ISSN: 2226-6348
Open access
This study aims to explore and identify teachers' beliefs towards the teaching of reading and comprehension in Malay language education in primary schools in Brunei Darussalam. Ajzen's Theory of Planned Behavior is used as a theoretical framework to analyse and categorise the data into the types of beliefs that teachers practice in their teaching. This study uses a qualitative approach with a multiple-case research design. A purposive sampling technique was used to select study participants of 3 teachers who received the Teacher's Day Appreciation Award. The findings show that the teacher's reading and comprehension practice in the classroom is related to beliefs based on Azjen's theory, which are behavioural beliefs (belief in the teaching career and belief in the role of Malay teachers), normative beliefs (belief in the influence of the student's background and belief in the influence of the school); and control beliefs (beliefs in teaching practices and beliefs in teachers’ challenges).
Aikens, N., and Barbarin, O. (2008). Socioeconomic differences in reading trajectories: the contribution of family, neighborhood, and school contexts. Journal of Educational Psychology, 100(2), 235-251.
Ajzen, I. (1985). From intentions to actions: A theory of planned behavior. In Kuhl, J. & Beckman, J. (Eds.), Action control: From Cognition To Behavior. Springer.
Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50, 179–211.
Ajzen, I. (Eds.) (2005). Attitudes, Personality, And Behavior. Press/McGraw-Hill.
Aksoy, K. (2015). What you think is not what you do in the classroom: Investigating Teacher’s Beliefs for classroom management in an EFL classroom. Procedia – Social and Behavioral Sciences,199, 675-683.
Balatucan, S. (2022). Lived experience of special education teachers in teaching. Journal of Humanities and Education Development, 4(3), 162-171.
Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.
Borko, H. (1992). Becoming a mathematics teacher. In Grouws, D. A. (Eds.), Handbook Of Research On Mathematics Teaching And Learning. Macmillan.
Botha, C., and Nel, C. (2022). Purposeful collaboration through professional learning communities: teacher educators’ challenges. International Journal of Learning Teaching and Educational Research, 21(6), 210-225.
Buehl, M., & Beck, J.S. (2014). The Relationship Betweern Teachers; Beliefs And Teachers’ Practices. Education.
Donaghue, H. (2003). An instrument to elicit teachers’s beliefs and assumptions. ELT Journal, 57(4) 344-351.
Erlina, D., Desvitasari, D., Marzulina, L., & Risfina, A. (2020). Students’ demotivating factors in english language learning at one state Madrasah Tsanawiyah in Palembang, South Sumatera, Indonesia. Indonesian Research Journal in Education, 4 (1), 120-136.
Fauziah, H., & Cahyono, B. Y. (2022). Prevalent beliefs in learning styles myths: Indonesian research trends on learning styles. Issues in Educational Research, 32(4), 1384-1402.
Fives, H., & Buehl, M. M. (2012). Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us? In Harris, K. R., Graham, S., Urdan, T., Royer, J.M., & Zeidner, M. (Eds.), APA Educational Psychology Handbook, Vol. 2. Individual differences and cultural and contextual factors. American Psychological Association.
Floden, R. (1986). The culture of teaching. In Wittrock, M.C. (Eds.), Handbook Of Research On Teaching. Macmillan.
Gilakjani, A. & Sabouri, N. (2017). Teachers’ beliefs in english language teaching and learning: A review of the literature. ELT, 4(10), 78-86.
Geraci, A., Domenico, L., Inguglia, C., & D'Amico, A. (2023). Teachers’ emotional intelligence, burnout, work engagement, and self-efficacy during covid-19 lockdown. Behavioral Sciences, 13(4), 296.
Gill, M. G., & Fives, H. (2015), The International Handbook of Research on Teachers’ Beliefs. Routledge.
Haney, J. J., Czerniak, C. M., & Lumpe, A. T. (1996). Teacher beliefs and intentions regarding the implementation of science education reform strands. Journal of Research in Science Teaching, 33, 971-993.
Hattie, J., & Yates, G. (2013). Visible Learning and The Science Of How We Learn. Routledge.
Harmans, R., van Braak, J. and van Keer. (2008). The impact of primary school teachers’ educational beliefs on the classroom use of computers. Computers & Education, 51, 1499-1509.
Harste, J. C., & Burke, C. L. (1977). A new hypothesis for reading teacher research: both the teaching and learning of reading is theoretically based. In Pearson, P. D., (Eds.), Reading: Theory, Research, and Practice. National Reading Conference.
Horwitz, E. (1999). Cultural and situational influences on foreign language learners’ belief about language learning: A Review of BALLI Studies System, 27, 557-576.
Johnson, K. E. (1992). The relationship between teachers’ beliefs and practices during literacy instruction for non-native speakers of English. Journal of Reading Behavior, XXIV, 83-107.
Johnson, K. E. (1994). Teaching and teacher education: The emerging beliefs and instructional practices of pre-service English as a second language teachers. English Teaching Forum, 10(4), 439-452.
Kagan, D. (1992). Implications of research on teacher belief. Educational Psychologist, 27(1), 65-90.
Kuzborska, I. (2011). Links between teachers’ beliefs and practices and research on reading. Reading in a Foreign Language, 23(1), 102-128.
Klehm, M. (2014). The effects of teacher beliefs on teaching practices and achievement of students with disabilities. The Journal of the Teacher Education Division of Council for Exceptional Children, 37(3), 216-240.
Kutalkova, K. (2017). Teachers´ beliefs in the Czech Republic: Review study. Procedia Social and Behavioral Sciences, 237: 1352 – 1358.
Li, X. (2012). The role of teachers’ beliefs in the language teaching-learning process. Theory and Practice in Language Studies, 2(7), 1397-1402.
Yusoff, M. (1999). Strategi Pengajaran Bacaan Dan Kefahaman. Kuala Lumpur: Dewan Bahasa dan Pustaka.
Marshall, C. & Rossman, G. G (1999). Designing Qualitative Research. (3rd Ed.) Thousand Oaks: Sage.
Merriam, S. B. (2001). Qualitative Research and Case Study Applications In Education. Jossey-Bass Publishers.
Nespor, J. (1987) The Role of Beliefs in the Practice of Teaching. Journal of Curriculum Studies, 19, 317-328.
Ngware, M., Oketch, M., & Ezeh, A. (2010). Quality of primary education inputs in urban schools: evidence from nairobi. Education and Urban Society, 43(1), 91-116.
Paek, S. H., & Sumners, S. E. (2017). The indirect effect of teachers’ creative mindsets on teaching creativity. The Journal of Creative Behavior, 53(3), 298–311
Pajares, M.F. (1992). Teachers’ belief and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307-332.
Pakpahan, P. and Hidayati, W. (2021). Implementation of total quality management in facilities to improve institution quality school. Manageria Jurnal Manajemen Pendidikan Islam, 6(1), 97-124.
Reyna-Barron, E. Y. (2016). An Analysis of the Comprehension Instruction and Reading Comprehension and Vocabulary Strategies Used by Teachers to Facilitate Students' Ability to Understand Text [Doctoral thesis, Texas A&M University]. https://oaktrust.library.tamu.edu/bitstream/handle/1969.1/157058/REYNA-BARRON-DISSERTATION-2016.pdf;jsessionid=3BE38421AFA24B0916DD9101807C49BD?sequence=1
Richardson, V., Anders, P., Tidwell, D., & Lloyd, C. (1991). The relationship between teachers' beliefs and practices in reading comprehension instruction. American Educational Research Journal, 28(3), 559–586.
Romeo, R., Uchida, L., & Christodoulou, J. (2022). Socioeconomic status and reading outcomes: neurobiological and behavioral correlates. New Directions for Child and Adolescent Development, 2022(183-184), 57-70.
Sadaf, A., and Johson, B. (2017). Teachers’ beliefs about integrating digital literacy into classroom practice: An investigation based on the theory of planned behavior. Journal of Digital Learning in Teacher Education, 33(2), 1-9.
Skott, C. L. (2015). The Futures of Learning: What Kind of Pedagogies for the 21st Century. Education Research and Foresight Working Papers, UNESDOC Digital Library.
Spawa, C. M. C., & Hassan, F. (2013). “I doesn’t know English”: beliefs and practices in the teaching of speaking in ESL classroom. Pertanika Journal of Social Sciences & Humanities, 21, 449-460.
Stanec, A. D. S. (2009). The theory of planned behavior: Predicting teachers’ intentions and behavior during fitness testing. Journal of Teaching in Physical Education, 28(3), 255–271.
Thaba-Nkadimene, K., and Mmakola, S. (2019). Examining the performance of teacher graduates from limpopo rural university. South African Journal of Higher Education, 33(5), 169-181. h
Utami (2016). The EFL teachers’ beliefs and their teaching practices. OKARA Jurnal Bahasa dan Sastra, 10(2), 135.
Yeung, A. S., Craven, R. G., & Kaur, G. (2014). Teachers' self-concept and valuing of learning: Relations with teaching approaches and beliefs about students. Asia-Pacific Journal of Teacher Education, 42(3), 305–320.
Zamani, N. (2018). High English literacy among students from low socioeconomic backgrounds: exploring the challenges. Iium Journal of Educational Studies, 5(2), 4-19.
(Jaidi et al., 2024)
Jaidi, N., Mahadi, M., & Rahman, S. K. A. (2024). Teachers’ Beliefs in Teaching Comprehension of the Malay Language in Primary Schools. International Journal of Academic Research in Progressive Education and Development, 13(1), 1511–1527.
Copyright: © 2024 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode