Teachers Readiness

Readiness is an important aspect in

determining the success and failure in
implementing
changes
in
the
curriculum. (Maizura, 2010)
Teachers
Readiness

affected
Insufficien by

t
Knowledg
e

Time

 Oral school-based assessment was not

implemented according to guidelines and objectives
provided by the Malaysian Examination Syndicate.
(Hamzah & Sinnasamy, 2009)
Teachers also uncertain and worry about their role
in KSSR. (Faizah,2011)
..SBA implementation seem so difficult. Teachers
were unprepared for the change and found the new
system challenging. They are required to learn new
skills. Most of the time, they had to learn through
experience and more of on-the-job training.
(Rohaya Talib et. al, 2014)

Insufficient Knowledge
A new curriculum
signifies new teaching
skills or knowledge to be
learned.
It is important for
educators to equip
themselves with all the
necessary knowledge
related to the curriculum.

School-Based Assessment
(summative to formative)
Teacher will be given empowerment in
assessing their students.
It comes with the requirement of
sufficient knowledge and skills in using
various informal methods of testing and
psychometric testing, such as
diagnostic general ability and aptitude
test. (Teacher Education Department,
Ministry of Education, 2007)
They lack expertise in evaluating their
students. (Adi Badiozaman, 2006).

Lack of Knowledge in ICT

(Traditional to Modern Teaching)
Teachers and pupils need to be ICT savvy
and further explore in depth via
education. (KSSR, 2011).
..still lacking in skills as they are not well
versed with many new software and
limited infrastructure. (Melor, 2007) and
(Samuel & Zaitun, 2007)
Senior teachers Facing problems in
completing their students assessment
Cannot key in the band of the students
achievement without ICT knowledge

Time

Time available for

preparing and
delivering the
requirements of the
new curriculum.

e.g: Teachers need

enough time to
develop their own
understanding of the
subject they are
required to teach.

 the most important person in the curriculum

implementation process is the teacher. With their
knowledge, experiences and competencies, teachers are
central to any curriculum improvement effort. Regardless of
which philosophical belief the education system is based on,
there is no denying that teachers influence students'
learning. Better teachers foster better learning. Teachers
are most knowledgeable about the practice of teaching and
are responsible for introducing the curriculum in the
classroom.
The key to getting teachers committed to a curriculum is to
enhance their knowledge of the curriculum. This
means teachers need to be trained and workshops
have to be organised for professional development.

 In fact, many teachers view new curriculum programmes

signify new teaching skills to be learned, or
new competencies to be developed which demand them to
attend extra courses and workshops. It may be possible that
teachers are most likely resist curriculum change because
they do not have the knowledge and skills required by the new
curriculum but at the same time, they do not want to be told
that they are incompetent to teach the new curriculum.
Furthermore, there is the likelihood that the new curriculum is
implemented after a short notice or the training period is
shorten due to budgetary constraints. Consequently, teachers
are not adequately equipped before they are ready to
deliver the new curriculum to their pupils.