The purpose of this paper is to create a key performance indicator (KPI) that can be used as the benchmark tool for teaching performance and practices of both excellent teachers (ETs) and non-ETs and to investigate the possible interrelationships between the five thinking domains (teachers’ teaching philosophy, teaching objective, pedagogical content knowledge, teachers’ expectations and management style).
This study uses a quantitative approach with a sample of 306 ETs from eight states including the Federal Territory. Exploratory factor analysis was used to validate the instrument and confirmatory factor analysis for model fit.
The findings showed that an excellent classroom management style was the most significant domain for KPI with the highest factor loading, followed by ETs’ teaching philosophy and objectives. It revealed that there was no significant relationship between ETs’ expectations and their classroom management style and that the relationships between the other domains were weak.
With this research creating a KPI model for excellent teaching practices, it is suggested that an in-depth review should be conducted concerning the standardization of the classroom management and the national teaching objectives in Malaysia. Perhaps representatives from the Ministry of Education and the school principals could go into the field to determine whether the excellent and non-ETs are fulfilling the national education objectives and meeting the expectations. This could lead to setting KPIs for achieving teaching objectives among the ETs.
Amzat, I. (2017), "Key performance indicators for excellent teachers in Malaysia: A measurement model for excellent teaching practices", International Journal of Productivity and Performance Management, Vol. 66 No. 3, pp. 298-319. https://doi.org/10.1108/IJPPM-06-2015-0094Download as .RIS
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