational environments do not seem to be suitable for preparing learners to function or be
productive in the workplaces of today’s society. She argues further that organisations that do not
incorporate the use of the latest technologies in schools cannot seriously profess to groom their
students for life in the twenty-first century. It is perhaps, this very same view that motivates all
47 respondents or 94% of the respondents to utilize various teaching and learning strategies
when using ICT.

6.3. I can carry out my lessons using live streaming

(Microsoft Teams, skype, Google Meets, etc.)

Table 3: Question 3
TR3
 Frequenc Valid Cumulative
y Percent Percent Percent
2 1 2.0 2.0 2.0

3 2 4.0 4.0 6.0

4 3 6.0 6.0 12.0

5 5 10.0 10.0 22.0

6 2 4.0 4.0 26.0

7 6 12.0 12.0 38.0

8 11 22.0 22.0 60.0

9 12 24.0 24.0 84.0

10 8 16.0 16.0 100.0

Total 50 100.0 100.0

In order to make home-based learning fun and interesting, teachers have to make sure
that they are familiar with, if not all at least some of the tools or platforms available online for
teaching and learning. Table 3 above shows that all the respondents, regardless of age are able to
use live streaming such as Microsoft Teams, Skype or Google Meet. The Ministry of Education
has already provided a platform called DELiMa that helps make such tools easily available for
teachers all over Malaysia. From this case, based on TR3, 12 respondents (frequency) or 24.0%
agree with scale 12 and only one respondent (frequency) or 2.0% agree with scale 2 (strongly
disagree).

6.4. I can create a variety of learning resource with online applications

(gamification, video clips, e-books , etc.)
Table 4 - Question 4

TR4
Frequenc Valid Cumulative
y Percent Percent Percent
Vali 2 3 6.0 6.0 6.0
 d 3 1 2.0 2.0 8.0

4 2 4.0 4.0 12.0

5 6 12.0 12.0 24.0

6 11 22.0 22.0 46.0

7 6 12.0 12.0 58.0

8 10 20.0 20.0 78.0

9 8 16.0 16.0 94.0

10 3 6.0 6.0 100.0

Total 50 100.0 100.0

Table TR4 concerns the teachers’ ability to create a variety of learning resource using
various online applications. Online application such as ‘quizzes and interactive e-book offer
two-way communication. Thus, they enable interaction between the instructor and students,
among the students, and between the students and materials making them effective as tools for
online teaching and learning. Elements such as gamification, video-clips and even YouTube
clips offer fun elements that engage today’s students’ attention. This is agreed upon by
Fredricks, Blumenfeld and Paris (2004), who claimed that the focus on behaviour, emotion, and
cognition, within the concept of engagement, may provide a richer characterization of learning.
This can be supported by Table TR4, most of the respondents agreed with scale 6 of 11
respondents compared to only 3 respondents agreed with a scale of 2, strongly disagree.

6.5. I can use different kinds of applications to share teaching and learning content
Table 5- Question 5
TR5
Frequenc Valid Cumulative
y Percent Percent Percent
Vali 2 1 2.0 2.0 2.0
d
3 2 4.0 4.0 6.0

4 3 6.0 6.0 12.0

5 3 6.0 6.0 18.0

6 8 16.0 16.0 34.0

7 9 18.0 18.0 52.0

8 9 18.0 18.0 70.0

9 11 22.0 22.0 92.0

10 4 8.0 8.0 100.0

 Total 50 100.0 100.0

Very few teachers, that is 3 respondents or 6.0 % of the respondents, claimed to be

unable to use different kind of applications to share their teaching and learning contents. 94% of
the respondents are familiar with various applications as shown in Table TR5. As educators, they
realize that knowledge sharing is important in students’ development. New knowledge can be
created through learning and sharing with friends. Such a support system is what helps teachers
to develop new ideas and to improve themselves so that their students will be able to reap the
results of such networking as well. This can be supported by Table TR5, most of the
respondents agreed with scale 9 of 11 respondents (frequency) or 22.0%.

6.6. I can have a variety in term of the applications and resource used when
conducting classes online.
Table 6 – Question 6
TR6
Frequenc Valid Cumulative
y Percent Percent Percent
Vali 2 1 2.0 2.0 2.0
d
3 1 2.0 2.0 4.0

4 2 4.0 4.0 8.0

5 5 10.0 10.0 18.0

6 5 10.0 10.0 28.0

7 8 16.0 16.0 44.0

8 16 32.0 32.0 76.0

9 8 16.0 16.0 92.0

10 4 8.0 8.0 100.0

Total 50 100.0 100.0

46 out of 50 respondents claimed to use a variety of applications and resources when

they conduct their online classes. The increasing influence of the media has had an impact on
today’s society. It creates students who have different views on education and the education
process. They want education that is fun, dynamic and different, such as the digital images on
television or websites (Jensen 2005). All these are what causes all 92% of these respondents to
use a variety of resources and applications when teaching their students. To bore, the students
with only one application or one resource is not an option. We can look at Table TR6, 16
respondents (frequency) or 32.0% agree with scale 8 (strongly agree).
6.7. I can upload and download learning content in various forms from different sources
(such as video, audio, slide, note, and exercise).
Table 7 – Question 7
TR7
Frequenc Valid Cumulative
y Percent Percent Percent
Vali 2 1 2.0 2.0 2.0
d 3 1 2.0 2.0 4.0
5 3 6.0 6.0 10.0
6 3 6.0 6.0 16.0
7 6 12.0 12.0 28.0
8 15 30.0 30.0 58.0
9 13 26.0 26.0 84.0
10 8 16.0 16.0 100.0
Total 50 100.0 100.0

Having various knowledge on resources and application alone is not enough if the
teachers cannot upload or download the contents. It is great to see that 48 of the respondents are
able to do so. Based on Table TR7, frequency is 15 for scale 8 (strongly agree) and frequency 1
for scale 1 (strongly disagree). This can only mean that the teachers are willing to go that extra
mile to help to ensure the success of their students. After all, a satisfied online learner will
almost always stay dedicated to the lesson throughout the duration of the class.

6.8. I can collaborate with my colleague in implementing home-based learning

Table 8 – Question 8
TR8
Frequenc Valid Cumulative
y Percent Percent Percent
Vali 3 2 4.0 4.0 4.0
d
5 5 10.0 10.0 14.0

6 3 6.0 6.0 20.0

7 6 12.0 12.0 32.0

8 10 20.0 20.0 52.0

9 16 32.0 32.0 84.0

10 8 16.0 16.0 100.0

 Total 50 100.0 100.0

Table TR8, shows that frequency 2 or percent 4.0% for scale 3 and frequency 16 or
percent 32.0% for scale 9. Some teachers might be introverts who find it difficult to work with
their colleagues such as the two respondents in our research. But for the most parts teachers are
willing to form an alliance with other teachers either from the same school or from other schools
all over the world in order to implement home-based learning. Such a positive attitude is
absolutely necessary because according to (Albirini, 2006), teachers’ attitudes toward computer
technologies are also related to teachers’ competence in using the technology. It has a direct and
significant impact on how willing they are in collaborating with their colleagues in conducting
home-based learning.

6.9. I can follow the HBL schedules and timetables prepared by my school.
Table 9 – Question 9

TR9
Frequenc Valid Cumulative
y Percent Percent Percent
Vali 2 1 2.0 2.0 2.0
d 4 1 2.0 2.0 4.0
5 3 6.0 6.0 10.0
6 2 4.0 4.0 14.0
7 2 4.0 4.0 18.0
8 9 18.0 18.0 36.0
9 14 28.0 28.0 64.0
10 18 36.0 36.0 100.0
Total 50 100.0 100.0

Before a timetable is generated, a lot of factors are taken into consideration, including the
teachers’ requests and requirements. The school authorities also need to follow the guidelines
given by the Ministry of education. While it is true that it is impossible to meet everyone’s needs
at all times, it is shown in Table TR9 that frequency 18 for scale 10 (very strongly agree).
Overall, we found that 48 out of 50 respondents can follow the HBL schedules and timetables
prepared for them.

6.10. I am willing to be guided by my colleague in producing effective lesson for HBL.

Table 10 – Question 10

TR10
Frequenc Valid Cumulative
y Percent Percent Percent
Vali 4 1 2.0 2.0 2.0
 d 5 1 2.0 2.0 4.0
6 3 6.0 6.0 10.0
7 1 2.0 2.0 12.0
8 9 18.0 18.0 30.0
9 16 32.0 32.0 62.0
10 19 38.0 38.0 100.0
Total 50 100.0 100.0

Table TR10 shows that the majority of the teachers are not unwilling to be assisted and
guided in producing effective lessons for HBL. Average 19 respondents agree with scale 10
(Very strongly agree) than 1 respondent agree with scale 4. Teachers have a platform called PLC
or Professional Learning Community where they are to meet and discuss issues, ideas and even
problems pertaining to their HBL. This is where and when, the teachers regardless of age, are to
help and guide each other in producing effective lessons.

6.11. I can accept comment and suggestions for improving my teaching and learning
practices.
Table 11 – Question 11
TR11
Frequenc Valid Cumulative
y Percent Percent Percent
Vali 4 1 2.0 2.0 2.0
d
5 1 2.0 2.0 4.0

6 4 8.0 8.0 12.0

8 8 16.0 16.0 28.0

9 16 32.0 32.0 60.0

10 20 40.0 40.0 100.0

Total 50 100.0 100.0

Table TR11 shows that all the respondents in our research can accept comments and
suggestions. In fact, 20 of our respondents or 40.0% strongly believe that they are not afraid of
constructive criticism. 16 respondents or 32% of our respondents agree that they can accept
comments and suggestions on how to improve their teaching and learning. All these shows that
teachers are almost always open to new ideas that can help them make their HBL better for their
students.

6.12. I can help my colleagues to carry out effective HBL.

Table 12 – Question 12
 TR12
Frequenc Valid Cumulative
y Percent Percent Percent
Vali 3 1 2.0 2.0 2.0
d
4 2 4.0 4.0 6.0

5 3 6.0 6.0 12.0

6 2 4.0 4.0 16.0

7 2 4.0 4.0 20.0

8 14 28.0 28.0 48.0

9 16 32.0 32.0 80.0

10 10 20.0 20.0 100.0

Total 50 100.0 100.0

Table TR12 show that 10 respondents or 20.0% ranging from the age of 21 to above 50
strongly agree that they can help their friends to carry out effective HBL. Overall, 40
respondents agree with the statements as well and this proves that the teaching community is a
close knit one that thrives on helping one another.

6.13. I am willing to attend related course and workshops to

improved my ICT competency.
Table 13 – Question 13
TR13
Frequenc Valid Cumulative
y Percent Percent Percent
Vali 3 1 2.0 2.0 2.0
d 5 1 2.0 2.0 4.0
6 4 8.0 8.0 12.0
7 4 8.0 8.0 20.0
8 8 16.0 16.0 36.0
9 19 38.0 38.0 74.0
10 13 26.0 26.0 100.0
Total 50 100.0 100.0

ICT competency is important in today’s education field. Studies on teachers’ readiness

for ICT generally suggest that there is still a long way to go before schools in the region will be
able to take full advantage of the opportunities provided by 21 st-century technology (Ya’acob et.
al.,2005; So & Paula, 2006). In view of this, teachers take it upon themselves to attend the
related course in order to improve their ICT competency. Based on Table TR13, 13 respondents,
that is 26 % strongly agree with the question while the other 72% agrees with it in varying
degree regardless of their age group.

6.14. I can adapt my learning content depending on my students’ situation and condition.
Table 14 – Question 14

TR14
Frequenc Valid Cumulative
y Percent Percent Percent
Vali 3 1 2.0 2.0 2.0
d 5 1 2.0 2.0 4.0
6 1 2.0 2.0 6.0
7 4 8.0 8.0 14.0
8 13 26.0 26.0 40.0
9 21 42.0 42.0 82.0
10 9 18.0 18.0 100.0
Total 50 100.0 100.0

HBL gives new responsibilities to teachers in preparing learning sessions and they can
adapt the learning content by using various methods and platforms according to the situation and
circumstances of students. Based on Table TR14, 9 respondents or 18 % strongly agreed that
they could adapt the learning content according to the situation and circumstances of the
students. Only a small number of respondents strongly disagreed with the statement, that is a
mere 2 % of the respondent.

6.15 I can boost students' motivation when using various technologies during HBL
Table 15 – Question 15

TR15
Frequenc Valid Cumulative
y Percent Percent Percent
Vali 3 1 2.0 2.0 2.0
d 4 2 4.0 4.0 6.0
5 2 4.0 4.0 10.0
6 5 10.0 10.0 20.0
7 7 14.0 14.0 34.0
8 16 32.0 32.0 66.0
9 9 18.0 18.0 84.0
10 8 16.0 16.0 100.0
Total 50 100.0 100.0

To increase students’ attention and attendance during online learning, teachers need to be
creative in preparing learning materials. There are also rewarding online activities that can
increase students’ motivation to continue to participate in online learning. Based on the table
above, only 16 % or 8 respondents strongly agree with the above statement, while the number
who strongly disagree is only one respondent or 2 % (Table TR15).

6.16 I can do formative assessment by using suitable applications and software.

Table 16 – Question 16
TR16
Frequenc Valid Cumulative
y Percent Percent Percent
Vali 2 1 2.0 2.0 2.0
d 3 1 2.0 2.0 4.0
4 3 6.0 6.0 10.0
5 3 6.0 6.0 16.0
6 3 6.0 6.0 22.0
7 6 12.0 12.0 34.0
8 17 34.0 34.0 68.0
9 12 24.0 24.0 92.0
10 4 8.0 8.0 100.0
Total 50 100.0 100.0

Teachers not only need to plan and apply the implementation of quality learning and
teaching through online learning, but teachers also need to plan alternative assessments to
replace face-to-face examinations. Various applications are available online that teachers can use
to prepare questions. Based on our study (Table TR16) only 4 % or 8 respondents strongly agree
with the statement but when reviewed as many as 35 respondents or 70 % of the respondents
agree with the statement that says teachers can use the application for formative assessment.

6.17 I can communicate with my students actively when doing HBL.

Table 17 – Question 17
TR17
Frequenc Valid Cumulative
y Percent Percent Percent
Vali 2 1 2.0 2.0 2.0
d 4 1 2.0 2.0 4.0
5 3 6.0 6.0 10.0
6 8 16.0 16.0 26.0
7 5 10.0 10.0 36.0
8 16 32.0 32.0 68.0
9 8 16.0 16.0 84.0
10 8 16.0 16.0 100.0
Total 50 100.0 100.0

Based on Table TR17, a total of 8 respondents or 16.0% of our respondents strongly

agree that teachers are able to actively communicate with students while making HBL but there
is also one respondent who strongly disagreed with the statement. Communication is very
important in HBL in order to make sure that the learning process can be delivered more
effectively and there is an atmosphere of fun to continue learning.

6.18 I can increase my work productivity when doing HBL.

Table 18 – Question 18

TR18
Frequenc Valid Cumulative
y Percent Percent Percent
Vali 3 2 4.0 4.0 4.0
d 5 7 14.0 14.0 18.0
6 6 12.0 12.0 30.0
7 6 12.0 12.0 42.0
8 13 26.0 26.0 68.0
9 11 22.0 22.0 90.0
10 5 10.0 10.0 100.0
Total 50 100.0 100.0
The Table TR18 shows that 5 respondents or 10.0% of the respondents strongly agree
that they can increase their productivity while implementing HBL and the number of teachers
who disagreed with the statement is only 2 respondents or 4.0%.

6.19 I encourage my students to practice self-learning by using technology.

Table 19 – Question 19
TR19
Frequenc Valid Cumulative
y Percent Percent Percent
Vali 2 1 2.0 2.0 2.0
d 3 1 2.0 2.0 4.0
5 6 12.0 12.0 16.0
6 4 8.0 8.0 24.0
7 11 22.0 22.0 46.0
8 12 24.0 24.0 70.0
9 11 22.0 22.0 92.0
10 4 8.0 8.0 100.0
Total 50 100.0 100.0
Table TR19 shows that 4 respondents or 8.0% strongly agree that they can encourage
students to do self-learning using technology and the number of respondents who agreed with
the statement are 34 respondents or 68.0%.

6.20 I can increase parents’ participation as facilitators when doing HBL.

Table 20 – Question 20
TR20
Frequenc Valid Cumulative
y Percent Percent Percent
 Vali 2 1 2.0 2.0 2.0
d 3 2 4.0 4.0 6.0
4 1 2.0 2.0 8.0
5 6 12.0 12.0 20.0
6 9 18.0 18.0 38.0
7 7 14.0 14.0 52.0
8 9 18.0 18.0 70.0
9 9 18.0 18.0 88.0
10 6 12.0 12.0 100.0
Total 50 100.0 100.0
Table TR20 shows that, 6 respondents or 12.0% strongly agree with the statement that
says they can increase parental participation as facilitators during online learning, and when we
look at the table, parental participation is still at a moderate level.

6.21 I can use various forms of communication to communicate with parents in order to
support their children's learning.
Table 21 – Question 21
TR21
Frequenc Valid Cumulative
y Percent Percent Percent
Vali 2 1 2.0 2.0 2.0
d 3 2 4.0 4.0 6.0
4 1 2.0 2.0 8.0
5 3 6.0 6.0 14.0
6 5 10.0 10.0 24.0
7 9 18.0 18.0 42.0
8 12 24.0 24.0 66.0
9 13 26.0 26.0 92.0
10 4 8.0 8.0 100.0
Total 50 100.0 100.0
The figure (Table TR21) above shows 4 respondents or 8.0% of the respondents strongly
agreed with the statement that they can diversify communication methods to communicate with
parents before supporting their children's learning and only one respondent or 1.0% disagree
with the statement.

6.22 Preparing learning materials during HBL is much easier than normal face-to-face lessons.
Table 22 – Question 22
TR22
Frequenc Valid Cumulative
y Percent Percent Percent
Vali 1 2 4.0 4.0 4.0
d 2 1 2.0 2.0 6.0
3 1 2.0 2.0 8.0
4 5 10.0 10.0 18.0
5 5 10.0 10.0 28.0
6 4 8.0 8.0 36.0
7 10 20.0 20.0 56.0
8 11 22.0 22.0 78.0
9 8 16.0 16.0 94.0
 10 3 6.0 6.0 100.0
Total 50 100.0 100.0
Learning materials for HBL should be provided to facilitate and further streamline the
learning process. Only 3 people or 6 per cent of teachers strongly agree with the statement, but
the number who agree with the statement are 29 people or 58% and 2 people or 4 per cent of
respondents strongly disagree in saying that the provision of learning aids for HBL is easier than
normal face-to-face.

6.23. I get full cooperation from parents and guidance when implementing HBL
Table 23 – Question 23

TR23
Frequenc Valid Cumulative
y Percent Percent Percent
Vali 2 1 2.0 2.0 2.0
d 3 3 6.0 6.0 8.0
4 5 10.0 10.0 18.0
5 5 10.0 10.0 28.0
6 7 14.0 14.0 42.0
7 7 14.0 14.0 56.0
8 7 14.0 14.0 70.0
9 9 18.0 18.0 88.0
10 6 12.0 12.0 100.0
Total 50 100.0 100.0

Students not only need support from teachers in the learning process but they also need
help, attention, encouragement and motivation from parents during the implementation of HBL.
This can help to ensure that students are not left behind in receiving appropriate knowledge.
Based on the table TR23, a total of 6 respondents or 12 % strongly agree with the statement that
they can get full support from parents while implementing HBL. And the number who strongly
disagree with that statement is only one respondent or 2 %.

6.24. I receive feedback from parents and guidance when implementing HBL
Table 24 – Question 24

TR24
Frequenc Percent Valid Cumulative
 y Percent Percent
Vali 2 3 6.0 6.0 6.0
d 3 2 4.0 4.0 10.0
4 4 8.0 8.0 18.0
5 5 10.0 10.0 28.0
6 6 12.0 12.0 40.0
7 10 20.0 20.0 60.0
8 6 12.0 12.0 72.0
9 9 18.0 18.0 90.0
10 5 10.0 10.0 100.0
Total 50 100.0 100.0

Referring to the Table TR24, a total of 5 respondents or 10 % of our respondents strongly

agree that they do receive feedback from parents and guardians while implementing HBL and a
total of 3 respondents or 6 % disagree with the statement. Mostly 10 respondents agree with
scale 7 for these questions. These findings indicate that most parents provide positive feedback
and it shows that parents are indeed involved in their children’s HBL.

6.25. The District and State Education Office organizes programs to enhance teachers'
competency in HBL.
Table 25 – Question 25
TR25
Frequenc Valid Cumulative
y Percent Percent Percent
Vali 2 1 2.0 2.0 2.0
d 3 2 4.0 4.0 6.0
5 3 6.0 6.0 12.0
6 9 18.0 18.0 30.0
7 10 20.0 20.0 50.0
8 9 18.0 18.0 68.0
9 11 22.0 22.0 90.0
10 5 10.0 10.0 100.0
Total 50 100.0 100.0

A total of 5 respondents or 10.0% of the respondents strongly agree with the statement
that says the District Education Office and the State Education Department have organized and
improved the competencies of teachers in HBL (Table TR25). And only one respondent strongly
disagreed with that statement. Referring to the diagram, most respondents agree with the above
statement.

6.26. I receive support and encouragement from the school administrator for doing HBL
Table 26 – Question 26

TR26
Frequenc Percent Valid Cumulative
 y Percent Percent
Vali 3 1 2.0 2.0 2.0
d 4 2 4.0 4.0 6.0
5 3 6.0 6.0 12.0
6 4 8.0 8.0 20.0
7 5 10.0 10.0 30.0
8 13 26.0 26.0 56.0
9 13 26.0 26.0 82.0
10 9 18.0 18.0 100.0
Total 50 100.0 100.0

Administrators have a role to ensure that the planning and management of HBL can run
carefully, efficiently and effectively to avoid duplication of time between subjects and training
for students. In addition, administrators need to arrange flexible learning schedules and monitor
HBL and provide appropriate support to teachers. Referring to the above data a total of 9
respondents or 18 % strongly agreed with the statement, while a total of 31 respondents or 62 %
of the respondents agreed and only one or 2 % disagreed with the statement (Table TR26).

7. Job Satisfaction

Measuring job satisfaction is important because it can predict our future behaviour. For
example: Are we likely to resign from our jobs? Are we at risk of poor health? Is it highly likely
that we will suffer burnout?
We explore various ways of measuring job satisfaction. We will look at the most widely
used tools in the literature and discuss other challenges of measuring job satisfaction
What is meant by the term ‘job satisfaction’ and how is it measured? As a psychological
construct, job satisfaction is meant to reflect employees’ level of satisfaction with their work.
Questionnaires that measure job satisfaction ask questions about various attitudes and
behaviours; the responses to these questions are totalled to reflect job satisfaction. This implies
that an employee might have low job satisfaction, but their score might be explained by low
scores on only one dimension. Furthermore, job satisfaction develops slowly. It is a dynamic
process, and job satisfaction now does not guarantee job satisfaction in five years. This is
because job satisfaction is affected by many conditions within the workplace, and these
conditions can change.
To be considered in the meta-analysis, the tools had to meet acceptable psychometric
standards, including internal reliability of 0.80 or higher, a test-retest coefficient of 0.70 or
higher, and at least four measured work factors that were proposed to affect job satisfaction. The
relationship between job satisfaction and job performance is complicated; job satisfaction
influences job performance, which in turn, influences job satisfaction. Furthermore, the
relationship between job satisfaction and job performance is also influenced by multiple factors.
When job satisfaction is measured using a questionnaire with multiple dimensions, the
correlations between each dimension and job performance are weaker than when composite job
satisfaction is constructed from all the dimensions.

JS1
Cumulative
Frequency Percent Valid Percent Percent
Valid 3 2 4.0 4.0 4.0
5 2 4.0 4.0 8.0
6 4 8.0 8.0 16.0
7 3 6.0 6.0 22.0
8 7 14.0 14.0 36.0
9 16 32.0 32.0 68.0
10 16 32.0 32.0 100.0
Total 50 100.0 100.0
I feel fairly satisfied with my present job.

Based on Table JS1, 64.0% respondents very satisfied with their present job. This level
of job satisfaction leads to an increase in productivity as teachers continue to champion their
teammates’ work, their creativity and push to drive more success and increased productivity.

JS2
Cumulative
Frequency Percent Valid Percent Percent
Valid 3 2 4.0 4.0 4.0
5 1 2.0 2.0 6.0
6 3 6.0 6.0 12.0
7 5 10.0 10.0 22.0
8 14 28.0 28.0 50.0
9 14 28.0 28.0 78.0
10 11 22.0 22.0 100.0
Total 50 100.0 100.0
Most days I am enthusiastic about my work.

JS3
Cumulative
Frequency Percent Valid Percent Percent
Valid 3 1 2.0 2.0 2.0
5 3 6.0 6.0 8.0
6 1 2.0 2.0 10.0
7 4 8.0 8.0 18.0
 8 14 28.0 28.0 46.0
9 17 34.0 34.0 80.0
10 10 20.0 20.0 100.0
Total 50 100.0 100.0
Each day at work seems like it will never end.
 It is important to note that teacher satisfaction and teacher engagement are not the same
things despite both playing a key role in the health of a school and the well-being of its staff
members. Teacher satisfaction refers to the way teachers feel as a result of everyday job
conditions such as the work environment, benefits, and school workload. In contrast, teacher
engagement often refers to the relationships, connectedness, and fulfilment of the overall
workplace culture. It’s a nuanced difference as both tend to influence each other.
Base on Table JS2, its show that mostly respondents happy with their job. Frequency 14
for scale 8 and 9, 56.0% of respondents. Although, mostly respondents agree with each day at
work seems like it will never end (Table JS3). We can see that, frequency 17 or 34.0% for scale
9 and 45 respondents agree with this. Teachers as and educators, that find meaning in their work
experience higher levels of motivation and satisfaction over the long haul. If they are passionate
about what they do, they are less likely to sweat the small stuff. If teachers feel that they have
too much work and not enough time, they may become so overwhelmed that they lose
motivation entirely. How they answer this question will let us know if we need to rethink or
redistribute the workload.

JS4
Cumulative
Frequency Percent Valid Percent Percent
Valid 1 1 2.0 2.0 2.0
3 2 4.0 4.0 6.0
4 1 2.0 2.0 8.0
5 4 8.0 8.0 16.0
6 2 4.0 4.0 20.0
7 7 14.0 14.0 34.0
8 14 28.0 28.0 62.0
9 11 22.0 22.0 84.0
10 8 16.0 16.0 100.0
Total 50 100.0 100.0

I find real enjoyment in my work.

Satisfied teachers are happier, more productive, more enjoyable to work with, and more
likely to contribute innovative ideas. They’re also more likely to stay with the school longer,
decreasing turnover rates and strengthening teams. Based on Table JS4, high frequency is 14 on
scale 8 shows that’s 14 respondents strongly agree. 92.0% of respondents shows that them enjoy
their work. The more increased staffs’ job satisfaction rates are, the more they will feel
empowered and in turn, are able to collaborate better with teammates. Happiness is often
referred to as experiencing joy, feeling less stressed, and feeling unburdened by co-workers or
the work environment. While job satisfaction does not mean “always being happy,” teachers and
school administrators should strive to increase teachers’ happiness where it is possible.
Teachers who feel their best skills aren’t being used are likely experiencing some job
dissatisfaction. Also, it is more efficient to divide tasks amongst employees based on their
strengths and interests. If the Malaysia Ministry of Education offers plenty of opportunities that
align with teachers’ career goals, they are more likely to be satisfied, be passionate about their
work, and put their best foot forward every day. In order to achieve their career goals, teachers
have to acquire new skills. Aside from that, they may also enjoy the intellectual stimulation that
comes with taking on new challenges and dynamic tasks.

JS5
Cumulative
Frequency Percent Valid Percent Percent
Valid 1 10 20.0 20.0 20.0
2 5 10.0 10.0 30.0
3 8 16.0 16.0 46.0
4 3 6.0 6.0 52.0
5 4 8.0 8.0 60.0
6 3 6.0 6.0 66.0
7 6 12.0 12.0 78.0
8 5 10.0 10.0 88.0
9 2 4.0 4.0 92.0
10 4 8.0 8.0 100.0
Total 50 100.0 100.0
I consider my job to be rather unpleasant
An inverse relationship exists between work engagement and burnout; more engaged
workers are at less risk of burnout, whereas less engaged workers are at higher risk of burnout.
Regular measuring of work engagement can help identify workers who are at higher risk of
burnout. By measuring job satisfaction, school administer are better prepared to make the
changes that result in a healthier, happier work environment for their teachers. Table JS5 show,
mostly respondents strongly disagree that them consider their job to be rather unpleasant. Only
8.0% agree with scale 10. Everyone likes feeling acknowledged for the work they do and the
ideas they contribute to the team.

8. Demographic Data
Statistics
Years of
Teaching
Education Level Age Gender Ethnic Experience
N Valid 50 50 50 50 50
Missing 0 0 0 0 0
Mean 2.96 2.42 1.24 1.60 3.22
Median 3.00 2.00 1.00 1.00 3.00
Std. Deviation .402 .928 .431 1.125 1.329
Variance .162 .861 .186 1.265 1.767
Minimum 2 1 1 1 1
Maximum 4 4 2 4 5

The results of the study were analysed using the SPSS 23.0 software. Descriptive analysis and
inference analysis were carried out in this study. Descriptive analysis involves frequency, mean
and variance to determine the demographics of the study respondents and so on to determine the
teacher’s readiness in Home-Based teaching and Learning.

Based on the information, the number of respondents; 50 people consisting of 12 male teachers
and 38 female teachers. Aged between 21 to 30 years old, 31 to 40 years old, 41 to 50 years old
50 above.

The findings of this study show the demographics of the respondent based on gender
among the teacher’s readiness in Home-Based teaching and Learning. From the study conducted,
a total of 50 respondents answered distributed questionnaires, which consisted of 12 male
respondents equivalent to 24% and 38 female respondents equivalent to 76%.

In the aspect of teaching experience, 5 teachers have diploma, 42 teachers have

bachelor’s degree and 3 teachers have master's degrees.

Based on the table and bar chart above, this shows that Malay respondents dominated by
38 teachers equivalent to 76% of the 50 respondents. It was followed by Chinese respondents, 1
teacher equivalent to 2%. 4 Indian teachers which is equivalent to 8%. and followed by 7 from
another ethnicity; equivalent to 14%.
 In terms of working experience, the highest majority were those with 11 to 15 years of
working experience, there are 18 teachers (36%), second, 11 teachers with more than 21 years of
working experience (22%), thirdly, were 9 people with working experience for 16 to 20 years
(18%), while the remaining 6 to 10 years there are 4 people (8%) and finally working less than 5
years were 8 people (16%).

9. Conclusion

The analysis has been conducted, then we can conclude that the data we obtained can be
processed and applied descriptively that the majority of the respondents are ready for home
based learning teaching and learning. Despite the neutral experience in online teaching, the
attitude of the respondents is positive that contributes to the readiness of teacher. The 26-item
version is deemed appropriate to measure teacher’s readiness for change based on the conceptual
and practical aspects of change. The finding also confirmed that teacher’s readiness for
implementing HBL was high, which is crucial in unfreezing stage and is now moving towards
the final stage of the change process, namely freezing the desired change. A simple and
objective way to measure teachers’ responses is to let them answer on a scale from “strongly
disagree” to “strongly agree”. Surveys should be kept anonymous so employees feel comfortable
sharing honestly. Both the finding and the instrument can inform policymakers, help monitor
the status of HBL implementation and plan strategic interventions to achieve desired outcomes
within the Malaysia education system.

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