Predictors of intention to apply for the excellent teacher position and the moderating role of gender among teachers in Malaysia
Excellent Teacher position is one of Malaysian teachers’ position in their career path within the teaching services promotion system. Recently researchers identified a gap between studies in determining factors of intention and the role of gender of Malaysian teachers applying for Excellent Teach...
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| Main Author: | |
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| Format: | Thesis |
| Language: | English |
| Published: |
2019
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| Subjects: | |
| Online Access: | http://psasir.upm.edu.my/id/eprint/84573/1/FPP%202019%2037%20ir.pdf |
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| Summary: | Excellent Teacher position is one of Malaysian teachers’ position in their career path
within the teaching services promotion system. Recently researchers identified a gap
between studies in determining factors of intention and the role of gender of Malaysian
teachers applying for Excellent Teacher position. This study examined the predictors
of behavior intention in applying for promotion for Excellent Teacher position in
Malaysia, and the moderating role of gender in the relationship between the predictors
and the intention to apply for the promotion. The objective of the study is to examine
the behavioral beliefs (attitude), normative beliefs (subjective norm), and career
decision-making self-efficacious beliefs as factors that explain the intention to pursue
a promotion to an Excellent Teacher position. The framework of this study was based
on the Theory of Planned Behavior by Ajzen (1991). A correlational study design was
employed to determine the relationship between the predictors and intention to apply
for promotion. This study explores four predictor variables namely, attitude,
expectation of others on applying for promotion, career decision making self-efficacy
and belief towards performance appraisal system for promotion application for the
Excellent Teacher position. Career decision making self-efficacy concept serves as the
intrinsic belief factor while belief towards performance appraisal system serves as the
extrinsic belief factor that might influence the teachers’ intention to apply for
promotion.
A self-administered questionnaire was developed and pre-tested for reliability and
validity of the questionnaire items. The reliability of the measuring scale was
acceptable (ɑ = 0.7). A total number of 500 respondents consisting of 226 males and
274 female teachers who were qualified to apply for promotion. A simple random
sampling was conducted by utilizing a zone matrix of school locations (zones: east,
west, central, north and south of Peninsular Malaysia, and Sabah and Sarawak). The sample represents a population of school teachers nationwide. Using structural
equation modelling (SEM), this study found that expectation of others towards
applying for promotion was significantly related to intention to apply for promotion
to Excellent Teacher position. Belief towards performance appraisal system for
promotion application, attitude towards applying for promotion and career decision
making self-efficacy were not significantly related. This study compares the results
between gender and found that the effect of belief towards performance appraisal
system for promotion application on intention to apply for promotion was moderated
by gender. The factor of belief towards performance appraisal system in applying for
promotion for the Excellent Teacher position significantly affects intention to apply
for promotion among male but not female teachers. The result shows that subjective
norm and the external belief of performance appraisal system for promotion as the
components of the theory of planned behavior, as well as gender play important roles
in predicting teacher’s intention to apply for promotion. This study concludes
teachers’ belief towards the performance appraisal system cannot be the predicting
factor that contribute towards intention of qualified teachers to apply for the Excellent
Teacher positions. It is also concluded that male and female teachers are not affected
by the consequences related to applying for promotion for the Excellent Teacher
position and their belief towards the performance appraisal system used. As a
concluding remark, this study could not support nor strengthen the finding of previous
research with regards to belief towards career decision-making self-efficacy.
However, the intention to apply for promotion will increase if the expectation of others
towards qualified candidates applying for promotion for the Excellent Teacher
position also increases. Hence, the process of application for promotion towards
Excellent Teacher positions are therefore expected to be more informed of the factors
of gender and belief towards others to apply for the promotion application. Further
research is recommended to minimize the number of items from variables selected in
investigating the relationship between the variables to achieve the model fit for the
study. Furthermore, TPB framework can be used to investigate the specific factors
that are of concern in a career development studies, particularly on examining the
intention of applying for a promotion for the Excellent Teacher position in Malaysia. |
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