About this paper

Appears in:
Pages: 338-344
Publication year: 2011
ISBN: 978-84-614-7423-3
ISSN: 2340-1079

Conference name: 5th International Technology, Education and Development Conference
Dates: 7-9 March, 2011
Location: Valencia, Spain

THE CONTRIBUTION OF KNOWLEDGE ON PEDAGOGY, CONTENT, CREATIVITY AND INNOVATION TOWARDS TEACHER’S SELF EFFICACY IN TEACHING ECONOMICS

A.S. Ambotang, M.Y. Abdullah

University of Malaysia Sabah (MALAYSIA)
The purpose of this study was to identify the direct and indirect contribution of knowledge on pedagogy, content, creativity and innovation towards teacher’s self efficacy in teaching Economics. The responses were randomly gathered from two groups of respondents which consisted of 536 students and 107 Economics teachers representing all the schools in Sabah. The study adopted a survey-based non experimental quantitative research design. Two sets of questionnaires were used; Set 1 for students and set 2 for teachers. Items of the questionnaires used in this study were developed by the researcher based on Shulman’s PCK theory (1986), Bandura’s Theory (1977) and other related teaching theories. Inferential statistics such as t-test, one way ANOVA, Pearson correlation and multiple regression were applied to test the 20 formulated null research hypothesis at a significant level of p <.05. The data were analyzed using the SPSS software version 16 and AMOS version 16. The Pearson correlation (r) result showed that there was a significant positive correlation among the variables involved. Furthermore, the results of the multiple regression test showed that the independent variables had an effect on the focused dependent variable. The results of path analysis indicated that the four independent variables correlated directly and indirectly with the dependent variable for all samples. The findings of multiple regression and path analysis showed that innovation (β=.442, p<.05) and creativity (β=.238, p<.05) demonstrated dominant contributions towards teacher’s self efficacy as compared to content knowledge (β=.158, p<.05). The results also revealed that pedagogical knowledge was not a contributing factor towards teacher’s self efficacy. In line with the findings of this study, a comprehensive and well planned program focusing on content knowledge, innovative and creative activities among Economics teachers should be developed by the related authority in order to enhance and increase the level of teacher’s self efficacy as well as students’ achievements in Economics. In conclusion, the research findings appear to be accurate and supported the conceptual framework used in this study.
@InProceedings{AMBOTANG2011THE,
author = {Ambotang, A.S. and Abdullah, M.Y.},
title = {THE CONTRIBUTION OF KNOWLEDGE ON PEDAGOGY, CONTENT, CREATIVITY AND INNOVATION TOWARDS TEACHER’S SELF EFFICACY IN TEACHING ECONOMICS},
series = {5th International Technology, Education and Development Conference},
booktitle = {INTED2011 Proceedings},
isbn = {978-84-614-7423-3},
issn = {2340-1079},
publisher = {IATED},
location = {Valencia, Spain},
month = {7-9 March, 2011},
year = {2011},
pages = {338-344}}
TY - CONF
AU - A.S. Ambotang AU - M.Y. Abdullah
TI - THE CONTRIBUTION OF KNOWLEDGE ON PEDAGOGY, CONTENT, CREATIVITY AND INNOVATION TOWARDS TEACHER’S SELF EFFICACY IN TEACHING ECONOMICS
SN - 978-84-614-7423-3/2340-1079
PY - 2011
Y1 - 7-9 March, 2011
CI - Valencia, Spain
JO - 5th International Technology, Education and Development Conference
JA - INTED2011 Proceedings
SP - 338
EP - 344
ER -
A.S. Ambotang, M.Y. Abdullah (2011) THE CONTRIBUTION OF KNOWLEDGE ON PEDAGOGY, CONTENT, CREATIVITY AND INNOVATION TOWARDS TEACHER’S SELF EFFICACY IN TEACHING ECONOMICS, INTED2011 Proceedings, pp. 338-344.
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