The Relationship between Self-Efficacy and Professional Support towards HOTs with the Readiness towards HOTs Pedagogy
Teacher self-efficacy plays significant role in determining the effectiveness of high-order thinking (HOT) pedagogy, including for the teaching of science and mathematic subjects. Although teachers have been found to adopt HOT-based exercises, and were ready to implement HOT-based teaching, little i...
| Main Authors: | , , |
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| Other Authors: | |
| Format: | Book Chapter |
| Language: | English English English English |
| Published: |
Cambridge Scholars Publishing
2019
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| Subjects: | |
| Online Access: | http://irep.iium.edu.my/78350/ http://irep.iium.edu.my/78350/1/Sumayah.pdf http://irep.iium.edu.my/78350/7/IREP%20Cihat1.pdf http://irep.iium.edu.my/78350/8/Irep%20Cihat2.pdf http://irep.iium.edu.my/78350/9/IREP%20Cihat3.jpg |
| _version_ | 1848788595217793024 |
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| author | Abdul Rahman, Sumaiyah Abdul Rahman, Shukran Othman, Dzulfazli |
| author2 | Atar, Cihat |
| author_facet | Atar, Cihat Abdul Rahman, Sumaiyah Abdul Rahman, Shukran Othman, Dzulfazli |
| author_sort | Abdul Rahman, Sumaiyah |
| building | IIUM Repository |
| collection | Online Access |
| description | Teacher self-efficacy plays significant role in determining the effectiveness of high-order thinking (HOT) pedagogy, including for the teaching of science and mathematic subjects. Although teachers have been found to adopt HOT-based exercises, and were ready to implement HOT-based teaching, little is known on whether both would enhance their self-efficacy. The purpose of this paper is to present findings of a research which studies the relationship between Self-efficacy to teach Higher Order Thinking Skills and the availability of Professional support to teach HOTS with the student teachers’ readiness towards HOTS Pedagogy. HOT-based exercises usage, HOT-Implementation readiness, and self-efficacy among science and mathematic student teachers in Malaysia. A group of 121 student teachers have been randomly selected to participate in the study. They responded to three scales which measure their usage of HOT-based exercises, readiness in HOT-Implementation, and self-efficacy. It has been found that the student teachers have high levels of Self-efficacy, readiness and professional support towards HOTS. It has also been found that there were significant relationships between self-efficacy and Readiness towards HOTS Pedagogy.; and between Professional support towards HOTS and Readiness towards HOTS Pedagogy.
Significance: The findings provide an account of student-teachers’ readiness in using HOT-based exercises, and their self-efficacy to engage HOT-based exercises. The finding is expected to inform policy makers on the ways to strengthen the training of HOT-based education method among student teachers in the country. |
| first_indexed | 2025-11-14T17:43:19Z |
| format | Book Chapter |
| id | iium-78350 |
| institution | International Islamic University Malaysia |
| institution_category | Local University |
| language | English English English English |
| last_indexed | 2025-11-14T17:43:19Z |
| publishDate | 2019 |
| publisher | Cambridge Scholars Publishing |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | iium-783502020-02-06T04:02:09Z http://irep.iium.edu.my/78350/ The Relationship between Self-Efficacy and Professional Support towards HOTs with the Readiness towards HOTs Pedagogy Abdul Rahman, Sumaiyah Abdul Rahman, Shukran Othman, Dzulfazli BF Psychology BF501 Motivation L Education (General) Teacher self-efficacy plays significant role in determining the effectiveness of high-order thinking (HOT) pedagogy, including for the teaching of science and mathematic subjects. Although teachers have been found to adopt HOT-based exercises, and were ready to implement HOT-based teaching, little is known on whether both would enhance their self-efficacy. The purpose of this paper is to present findings of a research which studies the relationship between Self-efficacy to teach Higher Order Thinking Skills and the availability of Professional support to teach HOTS with the student teachers’ readiness towards HOTS Pedagogy. HOT-based exercises usage, HOT-Implementation readiness, and self-efficacy among science and mathematic student teachers in Malaysia. A group of 121 student teachers have been randomly selected to participate in the study. They responded to three scales which measure their usage of HOT-based exercises, readiness in HOT-Implementation, and self-efficacy. It has been found that the student teachers have high levels of Self-efficacy, readiness and professional support towards HOTS. It has also been found that there were significant relationships between self-efficacy and Readiness towards HOTS Pedagogy.; and between Professional support towards HOTS and Readiness towards HOTS Pedagogy. Significance: The findings provide an account of student-teachers’ readiness in using HOT-based exercises, and their self-efficacy to engage HOT-based exercises. The finding is expected to inform policy makers on the ways to strengthen the training of HOT-based education method among student teachers in the country. Cambridge Scholars Publishing Atar, Cihat 2019 Book Chapter PeerReviewed application/pdf en http://irep.iium.edu.my/78350/1/Sumayah.pdf application/pdf en http://irep.iium.edu.my/78350/7/IREP%20Cihat1.pdf application/pdf en http://irep.iium.edu.my/78350/8/Irep%20Cihat2.pdf application/pdf en http://irep.iium.edu.my/78350/9/IREP%20Cihat3.jpg Abdul Rahman, Sumaiyah and Abdul Rahman, Shukran and Othman, Dzulfazli (2019) The Relationship between Self-Efficacy and Professional Support towards HOTs with the Readiness towards HOTs Pedagogy. In: Current Studies in Pre-service Teacher Education. Cambridge Scholars Publishing, Newcastle upon Tyne, UK, pp. 147-156. ISBN 1-5275-3747-1 https://www.cambridgescholars.com/current-studies-in-pre-service-teacher-education |
| spellingShingle | BF Psychology BF501 Motivation L Education (General) Abdul Rahman, Sumaiyah Abdul Rahman, Shukran Othman, Dzulfazli The Relationship between Self-Efficacy and Professional Support towards HOTs with the Readiness towards HOTs Pedagogy |
| title | The Relationship between Self-Efficacy and Professional Support towards HOTs with the Readiness towards HOTs Pedagogy |
| title_full | The Relationship between Self-Efficacy and Professional Support towards HOTs with the Readiness towards HOTs Pedagogy |
| title_fullStr | The Relationship between Self-Efficacy and Professional Support towards HOTs with the Readiness towards HOTs Pedagogy |
| title_full_unstemmed | The Relationship between Self-Efficacy and Professional Support towards HOTs with the Readiness towards HOTs Pedagogy |
| title_short | The Relationship between Self-Efficacy and Professional Support towards HOTs with the Readiness towards HOTs Pedagogy |
| title_sort | relationship between self-efficacy and professional support towards hots with the readiness towards hots pedagogy |
| topic | BF Psychology BF501 Motivation L Education (General) |
| url | http://irep.iium.edu.my/78350/ http://irep.iium.edu.my/78350/ http://irep.iium.edu.my/78350/1/Sumayah.pdf http://irep.iium.edu.my/78350/7/IREP%20Cihat1.pdf http://irep.iium.edu.my/78350/8/Irep%20Cihat2.pdf http://irep.iium.edu.my/78350/9/IREP%20Cihat3.jpg |