This study was aimed at identifying the relationship of teachers’ creativity fostering behaviour with 21st
century classroom management among teachers in normal daily government-aided secondary schools
in Sabah, Malaysia. The non-experimental study utilised the observation method by combining several
variable sampling techniques to obtain samples. Data was collected through a set of adapted
questionnaires administered to 439 teachers. The data were analysed using the IBM SPSS Statistical
21.0 software. Descriptive and inferential statistics such as percentage, mean, standard deviation, t-test,
and Pearson correlation were used to analyse the data to answer the research questions. Descriptive
analysis teachers’ creativity fostering behaviour and 21st century classroom management being
practised at a high level. Findings of the study also showed a significant difference in the min score of
teachers’ creativity fostering behaviour and 21st century classroom management according to gender.
Pearson correlation test indicated a moderate positive linear relationship for teachers’ creativity
fostering behaviour with 21st century classroom management. The implications and suggestions for
further study are also discussed.
This study is aimed at identify the influence of teachers' readiness towards 21st century classroom
management among secondary school teachers in Sabah, Malaysia. The non-experimental study
utilised the survey method by combining several variable sampling techniques to obtain samples. Data
was collected through a set of adapted questionnaires administered to 439 teachers. Descriptive
analysis shows teachers’ readiness and 21st century classroom management being practised at a high
level. One-way ANOVA test results show that there is no significant difference in teachers’ readiness
and 21st century classroom management based on teaching experience. Meanwhile, multiple regression
analysis shows that there is a significant influence of teachers' readiness towards 21st century classroom
management. The findings show that the overall contribution predicted by teachers' readiness towards
21st century classroom management is 27.8 percent. Implications and recommendations for further
studies are also discussed.
Kajian yang dilakukan adalah bertujuan untuk melihat hubungan diantara peranan jurulatih dengan
interaksi sosial dalam pendidikan luar. Seramai 113 responden telah terlibat di dalam kajian ini yang
merupakan peserta yang hadir ke Pusat Kokurikulum Sabah. Kajian kuantitatif ini menggunakan
instrumen soal selidik yang telah disesuaikan dengan iklim pendidikan luar Pusat Kokurikulum Sabah.
Dapatan kajian menunjukkan nilai min bagi peranan jurulatih (4.40) dan interaksi sosial (4.23)
mempunyai interpretasi pada tahap yang tinggi memandangkan ia berada dalam lingkungan nilai 4.01
hingga 5.00. Manakala hasil korelasi menunjukkan terdapat hubungan positif yang kuat dan signifikan
(r=0.524, k < 0.05). Justeru, dapatan kajian ini telah membawa kepada dua perkara iaitu bahagian teori
yang menyokong keselarian teori mengenai peranan jurulatih dalam mencorakkan interaksi sosial,
memahami dan membantu peserta meneruskan misi atau hala tuju dalam menyelesaikan sesebuah
perkara. Manakala bahagian praktikalnya menjelaskan bahawa kemampuan campur tangan jurulatih
dalam sesebuah program pendidikan luar akan membawa corak interaksi sosial yang bersifat lebih baik
berbanding tanpa bantuan jurulatih.