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All Journal International Journal of Evaluation and Research in Education (IJERE) Indonesian Educational Administration and Leadership Journal (IDEAL)
Sofian Omar Fauzee, Mohd
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Education Social Sciences Other

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Teacher quality standards: The differences in moral competency level among Malaysian teachers Dzahir Kasa, Muhamad; Don, Yahya; Sofian Omar Fauzee, Mohd; Faiz Mohd Yaakob, Mohd
Indonesian Educational Administration and Leadership Journal (IDEAL) Vol. 2 No. 1 (2020): Indonesian Educational Administration and Leadership Journal
Publisher : Program Studi Adminsitrasi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ideal.v2i1.10229

Abstract

The issue of quality standards for Malaysian teachers and the moral competency of teachers is a foundational part of the practice of Teacher Quality Standards in Malaysia and are fundamental to the formation of the Malaysian Education Development Plan (MEDP) 2013-2025. This paper discusses the level of teachers' moral competency and Teacher Quality Standards practice based on demographic factors (gender, age, class size, number of subjects taught, and school experience). This quantitative study used cross-sectional survey approach to collect data on current situation of moral competency and Teacher Quality Standards practice. A Stratified random and multistage sampling techniques were used to select 142 samples from the study population of teachers in National schools in Kedah, Perlis and Penang in Malaysia. The instruments used were the Moral Judgment Test (MJT) (Lind, 2000) and the College Teaching Behaviours Inventory (CTBI) (Braxton, & Bayer, 2003). The results showed significant differences in moral competencies based on age, gender, number of subjects taught, and teaching experience, and significant differences in terms of Teacher Quality Standards based on age, teaching experience, and number of subjects taught. These results provided a basic knowledge of the Teacher Quality Standards practice in national schools and its relationship to moral competency based on demographic and experience in school aspects. National school teachers who practiced Teacher Quality Standards demonstrated that they have the capacity for moral competency in self-governance by applying Teacher Quality Standards when making decisions and considerations in selecting ethical practices in developing national education in the future.
Enhancing academic resilience through motivation and strategy: evidence from Malaysian boarding schools using SDT Sofian Omar Fauzee, Mohd; Zhang, Shaohua; Ishak, Marni; Ma, Li; Hou, Mo; Zhang, Wenjie; Nazrul Hakim Abdullah, Muhammad; Habibi, Akhmad; Singh Gurbaksh Singh, Daljit; Hanafi Mohd Yasin, Mohd; Suraya Wan Nik, Wan
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i1.35494

Abstract

This study investigates the relationship between student motivation and self-regulated learning strategies among Malaysian boarding school students, using self-determination theory (SDT) as its theoretical foundation. A total of 328 form four students from four northern Malaysian boarding schools participated. Using a validated version of the motivated strategies for learning questionnaire (MSLQ) and analyzed through second-order partial least squares structural equation modeling (PLS-SEM), results revealed a significant positive relationship between motivational beliefs, especially self-efficacy and intrinsic value, and self-regulated learning strategies. The study’s novelty lies in validating a culturally adapted, second-order motivation model tailored to Malaysian boarding schools. Notably, the research isolates the mediating effect of intrinsic motivation on self-regulation within a high-pressure, collectivist setting, extending SDT’s applicability. However, limitations lie in the use of a cross-sectional design and dependence on self-reported data, and regional focus. Future studies should adopt longitudinal designs, consider diverse school types, and integrate perspectives from teachers or parents to strengthen validity. Including objective academic performance metrics may offer deeper insight. This research affirms the relevance of SDT in Malaysia’s education system and provides a validated framework linking motivation to strategic learning. The findings support evidence-based pedagogical strategies and align with sustainable development goal (SDG) 4 on quality education and goal 10 on reduced inequalities, promoting for fair and motivation-enhancing environments of learning.
Co-Authors Akhmad Habibi, Akhmad Don, Yahya Dzahir Kasa, Muhamad Faiz Mohd Yaakob, Mohd Hanafi Mohd Yasin, Mohd Hou, Mo Ishak, Marni Li Ma Nazrul Hakim Abdullah, Muhammad Shaohua Zhang, Shaohua Singh Gurbaksh Singh, Daljit Suraya Wan Nik, Wan Zhang, Wenjie