ISSN: 2222-6990
Open access
This study was designed to investigate the elements of multi ethnic practices in Perpaduan Preschool in Malaysia. The objectives are to identify the aspects of quality of work environment in multi-ethnic preschools; to investigate the practices of teachers’ role and responsibility; and to identify the quality of human resources. The study involved 2004 respondents who are the staff of multi-ethnic preschool from the government agency who provide preschool service. This study was conducted using a mixed method in which questionnaires and interviews were used to obtain data from respondents. The findings were analysed using mean and used Likert scale to determine the three-stage level such as the high, moderate and low. Findings indicated that the work environment at a moderate level, but the facilities provided insufficient to carry out educational activities with children. The result based on ranking of duties and responsibilities of teachers in multi-ethnic preschool shows the teachers practice daily record of children's development is very little, that only 65 persons are recording the child's development. The poor ratio of teachers and child in multi-ethnic preschool is between 25 to 35 children per class which means the children needs a lot attention. Mean while the work environment is moderate with a mean score of 3.65 and overall mean score for level of staff career development 3.66 also moderate. The findings indicate the facilities provided in their workplace and staff career development requires improvements. Overall, the level of work environment is moderate and it is needs an improvement in term of facilities.
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In-Text Citation: (Mamat et al., 2019)
To Cite this Article: Mamat, N., Luen, L. C., Mustapha, M. C., Razalli, A. R., Radzi, N. M. M., & M.Hashim, A. T. (2019). A Study of Multi-Ethnic Elements of PERPADUAN Pre-school Settings from Teachers’ And Parents’ Perspective. International Journal of Academic Research in Business and Social Sciences, 9(5), 996–1012.
Copyright: © 2019 The Author(s)
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