Impact of Implementation of Inclusive Education Program (IEP), Teacher Motivation on Resource Teacher Needs of Secondary School Teachers in Malaysia
DOI:
https://doi.org/10.53273/hbmcw427Abstract
The national education system provides a holistic education framework for all students including Students with Special Educational Needs. Unfortunately, the biggest obstacle in the world's education system is the ability to achieve academically and motivate Students with Special Educational Needs. In parallel, the national education system is faced with the challenge of addressing the needs of students at every level of schooling. Effective teaching and learning is needed to accommodate more challenging secondary level learning and public examinations. If the necessary support is not provided, it will result in frustration, academic failure, a curriculum that cannot be mastered and lost future opportunities in society by Students with Special Educational Needs as well as lower academic expectations. Overall, the study findings show that the factors of the Implementation of Inclusive Education Program (IEP) based on Teacher Knowledge, Teacher Attitude, Collaborative Strategy, Teacher Teaching Method, Teacher Training and Teacher Motivation have a significant and positive effect on the Resource Teacher Needs in Secondary School Teachers in Malaysia. Factor Teacher Motivation functions as a mediator in the relationship between Implementation of Inclusive Education Program (IEP) based on Teacher Knowledge, Teacher Attitude, Collaborative Strategy, Teacher Teaching Method, Teacher Training with Resource Teacher Needs in Secondary School Teachers in Malaysia. The overall results of this study show that the Implementation of Inclusive Education Program (IEP) and Teacher Motivation, are important factors in influencing the Resource Teacher Needs in Secondary School Teachers in Malaysia.
Keywords:
Potato, Solanum tuberosum, genotype, accession, descriptor, variation.References
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