Teachers’ Perception of Values Education Implementation in School
Norliza Mohamad1, Ahmad Johari Sihes2, Normila Mohd Bohari3, Siti Nur Hadis A Rahman4
1Norliza Mohamad, Teacher, Tasek Utara National Secondary School, Johor Bahru, Malaysia.
2Ahmad Johari Sihes, Associate Professor, School of Education, Universiti Teknologi Malaysia.
3Normila Mohd Bohari, Teacher, Temenggong Ibrahim Teachers’ Training Institute.
4Siti Nur Hadis A Rahman, Doctorate Student, Islamic Civilisation Academy, Universiti Teknologi Malaysia.
Manuscript received on 27 November 2019 | Revised Manuscript received on 04 December 2019 | Manuscript Published on 10 December 2019 | PP: 884-222 | Volume-8 Issue-3S2 October 2019 | Retrieval Number: C12201083S219/2019©BEIESP | DOI: 10.35940/ijrte.C1220.1083S219
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: Values education is an initiative to produce individuals with an active role in self-development, society and nation. The real aim of values education is to develop students with a strong personal identity and moral perspectives abilities. In the context of achieving values education, teachers’ are the most influential person and play a pivotal role, and it is essential to understand teachers’ perception related to values education. The present study established to examine extant studies on teachers’ perception of values education implementation in the school. This research practised Systematic Literature Review methodology, led by PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analyses), relevant articles sought from electronic databases, Web of Science and Scopus identified 14 linked studies after screening and quality assessment. This review paper analyses two significant themes of teachers’ perception based on two research question, namely, (1) challenges and barriers and (2) teachers’ support. From those two major themes, further produced five sub-themes. Findings indicate that teachers’ reported obstacles in values education implementation such as teachers’ competence, teachers’ concern of students, and time constraints. Teachers felt supports that would improve their strengths to implement values education from collaboration support and teacher education. This suggestion of themes contributes to concerned parties to improve values education strategies that are in line with teachers’ capacities, interests, and the challenges in the globalisation era.
Keywords: Systematic Review, Teachers’ Perception, Values Education, Values.
Scope of the Article: Smart Learning and Innovative Education Systems