Title 7 : Organizational Structure of Education

Learning Outcomes
1.Explaining organizational structure with clear and express MOT function of each
part.
2.Discuss the organizational structure of the school to identify the strength of the role
of each unit sector.
!.Lists the duties and responsi"ilities of teachers and to reflect on the extent to which
tas#s and roles is willing to implement.
$.%omparing teachers& expectations of their students and the community with the
community&s expectations for teachers and students.
'.Displays human characteristics of teachers who are responsi"le for achie(ing the
goals of the MOE.
7.0 Introduction
The education system was a pi(otal figure in creating the perfect human as human
capital to the country. The Ministry of Education is responsi"le for planning and
formulation of education policies and deploying excellent manpower to successfully
de(elop an ad(anced human race and "ecome sustaina"le in the face of the
challenges of a rapidly changing world. The strength of an organization lies in
"uilding a strong and neat structure without neglecting the interests are in the
organization&s leadership. )s the teacher* you should appreciate the organizational
structure of the Ministry of Education +MOE, and em"race the (ision and mission of
each MOE to ensure that teachers are a"le and capa"le of realizing the aspirations
of the MOE.
7.1. Vision, Mission and Goals of the Ministr of Education
Ministry of Education +MOE, is one of the largest ministries and shoulder a hea(y
responsi"ility in the de(elopment of human capital for Malaysia. Education "ear the
responsi"ility would not "e possi"le without the proper organizational structure and
efficient leadership. MOE leadership is guiding the planning and implementation of a
(ision-"ased ministry and mission. MOE has the (ision* mission and clear o".ecti(es
to guide the planning and implementation of policy.
MOE&s (ision is &/eneration /enerator 0deal 1chool Distinction2. This (ision clearly
emphasize the nature of a school that is supposed to exist that ha(e a strong
connection with nature that generation will "e create "y the school. 3ere means
superior prowess should "e in school either in terms of academic excellence and co-
curricular or political* infrastructure and school en(ironment. 1uperiority or grandeur
in a school is a strong factor in the de(elopment of future generations of humans or
their role in the continuing duties and responsi"ilities to care for country.
7.! Organisation of the Ministr of Education
4e note that the 56M is headed "y the Minister of Education has two Deputy
Ministers and a 6arliamentary 1ecretary. This position is the position held "y the
elected representati(es. 6ositions that are mem"ers of the administration discussed
the MOE. 7esides ha(ing a mem"er of the administration* the MOE has top
management* headed "y the 1ecretary /eneral +518, of the Ministry of Education
held "y the )dministrati(e and Diplomatic Officer +6TD, and the Director /eneral of
Education +D/,* which is held "y the /raduate Education 1er(ices. MOE has two
Deputy %hief 1ecretary +Deputy 1ecretary /eneral,* the T51L0 De(elopment and
Management Deputy 1ecretary /eneral and three Deputy Director /eneral of
Education +T566M,* which T566M Educational Operations 1ector* T566M 1ector
6olicy and De(elopment T566M 1ector Education and 6rofessional De(elopment of
Teachers. These positions represent the top management positions MOE.
8nder the Top Management* MOE supported "y !1 part two The 19 1tatutory and
1tate Education Department +:;D,. The parts will "e under the management of the
Deputy 1ecretary /eneral and under the sectors led "y one T566M. Each side has
their own responsi"ilities. The following distri"ution of parts "y Deputy 1ecretary-
/eneral and Deputy Director-/eneral<
Deputy 1ecretary /eneral +Management,
+a, %orporate )ffairs
+", 1chool )udit
+c, 0nternal )udit Di(ision
+d, Matriculation
+e, Legal )d(isor
+f, 1ponsorship
+g, 3uman ;esource Management
+h, De(elopment and E(aluation of %ompetency
+i, 6olicy and 0nternational ;elations
+., 0nformation Technology and %ommunications
Deputy 1ecretary +De(elopment,
+a, =inance
+", 6rocurement and )sset
+c, Dewan Bahasa dan Pustaka +1tatutory 7odies,
+d, Malaysian Examinations %ouncil +1tatutory 7odies,
+e, Institut Terjemahan Negara Malaysia
Educational Operation 1ector
+a, 7oarding 1chool %luster Management
+", Daily 1chool Management
+c, The Technical and >ocational Education
+d, 1pecial Education
+e, 0slamic Education
+f, 1ports* )rts and %o-curriculum
6olicy and Education De(elopment 1ector
+a, Text"oo#
+", %urriculum De(elopment %entre
+c, 6lanning and ;esearch Education 6olicy
+d, Educational Technology
+e, :ational 7oo# %ouncil of Malaysia
+f,Malaysian Examination 7oard
6rofessional De(elopment of Teachers
+a, Teacher Education Di(ision
+", Institut Aminuddin Baki
+c, Jemaah Nazir dan Jaminan Kualiti
+d , 0nstitute of Teacher Education
7." School Organisation
The initial setup of the teacher is to #now and understand the characteristics and
structure of the school administration and school management. 4e will find that the
6rincipal 3eadmaster led the leadership in the school. 6rincipals will "e assisted "y
three 1enior )ssistant +6),? the 1enior )ssistant 0 +650,* which is responsi"le for the
curriculum of @ustice and )dministration* 1enior 00 +65 00, is responsi"le for 1tudent
)ffairs +3EM, and 1enior )ssistant 000 +65 000,* which is managing the 65 co-
curricular matters.
65 0 will perform the duties and responsi"ilities of the two forms are "ro#en down
into curriculum management and administrati(e management. Duties under the
curriculum is all matters relating to curriculum* teaching and learning +T A L,*
timeta"les* examinations and resource center. 8nder the management of the
curriculum* there are four senior su".ect teachers +/5M6,* which /5M6 English*
/5M6 1ocial 1cience* Technical and >ocational /5M6 and /5M6 1cience and
Mathematics. 8nder /5M6* there 6anel 3ead respecti(e management role leading
the su".ects offered at the school. 8nder this there is a /eneral %ommittee /5M6 in
Malay* English 6anel 3ead and %ommittee 3eads of other languages if the school
offers other language su".ects. 4hile under )dministrati(e tas#s in(ol(e matters of
personal finance* staff de(elopment* safety and security* de(elopment and supply*
school festi(als* as well as the needs of teachers.
0n addition to 65 0* also assisted "y the )ssistant 6rincipal of the 1enior 00 +65 00,* the
1enior )ssistant 1tudent )ffairs +65 3EM,. )ssigned responsi"ilities are in relation
to the 65 3EM 1tudent )ffairs that manages all matters relating to discipline*
4atchdog* scholarships* admission list* testimonials certificates* Text 7oo# Loan
1cheme +167T,* school magazine* student welfare* the arri(al schedule* his annual
monthly and record school e(ents. )s for administrati(e tas#s * 3EM gi(en the
responsi"ility to manage the 1tudent 0nformation 1ystem +1MM,* 1ystem 1tudent
Misconduct and Discipline +11DM,* 0ntegrated 6rogram* 3ealthy 1chools* 1afe
1chools 6rogram and !5 +%leanliness* 1afety and =un,.
1enior )ssistant 000 +6) 000,* the 1enior )ssistant %urriculum +655, is gi(en the
responsi"ility of managing the de(elopment co-curricular affairs uniformed "odies*
associations clu"s* sports games* co-curricular * academic* co -curricular* 1chools
1ports %ouncil District +M11D,* the Malaysian 1chools 1ports %ouncil +M11%,*
sports secretary * organizing and staging sports games. The administration* the 655
will manage matters related to society and the school magazine.
6rincipals will also "e assisted "y a counselor. Then under the three 65 there will "e
teachers who fulfill the responsi"ilities and duties as directed from time to time.
=ollowed "y support staff who are no less important in its role and responsi"ility in
ensuring the success of a school function.
7.# $uties and %es&onsi'ilities of Teachers
E(ery human "eing is "orn into this world has a role and responsi"ilities of each.
E(ery human action will ha(e an impact* whether good or "ad to themsel(es and
society at large. 1tarting from home* family life to the life of society* e(ery indi(idual
has the duty and responsi"ility of each and e(ery of mutual gi(ing and mutual
acceptance. The different roles complement each other and ma#e life full and
complete. 7ut there are still people who are less a"le to perform its duties and
responsi"ilities properly. This condition not only causes loss to him alone e(en
indi(iduals who ad.acent and to the mem"ers of the community also lost.
%onseBuently* man must recei(e a proper education* which pro(ides him with the
#nowledge and s#ills to ensure that the potential "enefit himself.
/uru is the responsi"ility in shaping a person. Other parents at home* the second
gurulah such an important and much needed "y the community in ensuring that the
indi(idual self to "e perfect. 0n se(eral chapters of this "oo#* you should ha(e
em"raced the (alues of the teaching profession that you will ser(e. Cou ha(e to
#now and appreciate the %ode of Ethics for Teachers. The chapters presented an
o(er(iew of the duties and responsi"ilities of teachers.
Duties and responsi"ilities of teacher is not confined to the classroom alone* "ut the
teacher is "eyond the limitations and "oundaries of the school. Each teacher must
realize that the duties and responsi"ilities of teachers as a whole is to "uild an
independent nation and de(eloped. The following are some of the duties and
responsi"ilities that must "e "orne "y the teacher.
+a, 6ractitioner 5nowledge and 1#ills
)s a professional* the teacher must "e a practitioner in the #nowledge that each
possesses. This means that all we ha(e learned and mastered to "e practiced and
manifested through his daily life. 5nowledge without practice ma#es science so pure
and good of human life will not "e ta#en ad(antage of. )ccording to 0slamic
teachings* #nowledge and deeds (ery closely related. 3ere is Buoted saying of the
6rophet Muhammad* which means<
&5nowledge is the promoter of charity* and charity is a follower of #nowledge.&
Duotes of the 6rophet Muhammad&s saying to the effect that each practice
+"eha(ior, "ased on our #nowledge a(aila"le to us* and the #nowledge a(aila"le to
us transmitted through our practice .
Teachers "ecome practitioners of the two forms of the practice* the practice of each
of the #nowledge to oneself first. Teachers are role models to their students*
whate(er is mentioned and taught not to "ring meaning if teachers themsel(es do
not practice the (alues of #nowledge a(aila"le to it. The second is the practice of
teachers to spread the #nowledge possessed or down to others* particularly its own
pupils. )ccording to 0slamic teachings* it is a sin if possessed #nowledge was
disseminated. This statement is emphasized in 0slam "y )llah says in 1urah )l-
7aBarah (erse 2E! which means<
&)nd those who #eep #nowledge* indeed is his sin .&
0n the role as disseminator of #nowledge* teachers actually ha(e a personality of a
leader or caliph "ecause you already ha(e the features of Ta"ligh +preaching,. This
responsi"ility is a claim and is one of its human capital. To ensure that #nowledge is
disseminated and re(ealed to others * teachers ha(e to pro(e his prowess in finding
new approaches and methods most effecti(e in ensuring pupils are also a"le to
capture #nowledge and "ecome practitioners of science . 0n this case* the teacher
should ma#e careful planning and preparation* and apply all the #nowledge and
pedagogical s#ills they ha(e.
)s practitioners and implementers of #nowledge* teachers should "e a"le to spread
the disciplines that are applied to it and so horri"ly #nowledge regarding the
de(elopment and psychology of his students either in terms of cogniti(e* social and
physical de(elopment. )s practitioners and implementers* teachers should select
and use materials and teaching aids effecti(ely* and create a learning en(ironment
that is conduci(e and meaningful. 0n addition* teachers should always "e prepared to
increase its capacity to update the content #nowledge and teaching strategies with
resources* tools and current inputs. Teachers today must "ecome a practitioner of
information and communication technology +0%T, to ensure consistency as
practitioner #nowledge. 0t is the responsi"ility of the teacher to impro(e their
#nowledge either through reading* surfing the internet* attend seminars or forums
and the #nowledge* attending the courses* continuing their studies at the tertiary
le(el and also carry out research. )s practitioners* teachers "ecome role models to
the students and ha(e s#ills in communicating* managing ; A D s#ills* classroom
management s#ills* as well as a practice of reflecti(e thin#ing.
+", >alue 6ractitioner
/uru is the closest model to the students after their parents. 7eha(ior and speech
teacher is always a concern to students. ) teacher is a caring and compassionate
society would ha(e lo(ed children* and "eha(ior will "e caught in the hearts of
students lead the student to imitate. The teacher&s role is not Buite perfect* if only
deli(ering lessons through words* "ut (ery effecti(e teaching through teachers&
attitudes and "eha(ior. Teachers need to show good "eha(ior in all matters and
actions that should "e in line with the teacher. The role of the teacher as (alue
practitioner will succeed if teachers "ecome models of moral and ethical conduct.
0n addition to acting as a role model in the implementation of moral (alues* teachers
also need to apply moral (alues through the integration of the curriculum +the cross-
curriculum,. This means that teachers can implement the planned (alue "y
integrating (alues in their su".ect matter. %areful planning of teaching will ena"le
teachers to choose and implement effecti(e at con(eying the content of a lesson*
whether the application of the direct or indirect.
+c, Educators
The roles and responsi"ilities of teachers is often associated with the tas# of
educating and teaching. The term education is said to deri(e from the Latin word*
which educare and educere. Educare is to guide* demonstrate and express. =or
education* the scope of responsi"ilities should "e a"le to account for the following
Buestions<
F 4hat is the direction of education to someone who is educated +students,G
F4hat are the things to show to those who are educated +students,G
FTo what extent can an educator displays personal Bualities and intellectual Buality of
the studentG
F)re all students will "e educated in the same way as they ha(e features similar
internal educators should use the "est methodG
The educere is raising or educating to ensure someone is "eing a human as desired.
0n this case* other teachers* parents are in(ol(ed in educere.
+d, Managers of %lassroom and Learning
The tas# of e(ery teacher are impossi"le to run away from its responsi"ilities as
manager of classrooms and learning. The tas# is to account for the teacher&s
responsi"ility for the following matters<
F %ontrol discipline.
F %reating a classroom en(ironment.
F Ensure a smooth classroom routine.
F Ensure the safety and welfare of pupils.
F Manage and #eep personal records and records of pupil performance.
F Manage the instructional materials to ensure the use of appropriate and effecti(e
ser(ices to students.
FOffice duties such as preparing correspondence and minutes of meetings +if gi(en
that responsi"ility "y the headmaster,* fill out and complete the forms specific to* and
write reports on the progress of pupils.
+e,;eference Expert
Teachers considered as #nowledgea"le "ecause teacher is to educate and teach
students to #now than not #now. 1omeone who wants to ser(ing as a teacher must
meet eligi"ility reBuirements in academic excellence. 5nowledge and #nowledge
a(aila"le to teachers is a ma.or asset in the de(elopment of the country. )ccordingly*
the teacher is not only an expert in the field who taught it to his disciples* "ut also a
consultant to the community. /i(en its status is so high * e(ery teacher should eBuip
themsel(es with #nowledge and always endea(or to update #nowledge and s#ills. 0n
addition to academic matters* teachers often consulted in matters of social and
career prospectus to the pu"lic. Teachers in the 1H'I&s so respected and their role
as consultants so great as at that time teachers were the leaders of a well #now.
Teacher leadership charisma shines* due to the factor that the "irth of the great
leaders name consists of the gum as Ja"a +Jainal )"idin )hmad,* )minuddin 7a#i*
and se(eral other ca"inet ministers appear as soon as Malaysia gained
independence.
The role of the teacher as a resource is to "e maintained "y the current generation of
teachers. 0n this challenging time* teachers need to update #nowledge* especially in
matters related to general #nowledge in areas such as economics* politics and
humanity* and should "e a"le to demonstrate the a"ility to address technological
de(elopments +TM50%T,.
+f, Mentor
0n addition to teaching and managing the classroom* teachers act as mentors to their
students. Mentoring is a nurturing process that reBuires s#ill and experience and "e
a"le to ma#e themsel(es as role models* ad(isors and supporters. )s a mentor*
teacher role in pro(iding guidance and support* demonstrate and guide students in
order to pro(ide a tas# faced "y the students. 0n addition* mentors must also play a
role in guiding her students to "e a"le to face any hardship and difficulty. Often the
mentor is to "e smart and s#illed in in.ecting enthusiasm and confidence to students
through teachers& interpersonal capa"ilities.
Teachers will deal with the student at all times while operating T A L. 4ith that* the
teacher and students are closely "ecause face to face sessions. Teachers and
students close to the heart of each character and "eha(ior of the teacher is always a
concern and will "e followed "y the students. 0n this case* the teacher is a mentor
who is a model of good "eha(ior and practice good (alues * courteous* caring* has
good firmness and philosophy as well as a source of information.
Teacher as a mentor understood rather than .ust "eing a mentor to his students only.
0n schools* experienced teachers also ser(e as mentors to new teachers and trainee
teachers who come to practice. The role of the mentor is to train* coach* e(aluate
and ad(ise also spread also to new teachers and trainee teachers for the
impro(ement of teaching professionalism. Thus* the role of teachers as mentors will
highlight its potential as a leader in the field of education* and thus highlight the
a"ility of talent as many teachers play a role in the de(elopment of education.
+g, ;esearch
To face the challenges and current issues in education* the role of teachers should
also co(er the other areas that reflect* reflecti(e thin#ing critically and creati(ely* to
explore and search for e(idence. Teachers should not confine themsel(es and their
thoughts in the classroom cocoon as a presenter focuses only su".ect content taught
to students alone* "ut thought teachers should "e opened wide and the teacher
thought to "e at a high le(el up to the le(el of analysis and synthesis.
0n order to realize the mission of the :ational Education intends to "uild a row of top
talent in the international arena* the thoughts and attitudes of teachers ha(e wide
open. Therefore* ha(ing the role of teacher as researcher is a current role that
reBuires serious engagement "y teachers. 0f we are to impro(e the education
system* then we need to #now what o"stacles* issues and challenges in realizing
them. 4e need to study and research to find the answers to all Buestions and
pro"lems.
Today* prospecti(e teachers are pro(ided with the #nowledge and research s#ills.
;esearch courses that focus primarily on )ction ;esearch contained in the training
curriculum. Thus* the in(ol(ement of teachers in research wor# will "e carried out.
;esearch will contri"ute a lot of good in the field of education when teachers detect
and identify the source of the pro"lem in(ol(ing ; A D and discipline. Empirical
studies will lead to the disco(ery of pro"lem sol(ing and this will "oost the country&s
education system. )ccordingly* the research culture should "e disseminated in all
wal#s of education staff. The highest management in schools and institutions should
pro(ide incenti(es to research culture and ma#e it as a responsi"ility. %ooperation in
this regard will "e the culture of research among educators.
+h,1ocialization )gents
;ole as educators and classroom manager is familiar relationships "etween
teachers and students. Learning acti(ities that are organized and planned dri(es the
relationship "etween students and students and teacher K students with society. 0n
this context* the role of teachers is important as an agent of socialization that led to
the existence of a human relationship. 1ocial interaction will "e "uilt among students
in the classroom depends strongly on the role played "y each teacher. The warmth*
friendliness* interpersonal and intrapersonal s#ills teacher is a role model to the
students. The learning en(ironment is "uilt "y the teacher to "e a space for students
to train themsel(es as mem"ers of a society where space allows students to collect
and gather experience to "ecome mem"ers of the community who need to practice
human (alues of holy and pure.
)s an agent of socialization* teachers should train students to "e a"le to adapt to the
en(ironment and comply with state and communal life. =or example* students need
to "e trained to #now when their time eating* wal#ing* playing* .o#ing* sleeping and
wor#ing. 6upils should "e taught to always "e a"le to "eat their own desire and learn
to understand and care for the feelings of others and a(oid selfishness. This can "e
achie(ed either directly or indirectly through the integration of the elements in 6 A 6
1peech polite * courteous and polite "eha(ior exhi"ited "y the teachers themsel(es
need to "e a role model for students. The (alues of solidarity* mutual understanding*
respect and humility should "e studded in the minds of students. The responsi"ility
of the teacher is (ery great in this* and this is where the prestige of teachers who
"ecome engineers of humanity in society. )s socialization agents* teachers need to
eBuip itself with "eauty "eha(ior and strong self-discipline. /i(en the role of the
teacher as an agent of socialization* community especially the parents are not willing
to accept low teachers morals. Thus* the teacher&s negligence in personal control
and "eha(ior will often "e #illed discussed "y many people who Buestion the a"ility
of teachers excel in truth. The appearance and "eha(ior of the teacher should "e
perfect* whether in speech* mo(ement* mixing until the dress.
+i, )gents of %hange
Education is a dynamic system that constantly changes and additions in the
e(olution of life and the demands of time. 1chool is a place to "ring change to the
current as desired "y the country. :ational agenda is usually started at the school
and in institutions as most of the students are citizens of a country. Thus* the teacher
is gi(en responsi"ility to "e agents to change and de(elop students to "ecome as
desired "y the go(ernment. 4hen the Ministry of Education launched a 9I-$I "asis*
so that schools and teachers are doing the responsi"le party to the intention
expressed "y 9IL of students in science and technology* while $IL in the literature.
1imilarly* the policy 661M0 +Teaching Mathematics and 1cience in English,* the
teacher has to do is to ensure proficiency of students in English language at an
excellent le(el.
)s agents of change* teachers need to "e positi(e and open to enhance the
#nowledge and s#ills to ena"le it to effecti(ely discharge its role. De(elopments in
the field of 0nformation and %ommunication Technology +0%T, cause an a"rupt
change in information deli(ery system that allows the teacher leads students in
gathering information. Therefore* teachers need to ta#e the (alues from these
changes to ensure that information is readily a(aila"le to students and increase the
"eneficial de(elopment of them. )s agents of change* teachers must renew their
approaches and strategies of ; A D to #eep pace with the de(elopment of 0T.
Teaching teachers to highlight the elements of self-de(elopment through the use of
technology should "e enhanced "y using a (ariety of instructional strategies that
lead to critical thin#ing* creati(e and inno(ati(e in order to "uild a society that is
creati(e and competiti(e. 0f teachers do not stri(e to impro(e their capa"ilities* it is
certain that the students will "e the de(elopment of human capital in the country is
not a"le to play their roles "rilliantly.
+., :ational :ations 7uilders
:ational %onstruction :ations +6:7, depends strongly on the people together* li(ing
in harmony* loyalty to the nation and to comply with the state constitution. To
produce a human as reBuired in a nation is not easy * "ut the effort had to go through
a long hallway and meandering as Malaysia ha(e people from different ethnic
"ac#grounds * "eliefs and practices of different cultures . Education is the primary
agent in the 6:7* the teacher is the #ey person in ensuring 6:7 achie(ed.
7asically 6:7 needs focus on holistic education needed teachers2 strength to create
"alanced human capital in the physical* emotional* spiritual and intellectual as set
out in the :ational Education 6hilosophy. Education upholds the strength of
#nowledge* s#ills* politeness* manners and (alues are fundamental in 6:7. )mong
the elements of the 6:7 is the national language of empowerment* strengthening of
national unity* fostering a lo(e of the arts* heritage and culture of the people and
promote understanding of Islam adhari in thought and life.
0n this case* the teacher plays a (ery significant role and application elements can
occur in a planned 6:7 in ; A D and also implicitly in co-curricular acti(ities and at
times outside of 6 A 6. )s a nation "uilder* patriotic elements needed to perform the
; A D all the time that this element firmly em"edded in the minds of students.
1tudents should "e instilled with the (alues of a multi-racial society "y practicing
unity regardless of race and religion. Teachers need to plan acti(ities geared toward
unity* through ; A D and co-curricular acti(ities. The strength of teamwor# and
cohesion through in.ected since the pupils are in the early stages of schooling. The
following is an example of an acti(ity in 6:7<
+i, sing patriotic songs. Teachers can ma#e this acti(ity as a ha"it and practice
immediately after school session on a daily "asis. =or cele"ration* held a patriotic
song singing contest* create a patriotic song or choir patriotic songs.
+ii, )cti(ities of language* literature and culture through association "esides teaching
in the classroom. 0n the classroom a (ariety of strategies can "e used to foster a lo(e
of language* art and heritage.
4hile the association* the acti(ities of inculcating the spirit of lo(e for the language*
art and heritage can "e more interesting. The use of technology in education
element will attract the attention and interest of students.
+iii, 6ro(iding wor# camps are pushing toward restoring the spirit of cooperation and
unity. 0n a uniform unit* 1ports and games* the element of unity and wor#ing as a
team is definitely there* "ut teachers should play a more effecti(e role to ensure that
all mixed race and do not let them wor# in groups of their own race.
+i(, >isit and pro.ect history to foster a feeling remorseful* than#s and appreciation
among students
.
+(, 6ro.ect 7ased Learning +6ro.ect 7ased Learning 67L, to toward inBuiry
approach could pro(ide meaningful experiences for pupils. )d(antages of L7% not
only cement the acBuisition of #nowledge* "ut also emphasized the use of 0T*
communication s#ills* reflecti(e thin#ing and teamwor#. Teachers need to "e creati(e
to encourage learning to create awareness and patriotism* in addition to nurturing
(alues Malaysians.
+(i, ;e(iew li"raries encourage students to write a summary "iography of prominent
statesmen* through the history of Tanah Melayu and Malaysia.
7.( E)&ectations of Teachers
E(ery one of us should expect a "rea#through in the performance of certain tas#s.
Teachers are instrumental in the construction of talent to "e a"le to anticipate any
results. This will moti(ate teachers in carrying out its duties and responsi"ilities.
3opes and expectations of the teacher is a (ery strong desire to o"tain a reward or
outcome rather something ha(ing to do assignments. 0n the teaching profession*
teacher expectations can "e grouped in four of expectations* the expectations of
students* the expectations of the manager or administrator* expectations of parents
and the community as well as expectations of themsel(es.
+a, Expectation on 1tudents
E(ery time performing ; A D* targeting teachers hope that teaching meets learning
outcomes and student performance standards are at the expected le(el.
Determination of the expected learning outcomes in e(ery teaching teachers and
teacher will "e satisfied if the learning outcomes achie(ed. %hanges in students&
"eha(ior demonstrate that the learning outcomes achie(ed and this is a success
story that "rings satisfaction to the teacher. Typically* the effort of teachers in
achie(ing the learning outcomes is to "e the #ey success factors of students in their
exams.
Teachers expect pupils ha(e "eha(ioral and perfect manners when students
mentored* nurtured and taught with good things. 6erfection "eha(ior exhi"its a no"le
personality will gi(e satisfaction to the teacher* on the other hand* students who
exhi"it "eha(ior rude* difficult to control and there is no discipline will frustrate
teachers. 1trong teaching spirit to meet the expectations of the teachers wor#ed
hard dri(es using a (ariety of strategies to ensure that students ha(e the personality
and no"le character.
+", Expectation on 1chool )dministrator or Manager
)ll wor# performed perfectly and achie(ers should "e recognized and ac#nowledged.
This is (ery important as a moti(ation to excel in carrying out its duties and
responsi"ilities. Teacher expectation for school administrator or manager is to
appreciate the hard wor# and efforts. Therefore* the school management should "e
fair and not "iased or un"iased not to mention a policy of fa(oritism in gi(ing
performance e(aluations or anything of appreciation to teachers. Teachers also ha(e
the expectation that the parties are a"le to lead with trust* integrity and hard. 0n
addition* teachers expect superior welfare of teachers with tolerance* understanding*
caring* sensiti(e* #ind and fair. Expectation on authority is a strong impulse that can
impro(e the Buality of wor#.
+c, Expectation on 6arents and %ommunity
%ooperation and good relations "etween parent and teacher community is
something that needs to "e created. The relationship can "e forged through the
Mother and Teacher )ssociation +6T),. Through the 6T)* parents and teachers
hope the community will .oin together to help the teacher in ensuring children&s
success in all areas. 0n addition* a good relationship will strengthen mutual
understanding and a(oid pre.udices that could interfere with emotional teacher.
Teachers expect parents to participate controlling student "eha(ior* moti(ate
students in their learning* to offer help and moral support in all pro.ects and acti(ities.
0n addition to parents* teachers put expectations to the police* ;EL) and the
community to participate in the control and safety of students and schools. 6ri(ate
companies are expected to contri"ute to the success of a program planned "y the
school for the "enefit of students.
Therefore* teachers need to plan a strategy to "uild a "ridge "etween parents and
teachers in the school community. =riendly 3ouse* %anteen Day* Day of 1tudents
1tudent* Open Day and 1ports Day are times most suita"le to meet* get acBuainted
and esta"lishing relationships to ensure that parents and the community are willing
to get in(ol(ed with the teachers.
+d, Expectation on 1elf
Expectations of self depend on the intentions* wishes and dreams to "e achie(ed "y
the teachers in their e(eryday tas#s. Teachers put the expectation that they will ha(e
many opportunities in career path in addition to the incenti(es in terms of their
welfare as a teacher. )fter wor#ing a few years* they hope teachers are gi(en the
opportunity to attend courses for professional de(elopment and opportunities for
further education. Expectations should "e the impetus for teachers to pro(e that the
chances of the courses and the opportunity to pursue a Doctor of 6hilosophy needed
to impro(e the Buality of the national education system. Expectations of a career
path to fill the positions of higher grade should "e o"tained "ased on the 5ey
6erformance 0ndicator +560, and therefore e(ery teacher should perform their duties
with the Buality of wor# that is wrapped with sincerity and honesty.
7.* Su++ar
0n %hapter M you ha(e learned the following things<
+ i , (ision* mission and goals of the MOE and therefore you should understand and
"e aware of the responsi"ilities that must "e underta#en as future teachers.
+ ii , organizational chart MOE and school organizational chart to help you identify
existing administrati(e structure at the ministerial le(el and the administrati(e
structure at the school and appreciate and respect e(eryone in(ol(ed in achie(ing
the goals of education.
+ iii, the duties and role of the teacher in charge of the school* its students and the
community.
+ i( , Expected teachers& career and his life in education.
,oin acti-it
Discuss misconduct teacher what you ha(e heard or read. Discuss and what
effecti(e measures to address the cases in BuestionG
%eferences
5ementerian 6ela.aran Malaysia +2II9,* &Laporan Tahunan 2II9&.
NNNNNNNNN+2II9,* &6elan 0ndu# 6em"angunan 6endidi#an&* 5uala Lumpur<
766D6.
NNNNNNNNNNNN+2IIE,* Modal 0nsan %emerlang< Minda 5elas 6ertama- Edisi
6elancaran* !elang"r# $M% Press !dn Bhd&
M. )"dai ;athomy +1HE9,* 1endi )gama< Tiga 1erang#ai* Tauhid* =iBih* Tasauf.
!inga'ura# Pustaka Nasi"nal&