Kajian persepsi pensyarah tentang pelaksanaan program pembangunan staf di maktab-maktab perguruan di Negeri Sarawak
Fokus kajian ini adalah untuk meninjau persepsi pensyarah-pensyarah tentang pclaksanaan program pcmbangunan staf di tiga buah maktab perguruan di Ncgeri Sarawak Tinjauan tentang pelaksanaan program pembangunan staf ini adalah didasarkan kepada persepsi pensyarah-pensyarah di makiab-makiab sasaran...
Saved in:
| Main Author: | |
|---|---|
| Format: | Thesis |
| Language: | English |
| Published: |
1999
|
| Subjects: | |
| Online Access: | http://eprints.usm.my/29907/1/Mashor_Bin_Hossen.pdf |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | Fokus kajian ini adalah untuk meninjau persepsi pensyarah-pensyarah tentang
pclaksanaan program pcmbangunan staf di tiga buah maktab perguruan di Ncgeri
Sarawak Tinjauan tentang pelaksanaan program pembangunan staf ini adalah
didasarkan kepada persepsi pensyarah-pensyarah di makiab-makiab sasaran tentang
aspek-aspekberikut (1) amalan-amalan dan prosedur-prosedur program pembangunan
staf di maktab-maktab perguruan di Sarawak; (2) siapakah sebenarnya mcrencanakan
amalan-amalan dan prosedur-prosedur program pembangunan staf di makiab-makiab
perguruan ini; (3) adakah usaha-usaha untuk menentu dan mengenal pasti keperluankeperluan
dan keutamaan-keutamaan oleh pihak malctab dalam merencanakan
program pembangunan staf; (4) peranan yang dimainkan oleh pihak pentadbir
mahupun pengurusan maktab berkaitan dengan program pembangunan staf; (5)
faedah dan kepentingan program pembangunan staf kepada institusi makiab perguruan
dan ( 6) adakah penilaian selepas kursus diusahakan bagi satu-satu program
pembangunan staf.
The focus of the study was to look into the perception of the lecturers on the
implementation of staff development (SD) programme in three teachers training
colleges in Sarawak. The study on the implementation of staff development
programme was based on the college lecturers' perceptions on aspects such as: (1)
staff development practices and procedures in teachers training colleges in Sarawak;
(2) who actually were responsible to plan and to structure staff development
programmes in these colleges; (3) were there efforts by the college authorities to
define and identify the needs and priorities when planning and structuring their staff
development programmes; ( 4) the roles played by the college administrators in
relation to staff development programmes; (5) the benefits and the importance of
staff development programmes to teachers training institution and ( 6) was there any
post-evaluation done upon the completion of staff development programmes. |
|---|