ISSN: 2222-6990
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This study aims to determine the effect of self-efficacy as a mediator in the relationship between knowledge and the practice of implementing Higher-Order Thinking Skills (HOTS). The study involves Home Science teachers from 156 secondary schools in the central zone. The sample consists of 162 teachers, selected using simple random sampling. This study employs a quantitative approach, with a questionnaire distributed via a Google Form link. Data were analysed descriptively using Pearson correlation and multiple regression with IBM Statistical Package for Social Sciences (SPSS) 29.0. Overall, the variables yielded high results. The findings indicate a strong positive relationship between knowledge and the practice of implementing HOTS. Direct and indirect effects were observed through multiple regression analysis, identifying the mediation type as partial mediation. The results of this study can assist the Ministry of Education Malaysia (KPM), the State Education Department, and schools in organising professional development programs to enhance teachers’ knowledge and self-efficacy, focusing on HOTS-based teaching strategies.
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