Hotspot schools in Malaysia: teachers perception of hotspot school in mitigating Malaysian disciplinary problems at schools in Klang, Selangor /
This study analyzes the teachers' perception of hotspot schools in mitigating Malaysian disciplinary problems at schools in Klang Selangor. 402 schools across Malaysia were identified with Category 1 (discipline) and Category 3 (discipline and drugs issues). The study is guided by political sys...
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| Format: | Thesis |
| Language: | English |
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| Online Access: | http://studentrepo.iium.edu.my/handle/123456789/9716 |
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| Summary: | This study analyzes the teachers' perception of hotspot schools in mitigating Malaysian disciplinary problems at schools in Klang Selangor. 402 schools across Malaysia were identified with Category 1 (discipline) and Category 3 (discipline and drugs issues). The study is guided by political system theory and social learning theory. The objectives of this study are to identify teachers' perceptions of hotspot school issues highlighted by the Ministry of Education (MOE) and to analyze the major factors that lead to disciplinary problems in school. This quantitative study used questionnaires as the instruments to collect data from 3 secondary schools in Klang, Selangor. Through purposive sampling, 135 questionnaires were distributed. Descriptive statistical analysis using the SPSS IBM 22 was used to analyse the data. The findings suggest that the teachers perceive hotspot schools as a good initiative by the government but MOE should inform the school first before making the announcement. It is also revealed that the most preferred types of disciplinary problems among school students are coming late to school and not finishing their homework. Moreover, it can be inferred that the teachers start to become more aware and careful in managing students involved in disciplinary problems. This study also found four factors that contribute to disciplinary problems among schools students; (1) family factor, (2) peer pressure factors, (3) social media factors and (4) teachers role and school environment factors. Out of these four factors, the most influential is the peer pressure factor. In dealing with disciplinary students, the study identified that the counseling and guidance session is the most practical approach preferred by the teachers and schools. Finally, the findings demonstrate that parents, teachers, schools, local authorities, communities, District Education Officer, State Education Officer and MOE should play a part in resolving the issue of the disciplinary problem among school students. Therefore, this study recommends that MOE should come out with a proper centralized policy pertaining to disciplinary problems among school students so that the issue would not get worse in the future. |
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| Physical Description: | xiv, 121 leaves : illustrations ; 30cm. |
| Bibliography: | Includes bibliographical references (leaves 99-105). |