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Hamzah\u003Cbr>Universiti Putra Malaysia, Malaysia\u003Cbr>Hapidah Mohamad Ranhill Berhad, Malaysia\u003Cbr>Mohammad R. Ghorbani Universiti Putra Malaysia, Malaysia |  |\n\nRecommended Citation  \nHamzah, S. G., Mohamad, H., & Ghorbani, M. R. (2008). Excellent Teachers’ Thinking Model : Implications For Effective Teaching. Australian Journal of Teacher Education, 33 (4).  \n[http://dx.doi.org/10.14221/ajte.2008v33n4.2](http://dx.doi.org/10.14221/ajte.2008v33n4.2)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol33/iss4/2](http://ro.ecu.edu.au/ajte/vol33/iss4/2)  \nAustralian Journal of Teacher Education  \nExcellent Teachers’Thinking Model: Implications For Effective  \nTeaching  \nMohd. Sahandri Gani Hamzah  \nUniversiti Putra Malaysia, Malaysia  \nHapidah Mohamad  \nRanhill Berhad, Malaysia  \nMohammad Reza Ghorbani  \nUniversiti Putra Malaysia, Malaysia  \nAbstract: This study aimed to suggest an Excellent Teacher Thinking Model that has the potential to be utilized in the development of excellent teachers. Interaction survey method using survey questions, observation, document review and interview was conducted in this  \nstudy. One hundred and five excellent teachers were selected  \nrandomly as research respondents. Two sets of instrument  \nconstructed and used in this study were Teachers’Thinking  \nquestionnaire and Teachers’Teaching Performance observation  \nform. Cronbach Alpha reliability value was between 0.73-0.92 for  \nevery component in each division. Multiple regression analysis  \n(stepwise) was used to answer the research questions. R square  \nvalue (R2 = 0.31) showed that the overall contribution of the two significant variables (expectations and subject expertise) to teaching performance was 31.10 percent. The linear regression equation was Y = 40.30 + 13.39 (Expectations) -1.37 (Subject Expertise).  \nExcellent Teacher Thinking Model generated from this study showed that all five components of thinking domain contributed significantly to excellent teachers’ teaching performance. Among the five thinking components, teacher expectation showed the highest contribution to  \nexcellent teacher teaching performance. This study showed that  \nteacher expectations play a vital role in shaping the objectives,  \ngoals, curriculum, and instructional methods of schools. Hence,  \nexcellent teachers’professional development programs will help  \nschool teachers improve the profession.  \nIntroduction  \nExcellent Teacher (ET) or Guru Cemerlang pronounced in Malay is an award given to teachers who are regarded as experts in their field of teaching and subject matter. This promotion scheme for teachers was introduced in 1993. In the past, teachers who fitted the criteria were promoted to the post of principals, vice principals or education officers. In getting promoted, the teacher seemed to be moving away from teaching in the classroom to doing administrative work. This means teachers who were dedicated and  \nVol 33, 4, August 2008 11  \nAustralian Journal of Teacher Education  \nexpert in their subject matter were lost in the systems; their skills and talent were inaccessible due to their promotion. ET award ensures that even if the teacher is promoted, he/she will still be teaching and his/her knowledge and expertise can be used by the local schools in the district. The Malaysian Ministry of Education has defined ET as teachers with excellent personality, knowledge and skills, excellence work performance, communications, and an excellent potential. The objectives ofthe Excellent Teacher Promotion Scheme are as follows:  \n• To acknowledge teachers who are excellent in their field or subject;  \n• To improve the quality of teaching;  \n• To be a role model to other teacher;  \n• To enhance school excellence by utilising the experience and ex","cbCaitAkQrGorkLk","https://ap.wps.com/l/cbCaitAkQrGorkLk","pdf",459906,18,"English","# Abstract\n# Introduction\n## Excellent Teacher Promotion Scheme\n# Statement of Problems","[{\"question\":\"What was the main goal of the study?\",\"answer\":\"The study aimed to propose an Excellent Teacher Thinking Model that could support the development of excellent teachers.\"},{\"question\":\"How were data collected and which instruments were used?\",\"answer\":\"Data were gathered using an interaction survey approach including surveys, observation, document review, and interviews. The study used a Teachers’ Thinking questionnaire and a Teachers’ Teaching Performance observation form.\"},{\"question\":\"What did the regression results indicate about factors affecting teaching performance?\",\"answer\":\"Stepwise multiple regression produced R2=0.31, showing that expectations and subject expertise together accounted for 31.10% of the variance in teaching performance.\"}]","Excellent Teachers’ Thinking Model - Implications For Effective Teaching | PDF",1792077662,45]