COACHING OF SCHOOL IMPROVEMENT SPECIALIST COACHES PLUS (SISC+) AND TEACHERS TEACHING COMPETENCY

The rapid growth and change in education has forced teachers to find up to date knowledge to improve their teaching pedagogy in the classroom. Whats more, the latest development is to produce students who are capable of thinking at a high level thinking skills (HOTS). Therefore, teachers should need guidance in realizing Ministry of Education aspirations. Hence, this study was conducted to identify the influence of dimensions of knowledge and interpersonal skills within SISC + officer on improving teacher teaching competency. The method of the study was to use a quantitative method of questionnaire containing five points of likert scale. The instrument of the study was taken from a questionnaire developed by Pejabat Pendidikan Daerah Kluang (2015) for coaching of SISC + (16 questions). Whereas teacher teaching competency instrument (22 questions) is a questionnaire adapted from Spencer and Spencer (1992). A total of 186 teachers from six Jelis district secondary schools were involved in the study. Data were analyzed using IBM SPSS version 25.0 to find mean values, standard deviations, Pearson correlations and Stepwise regression. The findings show that the level of SISC + coaching and teacher teaching competency are at a high moderate level. This shows that the teachers are accepting the SISC+ coaching program but with modification. Furthermore, the study shows that there is a positive but significantly weak relationship between SISC + coaching and teacher teaching competency. Therefore, SISC + officers need to continue to guide teachers to meet their needs as efficient instructors and follow the guidelines set for more positive relationship. Moreover, the regression statistic showed that SISC+ knowledge dimension do influences but only 6.3% towards teacher teaching competency, whereas interpersonal dimension was not significant. Further study by longitudinal study and interview should be conducted to find the causes of weak relationship and almost not influencing between SISC + coaching and teaching competencies (Knowledge and Interpersonal).