The relationship between teacher efficacy and teacher's delivery effectiveness in the presence of hots training program

There has been an increased awareness on Higher Order Thinking Skills (HOTS) as a prerequisite for the 21st-century workforce which are reported by many past studies. These past studies presented many attempts made to encourage school management and teachers to implement HOTS. However there are not much improvement on HOTS integration in teaching and learning in many schools. Previous research showed that there are inconsistent findings in Teachers’ Delivery Effectiveness (TDE) among teachers’ demographic namely gender, teaching field, age, and teaching experience. TDE is highlighted as an essential factor to ensure the success of an education system towards preparing students who will be the future workforce. This study examines the relationship between teacher efficacy and TDE, and the moderating effect of HOTS training program on the relationship between teacher efficacy and TDE. Social Cognitive Theory acts as the underpinning theory to explain the phenomenon under study. The sample of the study consisted of 410 secondary school teachers which was identified via convenient sampling technique. An independent t-test on gender and teaching field found that there is no significant difference amongst teachers in TDE in terms of gender, however it’s the opposite for teaching field. Meanwhile, ANOVA test on age and teaching experience found that they are statistically significant different, while Post-hoc Scheffe confirmed the exact differences between the groups. Hierarchical regression analysis was used to predict the moderating effect of HOTS training program to modify the relationship between the variables, and it is shown that teacher efficacy has direct significant relationship on TDE. However, the multiple regression analysis showed teacher efficacy in student engagement and TDE is not significant. The result of hierarchical regression established that HOTS training program is found to moderate the relationship between teacher efficacy and TDE, but the detailed scanning of beta co-efficient found that HOTS training program did not moderate efficacy in classroom management on TDE. This study offers a unique way of viewing the education system through HOTS which could improve TDE. Finally, implications of theory and practice, limitations, conclusions, and direction for future research are provided and discussed