INSTITUT PENDIDIKAN GURU

KEMENTERIAN PENDIDIKAN MALAYSIA

KAMPUS IPOH, 31150 HULU KINTA
PERAK DARUL RIDZUAN

EDUP 3083
LEADERSHIP AND TEACHER PROFESIONAL DEVELOPMENT
TASK 2 : ACADEMIC WRITING

Nama : PRIYADHAARSHINI A/P MAGENDRAN

No. K/P : 961123-08-6354
Angka Giliran : 2016242340146
Program : PISMP
Ambilan : AMBILAN JUN 2016
Unit : R3
Nama Pensyarah : DR.GANESAN A/L SHANMUGAVELU
Tarikh Hantar : 03 APRIL 2020

PENGAKUAN PELAJAR
Saya mengakuPEMERIKSA
bahawa tugasan kerja kursus ini adalah hasilMODERATOR
kerja saya sendiri kecuali
Markah Markah
nukilan dan ringkasan yang setiap satunya saya jelaskan sumbernya.

Tandatangan Tandatangan : 03 APRIL 2020

Tandatangan Pelajar:__________________________Tarikh

Cop Cop

Tarikh Tarikh

TASK 2: ACADEMIC WRITING

2.1 INTRODUCTION

Career is a continuous work or continuation that is related to the experience and

attitude of an individual's life. The public believes that a career is an activity or work that
needs to be done to meet the increasing burdens and expenses of families as technology
advances today. Man is a very unique creation of God in which each individual is different in
every aspect such as social, emotional, spiritual, intellectual, physical and so on. This makes
a difference in the career choices of individuals. According to Sharf 1997, careers refer to
the way an individual views themselves and their relationship to what they do. On the other
hand, according to Mohd Fadzil Che'Din (2001), careers are defined as work or activities
that meet the psychological, economic, and sociological needs of the employee and are
realized by working to succeed.

In this context, the teaching profession is one of the oldest career in the world and is
recognized as a noble work by the public sphere to this day. The profession of teachers is
regarded as a medium of dissemination of knowledge to humans that does not cease their
service until the end of life. Teachers, in turn, are regarded as agents of change that bear
responsibility for the development of the nation and nation. Teachers play a vital role in
producing competitive and holistic first-class human capital. The profession of teachers not
only serves to educate or educate but also ensures that every student is formed as a human
capital that benefits the nation and the nation.

2.2 CONCEPTS TO LEARN AS ONE PROFESSION

According to Zunker (2006), 'career' refers to referring to activities and positions that
include work and tasks and have a lifelong relationship with the individual. Tolbert (1994)
defines career as a network involving an individual. According to the Dictionary of the House
(2005), the "profession" is a specialty of occupation which requires education and
competence as well as high skills and training. The concept of profession refers to the
characteristics or attributes found among members of a profession. It can also be said that a
professional must master the depth of knowledge such as a teacher through formal
education to the undergraduate, graduate and doctoral levels. In addition, the profession is
intended as a job that involves mastery of complex knowledge and skills. Its members are
governed by established codes of ethics and acknowledge their commitment to efficiency,
integrity, morality, altruism and the good of the people in their domain (Cruess, Johnston, &
Cruess, 2004).

Furthemore, teaching is called a profession because it has the general

characteristics that a profession must have. Diagram 1 below shows the general
characteristics of the profession in teacher careers.
 Unique service

Authorised Specialised
body training

Knowledge and
Codes of ethics
skills

Responsibilities

Figure 1: Characteristics of a teaching profession

The first feature in a teacher's career to be called a profession is unique service.

According to Wah, Rashid, & Ying (2018), a profession provides unique services to the
community based on their expertise. This means that only individuals working in a profession
can provide the services they need to the community they consider to be customers. In this
regard, teaching is a profession because only teachers named as educators can provide
adequate education to students in need. For example, a lawyer or truck driver cannot
provide students with the right knowledge because only teachers know the syllabus and
changes that occur in our country's curriculum.

Furthermore, a teacher's career is a profession because teachers have received

the specialized training needed to track in this educational world. Teachers were trained in
education at the Teacher Education Institute for a long time and were given all the
knowledge of the teaching profession. For example, IPG teachers are required to undergo a
one-year degree program preparation and a four-year undergraduate degree program. Five
years is a long time and the IPG ensures that all future teachers receive all forms of
education and practice practicum in preparation to attend the school with the title of
permanent teacher. In-depth knowledge of pedagogy, education and adequate training can
empower quality teachers. Because of this, teacher careers are recognized as professional
careers. Figure 2 below shows the framework for the development of teacher
professionalism as derived from the Teacher Development Professional Development Plan
(PIPPK).

Figure 2: Professional Development Professional Development Framework

(Source: PIPPK, 2016)

The above framework explains that the development of teacher professionalism

begins in the pre-service phase, where the selected candidates will undergo post-secondary
training.

In addition, the third characteristic is the knowledge and skills needed in a

profession. Knowledge is said to be the root of the teaching profession. As teachers, their
main task is to expand their knowledge on a daily basis in preparation for answering all the
questions students will ask. This is because daily learning will enable teachers to have
enough knowledge to diversify their knowledge and mental preparation for next day's
teaching and learning. This statement was supported by Isaac, A. Ghani & Siraj (2013), that
learning will help teachers develop new mental models and change their attitudes and ways
of thinking. Therefore, the task of the teacher is defined as adding knowledge and giving it to
the students. In addition, teachers need to have skills such as communication skills,
Information Technology and Communication to integrate with the subject. According to Hong
& Abdullah (2018), teachers as agents of government policy need to be transformed in line
with the needs of the new education system where schools need to be transformed. Diagram
3 shows an example of a teacher's skills.
 Storytelling Skills

Questioning Skills

Information And Communication

Technology Skills

S k ills
Communication Skills

Skill In Dealing With Problems And

Constantly Striving Towards Self-building

Skill In Providing Learning Materials

Exercise Skills In Outdoor Activities

Figure 3: The skills of a teacher

Next, the code of ethics in a profession. The Code of Ethics is a tool used to guide
you in the more ethical direction of a profession. In the context of teaching, teachers also
have the Code of Teaching Ethics set by the Ministry of Education Malaysia to guide them
throughout the service. This statement is supported by Abu & Mamat, saying that the
teaching profession has its own code of ethics in order to uphold the teaching profession.
This is because the practice of teaching professional ethics (EPP) among teachers is
important to ensure that the dignity of the teaching profession is maintained in the public eye
(Buntat & Masrom, 2003). Diagram 4 below shows the Code of Teaching Ethics.
 Professional responsibility

Responsibility to pupils

Responsibility to parents

Responsibility for society and

country

Figure 4: Code of Ethics

Teachers controlled by a number of governing bodies are also one of the

characteristics of being called a profession. There are several governing bodies set up to
control, supervise, and support teachers in their services. For example, the National
Teachers Service Union (KPPK) is a body that aims to champion the rights of teachers and
to provide quality and excellent services to members. Figure 1 below shows the official
website of the KPPK. The Teaching Services Commission (SPP) is an independent
commission that serves as the governing body of the teaching profession. In addition, the
United Malays National Union of Teachers (KGGMB) is one of the regulatory bodies set up
specially for teachers Malay.

The following are some of the features that prove that a teacher's teaching concept
is considered a profession in the career world. Finally, the teacher's career in the country
has long been regarded as a profession because all of the aforementioned features have
long been a part of the teacher's career.

2.3 PROFESSIONAL TECHNICAL FEATURES

Teachers can be categorized as professionals because of their highly dedicated

attitude, always sensitive to environmental change and needs, always positive and open,
capable of meeting aspects of national education philosophy. The job of a teacher requires a
lot of expertise and skills as well as a person's personality. The educational outcomes that
are formed must be quality. In addition, teachers' duties require a lot of patience and
diligence in carrying out their duties and responsibilities. Teachers who are professional will
ensure well-being and will produce a great, vibrant and prosperous nation in the future.
features of professionalism need to be applied in the teaching profession to realize the
aspiration of PPPM. Given these circumstances, teachers should demonstrate the
professional characteristics of their careers to enhance the quality of the teaching profession
in the world.

Picture 1: Shift in PPPM 2013- 2025

 Rich in
knowledge

Quality
Expertise
relationship

Characteristics
of teacher as
professionals
Teaching Technologically
and literate and
learning communication
skills
Has social
values

Figure 5: Characteristics of professional teachers

Diagram 6 shows the characteristics that a professional teacher should have. One
of them is that a teacher must have the expertise to be called a professional. As an
educator, a teacher needs to be an expert in one area. This is because teachers have a
responsibility to improve their level of change in this era of change. At the professional level,
a teacher is said to need to increase his or her qualifications to the level of consultant,
mentor and mentor to educators in the school. This shows how important it is for teachers
today to stand out and improve their skills. Teachers' expertise in mastery will help them to
actively participate in programs or activities related to them outside of school. For example, a
teacher specialist in Malay will be invited to become a facilitator, a speaker for a program or
workshop. Not only that, a professional teacher needs to have expertise outside of their field.
For example, teachers need to have expertise in management to help them handle all issues
ethically and professionally.

Next, a professional teacher is knowledgeable. As a professional, teachers need to

have in-depth knowledge of their field. This will enable them to teach their students more
effectively. The second aspect of the Malaysian Teacher Standards is knowledge and
understanding whereby it requires teachers to master sound knowledge in order to enhance
their professionalism. Not only that, pedagogical knowledge is one that teachers need to
master to enhance the quality of their teaching in the classroom. Teachers need to know to
combine subject knowledge with pedagogical knowledge to gain pedagogical content
knowledge. Therefore, lifelong learning will help teachers master this knowledge. Figure 2
shows the components contained in the SGM (Malaysian Teacher Standards, 2009).

Picture 2: Components in Standard of Malaysian Teachers

Furthermore, in a developing world, new technologies are being developed to take

over human roles over time. As professionals, teachers need to be proficient in Information
and Communication Technology (TMK). A professional teacher not only uses chalk and talk
but also tries to leverage existing technology for classroom teaching and learning, such as
using Drawboard PDF, CamScanner, Padlets and online interactive quiz applications like
Quizzizz, Kahoot, Socrative, Edpuzzle , FrogPlay is a feature of a professional teacher. By
using this technology, teachers can make Pdpc more effective and practical. This statement
is supported by Halili & Suguneswary (2016), saying that teachers are encouraged to use
computer-based teaching and learning (PPBK) methods in their language teaching teaching
assignments. A teacher needs to understand and possess Technological Pedagogical
Content Knowledge (TPACK) for the purpose of improving the quality of learning (Rosyid,
2009). TPACK is a knowledge where teachers can apply technological knowledge and
combine it with pedagogical knowledge and subject matter knowledge in a pdpc. Picture 3
shows a TPACK model that contains the knowledge a teacher needs.
 Picture 3: TPACK model

The fourth characteristic is that teachers must be proficient in teaching and learning
(Pdpc). This statement is supported by Ramlie, (2016), that an important aspect of
professionalism in the teaching field is teaching and learning skills in the classroom. A
professional teacher will always be aware and strive to provide a supportive and fun learning
environment for students. Aspects of students' existing knowledge, learning outcomes, use
of teaching aids will be the main focus of pdpc planning by teachers. In addition, teachers
will also incorporate pdpc techniques, methods and approaches taking into account different
student learning styles in the classroom. Implementation of high level thinking skills (END) in
pdpc is also emphasized by professional teachers. This is due to the role and competence of
teachers is a key aspect to encourage students to learn and master English and be able to
master the HOTS (Isnon & Badusah, 2017). Additionally, a professional teacher will always
bring innovation and travel to pdpc. This is because, teachers are a factor in determining the
quality of education because teachers are directly confronting learners in the learning
process in the classroom (M. Shabir U, 2015).

Next, a teacher must have social values. A teacher, it is essential for an educator to
have social values such as patience, sincerity, love, consideration, responsibility and trust.
This is because, the social values they possess can be instilled in the students' souls
because they are important for teachers in shaping a generation of high quality personalities.
A professional teacher will always be steady in his behavior, and be an example to his
students. This is true, because besides providing knowledge the teacher has the
responsibility to correct the behavior of his students. In addition, a professional will always
take care of his personality such as dressing appropriately, speaking politely and behaving
well as students will see them and try to emulate the teacher's attitude. Teacher behavior will
have an impact on the quality of the student-teacher relationship. As such, professional
teachers will always take care of their behavior and practice their social values (N
Vellymalay, 2016).

In addition, professional teachers will build quality relationships with all walks of life.
Figure 6 shows the societal area in which teachers need to develop relationships.

Pupils
Parents
Colleagues
School
administrators
Community

Figure 6 shows the societal area in which teachers need to develop relationships.

Based on these diagrams, it can be concluded that teachers need to maintain good
friendships with all of the above. Good relationships will be achieved through interpersonal
skills and collaboration with all parties. Through good interpersonal relationships between
teachers and students can influence students' motivation and commitment to the lessons
taught by a teacher (Khalip & Halim, 2015). In addition, teachers will develop close
relationships with parents through their children's academic meetings and discussions. For
example, the Parent-Teacher Association (PIBG) is a medium for strengthening parent-child
relationships. Relationships with colleagues will be formed through the sharing of ideas and
implementation of the PLC program of Professional Learning Communities in schools.
Teachers can maintain good relationships with school administrators by performing assigned
tasks and speaking professionally with them. Quality relationships with the surrounding
community will be shaped through mutual support activities and programs
2.4 ISSUES AND CHALLENGES OF TECHNICAL WORKS AT THIS TIME INCLUDING
FROM THE ASSOCIATION OF ASSETS

In the era of globalization, teachers are often tested with various challenges and
speculations that have made education an increasingly important issue in today's mass
media and electronic media. The role of the teacher is becoming more complex and
challenging. Teachers must ensure that the dignity of the faculty is constantly enhanced to a
higher level and is honored to further realize the National Mission as outlined by Y.A.B.
Prime Minister of Malaysia in the 9th Malaysia Plan. According to Abdul Rahim (2007) every
teacher should maintain the image of the profession and every teacher must adhere to the
ethics of professionalism, teaching ethics, ethics and public service ethics.

Lack of skills in ICT Issues of teachers

issues skipping schools

Canning issues The issue of teachers

abusing students

Issue An autocratic
Teacher emotional
Headmaster/headmistre
distress issues
ss

Nowadays, teachers are often confronted with the issue of student harassment.
This always adorns the pages of the newspaper as it should be given due consideration.
According to the circulars and regulations of the school the Ministry of Education Malaysia
has categorized into three types: serious offenses, moderate offenses and even minor
offenses. In studying the problem of teacher abuse, it can be concluded that there are
various factors that cause the teacher to bully students. Teachers as responsible educators
should not impose penalties on students because they have multiple implications for
themselves. The issue of the justification of teachers harming students has been widely
discussed and debated in newspapers and social media. Physical punishment does not
actually have a positive effect on students, it is even worse when they start to think that
violence is a solution to all problems. This will damage the morals of the students and they
will start to get caught up in various social symptoms. Therefore, the United Nations
International Childrens Emergency Fund (UNICEF) (1946) has played a very important role
in protecting the welfare of children. UNICEF strongly emphasizes that physical punishment
such as punitive damages should be abolished because it is ineffective and does not bring
any benefit to students and does not make them disciplined.

The next issue of teacher education is the issue of teacher abuse of students. This
is also common among school students and students are also experiencing various
problems through this immoral issue. , the case of a teacher accused of sexually assaulting
and raping the honor of three male students is the latest issue in our country. According to
Nor (2019), a teacher named Mohamad Shafie was charged with doing so against two 11-
year-old students at three different locations in the school between May 2018 and January
2019. These teachers are traitors of society where people are supposed to be guarding the
students at the school, endangering them. For example, acts that are considered sexual
harassment include clapping, pinching, making sexually explicit comments, jokes and
graphic pictures; degrading comments about one's appearance; displaying sexually explicit
images; forcing the victim to kiss someone; disseminate sexually explicit messages about
others and sexually harass others (Mohamed, Baig, Trakic, Mallow, & Surajudeen, 2014).
The above acts are unlawful and violate existing rules of conduct and discipline.

Today, the issue of irresponsible teachers in their assignments is always causing

problems and negatively impacting their profession. Teachers as educators have a
responsibility to carry out the teaching and learning process well for students. There are also
some teachers who care less about their assignments and responsibilities. For example,
some teachers only perform their duties as educators but they do not show a desire to help
students in need and guidance. A teacher is very responsible in getting to know each
student as well as their family background. This will help teachers practice teaching and
learning according to individual differences. A responsible and responsible teacher should
have mastery of the individual differences. Teachers can see children's differences in terms
of physical, mental, social, emotional development. Papalia (2001), on the other hand,
emphasized that everyone is very different from one another, especially emotionally.

Furthermore, the issue of lack of knowledge and skills in using ICT is also an issue
that deserves special attention. Information and Communication Technology (ICT) has
become a common phenomenon in adult life. The development of ICT has many
implications for education. Effective progress allows information to move indefinitely and
borders. The application of ICT in teaching in adult teaching is crucial to the process of
acquiring knowledge and skills. However, in the implementation of teaching and learning that
is based on computer and ICT, it is found that there are still many teachers who are having
difficulty in mastering ICT skills and the proficiency is still low. According to Wan Mohamad
Wan Ibrahim (2002) it is found that over 80% of school teachers have a positive perception
of the use of ICT in their profession. However, there are teachers who do not understand
and apply the use of ICT in the teaching and learning process.

The emotional stress that teachers face also needs to be taken more seriously.
Educators today are faced with a variety of problems and they have many negative impacts.
Changes in the education system directly bring pressure on teachers. Emotional stress is a
reality because teachers face a variety of responsibilities. According to Kyriacou (2000),
stress refers to teachers' experiences of unwanted emotions such as stress, frustration,
anxiety, anger and depression as a result of their work as a teacher. Therefore, teachers
need to identify themselves and wisely choose the best steps to deal with emotional stress
effectively. The main reason teachers are suffering from emotional stress is due to workload.
In addition, time constraints are also a source of stress for teachers. The profession of
teaching is often considered a difficult and complicated field because most of them consider
the careers of teachers to sit in class and pass on their knowledge to their students only. The
responsibilities and duties of the teacher are so stressful that they have indirectly caused
stress and caused things to go wrong. It is undeniable that there are cases of teacher-
related cases occurring and reported through the mass media. Most teacher-related cases
are so serious that they cause injury, death and even emotional problems.

On the other hand, the attitude of an autocratic headmaster is also an issue that
deserves special consideration. The headmaster is the main pillar of the school. As
headmaster the headmaster should not be autocratic but he should be democratic in his
administration. The attitude of the headmistress is too strong to cause conflict between the
teachers. This will not create a peaceful atmosphere at school. Conflict means disagreement
between two or more parties that leads to conflict. In addition, conflict can also create
controversy and conflict between two or more parties. According to Mohd Azri Bin Jamil
(2012), management is the headmaster responsible for finding strategies to resolve conflicts
that arise in an organization. Therefore, the headmistress should have a good leadership
attitude in establishing a conducive school system and should strive to resolve any conflicts
that occur in the school rather than the cause of the conflict.

In conclusion, we can conclude that there are many issues and challenges in
teachers' careers today. Therefore, it is important for every teacher to always be careful,
clear and follow the code of ethics in all that he does throughout his life in education. As a
professional, teachers need to demonstrate their accountability in this career in order to
avoid the issues and challenges discussed above.

2.5 PERSONAL DEVELOPMENT AND WORK PLAN

In the face of this challenging and unique world of education, it is imperative for
each teacher to have his or her own development plan to serve as a guide or reference
during the service of the teacher. A development plan is a guide for teachers to set goals
and aspirations to achieve and ensure efforts are made to achieve them. A professional
teacher will surely have his or her own personal and career development plan to be more
clear and committed to his or her future goals. In this context, the personal development plan
is a professional development tool that is used to help individuals identify strengths and
areas for development and set achievable goals (Individual Development Plan, 2019).
Likewise, a career development plan means the tools used by professionals to ensure the
desired performance is achieved at certain levels.

In this regard, the preparation of a personal development plan and career

development based on the career stages of the teacher to become a professional teacher is
one of the tasks of this course work. To this end, the Six Degrees of Teacher Development
by the Ministry of Education Malaysia has been selected as a guide for completing this task.
According to Wah, Rashid, & Ying (2018), the Teacher Education Division at KPM has
produced a Professional Professionalism Development Plan (PIPPK) document to help
Education Service Officers (PPP) plan their career development and ongoing
professionalism development at their respective grade levels. Figure 11 below shows the six
stages of teacher development by KPM.
 Insig
htful

Strategic

Professionally

Competent

Aspiration

Introductory

Figure 8: Six Levels of Teacher Development

MY PERSONAL DEVELOPMENT AND CAREER ADVANCEMENT

A. INTRODUCTORY STAGE

Grade DG 41
Age 24

At this point, I will begin my service as an introductory teacher for the Tamil
Language and History subjects at my placement school. As a beginner teacher, I will be in
charge of teaching and learning and will work to improve the quality of teaching and learning
by consulting a English language teacher at the school. I will also use all the knowledge
gained from the lecturers in campus to conduct effective and beneficial student teaching. In
addition, I will adapt to school culture and develop good relationships with my classmates
and parents. The college code of ethics will be my guide in this early stage. At the end of this
introductory phase, I will have a Master's Degree in Teaching English as a Second
language.
B. ASPIRATION STAGE

Grade DG 44
Age 31

On the other hand, my quality of teaching and learning will be at an excellent level
where pupils' understanding and achievement of learning will be my main focus. I will
incorporate the methods, strategies and approaches in teaching and learning in the
classroom. In addition, I will be accustomed to conducting action research for student
problem solving and teaching and learning troubleshooting. I will also be a mentor to the new
practicum teachers in the school. In addition, I will attend many courses in major subjects to
enhance my expertise in the field. I will be actively involved in programs like PLC, Innovative
Teachers to expand my knowledge.

C. COMPETENT STAGE

Grade DG 48
Age 39

I'll be the Head of the English Language Department at the school. The excellent
achievements in teaching and learning implementation will enable me to guide and oversee
colleagues at school. Next, I will be involved in the production of a English language
handbook with other school committee teachers. I will also be researching and presenting it
at educational conferences held at top institutes. Not only that, I will be actively involved in
Professional Community Learning (PLC).

D. PROFESSIONALLY STAGE

Grade DG 52
Age 45

At this level, I am a good English Language teacher at the district and state level.
In other words, I will be an expert in English language for other teachers. I will also do a lot
of researches and help other educators make judgments. Next, I will be a PLC expert at the
school and district level. As a Professional Learning Community (PLC) facilitator, I will be
running many programs aimed at improving the quality of teacher services. For example, the
Benchmark program is one of the programs that will be run to visit high-performing schools
to set an example for other schools.

E. STRATEGIC STAGE

Grade DG 54
Age 48

I'll be a good example of implementing great teaching and learning for other
teachers. I will use my expertise to innovate in education. With this in mind, I will expand my
expertise to higher institutes and so on. In addition, I will also manage change efficiently and
with full accountability. Next, I will be invited to give a briefing on the subject of English
language due to the available expertise. At the end of this phase, I will be involved in school
administration as a school principal.

F. INSIGHTFUL STAGE

Grade Jusa C
Age 52

At this stage, I will be a consultant on ways and icons of authority in English

Language subjects. I will also be a holistic thinker where I can think of the school's overall
achievement as a school administrator. I will also ensure that the success of the school
organization continues and futuristic thinking in implementing teaching and learning. I'll be
the lead teacher in the research of other teachers in the school. Finally, I will be a
professional teacher who has always shown great accountability and commitment in this
career.

3.0 CONCLUSION

On the whole, teachers should demonstrate a willingness to take action that will
enhance their skills in the course of their career development. Therefore, as a professional
teacher, the teacher should have the knowledge and skills of teaching methods and
techniques and should be updated from time to time. In addition, teachers should also strive
to improve their careers and skills in line with the goals of PPPM.
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