The Intentions to Continue Teaching Civics and Citizenship Education (CCE) among CCE Teachers in Malaysian Secondary Schools

Civics and Citizenship education (CCE) was re-introduced into the Malaysian curriculum in 2005 after 20 years’ absence from the curriculum. CCE teachers have significant roles in ensuring the success of the implementation of CCE. This study examines factors that either enable or inhibit CCE teachers to continue teaching CCE, and teach it in suggested by the Malaysian Ministry of Education (MoE). It does this by utilising the Theory of Planned Behaviour (TPB). This theory explains that behaviour (teaching CCE) is influenced by teachers’ intentions to continue teaching CCE, which are in turn is predicted respectively by their relevant attitudes towards the teaching of CCE, their perceptions of others’ views about them teaching CCE (subjective norms) and their perceptions of their ability to teach CCE (perceived behavioural control). It also suggest that some indirect elements predict behaviour and identify, teachers’ perceptions of the consequences of their teaching of CCE (behavioural beliefs), beliefs of the importance attributed by others to their teaching of CCE (normative beliefs) and finally their perceptions of factors that facilitate or impede their successful teaching of CCE (control beliefs).These components of the TPB were assessed by a survey completed by 133 teachers, and semi structured interviews with 11 teachers. Although these variables are correlated, perceived behavioural control, attitudes, normative beliefs, control beliefs (CCE training, students’ participation and CCE content knowledge), and years teaching CCE were found to be significant predicators of whether or not teachers intend to continue teaching CCE. The communicative teaching style suggested by MoE was more likely to be implemented by teachers with stronger subjective norms and greater CCE content knowledge. Inhibiting factors included unfavourable attitudes towards teaching CCE, a lack of teacher and teaching support, and the subject not being tested. The results of this study have strong implications for teachers’ need for empowerment in CCE via the provision of teaching and teacher support to increase the status of CCE among teachers and students By demonstrating the significance of these factors, this study recommends enhancing CCE teachers’ perceived behavioural control, positive attitudes towards teaching CCE, and supporting them with training, professional development, and resourceful textbooks.. More research is needed to view the perspectives of others (policy makers, the school administrations, students, parents and the community). Through its use of a theoretical and statistical modelling approach, the current study represents an initial step towards a deeper understanding of the teaching CCE in Malaysia.

Submission note: A thesis submitted in total fulfilment of the requirements of Degree of Doctor of Philosophy to the School of Education, College of Arts, Social Sciences and Commerce, La Trobe University, Melbourne.