Teachers’ Belief Towards the Principles Underlying the National

Philosophy of Education in Malaysia

Habsah Ismail, Universiti Putra Malaysia, Malaysia
Ramlah Hamzah, Universiti Putra Malaysia, Malaysia
Aida Suraya Md.Yunus, Universiti Putra Malaysia, Malaysia
Hapsah Nawawi, Universiti Putra Malaysia, Malaysia
Rosini Abu, Universiti Putra Malaysia, Malaysia
Wan Zah Wan Ali, Universiti Putra Malaysia, Malaysia

Abstract: Since its formulation in 1987, the National Philosophy of Education (NPE) has been the most important document
that guides the educational practices of the primary, secondary and higher education in Malaysia. However, the question
of its successful implementation had, and is still the debate among educators in the country. The dilemma that confronts
especially the teachers, is how congruent are the beliefs held by them to their classroom practice? This study which was
conducted nationwide was aimed at exploring teachers’ belief towards the principles of the NPE. The instrument used in
the study was developed based on five constructs that cohere with the philosophical statements of the NPE. The instrument
comprised of items measuring teachers’ belief towards the following constructs: (1) belief and devotion to God, (2) belief
towards inculcation of noble values, (3) belief towards the development of students’ potential, (4) belief towards the teaching
and learning process and (5) belief towards teachers’ role and contribution to school and society. Respondents were 723
secondary school teachers in Malaysia. Findings of the study showed that there are significant differences between teachers
of different religious and ethnic backgrounds towards the following belief constructs (1) belief and devotion to God, (2)
belief towards inculcation of noble values and (3) belief towards the development of students’ potential.

Keywords: philosophy of education, teachers’ belief, teachers’ practices

Introduction Beliefs are also defined as conceptions, personal

ideologies, world views and values that shape prac-
EACHERS’ BELIEF WHICH is com-

T monly based on a certain philosophy and

value system influence their practices in the
classroom (Clark & Peterson, 1986) and
supporting this view is Pajares (1992), who contends
that teachers’ belief should be an important focus of
research in education. Richardson (1966) also agrees
that belief is an important contributing factor towards
a teacher’s action which is based on reflective
thinking.
The relationship between beliefs and actions in
teaching has been well documented (Richardson &
Placier, 2001). However, the question as to whether
beliefs guide actions depends on many factors. Raths
and McAninch (2003) suggest that there are three
major sources for teacher beliefs namely personal
experiences, experience with schooling and instruc-
tion and experience with formal knowledge- both
school subjects and pedagogical knowledge. Accord-
ing to them, perhaps, the most important of these
sources for teacher candidates’ beliefs about teaching
and learning is experience with schooling and instruc-
tion.
tice and orient knowledge (Ernest, 1989). However,
the nature of the connection between belief and
practice and its development, as well as the specifics
of what transpires in the moment-to- moment action
of teaching, have scarcely been examined. Many is-
sues and questions need further investigation. For
instance, how do beliefs influence the decisions
teachers make during classroom interactions? Are
certain beliefs particularly influential during teacher-
student interactions? If goals play an important role
in the teaching process, how do beliefs influence the
formulation of these goals?
Beliefs are a system of guiding principles that
teachers regard as reflecting the phenomenon with
which they are dealing. Belief is the manner in which
the teacher understands or perceives his or her world.
The influence of beliefs is strongest on the character-
istics and meanings which people attribute to phe-
nomena and on activities which they decide to under-
take. Schon (1987) in the following view found that
there is no necessary congruence between teachers’
espoused beliefs, which express their beliefs in gen-
eral and are not connected directly to the act of

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92 INTERNATIONAL JOURNAL OF LEARNING, VOLUME 13
teaching, and their beliefs-in-use, which are ex-
pressed in teaching practice and are related to the act
of teaching. While espoused beliefs are overt, con-
scious and explicit, beliefs-in-use are tacit, subcon-
scious and implicit to a large extent.
Teachers’ beliefs which may or may not be con-
gruent to their classroom practices may be related to
several aspects. One such aspect is the belief that
their pedagogical knowledge about teaching and
learning are closely connected (Beljaard & De Vries,
1997). To some extent, both pedagogical and subject
matter knowledge can influence teachers’ beliefs.
For example, some teachers may use their knowledge
about subject matter, teaching methods and student
learning to guide what they believe students should
learn. This belief also reflects how they should learn
and how they should best teach their subject matter.
Hsiao-Ching She (2000) in a study on cross-rela-
tionships among a Taiwanese seventh-grade biology
teachers’ beliefs, practices and classroom interaction
with students revealed the following findings: the
teachers’ classroom practices reflect her teaching
philosophy. This study highlights the respondents
that are the biology teachers’ belief that their science
pedagogy students should be independent thinkers
by facilitating opportunities for active involvement
in their own learning.
Teachers’ beliefs are also closely affiliated to the
concept of knowledge. Grisham, (2000) in his study
found that teachers’ fund of knowledge (professional,
practical, personal) interact in complex ways to affect
their classroom. To support this notion is the view
by Shulman (1987) who contends that teachers may
also possess a wide range of pedagogical knowledge
that could help them make decisions about how to
approach the curriculum with their students.
The National Philosophy of Eeducation (NPE)
which was inspired by the Mecca Resolution of 1977
had evolved from a long process of nation building
in the country since her independence in the year
1957.: Formulated in the year 1987, the NPE is stated
as:
Education in Malaysia is an ongoing effort to-
wards further developing the potential of individual
in a holistic and integrated manner so as to produce
individuals who are intellectually, spiritually, emo-
tionally and physically balanced and harmonious,
based on a firm belief in and devotion to God. Such
an effort is designed to produce Malaysian citizens
who are knowledgeble and competent, who possesses
high moral standard, and who are responsible and
capable of achieving a high level of well being to
contribute to the betterment of the family, society
and the nation at large. ( Curriculum Development
Centre, 1990)
In Malaysia, discussion and debate of the NPE
were particularly dominant in the 1980s which were
also supported by research findings of these years
and the early 1990s. Education in Malaysia is a re-
flection of the ideals of the NPE which should be
implemented in all the educational policies from the
primary to the higher education level in the country.
Education in Malaysia emphasizes the humanization
of education (Cabinet Report 1979). With the NPE,
it is hoped that through education, the development
of individuals or students will be achieved in terms
of his/her total human development encompassing
a well-balanced personality constituting the intellec-
tual, spiritual, emotional and physical elements.
The ideals and principles of the NPE are manifes-
ted through the implementation of the new cur-
riculum namely the New Primary School Curriculum
or the Kurikulum Baru Sekolah Rendah (KBSR) at
the primary level and the Integrated Secondary
School Curriculum (ISSC) or the Kurikulum Ber-
sepadu Sekolah Menengah (KBSM) at the secondary
school level in 1988. (Training Module of the ISSC,
CDC, 1990).
With the new curriculum, Malaysia hoped to
achieve the aim of developing individuals in the
holistic sense. The formulation of the new curriculum
was a result of the decision arrived at the ministrial
level to overcome the prior problems of education
in the country which overly emphasized content
knowledge and rote-learning. This emphasis had
neglected other aspects of the individual development
such as spirituality and emotion.
The formulation of the NPE is to further develop
the potential of individuals in a holistic and integ-
rated manner so as to produce individuals who are
intellectually, spiritually, emotionally and physically
balanced and harmonious based on a firm belief in
and devotion to God. This is also in line with the
first principle of the National Ideology or the
Rukunegara formulated in the year 1970 which states
the importance of the belief in God as the first and
foremost principle following which are the beliefs
and loyalty to the king and the nation, the supremacy
of the constitution and its legislation and the import-
ance of ethics and morality.
Since its formulation, the Ministry of Education
(MOE) in Malaysia had made it clear that the ideals
of the NPE should be translated into actual practices
in the classroom through the ISSC and the KBSR.
(CDC, 1990). Based on the principles of the NPE,
the ISSC being the main “vehicle” of translating the
ideals of the NPE into practice, strives to achieve a
well-developed personality development and the in-
dividualization of learning through a curriculum de-
signed to integrate knowledge, skills and values
across the various disciplines taught in schools.
(CDC, 2006). As clearly stated, one of the objectives
of the CDC is to develop integrated and meaningful
 ISMAIL, HAMZAH, MD.YUNUS, NAWAWI, ABU, WAN ALI
curricula for all levels of schooling as seen in the
following :
‘… an educational programme that includes cur-
riculum and co-curricular activities which encom-
passes all the knowledge, skills, norms, values, cul-
tural elements and beliefs that develop a pupil fully
with respect to the physical, spiritual, mental and
emotional aspirations as well as to inculcate and
develop desirable moral values and to transmit
knowledge”. http:www.ppk.kpm.my/English/defini-
tion.htm
The five aspects underlying the principles of the
NPE discussed in this article reflects the aims, object-
ives and teaching and learning strategies of the core
subjects taught in the secondary schools in Malaysia.
For the purpose of this study, a review of the cur-
riculum specifications as determined by the CDC
(2006) is necessary in order to provide the theoretical
explanation as to how the five constructs of the NPE
were derived in the study.
On the construct of belief in and devotion to God,
the curriculum content for all the subjects taught in
schools both primary and secondary first and fore-
most has as its aims and objectives based on the
statements of the NPE and the National Ideology
which explicitly state the importance of that.
A closer look at the several subjects such as Eng-
lish, History, Science, Geography, Malay Language,
Islamic Studies, Moral Education syllabus in the
following discussions showed the importance in the
belief in God to be infused in the subjects which
simultaneously incorporate the inculcation of noble
values. The belief in God is to be actualized through
the infusion and inculcation of noble values and the
integration of knowledge, language and skills in these
subjects incorporating the elements of creative and
critical skills, problem-solving method and contextu-
al learning in the teaching and learning process.
As stated in one of the aims and objectives of the
English syllabus, elements of the the Moral Educa-
tion, Geography, Science and Citizenship Education
which are incorporated, play an important role in
instilling noble values especially patriotism and be-
lief in God. This belief can eventually contribute to-
wards the building of a modern and progressive
Malaysian society as specified by the curriculum
policy makers.
The inculcation of noble values in the English
syllabus aims at enabling learners to form and
maintain relationships through conversation and
correspondence and taking part in social interactions.
In line with the NPE and the ISSC which advocate
the integrated approach in the teaching and learning
process, the English Language integrates other topics
from other subject matter or disciplines such as sci-
ence and geography in which learners discuss issues
related to their immediate surroundings (school, town
93
and country) and later progress to issues and con-
cerns at a more international level. The teaching and
learning process which incorporates critical and
creative thinking skills, problem-solving approach,
analysis of information and contextual learning
simultaneously infuse the belief in God and inculca-
tion of noble values especially patriotism.
As an example in the teaching of the topic, Save
our forests and save lives students are made to dis-
cuss the issues based on articles from newspaper
cuttings and the internet . In the discussion of the
topic, moral and noble values and a sense of patriot-
ism are infused. As clearly stated in the syllabus,
elements of patriotism , environmental and health
education are also infused in the process of building
a disciplined society. (CDC, 2006).
The infusion of noble values across the teaching
and learning of the Malay Language was aimed at
arriving at a better understanding and usage of the
language in order to evoke a sense of patriotism and
love of the country.
The syllabus of the subject Moral Education is
definitely value-laden. As the name suggests, the
aims and objectives of this subject strives towards
the formation of a morally-abiding student with an
understanding of both the cognitive and affective
domains of the moral and ethical values in line with
NPE (CDC, 2006). Thus, Moral Education at the
secondary school level aims at educating students to
become a morally and ethically abiding students and
which emphasizes aspects of moral reasoning, moral
emotion and moral deeds in the teaching and learning
of the subject. The effort in instilling the spiritual
element based on the belief of God as practiced by
the various religious faith is done concurrently with
the infusion of noble and patriotic values.
Several principles had been identified that can be
used as guidelines in the process of developing a
holistic and well-balanced individual in terms of the
physical, spiritual, emotional and physical develop-
ment in the teaching of Moral Education. Among
the principles are:
1. Responsibility towards self, family and other
people.
2. A firm believer in one own faith.
3. Sensitivity to environment.
4. Emphasis on peaceful and harmonious living.
5. Patriotic in spirit.
In sum, the Moral Education content as stated in
the syllabus consists of values related to self-devel-
opment, family, environment, patriotism, human
rights, democracy and peace and harmony. These
values are to be inculcated through the moral issues
discussed in the teaching and learning of the subject.
As an example of the learning outcome to be
achieved at the end of the teaching and learning of
94 INTERNATIONAL JOURNAL OF LEARNING, VOLUME 13
the topic, Role and Responsibility, students are made
to realize and accept the reality that man is entrusted
the duty and responsibility of protecting and pre-
serving the world and its inhabitants. The belief in
and devotion to God is also infused in the teaching
of the topic by making the students realized that the
duty and responsibility of protecting the environment
is entrusted by God.
The inculcation of noble values is carried out in
the teaching and learning process by prescribing that
the duty and responsibility of protecting and con-
serving the environment and the world at large is a
moral duty which should be carried out with honesty.
Appreciation of the services provided by certain
workforce such as the Ministry of Human Resources
and the International Labour Organization are also
highlighted. The belief in and devotion to God is in-
stilled in the teaching and learning process by infus-
ing the belief that God is the creator of the universe
and as students and citizens of the country they
should internalize the principles of the NPE and the
National Ideology. An interesting point to note in
Moral Education syllabus is the inclusion of values
which have strong implications on the realization of
the development of students’ potential. As seen in
the syllabus, learning activities in the Moral Educa-
tion subject include providing equal treatment to in-
dividuals with special needs or students with learning
disabilities. Thus, in the teaching and learning of
Moral Education, students are made to realize that
disabilities do not deter one from pursuing success
in life. Individuals with disabilities should not be
alienated and should be given proper and special
treatment.
On the development of students’ potential, a study
by Ben-Peretz et al., (2003) to compare the images
of teachers working in high and low-achieving
classes in vocational classes in Israel found that stu-
dents deserve equal opportunity to develop their full
potential as human beings and as learners, and
teachers play a central role in providing these oppor-
tunities
A study by Adalsteinsdottir (2004) on the beha-
viour and practices of 20 teachers in Iceland grouped
into 3 categories: empathetic teachers, non-emphatic
teachers and uncommitted teachers found that em-
pathetic teachers are able to meet the needs of all
pupils and that they believe in the potential success
of all pupils. This study also highlights the findings
that teachers’ perceptions, behaviour and practice
are crucial classroom factors that influence pupils’
learning and environment. Findings of Adalsteinsdot-
tir’s study can be related to the view espoused by
Susi (1996) who states that "The personality and
experience of the teacher and his or her personal be-
liefs, values, and preferences are the foundation upon
which an educationally sound strategy for dealing
with student behavior is built" (p. 63).
As uniquely different from the other subjects, the
syllabus of the subject Science was developed on a
very clearly stated National Philosophy of Science
Education which is stated as follows:
In line with the NPE, science education in
Malaysia nurtured scientific and technological
culture with emphasis on the development of
competitive, dynamic and individuals with high
level of preverence and who can master scientif-
ic knowledge and technological competence .
The belief in God in the teaching of science is seen
in the learning activities involved in the topic “natur-
al resources”. In the teaching and learning of this
topic students are involved in the discussion of
problems which highlights the problems human be-
ings have to face in the depletion of minerals such
as petroleum. The learning outcomes expected from
these learning activities are the realization of the
usefulness of natural resources for human benefit
without which human lives are gravely affected.
Hence, out of this learning activity students are en-
couraged to use their rational thinking to analyze and
evaluate the importance of these resources. In doing
so, students are also instilled with the belief that these
natural resources are endowed by God as creator of
the universe for the benefit of mankind.
In the process of inculcating noble values the
Science syllabus as outlined by the CDC (2006)
stated that values of appreciation should be infused
in the teaching of the topic “genetic”. In the teaching
of this topic, students are made to realize that the
wrong use of genetic knowledge will bring about
destruction to human lives. Thus, in the quest by man
to conduct scientific researches the moral and ethical
principles should be closely adhered to. The teaching
and learning process in the Science syllabus emphas-
izes thinking skills which include problem-solving,
synthesis, analysis, inference, application, integration
and hypothesis formation and testing. In essence, the
science syllabus focuses on the acquisition of scientif-
ic knowledge through critical and creative thinking
skills which includes mastery learning, problem-
solving, inquiry and discovery learning without sac-
rificing the inculcation of noble values and belief in
god.
The inculcation of noble values especially patriot-
ism is clearly evident in the history syllabus in
Malaysia. As one of the core subjects in the second-
ary school, the focus of the history syllabus is on the
understanding and appreciation of the country in the
light of world history and civilization. Historical
knowledge is taught in the integrative perspective in
which other elements of values from other disciplines
are blended into the subject. Thus, the objectives of
 ISMAIL, HAMZAH, MD.YUNUS, NAWAWI, ABU, WAN ALI
teaching and learning history are to explicate the
development of the Malaysian society from the
political, social, economic, religious and social as-
pects. The current teaching of history is a marked
contrast from the subject taught in the earlier years
when appreciation of the colonial masters was dom-
inant.. Local warriors which had in the 1960s labeled
as “pirates” are now looked upon as heroes and
mytars who had fought for the nation cause. A great
sense of pride in being a Malaysian citizen is strongy
injected in the teaching and learning of history togeth-
er with the infusion of belief in God as practiced by
accornig to the various faiths – Islam, Christianity,
Hinduism and Buddhism. The process of teaching
and learning history is no longer a mere recollection
of facts and dates as dominant in the earlier era.
History in the country today is a subject taught which
requires the students to be engaged in critical and
creative thinking skills such as the need to make in-
ference, interpretation, imagination and projection
of futuristic ideas based on accurate and articulate
historical facts, concepts and arguments. In the
teaching of the world great religion for instance, ,
students are required to explain the meaning of reli-
gion and the principles of each religion discussed.
The aim of the subject Islamic Education is to
achieve Muslim students who are knowledgable,
competent and pious with moral and ethical values
based on the teachings of the al-Quran and al-Sun-
nah. Muslim students are also made to realize the
importance of assuming the responsibility of being
Allah’s vicegarent who can contribute towards the
nation and civilization at large. (MOE, 2000).
The discussion thus far serves to prove the fact
that the five constructs underlying the NPE are
clearly endorsed by the Curriculum Development
Centre of the Ministry of Education of Malaysia and
to be implemented in the school curriculum.
The following discussion will present a brief de-
scription of each of the five constructs used in the
study. Citations of another document that is the
Modular Training of the ISSC (CDC, 1990) further
consolidate the point that these diemensions are to
be emphasized in the implementation of the NPE
priniciples. The module stated the following aspects
to be implemented in the school curriculum through
the teaching and learning strategies as discussed
earlier. In the guidelines prescribed in the use of the
module, several important aspects of the NPE were
addressed through the documents of the ISSC (a)
NPE: inculcation of noble values through the ISSC,
(b) discussion of basic concepts of the NPE, (c) the
role of teachers in the implementation of the ISSC
and (d) the school environment and culture as pre-
scribed by the ISSC. An analysis of the NPE as out-
lined by the training module of the ISSC stressed the
importance of the development of the students’ po-
95
tential in a holistic manner encompassing the intel-
lectual, spiritual, emotional and physical aspects
based on a firm belief and devotion to God were
emphasized. Sixteen noble values had been identified
in the ISSC based on the NPE that are: benevolance,
respectful, love justice, freedom, courage, mental
and physical hygience, honesty and rationality. The
contents of this module also included the emphasis
of inculcating of noble values based on the teachings
of the religions of Islam, Chriastinity, Buddhisme,
Hinduism, Sikhism and Confucianism.
The role of teachers towards the school and the
society in general is clearly documented in the
module. As stated in the module the teachers’ main
role is to ensure the successful implementation of
the ISSC which translate the the ideals of the NPE
into practice. This calls for the various roles to be
carried out by teachers namely being: manager, facil-
itator, mentor and most importantly, the moral exem-
plar in schools. These roles require the teachers to
execute the planning the teaching and learning
activities as outlined by the CDC in the curriculum
syllabus in line with the learning outcomes which
contribute to the principles of the NPE. Outside the
school, teachers have a wider role to undertake
namely the need to be engaged in a cooperative and
cohesive ties with the students’ parents and guardi-
ans. The school Heads in particular, should plan for
activities that involve the Parent –Teacher Associ-
ation with the aim of instilling the spirit of coopera-
tion and concern in the need to achieve the goals of
the NPE. Precisely, the outcome of education is to-
wards an integrated and holistic development of
students. A point to be particularly noted in one of
the activities outlined is the discussion on the topic
of students’ potential. In the discussion of this topic,
teachers were asked whether low-achieving students
have the potential of being successful.
The discussion of the five constructs can be found
in a related literature of Shulman (1987) who pointed
out that teachers should master the following areas
of knowledge which he identified as (1) content of
subject matter, (2) pedagogy, (3) curriculum, (4)
educational context, (5) aims and values of education
and (6) pedagogical content knowledge. Findings of
other studies had also shown that the effectiveness
of the teaching and learning process is mainly influ-
enced by the teacher who contributes to the mental,
affective, social and physical growth of students
(Vaughn, Wang and Dytman (1987).
Discussion of some of these constructs had also
been found in studies of various literature . The The
importance of religious belief is conducted by the
the National Study of College Students’ Search for
Meaning and Purpose by the Higher Education Re-
search Institute, University of California, Los
Angeles (UCLA) 2003. In this study the spiritual
96 INTERNATIONAL JOURNAL OF LEARNING, VOLUME 13
and religious practices affecting students’ academic
and personal development showed similarities and
distinctions between students who were strongly re-
ligious and highly spiritual.
Another study by Kim (2003) on the influence of
the religious principle on the harmony and well-being
of individuals in South Korea, found that Korean
citizens who have strong religious principle experi-
enced a higher satisfaction and harmony in life
compared to those who did not adhere to any reli-
gious belief.
Research Problem
The issue is after more than a decade of its formula-
tion, to what extent have the principles and ideals of
the NPE being incorporated into the teachers’ belief
and also their actual classroom practices? Even
though the principles of the NPE are clearly defined
in the syllabus and curriculum content guide (CDC,
2006), several studies conducted thus far had shown
that the NPE had not been effectively or seriously
implemented by the teachers in their actual practices
in the classroom. A study by Yap Poh Mooi, 2000
and Tan Bee Chu (2001) revealed that teachers faced
constraints in implementing the process of teaching
and learning which required them to incorporate the
inculcation of noble values and an effective and in-
teractive teaching and learning. Among the factors
cited which can be related to these constraints are
students/ belief and perception of teachers’ personal-
ities. Students are found to be more inclined to study
better if teachers exhibit proper conduct in class and
also are dressed in proper attire. (Jowaty Juhary,
2002).
A study by Nor Hashimah (2001) cites that the
problems of class size, the teaching and learning
process and classroom management as the reasons
which contributed to teachers’ inability to implement
the NPE. A study by Abdul Razak Habib (1994) on
mathematics education found that teachers faced
difficulty in inculcating the noble values in the
teaching of this subject.
Objectives
This study aims to explore teachers’ belief towards
the principles underlying the NPE based on the five
constructs of the NPE. Specifically, this study aims
to:
1. describe teachers’ belief towards the constructs
which form the core principles of the NPE.
2. explain in detail each construct namely (a) be-
lief and devotion to God, (b) belief towards in-
culcation of noble values and (c) belief towards
the development of students’ potential, (d) be-
lief towards the teaching and learning process
and (e) belief in their roles in school and soci-
ety.
3. explain the differences between teachers’ belief
towards the five constructs of the NPE based
on teachers’ religious and ethnic demographic
variables.
Methodology
The study is a descriptive survey research which
used an instrument developed based on the constructs
of the principles underlying the NPE. The instrument
consisted of items adapted from Dobson et al (1978)
and Zinn (1983) with modifications made based on
Malaysia’s cultural, social and religious context. The
items were measured using the 5 Likert Scale with
5 = strongly agree, 4 = agree, 3= less agree, 2 = dis-
agree , 1 = totally disagree.
The sample of the study consisted of 723 high
school teachers in Malaysia which were chosen from
six states randomly chosen to represent the respective
zones in West Malaysia and also Sabah and Sarawak
from East Malaysia. The instrument was piloted on
80 teachers who were not respondents of the study
to ascertain its reliability. The pilot test showed that
the reliability level was 0.88. Data obtained was
analyzed using the Statistical Package for Social
Sciences version 12. Descriptive data was analyzed
using mean and standard deviation. The differences
of teachers’ beliefs were based on the five constructs
measured in terms of the following variables: religion
and ethniity. The differences were analyzed using
ANOVA.
Findings
Teachers’ Demographic Variables
Based on ethnic groups, the respondents consisted
of Malays 547 (76. 9%), Chinese 85 (12%), Indians
24 (3.4%) and indigineous teachers of Sabah and
Sarawak 55 (7.7%). Majority of the respondents, 566
(78.9%) were Muslims, 83 (11.6%) were Christians
and 68 (9.4%) were of other religions which were
Buddhist, Hindus and Bahai.
Teachers’ Belief on Five Constructs of NPE
Based on a five Likert-type scales with responses
ranging from totally disagree (1) to strongly agree
(5), the respondents provided the following mean
scores on their belief towards the five constructs of
NPE; highest being Devotation to God (mean = 4.14,
SD = 0.42), followed by Teaching and Learning
Process (mean = 4.05, SD = 0.27), Teachers’ Role
in School and Society (mean = 4.04, SD = 0.35),
Development of Students’ Potential (mean = 3.92,
 ISMAIL, HAMZAH, MD.YUNUS, NAWAWI, ABU, WAN ALI 97

SD = 0.27), and Inculcation of Noble Values (mean = 3.70, SD = 0.36). (Table 1)

Table 1: Mean and Standard Deviation of Teachers’ Belief on Five Constructs of NPE
Teachers’ Belief Constructs n Mean SD
1. Belief in Devotion in God 723 4.14 0.42
2. Belief in Inculcation of Noble Values 721 3.70 0.36
3. Belief in Development of Students’ Potential 723 3.92 0.27
4. Belief in Teaching and Learning Process 722 4.05 0.27
5. Belief in Teacher Role in School and Society 718 4.04 0.35
SD = Standard Deviation

Teachers’ Belief in the Belief and Devotion
in God
As shown in Table 2, the respondents held high belief
towards the construct related to devotion to God.
This is shown in the high mean obtained for items
such as belief and devotion to God guides me in be-
coming a teacher with moral values (mean = 4.77,
SD = 0.47), The belief in God makes me realize that
the students I teach has potential endowed by the
Creator/God (mean = 4.65, SD = 0.54), and my job
as a teacher is a responsibility entrusted by God
(mean = 4.70, SD = 0.59). The low mean scores were
obtained for items such as even though the belief and
devotion to God is noble, it is difficult to implement
in the teaching and learning process (mean = 3.07,
SD = 1.09), and even though belief in God is the
pillar of the NPE, in reality, it cannot guarantee
academic excellence (mean = 3.07, SD = 1.11).
These results indicated that the aspect on the belief
in God in the NPE, though important as it may be,
is rather difficult in terms of realistic implementation
even though the teachers’ belief of it was high.

Table 2: Teachers’ Belief in the Belief and Devotion in God

Items Mean SD
1. My job as a teacher is a responsibility entrusted by God. 4.70 0.59
2. Even though the belief and devotion in God is noble, it is difficult to implement it
3.07 1.09
in the teaching and learning process.
3. Belief and devotion in God guides me in becoming a teacher with moral values. 4.77 0.47
4. The belief in God makes me realize that the students I teach has potential endowed
4.65 0.54
by the Creator/God.
5. Even though belief in god is the pillar of the NPE, in reality it cannot guarantee
3.07 1.11
academic excellance.
SD = Standard Deviation

Teachers’ Belief in the Inculcation of Noble
Values
Table 3 illustrates six out of 12 items related to belief
in the inculcation of noble values. An important
construct underlying the principles of the NPE is the
inculcation of noble values. Of the five constructs
developed in this study, belief in the inculcation of
noble values received the lowest mean score (mean
= 3.70, SD = 0.36). Several items of the construct
indicated that teachers’ belief towards the inculcation
of noble values was rather low. For instance, teachers
in this study generally agreed that the task of com-
pleting the syllabus should be given first priority
before inculcating noble values. This was evidenced
by low mean scores obtained for these items: the
content of a lesson should be completed before incul-
cating noble values (mean = 3.30, SD = 0.98); and
the inculcation of noble values is more important
than the effort taken to improve academic achieve-
ment (mean = 3.07, SD = 0.94). Teachers reported
that it is difficult to implement the inculcation of
noble values as seen in the item, inculcation of noble
values is difficult to implement (mean = 3.37, SD =
0.94).
Findings also indicated that teachers’ belief was
high towards certain aspects of the inculcation of
noble values as evidenced from the following items:
teachers should always emphasise on discipline as
the basis for good teaching (mean = 4.40, SD =
0.73), inculcation of noble values is not important
(mean = 4.40, SD = 0.8) and good behaviour is not
only to be developed externally, its practice should
be emphasized all the time (mean = 4.62, SD = 0.49).
98 INTERNATIONAL JOURNAL OF LEARNING, VOLUME 13

Table 3: Teachers’ Belief in the Belief in Inculcation of Noble Values

Items Mean SD
1. Teachers should always emphasise on discipline as the basis for good teaching. 4.40 0.73
2. Good behaviour is not only to be developed externally, its practice should be emphas-
4.62 0.49
ized all the time.
3. Inculcation of noble values is difficult to implement. 3.37 0.94
4. Inculcation of noble values is important. 4.40 0.80
5. The content of a lesson should be completed before inculcating noble values. 3.30 0.98
6. The inculcation of noble values is more important than the effort taken to improve
3.07 0.94
academic achievement.
SD = Standard Deviation

Teachers’ Belief towards Development of
Students’ Potential
Table 4 shows seven items of the construct teachers’
belief towards development of students’ potential.
High mean scores were obtained for items such as
students possess different level and amount of intel-
ligence (mean = 4.52, SD = 0.51) which showed that
teachers acknowledged that students differed in terms
of intellectual ability. This was supported by a high
mean of 4.46 and standard deviation of 0.52 obtained
for the item readiness for learning is a complex in-
terplay of social, psychological, emotional and intel-
lectual development which showed that intellectual
ability was also related to other individual abilities.
Thus did not stand in isolation in the learning pro-
cess. Teachers also acknowledged students’ potential
when they believed that students feel proud when a
certain task is well-accomplished (mean = 4.41, SD
= 0.51). Teachers’ belief in students’ potential was
also indicated in the high mean score (mean = 4.26,
SD = 0.61) on the item an individual is an active
organism that develops goal-seeking potential. This
potential could play an important contributing role
in society and the school can provide the platform
for this task (mean = 4.28, SD = 0.63).
However, the belief agreement of the teachers in
this study towards the item teaching was only for the
purpose of developing the students’ intellect was
rather low (mean = 2.97, SD = 0.93). A moderately
low mean score (mean = 3.42, SD = 0.83) was also
obtained on the item rewards was an important
factor in determing students’ significance.

Table 4: Teachers’ Belief in the Belief in Development of Students’ Potential

Items Mean SD
1. The meaning of one’s existence would be more meaningful if his/her actions are rewar-
3.42 0.83
ded.
2. The aim of the school is to prepare students for adult life in order for them to contribute
4.28 0.63
to the society.
3. An individual is an active organism that develops goal-seeking potential. 4.26 0.61
4. Teaching was only for the purpose of developing the students’ intellect. 2.97 0.93
5. Students possess different level and amount of intelligence. 4.52 0.51
6. Readiness for learning is a complex interplay of social, psychological, emotional and
4.46 0.52
intellectual development.
7. Students feel proud when a certain task is well-accomplished. 4.41 0.51
SD = Standard Deviation

Teachers’ Belief towards Teaching and
Learning
As seen in Table 1, the construct related to teachers’
belief on teaching and learning showed the highest
mean score. In the analysis of items in this construct
(Table 4), teachers agreed with the items learning
occurs when there is meaningful interaction between
the teacher and the learner (mean = 4.44, SD = 0.58)
and learning occurs best when students not only un-
derstand but also internalize the lesson (mean = 4.44,
SD = 0.53). Teachers also believed that a two-way
learning process encouraged students to ask ques-
tions (mean = 4.40, SD = 0.52); students’ emotion
may disturb their learning process (mean = 4.41, SD
= 0.53); teachers must try to relate learning activities
 ISMAIL, HAMZAH, MD.YUNUS, NAWAWI, ABU, WAN ALI 99

with real life problems (mean = 4.31, SD = 0.52);
competition amongst students will result in more
productive end products (mean = 4.36, SD = 0.56);
a good teaching process must be based on clear
teaching objectives (mean = 4.37, SD = 0.05) and
the stage of students’ development affects the degree
of participation or involvement in learning (mean =
4.20, SD = 0.53).
Teachers’ degree of agreement for the following
items are however, low: learning through self-discov-
ery does not usually assure anticipated results (mean
= 2.57, SD = 0.76); as a criteria of measuring per-
formance, evaluation may have a negative impact
on learning (mean = 2.57, SD = 0.83); when students
do not understand what is taught, it indicates that
teachers do not teach well (mean = 3.02, SD = 0.92).;
students are not interested in a lesson because
teachers do not possess sufficient knowledge (mean
= 3.52, SD = 0.94) and teaching materials may not
necessarily be up to date since the contents of the
lesson do not change very much (mean = 3.18, SD
= 0.96).
Findings of teachers’ belief related to the teaching
and learning showed an overall high agreement
among teachers. This was seen in the high mean
scores obtained for the following items: knowledge
taught to students must be meaningful in order to
solve problems (mean = 4.37, SD = 0.56); truth in
knowledge can only be discovered if one strives to
seek for it (mean = 4.35, SD = 0.59) and in the
planning of an educational activity, a clear content
and concepts to be taught should be outlined (mean
= 4.34, SD = 0.53).

Table 4: Teachers’ Belief in the Belief in Teaching and Learning Process

Items Mean SD
1. In the planning of an educational activity, a clear content and concepts to be taught should
4.34 0.53
be outlined.
2. Truth in knowledge can only be discovered if one strives to seek for it. 4.35 0.59
3. Knowledge taught to students must be meaningful in order to solve problems. 4.37 0.56
4. Students are not interested in a lesson because teachers do not possess sufficient know-
3.52 0.94
ledge.
5. Stage of students’ development affects the degree of participation or involvement in
4.20 0.53
learning.
6. Learning through self-discovery does not usually assure anticipated result. 2.57 0.76
7. Teachers must try to relate learning activities with real life problems. 4.31 0.52
8. Students’ emotion may disturb their learning process. 4.41 0.53
9. Learning occurs when there is meaningful interaction between the teacher and the learner. 4.44 0.58
10. Teaching materials may not necessarily be up to date since the contents of the lesson
3.18 0.96
do not change very much.
11. A good teaching process must be based on clear teaching objectives. 4.37 0.50
12. Streaming of students according to academic abilities create a more conducive teaching
4.13 0.56
and learning environment.
13. Competition amongst students will result in more productive end products. 4.36 0.56
14. Two-way learning process encouraged students to ask questions. 4.40 0.52
15. Students’ reaction is an indicator if learning has taken place or otherwise. 4.26 0.55
16. Learning occurs best when students not only understand but also internalize the lesson. 4.44 0.53
17. For best learning to occur students not only need to understand their lesson but also
4.32 0.53
know their progress
18. As criteria of measuring performance, evaluation may have a negative impact on
2.57 0.83
learning.
19. When students do not understand what is taught, it indicates that teachers do not teach
3.02 0.92
well.
SD = Standard Deviation
100 INTERNATIONAL JOURNAL OF LEARNING, VOLUME 13
Teachers’ Belief towards their Roles in
School and Society
The findings of this study showed that the mean
scores obtained on the items in this construct did not
differ much. Teachers believed that their primary
role in the school context was to give systematic su-
pervision to students to enable them to understand
the contents. Teachers also strongly believed that
they should be resource persons to students (mean
= 4.32, SD = 0.56) and to guide learning activities
(mean = 4.31, SD = 0.57). In addition, they also
strongly believed that the schools should be organ-
Table 5: Teachers’ Belief in the Belief in Teacher Role in School and Society
Items
1. Teachers should be resource persons to students.
2. Teachers’ main role is to guide learning activities.
3. School should be organized in such a way to provide opportunity for each student to
develop warm, personal relationship with the teachers.
4. Teachers should meet students’ parent to discuss the progress of their children education. 4.18
6. Teachers who are active in Parent Teacher Association which participates in school
activities would help students’ learning.
SD = Standard Deviation
Teachers’ Belief towards the Five
Constructs based on Religion
Table 6 illustrates ANOVA results based on teachers’
religion. The ANOVA test revealed that four out of
the five constructs (Belief in Devotion in God –
F(2,713) = 77.432); Belief in Inculcation of Noble
Value - F (2, 711) = 13.669; Belief in Development
of Students’ Potential - F(2,713) = 8.732, and Belief
in Teaching and Learning Process - F(2,712) = 4.844)
were significantly different at the .05 level. There
were no significant difference between teachers’ re-
ligion and their belief in teachers’ role in school and
society.
ized in such a way as to provide opportunity for each
student to develop warm and personal relationship
with the teachers (mean = 4.21, SD = 0.57). Even
though teachers strongly agreed that they played an
important role to parents and society, this belief was
only limited to the task of having to meet parents to
discuss students’ progress (mean = 4.18, SD = 0.67).
Teachers however showed less agreement on the
items teachers should meet students’ parent to dis-
cuss the progress of their children education and .
teachers who are active in Parent Teacher Associ-
ation which participates in school activities would
help students’ learning. (mean = 3.53, SD = 0.80).
Mean SD
4.32 0.56
4.31 0.57
4.21 0.57
0.67
3.53 0.80
Scheffe test showed that there were significant
differences in the belief of the construct Devotation
in God between teachers of the Islamic, Christian,
and other faiths (Buddhist, Hindu and Bahai). Ana-
lysis of mean value showed that Muslim teachers
had a higher mean score than the Christian and
teachers of other faiths.
Scheffe test also showed that there existed differ-
ences between the belief of Islam and Christian
teachers towards the constructs: Belief in Inculcation
of Noble Values, Belief in Development of Students’
Potential and Belief in Teaching and Learning Pro-
cess. However there is no difference in the belief
between the Christian teachers and teachers of other
faiths (Buddhist, Hindu and Bahai).
 ISMAIL, HAMZAH, MD.YUNUS, NAWAWI, ABU, WAN ALI 101

Table 6: ANOVA Results on Teachers’ Belief based on Religion

Mean
Constructs Groups
Sum of Squares df Square F Sig.
Belief in Devotion in God Between Groups 22.478 2 11.239
Within Groups 103.490 713 .145 77.432 .000
Total 125.968 715
Belief in Inculcation of Noble Between Groups 3.461 2 1.731
Values Within Groups 90.021 711 .127 13.669 .000
Total 93.482 713
Belief in Development of Between Groups 1.271 2 .635
Students’ Potential Within Groups 51.883 713 .073 8.732 .000
Total 53.154 715
Belief in the Teaching and Between Groups .729 2 .365
Learning Process Within Groups 53.595 712 .075 4.844 .008
Total 54.324 714
Belief in Teachers, Role in Between Groups .760 2 .380
School and Society Within Groups 87.886 709 .124 3.067 .047
Total 88.647 711

Table 7 showed ANOVA results based on teachers’
ethnicity. The ANOVA test on the five constructs
revealed that four out five constructs (Belief in De-
votation in God – F(3,707) = 41.343); Belief in In-
culcation of Noble Value - F(3,705) = 8.055; Belief
in Development of Students’ Potential - F(3,707) =
5.223) were significantly different at the .05 level.
There were no significant difference between teach-
ers’ ethnicity and their belief towards the teaching
and learning process and the teachers’ role in school
and society.
Findings of this study revealed that the Malay
teachers’ belief in Devotion in God was significantly
different than the Chinese teachers. The mean value
of the Malay teachers’ belief was higher than that of
Chinese teachers. On the other hand, Chinese teach-
ers’ belief toward this construct was significantly
different than the indigineous teachers of Sabah and
Sarawak.
Findings of this study revealed that there were
significant differences in the belief between Malay
and Chinese teachers towards the constructs related
to inculcation of noble values and development of
students’ potential. The mean value of Malay teach-
ers’ belief was higher than that of Chinese teachers.
However, there was no significant difference in the
belief between Chinese and ethnic groups of Sabah
and Sarawak.
102 INTERNATIONAL JOURNAL OF LEARNING, VOLUME 13

Table 7: ANOVA Result on Teachers’ Belief based on Ethnicity

Sum of Mean
Constructs Groups Squares df Square F Sig.
Belief in Devotation in Between Groups 18.709 3 6.236
God Within Groups 106.646 707 .151 41.343 .000
Total 125.355 710
Belief in Inculcation of Between Groups 3.071 3 1.024
Noble Value Within Groups 89.590 705 .127 8.055 .000
Total 92.661 708
Belief in Development of Between Groups 1.140 3 .380
Students’ Potential Within Groups 51.431 707 .073 5.223 .001
Total 52.571 710
Belief in Teaching and Between Groups .614 3 .205
Learning Process Within Groups 53.525 706 .076
2.701 .045
Total 54.139 709
Within Groups 83.092 705 .118
Belief in Teacher Role in Between Groups .948 3 .316
School and Society Within Groups 87.230 703 .124 2.548 .055
Total 88.178 706

Discussion implement as schools put greater emphasis on mas-

Teachers’ belief constitutes an important aspect in
the implementation of their classroom practices
(Clark & Peterson, 1986). Belief as discussed earlier
contributes to a teacher’s philosophy. As shown in
the citings of various literature discussed earlier,
beliefs which can bring about teachers’ change re-
quire several salient aspects of educational reforms
such as construction of knowledge, thought processes
and pedagogy. For instance, Beijaard and De Vries
(1997) indicated that teachers’s belief and pedagogic-
al knowledge about teaching and learning are closely
connected.
The findings of the study had confirmed that sec-
ondary school teachers in Malaysia have strong belief
towards all the five constructs. The highest mean
score was for the construct belief and devotion in
God. This can probably be attributed to the fact that
the belief in God is clearly documented in the NPE
and the National Ideology. As teachers of the coun-
try, they had been trained, exposed and internalized
in this belief as part of their teacher training pro-
grams. Since majority of the respondents were
Malays and Muslims, therefore the belief in God is
significantly higher than the other ethnic groups and
religions. This finding is congruent to the study by
Habsah (2000). However, the belief on inculcation
of noble values was found to be lower than the other
constructs. The comparatively low mean score for
this construct indicates that the inculcation process
of noble values in the classroom is rather difficult to
tering the content of the subject matter.
ANOVA tests conducted in this study on teachers’
belief based on religion, the findings showed that
there were significant differences for four of the
constructs namely belief and devotion in God, belief
in the inculcation of noble values, belief in the devel-
opment of students’ potential and belief in the
teaching and learning process. The study revealed
that the highest mean score was obtained among the
Muslim teachers. From the study it can be concluded
that Muslim teachers’ belief is closely affliated with
their religion which upholds the belief in God as its
central religious belief. As indicated by Habsah
(2000) Muslim teachers’ understanding of this con-
struct of the NPE was found to be higher than that
of their non-Muslim counterparts. However, gener-
ally, teachers in the study still held a high belief
agreement in the concept of God regardless of differ-
ent religious beliefs.
The study by Taylor (1991) on 30 Danish teachers
showed that teachers who acted according to the
ethical and cultural norms viewed students’ personal
and social development as important as their teaching
and learning process.
Hence, it is interesting to note that regardless of
faith and religion, teachers in this study generally
tend to agree on the construct teaching and learning
process because teachers in Malaysia undergo the
same teacher training programme.
 ISMAIL, HAMZAH, MD.YUNUS, NAWAWI, ABU, WAN ALI 103

Conclusion some reservations towards this construct. The

The study has come up with the following conclu-
sions. First, it was revealed that teachers in general
held a high belief of the devotion to God which forms
the pillar of the NPE. The study also showed that
teachers agreed towards every statement of the NPE
on which the five constructs were based. Apart from
the belief and devotion to God, teachers also believed
in the teaching and learning process and the role they
play in the school and society. Hence, from this study
it can be concluded that the formulation of the NPE
by the policy makers receive strong support from the
teachers in terms of its aim towards achieving a well-
developed individuals through education.
Since the mean score of teachers’ beliefs of the
NPE in this study were generally high, it can be
concluded that the effective implementation of these
belief constructs is yet to be explored. However, the
comparatively low mean score obtained for the incul-
cation of noble values showed that teachers may have
teachers of different demographic background have
to face difficulties in inculcating noble values in the
real classroom situation. At the same time academic
performance is still regarded as the most important
benchmark for the success in education. Furthermore,
noble values are not evaluated in the national exam-
inations.
The overrall findings of the study which showed
a high teachers’ belief towards the five constructs
can be attributed to the perfectly formulated NPE by
the policy makers of the country. The statements of
the NPE had represented the belief of the multireli-
gious and multicultural teachers in the Malaysian
society. As such , the NPE need not be replaced by
another document to guide the implementation of
educational practices in the country. However, the
ideals of the NPE should be manifested in the right
implementation of the practices in order to achieve
the aims envisioned in education.

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About the Authors

Dr. Habsah Ismail
HABSAH ISMAIL, Ph.D., is a senior lecturer of Educational Philosophy. This article is part of the findings of
the research in which she is the leader. Her research interests include areas in philosophy of education, teaching
and learning.

Dr. Ramlah Hamzah

RAMLAH HAMZAH, Ph.D., is an Associate Professor of Technical and Vocational Education. Her research
interests include teaching and learning of vocational subjects.

Dr. Aida Suraya Md.Yunus

AIDA SURAYA MD. YUNUS, Ph.D., is an Associate Professor of Mathematics Education. Her research interests
include teaching and learning of mathematics, computer in teaching and learning.

Hapsah Nawawi
HAPSAH NAWAWI, Ph.D., is an Associate Professor of Home Economics Education. Her research interests
include Adult Education, Family and Home Economic Education.

Dr. Rosini Abu

ROSINI ABU, Ph.D., is an Associate Professor of Home Economics Education. Her research interests include
teaching and learning of vocational subjects.

Dr. Wan Zah Wan Ali

WAN ZAH WAN ALI. PhD., is an Associate Professor in Educational Technology. Her research interests include
teaching and learning and educational technology.