This document discusses issues related to teacher certification in Malaysia. It provides definitions of teacher certification and discusses its importance in producing quality teachers and improving student performance. It notes that research shows teacher quality has a big impact on student achievement. It also discusses interim teachers (GSTT) in Malaysia, including conditions for their appointment, problems faced by GSTT, and efforts by the government to address issues related to GSTT contracts and absorption into the civil service. Issues around unequal training periods for undergraduate and graduate teacher certification programs are also summarized.

1. Issues On Teacher
Certification
Group’s members :
NURULAIN BINTI MOHD ISA
( D20091035038 )
SHUHAIDA BINTI MAH HASSAN
( D20091034976 )
ASMA HUSNA BINTI MOHAMAD SAAD
( D20091035034 )
NADZIRAH BINTI JUSOH @ JAAFAR
( D20091034974 )
GILDA HAZEL ANAK PETER JOHN
( D20091036033 )

2. According to the second edition of the student dictionary,
certification is defined as the awarding certificates to a person or
authority that having achieved the standard or meet the conditions
set
Therefore, teacher certification can defined as the awarding
certificates that given to the trainee teachers which achieved
standard that set by government
Definition Teacher
Certification

3. Purpose of teacher
certification
To produce teachers that really
have quality in education
Teacher is an agent in education
Importance of
teacher
certification
•To develop first class human capital
•Accelerate the improvement of student
performance in an effective, sustained and
comprehensive
•Produce student and community that have higher
quality
•Provide the proper techniques and skill in
learning.

4. A important research was conducted in Tennessee, United States in the mid-1990s
shows that when two eight year olds with moderate performance taught by a
different teacher - a teacher of high performance, and the other low-performing
teachers - academic performance of students differ by more than 50 percentile
points within three years (Exhibit 5-1). The same findings were also shown in a study
conducted in Dallas, and in Boston, USA, as well as in England (Early Education
Development Plan 2013-2025).
It shows that the quality of teaching have a big impact in influencing student
achievement.
Teacher Qualifications

5. Who GSTT
•Individuals who wish to become teachers
but do not have a certificate or diploma or
a degree in teaching
•Be a replacement teachers and fulfill the
lack of teachers in a school. GSTT depend
to the contract and may be terminated at
any time.
When GSTT start
to become an
issues?
• The ministry had decided to discontinue their
contract, in the year 2010.
•This cause many untrained teachers feel
disappointed and urged the government to reconsider
the decision
• Government announced the offer teaching courses
for undergraduate and graduate GSTT not being and
has served in SK, SJKCs and SJKT for the year 2011.

6. 1. citizens of Malaysia
2. Less than 35 years old during registration of courses on 22 November
2011
3. Obtain credit in Malay Subjects
4. Serving as GSTT than 2 years.
5. Meet the conditions of the appointment of civil servants
6. GSTT served as SK, SJKCs and SJKT before 2011
7. GSTT is serving as SK, SJKCs and SJKT 2011
8. Based on your needs and current vacancies.
Basic Conditions / Appointment
and Conditions of Acquisition
Option And GSTT GSTT Graduate
Non-Graduate

7. Why government give this
offer to the GSTT?
Government does not want the issue renew
contracts to be discussed any further and thus
provide an opportunity to GSTT for permanent
positions in the public service
Intake of GSTT.
What’s the
problem?
•Not produce quality teachers
•Students having problems to understand
mathematics concept correctly
•Not fair to the ISMP graduates

9. Interim teacher recruitment was in charged by
Jabatan Pelajaran Negeri (State Education
Department) and under Kementerian Pelajaran
Malaysia (Malaysian Education Ministry). It
have implemented in each state if the
state had a teacher vacancy.

10. TEACHER NOT OPTION
SALARY NOT PAID
( not paid by month )
COMPETITION WITH UNTRAINED
TEACHER
CONTRACT

11. 5,500 guru interim patut diserap ikut subjek
KUALA LUMPUR: Kementerian Pelajaran diminta supaya menyerap 5,500 guru interim
sebagai guru tetap di sekolah yang masih lagi mengalami kekurangan guru
mengikut keperluan subjek kritikal.
Presiden Kesatuan Perkhidmatan Perguruan Kebangsaan (NUTP), Hashim Adnan
berkata, kerajaan perlu meneliti secara terperinci penempatan guru supaya ia
dilakukan secara seimbang bagi menampung kekurangan guru. “Kita mahu
kementerian memastikan guru berkenaan diberi keutamaan untuk ditempatkan di
sekolah yang masih mengalami kekurangan guru mengikut keperluan subjek di
sekolah berkenaan. Misalnya, jika sekolah berkenaan memerlukan guru bahasa
Inggeris, maka kita perlu menempatkan guru subjek berkenaan.
“Hari ini ada sekolah yang mempunyai lambakan guru, lebih malang lagi guru
ditempatkan di sekolah berkenaan pula tidak mengajar mata pelajaran sepatutnya
beliau ajar kepada pelajar,” katanya ketika dihubungi di sini, semalam.
Kelmarin, akhbar melaporkan kira-kira 5,500 graduan Ijazah Sarjana Muda Pendidikan
termasuk 4,500 lepasan institusi pengajian tinggi awam (IPTA) yang berjaya pada
temu duga antara Januari hingga Mac akan ditempatkan di sekolah seluruh negara
mulai bulan ini.
Selain itu, NUTP turut meminta pihak kementerian supaya memberi tumpuan
berhubung kenaikan gred lebih 10,000 guru yang sudah mendapat ijazah, namun,
masih lagi menikmati gaji peringkat diploma.

12. Post-graduate
Teaching
Course
Undergraduate
education
marginalized
Unequal training
period
Professional
mastery

13. Unequal Training Period
Programs/Institusion Period of study
Undergraduate Students (ISMP) at
IPTA/IPTS
4 years
Graduate Education Courses
(KPLI)
1 years

14. Professional Mastery
KPLI Curriculum
Bil. Components Credit Subjects
1. Dynamics teachers 9 1.1 Study skills critically and creatively
1.2 Information technology
1.3Islamic education & Islamic education
or Moral education & Islamic civilization
1.4 Environmental education
1.5 Social Communication Skills
- Malay now
2. Education
Specialization
13
22
Specialization related subjects (Elective 1)
Specialization related subjects (Elective 2)
3. Elective 3 School subjects (the option of specialization
studies)
4. Curricular activities 3 Curriculum management, uniformed units and
sports
5. Practicum 7 Teaching practice in schools

15. ISMP Course Framework
Bil. Courses
1. Testing, measurement and evaluation of education
2. Education pedagogy
3. Strategic thinking and innovative
4. Educational philosophy and curriculum
5. Sociology of education
6. Ethnic relations
7. Educational psychology
8.
9.
Teaching and learning methods
e.g. basic math, middle school math teaching
(ISMP Mathematics)
Course ..

16. Comparison between ISMP and KPLI
ISMP
• Cumpulsory courses
• Core courses
• Elective courses
• ROS and practicum
• Co-curricular activities
Total credit hours = 131
KPLI
• Specialized components
• Core components
• Practicum
• GERKO
Total credit hours = 57

17. • KPLI graduate teacher placement is preferred
over ISMP teacher.
• If there is a vacancy then ISMP teachers will
be absorbed.
• Nowadays, post-graduate teacher ISMP have
to wait at least a year or more to be placed in
schools.
Undergraduate Education
Marginalized

18. • Transfer of teacher means the permanent
movement of an ongoing employee from one
position to another position in the Teaching
Service with the same or lower attainable
maximum salary than the employee’s
substantive position.
• Placement of teacher means process by which
teachers obtain teaching positions.

20. • The reasons why teacher apply for transfer :
 follow husband/wife who has transferred to
the other locality
Health ( personal, parents or children )
Intent to go back to hometown
Security threat

21. Out-of-Field Teaching
Teacher assigned to teach subjects for which
they have little education or training
Ingersoll (1996,2000,2001)
Teachers as out-of-field if they did not hold an
undergraduate major or minor in the field in
which they taught most courses
(Zumwalt & Craig, 2005)

22. Intensification of Research in Priority
Areas (IRPA)
Based on the study it was found that out of 42
teachers teaching Mathematics, 41%(18) are
those graduated from Mathematics Major
whereas 59%(24) whom graduated from other
major

23. 41%
8%
8%
5%
5%
5%
5%
5%
3%
3%
1%
3%
3%
3%
Pengkhususan Guru Mengajar Mata Pelajaran Matematik
Matematik
Kimia
ICT
Perakaunan
Sains Komputer
Statistik
TESL
Ekonomi
Fizik
Peng dgn Pend
Perdagangan
Int Bussiness
Kej. Gas
Kawalan

24. IMPLICATION
• The teachers are not well prepared and less
knowledgeable in the Mathematics content
• The teachers are not confident to teach
• Their abilities to master the technique are
limited
• The teachers are less motivated to teach

25. • The students find the subject hard to master
and understand
• The students become disinterest and phobia
with the subject
• The students disrespect their teachers

26. THANK YOU