Teacher Readiness in Implementing the Teaching of Design and Technology and Its Relationship with Self-Efficacy and Intrinsic Motivation

Sep 20, 2026

An important component of educational change depends on implementers’ readiness, especially teachers facing curriculum innovation. This descriptive survey study identifies the relationship between teachers’ readiness in implementing Design and Technology (RBT) for Year Four KSSR and their self-efficacy and intrinsic motivation, guided by the Wallace Reflective Model. Data from 368 teachers in Peninsular Malaysia were collected using a 77-item questionnaire. Results indicate high overall readiness, with stronger PBS skills than reasoning knowledge, and a moderately positive correlation between readiness and both motivational variables.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages12

Reading Time30 min

AccessFree to download

Introduction

Problem Statement and Limitation of the Study

Teacher Readiness in Implementing the Teaching of Design and Technology and Its Relationship with Self-Efficacy and Intrinsic Motivation Zaleha Endot Institut Pendidikan Guru Kampus Raja Melewar, 70400 Seremban, Negeri Sembilan, Malaysia Rahimah Jamaluddin (Corresponding author) Department of Science and Technical Education, Faculty of Educational Studies, Universiti Putra Malaysia, 43400 UPM Serdang, Selangor, Malaysia Ahmad Fauzi Mohd Ayub Department of Foundation Studies, Faculty of Educational Studies, Universiti Putra Malaysia, 43400 UPM Serdang, Selangor, Malaysia Mohd Hazwan Mohd Puad Department of Science and Technical Education, Faculty of Educational Studies, Universiti Putra Malaysia, 43400 UPM Serdang, Selangor, Malaysia Received: Oct. 8, 2021 Accepted: Nov. 15, 2021 Online published: Nov. 22, 2021 doi:10.5296/ijhrs.v11i4S.19234 URL: [https://doi.org/10.5296/ijhrs.v11i4S.19234](https://doi.org/10.5296/ijhrs.v11i4S.19234) Abstract An important component of an education change begins with readiness among the implementers. Willingness to face change needs to be measured from the perspective of the individual implementing the change, especially teachers. Therefore, this study was conducted to identify the relationship between teachers’ readiness in implementing the teaching of Design and Technology (RBT) year four of the Primary School Standard Curriculum (KSSR) with self-efficacy and intrinsic motivation. This study is guided by the Wallace Reflective Model. The quantitative study of this descriptive survey involved 368 teachers of RBT fourth year KSSR subjects in Peninsular Malaysia. Cluster and simple random sampling were used to select the sample for this study. The research instrument consisted of a set of questionnaires containing 77 items. The findings of the study showed that the overall mean of teachers' readiness in terms of reasoning knowledge and PBS skills was high. The readiness of teachers in terms of PBS skills recorded a higher mean value (M = 3.92) compared to reasoning knowledge (M = 3.82) . These findings give the impression that teachers are more prepared in terms of PBS skills in implementing the teaching of RBTKSSR. The results of the Pearson Correlation Test showed that there was a moderately positive relationship between the independent variables (self-efficacy and intrinsic motivation) with teachers' readiness. The findings of this study prove that the component of teachers’readiness is very important to be taken into account in the formulation of a new curriculum. Factors of self-efficacy and intrinsic motivation also need to be considered because these two variables have a significant relationship with the readiness of teachers in implementing teaching in the classroom. Therefore, this study is expected to provide guidance to policymakers and curriculum planners to pay attention to the aspect of teacher readiness when introducing new subjects. Keywords: curriculum change, teachers’readiness, design and technology 1. Introduction Along with the progress and development of Malaysia towards achieving the Vision of Shared Prosperity 2030, the education system in Malaysia has undergone several phases of change. This change can be seen through the Malaysian Education Development Plan (PPPM) 2013-2025 which has been launched to achieve improvement targets in terms of quality, equity, and access within 13 years. The Ministry of Education Malaysia (MOE) has taken the first step by introducing the Primary School Standard Curriculum (KSSR) to replace the Integrated Primary School Curriculum (KBSR) (Curriculum Development Department, 2011) . KSSR is more holistic and relevant to produce a balanced human capital that can deal with current and future challenges in line with the changes in the Malaysian Education Development Plan (PPPM) 2013-2025. As a result, a new subject was also introduced, namely Design and Technology (RBT) to replace the existing subject, w

FAQs

What is the main purpose of the study?

To identify the relationship between teachers’ readiness in implementing Design and Technology (RBT) Year Four KSSR and their self-efficacy and intrinsic motivation.

Which teaching readiness areas are reported in the findings?

Overall readiness is assessed through reasoning knowledge and PBS (assessment) skills, with PBS skills showing a higher mean than reasoning knowledge.

How is the study’s sample and data collected?

The study uses cluster and simple random sampling to select 368 teachers, and measures responses with a set of questionnaires containing 77 items.

Sep 20, 2026

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