期刊名称：International Journal of Academic Research in Business and Social Sciences
电子版ISSN：2222-6990
出版年度：2018
卷号：8
期号：12
页码：2250-2264
DOI：10.6007/IJARBSS/v8-i12/5436
语种：English
出版社：Human Resource Management Academic Research Society
摘要：This study aims to develop a training module to improve the efficacy among the early childhood education teachers in teaching English. The Design and Development Research methodology introduced by Richey and Klein (2014) was used in this study involving 3 phases. The data from the first phase (need analysis) were collected through questionnaire distributed among 90 early childhood education teachers via purposive sampling. The findings from the closed-ended questions were analysed using Statistical Package for the Social Sciences (SPSS) version 23 whereas the open-ended responses were subjected to thematic analysis. The data from the second phase were obtained based on the Bandura’s Self-Efficacy Theory and Keller’s ARCS Model. The theory specifies that there are four main factors that affect a person’s self-efficacy, namely mastered self-experience (career-wise or past failure), vicarious experience (imposing other’s success on himself), verbal persuasion (feedback on tasks given), psychological and physiological reactions (stress, worry and physical strength).The Keller’s ARCS Model comprises four factors, A- Attention, R- Relevance, C- Confidence dan S- Satisfaction. The draft of the module was validated based on expert views and reliability questionnaires. The third phase that involves module usability was evaluated via quasi-experiment among 66 participants. A parametric test which is t-test revealed that the teachers from treatment group performed better in terms of self-efficacy belief, teaching efficacy practice, efficacy level, anxiety level and attitude. The qualitative data obtained from interview sessions with 8 teachers and 2 facilitators were used to support the findings. The findings show that there is a need to develop Module of Efficacy Enhancement in English Teaching among the Early Childhood Education Teacher (MEET-EceT). The findings from the second phase of the design study show that the expert views exceed 80 percent while the module reliability exceeds 70 percent. The results from the module usability evaluation shows that the efficacy level in English teaching increases, the anxiety level in teaching English decreases and there is a change of attitude in teaching English (knowledge, motivation, self-confidence, behaviour). Therefore, it is concluded that the MEET-EceT training module should be emphasised among the early childhood education teachers during teachers ’training to increase their efficacy level and decrease their anxiety level in teaching English.
