TEACHER CERTIFICATION

PREPARED BY :

NADZIRAH BT MAMMA
(D20091035064)
MUZAMMER BIN MANSOR
(D20091035016)
SITI NURFARAHAIN BT ASMARAH
(D20091035017)
ARSHAD BIN MAMAT@NAWI
(D20091035021)

 Community members who have social relationships that

are closely aligned with community status.
A teacher is a person who provides education for pupils
(children) and students (adults). The role of teacher is
often formal and ongoing, carried out at a school or other
place of formal education.
Teaching is an interactive process, primarily involving
class room talk which takes place between teacher and
pupil and occurs during certain definable activity.

 According to the second edition of Kamus Dewan,

certification means certificate that given to a person or
party that have achieved the standards and conditions
needed in order to prove the quality of goods produced.
Teacher certification is giving a certificate to a teacher
who has achieved all the conditions that were set by the
government.

Criteria for teacher certification are require

higher education and specialized training,
skills recognition, passing the professional
examination, responsible for customer
priority and comply with the code of ethics.
The aims of teacher training is to enable
trainees to adapt to the school environment,
gaining experience and finding appropriate
teaching methods.
A teacher also needs to know the theory of
teaching and learning and a right teaching
techniques.

MALE

FEMALE

PRIMARY

72 266

164 047

SECONDARY

55 155

121 252

TOTAL

127 421

285 299

KPM 2012

Teacher Education Division (TED)

Institute of Teacher Education (ITE)

Institute of Higher Learning (IPTA)

To produce competent teacher in terms of:

Personality
Knowledge
Professional skills
Practice in moral values
Teacher values in accordance with the National
Education Philosophy
Technology Developments

KPLI and DPLI

Out of field teacher

GSTT

 When personality type does not match the environment, then it

will cause disinterest in work and development (Holland,
1973)
Studies conducted on some of the teachers about the incident
"burn-out" of teachers showed that teachers that often facing
this problem is the less interested teachers that involved in
teaching from the beginning (Wan Mohd Zahid Nordin)
The findings from Trends In International Mathematics and
Science Study (TIMSS) showed a decline in Malaysian student
achievement compared to other countries such as Korea (Prime
Ministers Department, 2009)

THE EASY WAY FOR LOOKING

A JOB
According to Daisy Ee (1974) and Obura (1974), others choose
the teaching career after failing to enter other fields, so become
a teacher is their last option.
Most of them originally failed to compete in job market that is
increasingly challenging thus it makes them easily initiated
into the field of education in the name of KPLI.
According to a study by Mahadi Hj. Khalid, Salehudin Hj.
Sabar, (2005) showed that 53.10% of the KPLI students have
no choice that prompted them to take this course.

DENIES THE RIGHT OF ISMP

STUDENTS
The existence of DPLI and KPLI interfere the placement of
ISMP student.
KPLI and DPLI placement are guaranteed and will be placed
first and then if there are available vacancy then ISMP
students will be absorbed. Thus, this will increasing the
unemployment rate.
The main purpose of implementation of KPLI and DPLI
before is to accommodate the lack of graduate teacher,
however the situation now has become the opposite.

Out of field teacher

Teachers who do not have a

certificate of qualification or
major in the subject they
teach.

 Teachers are required to teach subjects

that is not in their field after getting
placement.
Teaching by the vacancy of the subject
involved.
Teachers having problems to teach the
subject that is not in their field.

EFFECTS
Teacher

Teachers can not teach effectively.

Lesson content is not complete.
Teachers become depressed.
Teachers become lazy to learn.
Teachers lack confidence, competence and
not committed in teaching.

Student
Feeling bored with the content of teaching.
Feeling less confident with the lessons
delivered.
The examination results are not satisfying.
Students will think Mathematics is difficult.
Students lose interest in Mathematics.

MEASURE TAKEN
Projections vacancy for teacher
placement must obtain the
cooperation between the KPM and IPT.
Review the retirement age for
government officials to provide an
opportunity for new teachers.
Review the placement of teachers by
option to avoid excess teachers.

WHO IS GSTT?
Individuals that interested in becoming
a teacher but do not have any
certifications and qualifications such
as a diploma or degree related to
teaching.
Subject under certain contracts and
may be terminated at any time in
accordance with the conditions set by
the KPM.

EFFECTS
Interfere the position of the ISMP and IPG
graduates who have recently graduated.
They experience placement problem.
Facing problem of unemployment among
teachers.
Lack of knowledge in teaching contents
and pedagogy.
There are a few of GSTT have poor
personality.

Why choose the teaching

profession??
Noran Fauziah Yaakub (1990) states that the
teaching profession is a guaranteed job in
Malaysia and it is easy for trainee at teacher
training college to get jobs after the completion of
training as their training program funded by the
Ministry of Education.

MEASURE TAKEN
Government should provide
adequate training to the GSTT to
serve in the field of education.
Increasing the duration of teacher
training for GSTT to be more skilled
in the field of education.
Government should be fair in filling
the placement of GSTT and GST.

CONCLUSION
To enhance and elevate the teaching
profession, various parties have an
important role to address the issue of
teacher qualifications. It aims to
produce teachers who can meet the
MOE recommendations in order to
achieve a productive goals and
consistent with the National
Education Philosophy.