SITI ZULAIHA BINTI MOHD HANAZAN (G8.

9)
Task 1: Academic Writing
This preliminary Education Blueprint (Blueprint) is the result of extensive research and
public engagement carried out by the Ministry of Education (Ministry). The Blueprint was
developed with three specific objectives. The writer would like to focus on the second objective
of the Blueprint which is to establish a clear vision and aspirations for individual students and
the education system as a whole over the next 13 years. According to the Blueprint, there are
five outcomes aspires to for the Malaysian education system which are access, quality, equity,
unity and efficiency. These aspirations have emerged from the body of historical Education
Reports, remaining as relevant today as when they were first conceived in the Malaysian
context. In 1956, the Razak Report envisioned a national education system that guaranteed
access to a place in school for all children regardless of ethnicity or socio-economic
background, and that provided all children with a learning environment that celebrated unity
through an appreciation of the nations diversity. In 1979, the Cabinet Committee Report
reiterated Malaysias goals for its education system, with a focus on educating students
holistically, and preparing a nation for the future to come. Most recently, the Education
Development Master Plan 2006-2010 aimed to improve access, equity, quality, efficiency and
effectiveness. These five thrusts are also in line with the aspirations articulated by participants
during the National Dialogue. Action across all five areas is important and no initiative in one
area should detract from or undermine progress in another (MEB 2013-2015, MOE 2013).
Based on the five aspirations mentioned above, the writer would like to discuss
thoroughly about the challenges faced by teachers in order to achieve those visions and
aspirations. The first challenge identify is in term of national integration. National integration
means national unity or national consensus. It is defined as the creation of national political
system supersedes or incorporates all the regional sub systems. National unity is a process to
unite various groups that have different social and cultural background into one physical entity.
For example, Maszuria A. Ghani, Salina Omar, Marina Hj Abdul Majid & Hjh Rosnah Rajak
(2014) state that the effort of uniting Sabah, Sarawak and the Peninsular of Malaysia into a
federation, is an effort at achieving national unity (as cited in Jawatakkuasa Integrasi Naional,
1991, Jun). Some writers defined it as a process of uniting groups with different backgrounds
into one entity which is bound by common norms, values and interests. When the integration
takes place, there will be a sense of belonging and ties of feelings between people themselves.
So, National integration does not mean national building rather it means reservation of the

SITI ZULAIHA BINTI MOHD HANAZAN (G8.9)

sovereignty of the state in a gallant way. The most important task of Malaysian government was
to integrate the nation as to ensure stability and unity among the races.
The government concern about national integration has also resulted in education being
regarded as an important policy domain to pursue national integration. Accordingly, amongst the
aims of national education policy, national integration is a major intention. It has been accepted
that education is expected to play a significant role in nurturing national consciousness,
moulding national identity and forging national unity amongst the various ethnic groups in
Malaysia. This is in line with the common reality of education contributing in all societies to the
creation of the imagined community which is the nation (Anderson, 1991). However, in spite of
that, not all these efforts were simply implemented; rather there was contestation and ethnic
bargaining. In order to achieve national integration, there are challenges faced by teachers.
The first challenge in achieving national integration is reduction of diversity and mixing of
ethnic groups across the schools. With many public and private schooling options at the primary
and secondary levels, the Malaysian education system provides an unparalleled degree of
choice for parents. Concern has grown over the increasing ethnic homogenisation of schools,
and the reduced opportunities for interaction with individuals from a wide range of backgrounds
that homogenisation may lead to. These interactions are important as they help individuals
develop a shared set of experiences and aspirations for Malaysias future, through which a
common national identity and unity are forged. The best available data shows that more Indian
and Chinese students enrolled in National-type primary schools in 2011, in comparison to
enrolment 10 years ago. The proportion of Chinese students enrolled in SJK(C)s increased from
92% in 2000 to 96% in 2011. The shift for Indian students was even more dramatic, showing an
increase from 47% to 56% enrolment in SJK(T)s. As such, 90% of students in SKs are now
ethnically Bumiputera. At the secondary level, the presence of a single secondary school format,
Sekolah Menengah Kebangsaan (SMK), does create convergence. Nevertheless, there are still
students who receive limited exposure to diversity, such as a child who transfers from a SJK(C)
to an Independent Chinese school, or one who moves from an SK to a religious secondary
school. To achieve unity, it is imperative for students to interact with and learn from fellow
students and teachers of every ethnicity, religion, culture, and socio-economic background
(MEB, 2013-2015).
The second challenge faces by the teacher in order to achieve national integration is
decreasing of teachers diversity in national schools. This phenomenon is less representative of

SITI ZULAIHA BINTI MOHD HANAZAN (G8.9)

the national population. The proportion of Bumiputera teachers in national schools increased
from 78% in 2001 to 82% in 2011. The population of Indian teachers is maintaining to 5% while
the Chinese teachers is decrease from 17% to 14% in national schools. Based on this data, it
shows that the teacher themselves are not diverse in schools. They prefer to teach their own
ethnics. Hence, it is challenging for a teacher to show or model the students on how different
ethnics work together to achieve unity in schools (MEB, 2013-2015).
The second challenge faces by teacher in order to achieve vision and aspirations is
democratisation of education. Democratization of education is a process of democratizing
education whereby each individual is given equal opportunity and rights in education and
services provided. In other words, each individual is given equal opportunity in choosing the
type of school to study regardless of his/her economic status, social privilege, race, ethnic,
religion or background. Democratization of education is correlated with one of the aspirations in
education system which is equity for all students. The best school systems provide the best
possible education for every student, regardless of ethnicity, geographical location, or socioeconomic background. The education system envisioned for Malaysians is one where all
students-regardless of who their parents are, or where they study-will be equipped with the tools
they need to unlock their own future. The Malaysian school system aspires to halve the socioeconomic, urban-rural and gender achievement gaps in student outcomes by 2020. The
reduction of the socio-economic and urban-rural gap is expected to also impact corresponding
achievement gaps between states and school types. Achieving this reduction would make
Malaysia one of the more equitable systems in the world. Democratization of education is one
way introduced by the government in helping the teacher to close the gap in education between
the societies with different ethnics. Schools in rural areas have very limited of infrastructure
especially in term of electricity and water. This situation will affect the teacher in delivering
knowledge successfully to the students.
The importance of education can be seen clearly through democratization when it can
eradicate illiteracy among the population in less developed countries. The situation is proved by
the execution of the education system through democratization by providing education to all
included rural areas. Moreover, democratization of education can also bridge the gap between
the urban and rural schools in academic achievement because of inequality of opportunity in
education. The gap in academic achievement is commonly been influenced by the social class,
socialization in language and location. According to Maszuria A. Ghani et al. (2014), individual
school achievement is closely related to the cultural background of his/her parents, and parents'
3

SITI ZULAIHA BINTI MOHD HANAZAN (G8.9)

level in education. The educated parents will highly influence their children in studying. This
issue can increase awareness in society about education and how is it crucial to their children
development. As a result, there will be no more excuses not to send their children to school due
to the insistence of life. Furthermore, the democratization of education was to create awareness
among students about the importance of education for their future in determining the survival or
continuity of national glory (cited in French sociologist Pierre Bourdieu, 1930).
The third challenge faces by teacher in order to achieve vision and aspirations is four
pillars in education by UNESCO. The four pillars in education are learning to know (acquiring
the instruments of understanding), learning to do (able to act creatively in ones environment),
learning to live together (participate and cooperate with other people in all human activities) and
learning to be (develop ones personality and act with ever greater autonomy, judgment and
personal responsibility). These four pillars have their own challenges for a teacher to achieve
vision and aspirations for the Malaysian education system.
The first pillar is about learning to know. Learning to know is one of the elements of
lifelong learning enlighten in the National Mission of the Ninth Malaysia Plan. Lifelong learning
can be defined as the development of human potential through a continuously supportive
process which stimulates and empowers individuals to acquire all the knowledge, values, skills
and understanding they will acquire throughout their lifetimes and to apply them with
confidence, creativity and enjoyment in all roles, circumstances and environment (Longworth &
Davies, 1996). This definition includes several basic elements of lifelong learning ideas:
a) Belief in the idea of lifetime human potential and the possibility of its realization
b) Efforts to facilitate achievement of skills, knowledge and aptitudes necessary for a
successful life
c) Recognition that learning takes place in many models and places, including formal
educational institutions and non-formal experiences such as employment, military
service, civic participation and informal activity
d) The need to provide integrated supportive systems adapted to individual differences
that encourage and facilitate individuals to achieve mastery and self-direction.
Society should make these systems available to learners with flexibility and diversity.
The European Commission defines lifelong learning as all learning activities undertaken
throughout life, with the aim of improving knowledge, skills and competence, within a personal,
civic, social and /or employment-related perspective (ESAE, 2007). Thus, lifelong learning can
be concluded as acquiring and updating all kinds of abilities, interests, knowledge and
4

SITI ZULAIHA BINTI MOHD HANAZAN (G8.9)

qualifications from pre-schools years to post-retirement. It promotes the development of
knowledge and competencies which will enable each citizen to adapt to the knowledge-based
society and actively participate in all spheres of social and economic life, taking more control of
his/her future. It is also valuing all forms of learning including formal learning such as vocational
skills acquired at the workplace, and informal learning such as learning how to play instrument
together with friends. There is an attempt face by teacher in achieving this pillar. The challenge
is the teachers workload. According to Utusan Malaysia (2008), former Education Minister
Datuk Seri Hishammuddin Tun Hussein revealed that nowadays teachers' workload is too
heavy. Teachers need to bear with the tasks that are outside their field. Teachers work is not
only teaching but also acts as a development of the school, maintaining discipline and
managing the administration. This idea is supported by Deputy Prime Minister Tan Sri Muhyiddin
Yassin (2010) whereby teachers have been burdened by a variety of tasks such as managing
curricular activities, classrooms, student affairs, administration, clerical and some other
additional work that must be done in accordance with current requirements. He said that the
hope to increase the academic level of the students and the school has increased teachers
workload besides other responsibilities. This workload has affected teachers quality time to plan
a lesson accordingly and meaningfully. While planning a lesson teachers need to have through
understanding of the content so that the objectives could be achieved by the end of the lesson.
The second pillar is about learning to do. All students will have the opportunity to attain
an excellent education that is uniquely Malaysian and comparable to high-performing education
systems. This will require that Malaysias education system embark upon a path of improvement
that will move it rapidly towards great performance, as benchmarked against other countries by
international standards. This includes standards for disciplines such as Mathematics, Science
and, English language, and for higher-order thinking skills such as reasoning, applying and
problem-solving.
According to MEB (2013-2025), students need to master two types of skills in order to
compete globally. The table below shows the summarization of the skills:

Type of skills
Thinking skill
Various skills hard and soft skills

Characteristics of the skills

Creative and critical, higher order

thinking
Leadership, problem solving

SITI ZULAIHA BINTI MOHD HANAZAN (G8.9)

Typically, those skills can be generated in schools either through curricular or cocurricular activities. The challenge face by teacher to achieve this pillar is the teachers
themselves as teachers higher order thinking skill is very low.
The third pillar is about learning to be. Learning to be is in lined with the third shift of
(MEB, 2013-2025) whereby to develop values-driven Malaysians. Teacher's intention is to
develop the student or human capital has a superior appearance, such as trust, virtuous,
industrious, disciplined, honest, prudent character, integrity, compassion, fairness and caring.
There are three attempts faced by the teachers to achieve this pillar. The first challenge is
teachers having difficulty to develop values in students because of globalization and borderless
world. Hence, it exposed the students to more challenging environment. The second challenge
is in ensuring the curriculum development can produce citizen who are disciplined, having moral
values, patriotism and responsibility. The third challenge is in cultivating courtesy and noble
values in students so that they can appreciate and practice the cultural values continuously in
their daily lives.
The fourth pillar is about learning to live together. Learning to live together is part of five
system aspirations for the Malaysian education system which is unity. The aspiration is an
education system that gives children shared values and experiences by embracing diversity
(MEB, 2013-2025). As students spend over a quarter of their time in school from the ages of 7
to 17 (Exhibit 2-2), schools are in a key position to foster unity. Through interacting with
individuals for a range of socio-economic, religious and ethnic backgrounds-and learning to
understand, accept and embrace differences-a shared set of experiences and aspirations for
Malaysias future can be built. It is through thee shared experiences and aspirations that a
common national identity and unity is forged. This pillar is challenging for teachers because
most of the teachers do not know on how to instill cooperation among the students during the
lesson.
The fourth challenge faces by teacher in order to achieve vision and aspirations is
globalization in education. According to Maszuria A. Ghani et al. (2014), the term globalization
means integration of trade and services which is combined with the free capital (cited in
International Institute for Educational Planning, 1998). According to According to Maszuria A.
Ghani et al. (2014), (cited in Global Teacher Project United Kingdom, 2014), globalization in
education is not a subject, but a dimension that runs through the curriculum, an extra filter to
help children make sense of all the information and opinion the world is throwing at them. It

SITI ZULAIHA BINTI MOHD HANAZAN (G8.9)

combines methodology - active and experiential discussion based activities, a caring, cooperative and open outlook on the classroom experience, and core concerns- finding out about
all the cultures of other countries and groups, about the causes of poverty and inequality and
about the environment. Global Education is a way of approaching everything we teach and how
we teach it. It broadens horizons and encourages exploration of all subjects from a global
perspective. It contributes to the whole curriculum and enhances our understanding of the
world. Global Education stimulates curiosity, motivates learning, and thus contributes to the
raising of standards.
In this era of globalization, producing human capital which has skills is vitally important
to face rapid global competition. There are challenges arrivals for a teacher in order to produce
human capital. The first challenge is 850 samples in Malaysian said education received did not
provide them with sufficient knowledge or skills to face the challenges of living and working field.
According to (MEB, 2013-2025) as (cited in Akademi Kepimpinan Pengajian Tinggi, 2011),
Ministry of Higher Education has conducted qualitative research on teaching. Based on
observations of 125 lessons in 41 schools throughout Malaysia, found that only 12% of the
teaching delivered at a high standard, which perform best pedagogical practices recommended
in KSSR. 38% are at a satisfactory standard. In contrast, 50% of the teaching is unsatisfactory.
Teachers teaching could not attract students attention and involvement in class. Teaching is
more on teacher centered activity rather than student-centered. Teachers are more interested in
teaching the content of the subjects for summative assessment rather than implementing
higher-order thinking skills. This finding was also supported by UNESCO report. It showed that
most of the teachers still did not know and understand the basic concepts of philosophy and
objectives of curriculum. As result, there is no practice of good teaching and learning in the
classroom, such as blended learning, holistic education, creative and innovative. This is the
challenge causes by the teachers themselves in achieving those visions and aspirations.
The fifth challenge faces by teacher in order to achieve vision and aspirations is cultural
diversity. According to (Oth Lo, 2011) cultural diversity can be defined as:
1)
2)
3)
4)
5)

Recognizing peoples customs, culture, and religion.

Understanding others cultures.
Knowing and learning other cultural practices.
Knowing and understanding the differences and similarities of beliefs.
Teaching young children about other ethnic groups of people.

SITI ZULAIHA BINTI MOHD HANAZAN (G8.9)

Diversity can also be defined as the sum of the ways that people are both alike and
different. The dimensions of diversity include race, ethnicity, gender, sexual orientation,
language, culture, religion, mental and physical ability, class, and immigration status. While
diversity itself is not a value-laden term, the way that people react to diversity is driven by
values, attitudes, beliefs, and so on.
Every Malaysian child, regardless of wealth, ethnicity or background, deserves equal
access to quality education that will enable the student to achieve his or her potential. Building
upon the principle of education for all, part of the Millennium Development Goals, the Malaysian
education system aspires to ensure universal access and full enrolment of all children from
preschool through to the upper secondary (form five) level, whether through the academic
pathway or equivalent vocational and technical pathways. This commitment includes ensuring
all students have a place in school and proactively reaching out to those children currently not in
attending school, as well as ensuring that these students complete schooling in minimum
acceptable standards, namely passing the six core subjects of Bahasa Malaysia, English
language, Mathematics, Science, History and Islamic Education or Moral Education at the end
of Form 5 (MEB, 2013-2-25).
However, students diversity has challenged the education system in providing programs
to achieve students potential. With this regard, the teacher also faces challenges in education
system. The challenges are in term of the achievement gap between the rural and urban areas,
gender achievement gaps in student, socio-economic background, high school dropouts among
aboriginal and the development of Information and Communication Technology (ICT). Teachers
are facing difficulties in teaching because of the limited of school system. The education system
should be equal to all students regardless of who their parents are, or where are they study and
equipped with the tools that they need to unlock their own future. Hence, it will be easier for a
teacher to prepare a lesson that equips with the current tools regardless of their location either
urban or rural areas. As a result, there will be reduction of achievement gaps between states
and school types.
The last challenge faces by teacher in order to achieve vision and aspirations is parents
support. Parents support is vitally important in students achievement. This is supported by
(Programme for International Student Assessment, 2009), the main factor contributes to
students achievement depends on how their parents spend time with their children at home
(MEB, 2013-2025). Research from (KPM, 2011) shows that students spending about 52% hours

SITI ZULAIHA BINTI MOHD HANAZAN (G8.9)

at home compared to school which is only 15% hours. Hence, parents should grab this
advantage to guide their children as they spend more time with their children. In order to
achieve visions and aspirations, teachers face challenges to get support from parents. The first
challenge is the percentages of parents involvement in school programs are too small.
Generally, parents are unable to spend their time to attend workshops or meetings because
they cannot escape from their works. They will only attend if the school has special occasions
like parents day, sports day and so on. The second challenge is barrier in communication or
culture that inhibits communication between teachers and parents. The third challenge can be
seen when parents only coming to the school if their children have disciplinary problems.
Basically, there are six challenges highlighted in this essay. Teacher will face these
challenges in order to achieve vision and aspirations of the National Education System.
Basically, these challenges will disturb teachers emotion indirectly. According to to Maszuria A.
Ghani et al. (2014) (cited in Dr. Aminuddin Mansur, 2014), a normal person will have emotions
that are called as happy, sad, angry, and fear and many more. However, these emotions should
be controlled so that people can balance it with their daily life. The uncontrolled emotions will
lead to stress. According to Hans Selye (1974), father of modern stress found that stress is
caused by physiological, psychological and environmental demands. When confronted with
stressors, the body creates extra energy, and stress occurs because our bodies do not use up
all the extra energy that has been created.
Dunham (1992) advocates that three approaches can be used to understand the nature
of stress in teaching. The first approach looks at the external pressures exerted on teachers in
schools. Teachers have their limits to stress. The second one focuses on the forms of reactions
taken by teachers in response to pressure. The third one is the interactional approach that
emphasizes the need to identify the sources of stress and the behaviour that they adopt to
tackle stress. Therefore, Dunham (1992) defines stress as a process of behavioral, emotional,
mental and physical reactions caused by prolonged, increasing or new pressures which are
significantly greater that coping stress. Some studies indicate stress can occur due to the
workload

increment,

mischievous

students,

parent-teacher

relationship

issues,

misunderstandings among colleagues, no support or very poor school leadership and lack of
autonomy (Skaalvik & Skaalvik, 2007).
Ideally, the teaching profession should be seen as effect ion of love in work and
enthusiastic; however, various studies have shown that today it has been changed as a stressful

SITI ZULAIHA BINTI MOHD HANAZAN (G8.9)

job (Travers & Cooper, 1996; Kyriacou, 2001; Kyriakides, Campbell & Christofidou, 2002). In
Malaysia, a survey conducted among 9,000 primary, secondary and technical school teachers
revealed that 67% of Malaysian teachers suffer from stress (NUTP, 2005). Moreover, today's
teaching job is quite complicated as teachers have to carry out not only teaching but also
matters associated with curriculum, students, parents, the school community and departmental
initiatives. According to Smylie (1999), these are tough times to be a teacher (p. 59). These
issues of distress in the teaching profession may be the culprits for increased burnout levels.
Burnout can be defined as wearing down or draining out of energy (Freudenberger &
North, 1985). Burnout may render people unable to cope with their problems. Those who are
unable to cope with their problems of work issues may exhibit a lower level of job performance
quality. Burnout results from a form of chronic stress associated with the everyday interactions
and close contact with others that is required in people's work (Pennington, 1992).
Teachers are among the people that are highly exposed to burnout because they
entertain their students' every day in school. Stoeber and Rennert (2008) conducted research
involving different cultures. They found that school teachers have one of the highest levels of
work stress. Societal changes, increased workload or work tasks, education system
transformation, change of moral and normative quality of teachers' work (where teachers are
expected to influence students' lives to a greater level than in the past), and multitasking have
caused teachers work to increase in intensity and become more complicated (Brante, 2009).
Teachers' burnout can have consequences for their professions (Wood & McCarthy,
2002). Moreover, when burnout increases in teachers' profession, it makes them hate their
career and it affects their students' achievement (Dworkin, 1985). Farber and Miller (1981)
notable that teachers who experience symptoms of burnout might:

be less sympathetic with their students

have low tolerance for frustration
not plan often or carefully
consider or plan to leave the profession all together
report feelings of emotional or physical exhaustion on a frequent basis
be depressed, irritable, and anxious

From the professional point of view, burnout can lead to a significant fall in teaching
performance, frequent absenteeism due to illness and early retirement. Teachers who suffer
from burnout may behave rigidly towards their students, and have negative and low

10

SITI ZULAIHA BINTI MOHD HANAZAN (G8.9)

expectations of students, and they may feel exhausted emotionally and physically, and show
low levels of involvement in teaching or concern for their students (Maslach, 1976; Spaniol &
Caputo, 1979; Farber & Miller, 1981).
Ingersoll and Smith (2003) mentioned that teacher burnout is often known as a main
source of teacher retention phase. At present, teachers in Malaysia are facing extensive
pressure from all the changes taking place in the education system due to the Malaysia Plan.
About 4 out of 27 Institut Pendidikan Guru Malaysia (IPGM) (Teachers Training Institutes) will
focus on teacher training of English language teachers. Besides, the government will assess
and monitor the effectiveness of the program constantly and will provide some inventive to
empower students with English language (Tenth Malaysia Plan, 2010). This idea has increased
ESL teachers' workload and hence brings about the assumption that their burnout level has also
risen. To make the above statement clearer, the teaching periods had increased from 90 - 240
to 330 minutes a week for primary 1, 2 and 3. Meanwhile, for primary 4, 5 and 6 it has increased
from 90 - 210 minutes to 300 minutes a week.
Further, literature reports that workload or work tasks have increased and education
system transformation, societal changes and multitasking have caused teachers' work to
increase in intensity (Brante, 2009). Moreover, the changes of moral and normative quality of
teachers' work (where teachers are expected to influence students' lives to a greater level than
in the past) also have caused teachers' work to become more complicated and intense (Brante,
2009).
As conclusion, there are several challenges faced by teachers in order to achieve vision
and aspirations of the National Education System. These challenges will disturb teachers
emotion indirectly.

Task 2: Action Plan

No.
1.

Contents
Challenge faced by

Explanations
- Teachers faced challenge in achieving one of the
11

SITI ZULAIHA BINTI MOHD HANAZAN (G8.9)

2.

teachers
Aims of the action

UNESCO pillars which is learning to know.

To enable the teachers to achieve the pillar of learning to

know.
To develop an individual's potential holistically.
To produce an individual who is balance in terms of

physical, emotional, spiritual, intellectual and social.

To increase teachers quality in teaching.
To increase pupils achievement in learning.
To reduce teachers workload.
Teachers
workload
is
too
heavy.
<(Utusan

plan

3.

Objectives

of

the

action plan
4.

Factors lead to the

challenge faced by

Malaysia,2008) former Education Minister Datuk Seri

the teachers

Hishammuddin Tun Hussein>

Teachers workload is due to the insufficient number
of clerks in school. Teachers have to manage and
key in the data of various forms such as Form
Textbook Loan form, Scholarship form and student
profile.
Teachers workload also caused by the confusion
and weakness in the administration and coordination
at all levels of school administration because of
information explosion. Many teachers from the same
school attended simultaneously courses due to the
inefficient time management. This situation will
burden the other teachers who are not attending
courses as they need to finish the task left besides
finishing their own tasks too.
This problem is also caused when many teachers
take leave because of several reasons like maternity,
going for umrah, surgery and sick. The duties of
these teachers will be given to the teachers who are
in the school. Therefore, teachers should accomplish
multiple tasks even if they themselves have their own

5.

Example of teachers
workload

tasks.
Development of the school
Managing the administration.
Managing curricular activities,

classrooms,

student

affairs, administration, clerical <Deputy Prime Minister

Tan Sri Muhyiddin Yassin (2010)>
12

SITI ZULAIHA BINTI MOHD HANAZAN (G8.9)

-

Teachers must do other work outside their field, such as

health screening and check pupils eyes.

Teachers need to manage students welfare and health

such as:
i) Tuition Assistance Scheme
ii)
Poor Students Trust Fund (PSTF)
iii)
Textbook Loan Scheme (TBLS)
iv)
Scholarship
Teachers need to manage the maintenance of buildings,
furniture, public address system, school beautification,
control

the

use

of

school

facilities,

inventory

management and procurement.

Teachers need to carry out various programs organized

by the school such as:

i)
Program Excellence Awards
ii)
3K Program
iii)
School Care Programs
iv)
Sports Excellence Programs
Teachers involve with a program organized by the
Ministry of Education, the State Education Department
and the District Education Office, other ministries, nongovernmental agencies and the private sector. The

example of the program are:

i)
National Day Celebration
ii)
World Children's Day Celebration
iii)
Sultan's birthday celebrations
iv)
Formal occasions by the state government
Teachers involved in the management of school assets

and inventories.
Teachers need to key in the data related to teachers and
pupils information in the Student Information System

6.

Implications

of

teachers workload

and School Examination Analysis System.

Teachers workload will affect teachers quality time to
plan a lesson accordingly and meaningfully. While
planning a lesson teachers need to have through
understanding of the content so that the objectives could
be achieved by the end of the lesson. Apart of it, it lead
the teachers to have less time to relax during their

leisure time.
Teachers workload will disturb teachers emotions. One
of the reasons of causing stress among the teachers is
13

SITI ZULAIHA BINTI MOHD HANAZAN (G8.9)

workload

(Payne

uncontrolled
7.

Suggestions
overcome

to

the

&

emotions

Furnham,
can

1987).

cause

Therefore,

illness

and

deterioration in work performance.

Parental involvement in education. Parents need to be
involved in school programs as they not only being

problem

participants but also the manager of the program. For

example, during the annual sports day parents should
involve as a committee member of the program. Parents
can help the teachers in managing participants,
releasing participants and safety committee members.
Strong relationship between the school and parents will
smooth the management and administration of the
-

school.
Division of work is very important in controlling and
managing the roles and division of work in detail, and
comparing the ability of an employee to perform the task
thoroughly. The combination of tasks and the ability is to
create efficiency. Teachers and administrators need to
discuss the division of works so that the division is fair

and in accordance with the teacher's ability.

All the programs organized by outside organizations
need to be managed by their own and it should be
carried out outside the school. Teachers and students
are only required to attend the program as a participant
or invitation only. <Datuk Azam Mohd Atan (2010),

Yang Dipertua Persidangan Kebangsaan Pengetua

-

Sekolah Malaysia (PKPSM)>

When the school being hosts and event manager, it will
take time for the school to prepare it nicely. Thus, it is
better for the programs organized by external parties
held outside the school and managed by their own. This
will ease the burden of teachers as teachers need not to
waste their time in preparing the program. <Datuk Azam

Mohd Atan (2010), Yang Dipertua Persidangan

Kebangsaan Pengetua Sekolah Malaysia (PKPSM)>
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SITI ZULAIHA BINTI MOHD HANAZAN (G8.9)

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