BELIEF IN GOD BASED ON THE

NPE AMONGST MALAYSIAN

SECONDARY SCHOOL
TEACHERS

ABANG JOHARIZAL
AILEEN TIONG LING
CHONG XIN TXIN
NIGEL LAWAI
TING SUK HUA
 TECHNICAL SUBJECT

Only 1/12 thought that the subject taught had no

bearing at all to the belief of God.

This is due to the technical nature of the discipline.

It is totally irrelevant to infuse this belief in his

teaching.
 TEACHERS’ ATTITUDE
 The main factor determining the success or failure of instilling
this belief depends on the teachers temselves.

 The extent of the teachers’ effort in instilling the belief in God

 Belief in God (the central tenet of NPE) should be inculcated

together with the transmission of the 16 noble values across
the curriculum.

 Students’ knowledge can be enhanced with God’s blessing.

 A religious obligation on the part of the teachers.

 TEACHERS’ ATTITUDE
 Academic and content + Belief in God (as prescribed by
Integrated Secondary School Curriculum)
= Producing holistic and well-balanced students

 Role of teachers as moral examplers

 First and foremost, teachers’ belief should be exemplified in

their actions in the class implementation.

Is it important to instill the belief in God in their teaching?

 TEACHERS’ ATTITUDE
 The explanation of a certain phenomena was done
merely through the recollections of facts from
textbooks.

Relating the
Teaching content to
straight from Vs. the spiritual
the book dimension
 IN-SERVICE COURSES ATTENDED
 Only 1 teacher has claimed to have attended a course which
was related to the belief of God. (Science in-service course)

 Most of the courses had very little notion on the belief in God
(emphasis in the secondary school curriculum)

Agents of change in the lives and well-being

of the students
 CONSTRAINTS
 The urgency to complete the content in the syllabus

 Since the education in Malaysia is very examination and

content focused,

The dilemma of The need to

having to
complete the vs. infuse belief in
God
syllabus

 There had never been any questions in the examination

which was related to the belief.
 CONSTRAINTS
 The method of inculcating this belief is not as clearly
prescribed.

 The dilemma of having to be actively involved in too many co-

curricular activities while maintaining academic records

 Due to the constrain of time, teachers are always in favour of

academic over religious activities.

 Belief in God was done spontaneously, and priority was given

to extra classes for various subjects.
 CONCLUSION
 The belief in God with the aim of an effective inculcation of
noble values needs to be further reexamined at the ministry
level.

(Translating the ideals of the philsophy with the belief in God as

the central tenet)
THE END ;)

THANK YOU