Article Per Year (5 Year)
p-Index From 2021 - 2026
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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn)
Mohd Muslim Md Zalli
Universiti Pendidikan Sultan Idris
Humanities Education Library & Information Science Social Sciences Other

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Examining the teachers’ pedagogical knowledge and learning facilities towards teaching quality Muhd Zulhilmi Haron; Mohd Muslim Md Zalli; Mohamad Khairi Othman; Mohd Isha Awang
International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 1: March 2021
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v10i1.20780

Abstract

The purpose of this study was to examine the relationship between teachers’ pedagogical knowledge, learning facilities and the teaching quality of teachers in the Ulul Albab Tahfiz Model (TMUA) schools in Malaysia. The data were collected using a set of questionnaires which probed on the respondents’ demographic information as well as on their pedagogical knowledge, learning facilities and teaching quality. The respondents comprised of 144 teachers from three schools involved in TMUA program. The data obtained were processed and analysed through the Partial Least Squares Structural Equation Modelling (PLS-SEM) using SmartPLS 3.0 software. The results show that there is a significant relationship between teachers’ pedagogical knowledge, educational facilities and the quality of teaching. The implication of this study is that teachers are aware of the importance of pedagogical knowledge in improving teaching quality when implementing the TMUA program.
Instrument development of attitudes towards egalitarian education scale Nik Muhammad Hanis Nek Rakami; Mohd Muslim Md Zalli; Nik Ahmad Hisham Ismail; Noor Lide Abu Kassim; Jin Yulu
Journal of Education and Learning (EduLearn) Vol 20, No 3: August 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i3.23176

Abstract

This paper discusses the instrumentation process that was developed to measure teachers’ attitudes towards egalitarian education in the context of a multiracial society. The researchers have developed a new, culturally relevant survey to assess a previously unexplored construct (teachers’ attitudes towards egalitarian education). Researchers have employed an eight-step process: i) operationalizing the meaning of attitudes towards egalitarian education; ii) identifying a theoretical framework on attitudes towards egalitarian education; iii) exploring dimensions of attitudes from focus group discussion; iv) drafting preliminary items on egalitarian education based on focus group findings; v) validating the content of the attitudes towards egalitarian education items via expert judgment; vi) conducting a pilot test of the attitudes towards egalitarian education scale; vii) finalizing the attitudes towards egalitarian education scale; and viii) translating the attitudes towards egalitarian education scale. This is the first validated instrument specifically developed for Malay teachers, addressing a critical gap in egalitarian educational research. The careful development process ensures that the questionnaire accurately measures the issues raised in the study. This study provides clear information on how the egalitarian education attitudes scale is implemented and establishes a foundation for future cross-cultural adaptations in similar educational settings.
Inclusive education readiness in suburban Malaysian primary schools Muhammad Afif Mohd Aris; Siti Faizah Zainal; Noor Asmina Mohd Rashid; Mohd Muslim Md Zalli; Mohd Ridhuan Mohd Jamil; Mazarul Hasan Mohamad Hanapi
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 4: August 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i4.39303

Abstract

Inclusive education requires not only equitable placement of students with disabilities in mainstream schools, but also adequate structural support and positive stakeholder readiness. This study examined the readiness of sub-urban primary schools in Malaysia to implement inclusive education by focusing on school facilities, teachers’ perceptions, peer acceptance, and parents’ perceptions. A quantitative cross-sectional survey was conducted involving headmasters, teachers, students, and parents from five primary schools implementing inclusive education programs. Data were analyzed using descriptive statistics and Pearson correlation analysis. The findings showed that although several accessibility features were available, many essential facilities and specialized instructional supports remained limited. In contrast, teachers, students, and parents generally demonstrated positive perceptions of inclusive education. Teachers’ experience with disability and understanding of disability-related needs were also significantly associated with more positive perceptions. These findings reveal a structural–social gap in inclusive education readiness, in which supportive stakeholder attitudes coexist with incomplete infrastructural support. The study highlights the need to strengthen school facilities and sustain professional development to support more equitable and effective inclusive education in primary schools.
Co-Authors Jin Yulu Mazarul Hasan Mohamad Hanapi Mohamad Khairi Othman Mohd Isha Awang Mohd Ridhuan Mohd Jamil Muhammad Afif Mohd Aris Muhd Zulhilmi Haron Nik Ahmad Hisham Ismail Nik Muhammad Hanis Nek Rakami Noor Asmina Mohd Rashid Noor Lide Abu Kassim Siti Faizah Zainal