Kesan Kelayakan Ikhtisas dan Tahun Pengalaman terhadap Pengetahuan Kurikulum Prasekolah dalam Kalangan Guru Tadika Swasta (The Effects of Professional Qualifications and Years of Experience on Preschool Curriculum Knowledge among Private Kindergarten Teachers)

Abstract

Pengetahuan kurikulum khususnya Kurikulum Standard Prasekolah Kebangsaan (KSPK) (Semakan 2017) yang selaras bagi semua tadika di Malaysia bergantung kepada guru-guru yang profesional untuk melaksanakannya dengan berkesan. Kajian tinjauan ini bertujuan menentukan kesan antara kelayakan ikhtisas dan tahun pengalaman terhadap pengetahuan kurikulum prasekolah dalam kalangan guru tadika swasta. Soal selidik sebagai instrumen telah ditadbir kepada 269 guru tadika swasta dari daerah Gombak, Selangor yang dipilih secara rawak mudah. Analisis ANOVA dua-hala menunjukkan kelayakan ikhtisas memberi kesan utama yang signifikan sementara tahun pengalaman memerlukan kombinasi bersama kelayakan ikhtisas untuk memberi kesan interaksi signifikan terhadap pengetahuan kurikulum prasekolah, namun secara songsang. Perbandingan Post Hoc menunjukkan skor min pengetahuan kurikulum prasekolah berbeza secara signifikan antara kumpulan guru-guru Diploma Pendidikan Awal Kanak-kanak (PAKK) / Pendidikan Prasekolah dan ke atas dengan kumpulan guru-guru Sijil PAKK / Perguruan Prasekolah. Plot profil pula menunjukkan kesan interaksi yang paling tinggi bagi guru-guru Diploma PAKK / Pendidikan Prasekolah dan ke atas berlaku semasa pengalaman mereka Kurang dari 3 tahun, kemudian kesan interaksi pada tahun berikut menurun. Kesimpulannya, kelayakan ikhtisas guru tadika swasta yang lebih tinggi memberi kesan signifikan terhadap pengetahuan mereka mengenai KSPK (Semakan 2017), manakala tahun pengalaman ialah nilai tambah semasa tahun awal pengajaran bagi guru-guru yang berkelayakan ikhtisas lebih tinggi. Implikasinya, tindakan susulan dalam usaha membantu guru-guru tadika swasta khususnya yang berpengalaman sahaja adalah diperlukan untuk mereka mendapatkan kelayakan ikhtisas sehingga Diploma PAKK.

Kata Kunci: Kelayakan ikhtisas; Tahun pengalaman; Pengetahuan kurikulum prasekolah; Guru tadika swasta

Knowledge in the curriculum especially the National Preschool Standard Curriculum (NPSC) (Revised 2017) which is coordinated for all kindergartens in Malaysia depends on professional teachers to implement it effectively. This survey aims to determine the effect between professional qualifications and years of experience on preschool curriculum knowledge among private kindergarten teachers. Questionnaires as instrument was administered to 269 private kindergarten teachers from Gombak district, Selangor who were selected randomly. The two-way ANOVA analysis showed that professional qualifications had a significant effect while years of experience required a combination of professional qualifications to have a significant interaction effect on preschool curriculum knowledge, yet inversely. Post Hoc comparison shows that the mean score of preschool curriculum knowledge differs significantly between the group of teachers of Diploma in Early Childhood Education (ECE) / Preschool Education and above with the group of ECE Certificate / Preschool Teaching teachers. The profile plot shows the highest interaction effect for ECE Diploma/Preschool Education teachers and above occurs during their experience of Less than 3 years, then the interaction effect in the following year decreases. In conclusion, higher professional qualifications for private kindergarten teachers have a significant impact on their knowledge of NPSC (Revised 2017), while years of experience is an added value during the early years of teaching for higher qualified teachers. The implication is that follow-up action in an effort to help private kindergarten teachers, especially experienced ones, is needed for them to obtain professional qualifications until the ECE Diploma.

Key Words: Professional qualifications; Years of experience; Preschool curriculum knowledge; Private kindergarten teachers