The Current State and Effectiveness of School-Based Teacher Training in Malaysia Independent Chinese Secondary Schools: A Case Study of Confucian Private Secondary School 马来西亚独中教师校本培训的现况与 成效研究 —— 以尊孔独中为例

Abstract

This study investigates the current state and effectiveness of school-based teacher training at Confucian Private Secondary School (CPSS), one of Malaysia’s most established Independent Chinese Secondary Schools (MICSS). Using a quantitative approach, data were collected through structured questionnaires targeting CPSS teaching staff, analyzing aspects such as training objectives, systems, opportunities, quality, resources, participation, and research engagement. Findings reveal that while CPSS offers abundant training activities, most are short-term, lack integration, and primarily serve new teachers. Teachers' perceptions of the training vary by career stage, with mid-career and experienced teachers reporting higher satisfaction levels compared to their early- and late-career counterparts. Regression analysis indicates that clearly defined training objectives significantly influence the perceived impact of training, whereas years of teaching experience show no meaningful correlation. The study concludes that training should prioritize clear goals, relevant content, and stronger institutional support to enhance teacher engagement and ensure sustainable professional development.

本研究探讨了马来西亚历史悠久的独立中学——尊孔独中之校本教师培训的现况与成效。本研究采用量化研究方法，透过结构式问卷搜集尊孔独中教师的意见，分析培训目标、制度、机会、品质、资源、参与度及研究投入等层面。结果显示，尽管尊孔独中具备丰富的培训资源，但培训模式多以短期讲座为主，缺乏整合性与持续性，而且培训对象以新进教师为主。关于教师对培训的评价，因教龄而异，中生代与经验较丰富的教师满意度相对较高，反观新手教师与资深教师则反馈较低。回归分析指出，明确的培训目标是影响教师认同培训成效的关键因素，而教龄与培训成效之间并无显著关联。本研究建议培训应聚焦于目标清晰、内容贴近教学实际和提升制度支援，以提升教师参与度，并持续其专业发展。