Issues and Challenges in Current Education

(EDU3093 TEACHER AND CURRENT CHALLENGES)
TOPIC 1 ISSUES AND CHALLENGES IN CURRENT EDUCATION
1.0 SYNOPSIS
This topic discusses on issues and challenges in current education;
which include National Integration, Democratization of Education,
UNESCO Four Pillars of Education, Globalization in Education, Cultural
Diversity, Influence of Information Communication Technology (ICT) and
Social Ills. Students need to identify and make reflections on ways to deal
with issues and challenges in current education.
1.1 LEARNING OUTCOMES
By the end of this topic you should be able to:
i. Identify issues and challenges in education.
ii. Elaborate National Integration based on examples.
iii. Explain Democratization of Education.
iv. Reflect on ways to deal with issues on National Integration and
Democratization of Education.
v. Identify UNESCO Four Pillars of Education.
vi. Discuss the characteristics of UNESCO Four Pillar of Education.
vii. Elaborate the advantages, impact and challenges of Globalisation in
Education.
viii. Identify the characteristics of Cultural Diversity.
ix. Elaborate the influences and impacts of Information Communication
Technology (ICT) in education.
x. Identify types of Social Ills in Malaysian society.
xi. Reflect on the ways to deal with Social Ills in the Malaysian society.
xii. Explain the roles of teachers in dealing with Social Ills.
1

1.2 TOPICS
1.3 Introduction- Issues and Challenges of Present Education
Malaysia is a country that put in a lot of emphasis on education.
This is because education is necessary for any country that aims to
develop and progress towards higher level of advancement and
excellence. Our government has made efforts in highlighting the
importance of education through implementing policies and plans such as
Primary School Standard Curriculum (KSSR), Malaysia Education
Blueprint 2006-2010, Malaysia Education Blueprint 2013-2025. However,
the government, schools and teachers have encountered many challenges
in the process of implementing the policies. The challenges are due to the
2
Issues and Challenges in Present
Education
National Integration Democratization of Education
UNESCO Four Pillars of Education Globalisation in Education
Cultural Diversity Impact of Information
Communication Technology (ICT)
in Education
Social Ills
Concept
Issues of Present Education
Challenges faced by Teachers
Ways to Deal

fact that our country is a multi cultural country and also due to rapid
changes that occur globally.
Teachers as the most important implementers in the education
system have encountered challenges in the aspects such as National
Integration, Democratization of Education, UNESCO Four Pillars of
Education, Globalization in Education, Cultural Diversity, Influence of
Information Communication Technology (ICT) and Social Ills. In order to
achieve the goals in Malaysia Education Blueprint 2013-2025 and Vision
2020, the nation needs teachers who are committed and dedicated; and
are able to face those challenges.
1.4 National Integration
1.4.1 Definition
What is national integration? According to Vyas (1993), National
Integration means “a process as well as a goal by which all the people
inhabiting in a particular territory irrespective of their religious, ethnic and
linguistic differences, on the basis of certain shared traditions,
experiences, common history and values strive to live together forever with
honor and dignity.”
1.4.2 Current Issues of National Integration
Malaysia consists of multi-ethnic groups population which
comprises of Malay, Chinese and Indian. This composition of population
has contributed to the diversity in language, customs, culture, and beliefs
in religions which gives challenges to the government to unite all the
ethnic groups. The tragedy of 13th May 1969 was an evidence of
prejudices and conflicts among the ethnic groups. This has given the
government awareness on the importance of bringing about national
integration in the country. In bridging the gaps of socioeconomic between
multi-ethnic groups and to create harmony and unity in the nation, our
government has introduced policies such as The New Economy Policy,
National Education Policy and National Cultural Policy. The
3

implementation of those policies could enhance the declaration of Rukun
Negara as the national ideology of Malaysia . Rukun Negara was formed
on 31 August 1970 by the National Operations Council (Department of
National Unity and National Integration, 2005).
Discussion
Discuss in groups how The New Economy Policy, National
Education Policy, National Cultural Policy and Rukun Negara can
develop Malaysia as a peaceful and harmonious country to live in.
1.4.3 Challenges to Teachers
In the process of integrating multi-ethnic groups in our country, the
government encounters obstacles in the following aspects:
• Differences in religions and culture
• British colonization policy
• Differences in education system and medium of instruction in
schools
• Involvement in economic section based on ethnic-groups
• Different geographical location among ethnic groups based on their
source of living
• Different political beliefs based on ethnic-groups
Discussion
Discuss in detail the effects and challenges of the aspects above
by using graphic organizer.
1.4.4 Ways to Deal with Issues of National Integration
Education plays an important role in the process of uniting all the
ethnic groups in our country. Education could produce a holistic and
balanced human capital in the aspects of physical, emotional, intellectual
and spiritual as aimed in the National Philosophy Of Education. Thus,
4

many steps have been taken by The Ministry of Education (MOE) to
produce future generations that are patriotic, tolerance, progressive and
united as to make Malaysia a country of excellence. Those steps are as
below:
• Implementation of national education system where a standardized
curriculum and examination are used in all schools
• Empowering the status of Sekolah Kebangsaan to foster unity
among the different ethnic groups
• Assimilate the values of positive self, morality and arts in all
subjects
• Introduction of Sivik dan Kewarganegraan subject in the primary
and secondary school in 2003
• Introduction of the concept of Sekolah Wawasan
1.4.4.1 Student Integration Plan for Unity (RIMUP)
Three types of schools, namely SK / SRK, SRJK (C) and SRJK (T)
are involved in this plan. The objectives of this plan are:
i. to enhance participation of students and teachers from these three
types of schools in certain activities
ii. to enhance interaction, understanding, cooperation, goodwill and
tolerance amongst the students from the three types of schools
iii. to share the facilities and equipments amongst the three types of
schools.
National integration can be achieved based on the activities
provided in the modules as listed below:
• Activity module for academic
• Activity module for sports and games
• Activity module for co-curriculum
• Activity module for social service
• Activity module to enhance patriotism
5

•
Discussion
Based on your experience as a teacher, discuss to what extent the
policies introduced by the Ministry of Education could form national
integration amongst the students.
1.4.4.2 1 Malaysia Concept
The concept of 1 Malaysia was introduced by the Prime Minister of
Malaysia, YAB Dato’ Sri Najib Tun Razak. This is one of the most
significant steps taken by the prime minister in order to foster the unity and
to build close relationship between all ethnic groups including the people
from Sarawak and Sabah. According to the Prime Minister’s personal
website, 1 Malaysia is a formula conceptualized as a precondition in
ensuring the aspirations of the country to secure a developed country by
2020 are met; if the concept of 1 Malaysia is inculcated in the minds of the
society. If the idea of “Bangsa Malaysia” which was engendered through
Vision 2020 becomes the final destination, then 1Malaysia is the roadmap
that guides us towards that destination.
There are eight noble values highlighted in the 1 Malaysia concept,
that is a culture of excellence, perseverance, humility, acceptance, loyalty,
meritocracy, education and integrity. The value of acceptance, loyalty,
meritocracy, education and integrity is the most important factor in the
development of national integration. Acceptance means people in the
country must be able to accept the strength of other ethnic groups and are
able to agree upon all matters for the betterment of the country. Loyalty is
important as all the Malaysians need to be loyal to the king and country
besides building the trusts to build the relationship between different ethnic
groups. Meritocracy is a crucial element for a democratic country where all
the qualified people in the country are given a chance to participate in any
field. Education will ensure the noble values to be instilled to the future
6

generations besides making them the first class human capital of the
country. The eight values act as the pillars in integrating and uniting all the
Malaysians as to achieve the vision of 2020.
1.5 Democratization of Education
1.5.1 Definition
Democratization of education refers to the equality of access and
opportunities that involves allocation of massive financial and materials
resources; development of policies designed to reduce social and
economic inequalities; to reduce the costs of school attendance such as
fees and costs of materials; and the development of relevant curriculum
and devising of appropriate selection procedures for higher level
educational opportunities (Kiyau, 1981). According to Dewey (1966),
democratization of education means opportunities provided for everyone
to be successful in education and using education as a main tool to be
successful in life and to enjoy better quality of life.
1.5.2 Current Issues of Democratization of Education
Many steps and policies have been made by the Ministry Of
Education in order to make sure that everyone in the country has a
chance to access to free quality education. At the same time, the
government must also ensure that students who are disabled are also
taught based on the same system and curriculum as the normal students.
Government efforts in achieving the goal of democratization of education
are revealed in the policies such as free compulsory primary and
secondary education; the implementation of vernacular schools (SJK Cina
and Tamil), technical schools, boarding schools, religious schools and
special education schools. Less student school (SKM) is to cater to the
needs of the students from the isolated areas. In order to provide
opportunities for people to continue their study to tertiary level, the
7

government has formed online education; private colleges and
universities. On the other hand, multiple programs such as Education
Assistance Scheme, Textbook Loan Scheme and Food Supplement Plan
are implemented to help students of low income groups to be able to be in
the education system and be physically healthy.
1.5.3 Challenges in Democratization of Education
The government has encountered many challenges in implementing
democratization of education. The government has to make sure that
quality education is given to all students regardless of their ethnicity
background, socioeconomic status, location and equity. Students from the
rural schools should have the right to access to facilities and
infrastructure of the schools just like those from the urban schools.
Students from the rural schools must also be taught by trained and quality
teachers in order to facilitate them to achieve excellence in academic.
1.5.4 Teachers’ roles in Democratization of Education
Teachers play a role in realizing the goal of democratization of
education by ensuring that equal opportunities are given to all students
regardless of their ethnicity, gender, socioeconomic status, cultural
background, religions, and intelligences in order to enhance their
potentials and to excel in academic. At the same time, teachers need to
be fair and just in all aspects when interacting with students of multi-ethnic
groups.
Think
Based on your experience as a teacher, discuss to what extent are
the policies introduced by MOE can achieve their objectives in
democratization of education amongst the students.
Discuss
Discuss in groups, the factors that hinder the implementation of
democratization of education among the multi-ethnic groups
8

especially the indigenous groups in Sabah and Sarawak.
Discuss
Elaborate the roles of teachers in achieving the goal of
Democratization of education.
1.6 UNESCO Four Pillars of Education
1.6.1 Introduction
The United Nations Educational, Scientific and Cultural
Organization (UNESCO) is one of the agencies of United Nations with the
role of bringing peace, security and harmony to the world by promoting
collaboration in the field of education, scientific and cultural. Four pillars of
education as highlighted by UNESCO that need to be mastered by the
students are (1) learning to know, (2) learning to do, (3) learning to be and
(4) learning to live together.
1.6.2 Learning to Know
Learning to know is one of the important tools in the process of
learning. It is a cognitive tool that one must acquire in order to comprehend
the surrounding and its complexities and to maximize one’s potential to
excel. It also functions as a base that can facilitate future learning. One
must also need to know the people around through communication and
interaction to attain success in life. Learning to know involves the process
of learning how to learn by developing one's concentration, memory skills
and ability to think. In the process of teaching and learning, teachers need
to make learning an enjoyable process, inculcates the interest and
curiosity amongst the students as to trigger them to get new and in-depth
knowledge. Besides that, teachers also should introduce skills to help
students to gain new knowledge.
1.6.3 Learning to Do
Learning to do means education must be able to equip one with the
necessary and important skills so that one can survive and participate
efficiently in the global world. One’s potential will be polished in the
9

process of learning on how to do till one is able to bring changes to the
surrounding in the future. In other words, one is capable to create
innovation based on the knowledge that one has already acquired.
Professional and personal competence namely, interpersonal skills,
communication skills, team work and problem solving skills are vital in
making learning to do fruitful. The role of education in learning to do is to
enhance individual’s initiatives to participate in future development based
on their theoretical and practical knowledge. The role of the schools and
teachers are to ensure that the students acquire personal competency and
could give the best performance.
1.6.4 Learning to Be
Learning to be emphasizes that education should be able to
develop a person holistically based on physical, intellectual, spiritual,
emotional and aesthetic as stated in the National Philosophy of Education.
Education must provide opportunities to let one develop his potential to the
fullest so that he can think and evaluate critically and independently; able
to make the best decision; take the most suitable action in their life and be
responsible for it. The essential task of education seems to be to make
sure that all people enjoy the freedom of thought, judgment, feeling and
imagination to develop their talents and in control in determining their lives.
The challenge faced by teacher is to ensure that all students are always
equipped with personal resources and intellectual tools to comprehend the
world and behave as a fair-minded and responsible human being. These
can be enhanced through group work activity, problem based learning and
project based learning.
1.6.5 Learning to Live Together
Learning to live together is another important pillar because nobody
can live alone in this world. Education has to give awareness to the
individual about the importance of having peace in the world. Individuals
must be exposed to the values on human rights, democracy principles,
10

understanding and respecting socio cultural diversity, tolerance and instill
peace in the society and human relationship regardless of background
differences so that all human are always living in peace and harmony.
Schools and teachers have to encourage and teach students to avoid
conflicts and solve problems in a peaceful manner. Two elements that
should be taught to students in the process of learning to live are to
discover individual differences and to work together with others towards a
common goal.
In the process of achieving the aims of four pillars of education as
highlighted in the UNESCO, schools and teachers faced challenges as
they must ensure that education should give individuals the chances to
explore, mix and interact with people of different background since early
stage. Individuals must be aware, understand and respect the differences
in gender, ethnicity, intellectual, socioeconomic status, beliefs and
religions.
1.6.7 Ways to deal with challenges
Teachers have to emphasize on the importance of being tolerant
and the needs of working together with others in achieving peace and
harmony in everyday life. On the other hand, education should also
develop a holistic individual who possesses skills and competencies that
enable him/her to survive in this globally challenged world.
Think
Based on your experience as a teacher, reflect teaching activities in
your subject matter that you have planned in order to achieve the
Four Pillars of Education UNESCO.
Exercise
Discuss in groups how the Four Pillars of Education UNESCO could
help the country to achieve Vision 2020.
11

1.7 Globalization in Education
1.7.1 Definition
Globalization refers to the process of enabling financial and
investment markets to operate internationally, largely as a result of
deregulation and improved communications (Collin dictionary, 2013).
According to Financial Time Lexicon (2013), globalization describes a
process by which national and regional economies, societies and cultures
have become integrated through the global network of trade,
communication, immigration and transportation.
Globalization also provides platform for all people in the world
regardless of their nationality, races, skin colour, status and background in
order for them to compete fairly in any field. Thus, globalization has
resulted both positive and negative impacts in many aspects of our life
especially education. This is because education is one of the fields that is
very much influenced by the environment and need to adapt to the world
wide rapid chances.
1.7.2 Current Issues on Globalization in Education
Impacts of globalization on the education sectors are as follows:
• Usage of English as a knowledge language and international
language
• Education in the country is open to outside world where foreign
universities are allowed to establish their branches here.
• Opportunities to further studies to tertiary level are increased when
many private colleges and universities are built
• Emphasis on assessing and using Information Communication
Technology (ICT) in the teaching and learning process is stressed
• Internet as a source of information and communication
12

• Roles of teachers in the classroom are more to facilitate the
students than to disseminate knowledge
• Teachers need to be ICT literate in carrying out administrative work
• Our students are able to compete in the global market
• Fair competition among all higher learning institutions
• Life-long learning can be achieved successfully as many learning
opportunities are provided
• Sharing of knowledge worldwide especially on new finding from
research
• Enable the aim of democratization of education to be achieved
when everyone has a chance to access to education
Globalization on education has challenged the process of
implementing the education system in Malaysia as we need to adapt
ourselves to the worldwide trend so that we could compete at international
level. The challenges are as below:
• The needs to practice continuous learning
• The use of Information Communication Technology
• Administration of education
• Development of student’s identity
• Teachers’ quality
• The needs to transform the curriculum in line with the global
opportunities
• Teachers are not well prepared with changes especially in the
aspect of using ICT in the teaching process
• Increase in workload
• Attitudes of the teachers in teaching in the global era
• The rapid changes in education due to globalization
13

• Negative influence on students identity
• The school culture does not support global learning opportunities
1.7.4 Ways to Deal with Globalization in Education
Schools and teachers are responsible in producing students that
are able to compete in the era of globalization. Students should practice
the culture of life-long learning and continuous learning in order for them to
be in line with the rapid changes. Teachers have to equip students with the
ability to communicate verbally and in written form using international
language such as English so that they can interact and communicate
internationally. In order to participate globally students have to master the
skills of using ICT as ICT is a fast changing field. Schools and teachers
have to ensure that the current curriculum would enable students to
acquire cognitive skills that are useful in completing complex and
challenging tasks, solving problems and generate new knowledge for
innovations. Besides that, it is the teacher’s responsibility to emphasize on
the ethnic and moral aspects when using ICT and be aware of the
negative impact due to globalization.
Think
Based on your experience as a teacher, reflect teaching activities in
your subject matter that you have planned in order to help students to
utilize internet effectively.
Exercise
Discuss the negative impacts of globalization in the following aspects:
• Country
• Schools
• Teachers
• Students
• Individuals
14

1.8 Cultural Diversity
1.8.1 Definition
Malaysia is a country with multi-ethnic groups which includes the
Malays, Chinese and Indians. Cultural diversity refers to diversity in
customs and culture in a society that is made up of multiple ethnicity and
races. Stavenhagen (1996) states that cultural diversity includes cultural,
religions, ethnicity, practice of tradition which direct towards the tendency
of providing understanding among the ethnic groups.
According to Kymlicka (1999), cultural diversity can be explained as
differences that exist in a society which focus on the three perspectives
which are (1) universal perspective (understanding of changes each
society universally), (2) ethnicity perspectives (study problems and conflict
of each society), and (3) cultural perspectives (study ways on each
ethnicity express their culture).
1.8.2 Current Educational Issues
The phenomenon of cultural diversity in school has resulted many
impacts on the teaching and learning process in the classroom, particularly
the students.
Implications of cultural diversity on students:
Positive
• Chances to learn about cultural diversity
• Build good social interaction
• Develop talents
Negative
• Problems in group work
• Problems in communication and language
15

• Difficulties in mutual understanding
• Having low self-esteem and no self- confidence
Teachers need to have strong willingness and appreciation in
conducting ceremony/programme on cultural diversity that is conducted by
Ministry of Education/ school in order to act as role model to students. One
of the challenges in dealing with cultural diversity is to provide awareness
to the students on the issue. The awareness that need to be inculcated
into the students’ minds is to :
i. accept and appreciate the identity of other ethnic groups
ii. respect cultural diversity (values, customs and ways of living)
iii. appreciate the cultural uniqueness
iv. possess the willingness to share similarities and prepare to work
together
v. unite to develop the nation
1.8.4 Ways to Deal with Issues of Cultural Diversity
When cultural diversity is discussed it is important to relate it with
national integration. Husein Ahmad (2000) and Zakaria Abd Wahab
(2000) explain national integration as a united society which displays the
characteristics of cultural understanding, social interaction, tolerances
between the ethnic groups, understanding and recognizing the similarities
and differences among the ethnic groups. Those characteristics are
fundamental in determining the presence of national integration in building
the Malaysian national identity.
Ways in which teacher can resolve cultural diversity problems are
as follows:
• Teachers need to make efforts in demonstrating friendliness
16

• Teachers need to be prepared to deal with students’ different
abilities and attitudes
• Provide awareness on socio cultural diversity to students
• Apply different methodologies in teaching
• Encourage activities that involve all students
• Respect and understand the social aspects of the students
• Practice democracy in the classroom
Think
Based on your experience in school, provide one situation on
how your teacher deals with students of difference culture in
your class.
Exercise
You are required to form a group of three and complete the task
follow: Access information and produce a scrap book with ‘Arts &
Heritage of Multi-Ethnic Groups in Malaysia’ as theme.
1.9 Influences of Information Communication Technology Development
1.9.1 Definition
The development of Information Communication and Technology
has resulted great influences in our life especially education. Application of
ICT in the teaching and learning process has produced a change in
teachers’ pedagogy. The application of technology has caused revolution
to the techniques of teaching, students’ learning methods and the whole
education system that is in line with the present era.
1.9.2 Current Education Issues
17

Assumption about integration of information technology will occur
automatically if there are facilities in school is quite inaccurate as teacher
is the major factor in determining the success or failure on application of
information technology in the teaching and learning process. To what
extent are the present teachers can deal with the challenges of using
information technology effectively in the teaching and learning process?
The impact of Information Communication Technology through
internet has exposed students to alternative resources in accessing
information such as virtual library besides using the text books or visiting
the library. If students are taught to use the internet effectively, teachers
are able to produce a generation that is dynamic and progressive because
they are equipped with knowledge and the latest skills.
Challenges faced by teachers in integrating information technology
during the process of teaching and learning will be discussed from the
aspects of teachers’ readiness which include the level of skill, knowledge
and attitudes.
• Teachers’ Skills on Information Technology
Teacher is the important agent of change in realizing government’s
aspiration to develop quality human capital. Thus, mastery of information
technology among the teachers is necessary. It is vital in enhancing the
effectiveness of teaching and learning process, administration and
management of the school. As a result, steps such as having workshop
and courses related to information technology for teachers should be
organized frequently to enhance their skills on using information
technology. Teachers must be prepared to deal with these challenges.
18

• Teachers’ Knowledge on Information Technology
Knowledge and attitude towards computer are influenced by the frequency
of using it. Knowledge on computer will increase if it is frequently being
used. Teachers’ knowledge on computer will be enriched if they attend
courses on information technology. Thus, teachers must be prepared to
attend those courses and willingly sacrifice time with family.
• Teachers’ Attitude in Applying Information Technology during
Teaching and Learning
Attitude is an individual’s internal description which refers to the tendency
to behave positively or negatively on a thing, situation, institution, concepts
or other people. Literature reviews reported that there is a close
relationship between attitude and the application of information technology
during teaching and learning in the classroom (Mohamad Nabzrim &
Mohamad Nayan, 1997; Adenan, 1999; Krishnan et al., 2007). Thus,
teachers especially those who are in the comfort zone need to change
their attitude towards the development of information technology so that
they can use information technology more frequently in the classroom.
• Information Technology Presentation Software
Information technology software is a productivity tool that can help
teachers during teaching and learning as well as in doing other tasks.
According to Chao et al. (2003), a competent teacher needs to acquire
the basic skills in using computer, word processor, database, spreadsheet,
statistics, power point, internet, website and possess knowledge on the
operating system of the computer. But, to what extent the teachers are
able to acquire those skills?
• Educate Students to Utilize Internet Effectively
19

Teachers also face the challenges on educating the young generation on
utilizing internet effectively. It is the teachers’ responsibilities in ensuring
children are not exposed to negative influence from internet.
As a conclusion, apart from acquiring basic skills in using computer,
word processor, database, spreadsheet, statistics, power point and
internet; courses and training should also focus on other skills such as
accessing and selecting information from the internet, building of website
and designing educational software.
Lastly, the most important aspect is the ability to integrate those
skills in the teaching and learning process. This is because our aim is to
apply computer technology in education generally and in teaching and
learning process specifically. However, teachers need to know that
computer technology is just a tool in the teaching and learning process and
it can never replace the role of a teacher. Education for today is for the
excellence of tomorrow.
1.9.4 Ways to Deal with Issues on impacts of Information Communication
Technology Development
Ministry of education’s effort will not be fruitful if teachers do not fully
utilize computers and Information Communication Technology.
Experiences from the advanced countries revealed that five criteria need
to be fulfilled in order to enhance the exposure and acceptance of teachers
on Information Communication Technology. The five criteria are:
• Teachers and students’ attitudes must be positive and always be
prepared for changes
• Infrastructure of computer and communication networking must be
complete and sufficient
• Skilful human resources in introducing and developing Information
Communication Technology
20

• Financial allocation must be sufficient to develop Information
Communication Technology
• Close interpersonal relationship between the teachers and students
Think
To what extent are you prepared from the aspects of skills,
knowledge and attitudes towards Information Communication
Technology? Write your reflection and share with your course
mates.
Exercise
Discuss the positive and negative implications of the development
of Information Communication Technology on education by using
a suitable graphic organizer.
1.10 Social Ills
1.10.1 Definition
Social ills is a phenomenon of modernization phenomenon and
cultural shock that faced by the adolescents. During the adolescents
stage, the individual will face a series of identity crisis which is the
formation and development of self-identity. The failure of dealing with
these challenges will cause adolescents to experience confusion crisis.
Confusion crisis which are unresolved by the adolescents will result social
ills. This phenomenon is one of the threats to human resource which can
be a loss to the nation in the long term. Thus, all social problems that
faced by adolescents should be solved so that they will not continuously
threaten the development and progressiveness of the nation.
Social ills include various negative attitudes among the members of
the society that do not benefit the economic structure of a society, a
community or a nation. There are many factors that initiate the adolescents
to be involved in social ills. According to Abd. Rahim (2006), the
involvement of adolescents in social ills is caused by the internal aspects
such as the development of personality, failure in family structure and
21

influence from the peers. Zainal and Sharani (2004) stated that impacts
from the environment in schools also could be the cause to adolescents’
misbehaviour.
1.10.2 Current issues on Education
At present, students and adolescents’ behaviours are more
challenging to the nation. The immoral problems among the students such
as free sex, pregnancy before marriage, juvenile, drug addiction and
vandalism are increasing. Adolescents’ involvement in social problems are
getting more serious due to internal and external factors, namely
• Family ecological factor
• School ecological factor
• Peers
• Mass media
• Modernization
Social ills are a serious illness and need to be cured immediately.
All parties must work together in order to overcome these social ills.
Teachers play an important role in directing the future of the children as to
mould them to become adolescents that can contribute to the
advancement of the nation.
To what extent are the teachers ready to deal with social ills among
their students? Teachers play a vital role in monitoring their students from
involving in social ills. Teachers need to build close relationship with
students besides understanding their problems. Teachers have to be
sensitive, open minded and always provide positive encouragement to the
22

students which would make them willing to discuss their problems with the
teacher. Besides that, the enforcement of discipline in school needs to be
well implemented. Close relationship between teachers and parents
should also be enhanced. Schools should provide counselling services to
students who face problems so that they do not experience isolation. All
the efforts mentioned are not easy to succeed. Thus, love and patience
from teachers are very important.
1.10.4 Ways to Deal with Social Ills Issues
Ways to deal with social ills can be concluded as follow:
Parents’ roles
 educate their children in a right manner
 spend more time with their children
 practice the religious values
Teachers’ roles
 plan teaching activities based on individual differences
 vary teaching and learning strategies and activities to motivate
students
 counsel students who face problems
 inculcate noble values
Peers’ Roles
 be a role model
 provide motivation
 listen and give supports
Individual’s roles
 change negative attitudes
 confident that they can make changes
 have faith in God
Police’ roles
 enforcement of laws
23

Think
As a teacher, are you sensitive to social ills that occur in your school?
List a few social ills that happened in your school; identify factors that
contribute to those social ills and suggest ways on how to overcome
them.
Exercise
You are required to read an article of your choice regarding social
ills. Produce a critical writing of it.
Refer to the following website for further reading
1. http://eprints.utm.my/6169/1/gejala_sosial.pdf
2. http://eprints.utm.my/12174/1/JEPC-2011-1-007.pdf
1.11 Report and Analysis of National Education Achievements - Local
1.11.1 Analysis of National Education Achievements
Among the goals to be achieved in the National Key Result Areas
(NKRA) is expanding access to quality and affordable education. Key
Performance Index (KPI) would be identified in each NKRA with specific
targets that can be measured. Guided by this KPI which focuses on
achievement, leadership in primary and secondary schools need to be
aware that they are leaders in producing human capital. In an effort to
improve educational achievement in the country, the ministry has
recognized 66 schools as High Performance Schools (SBT) based on
excellence in academic and non-academic. Among the schools that have
received recognitions are:
24

Table 1 Schools that have received recognition
School Achievements
SK.Ulu Lubai,
Sarawak
100% pass in the UPSR since 2006.
The first rural schools in Malaysia to achieve the status of
SBT
SK. Zainab 2,
Kelantan
Consistently among the best schools in UPSR.
Outstanding performance in co-curriculum activities such
as taekwondo and public speaking.
SJK (C) Foon Yew
(2), Johor
Consistently among the best schools in UPSR.
Excellent achievement in academic competitions in
Mathematics and Chinese at international level.
SM. Sultan Abdul
Hamid, Kedah
100% pass in SPM.
Outstanding performance in extra-curriculum activities such
as orchestra and rugby
SMK. Aminuddin
Baki, Kuala
Lumpur.
100% pass in SPM for 5 continuous years.
Excellent performance in international sports activities,
especially swimming.
Source: The Management of Boarding School and School of Excellence,
Education Development Plan, 2013-2015.
The success of these schools is the result of a variety of
educational programs that have been implemented in our education
system. To get more information on our educational achievement in the
country, you are encouraged to refer to the category of schools classified
by the Ministry, that is;
i. Integration Education
ii. Inclusive Education
iii. Sekolah Kurang Murid
25

iv. Cluster School
v. Sekolah Jalinan Kasih
vi. Sekolah Dalam Hospital
Discuss
Analyse the management style practiced in the school where you are
working. Compare and contrast the pattern of your school
management with any High Performance Schools (SBT). Discuss your
findings with the lecturer during lecture.
1.11.2 Report and Analysis of National Education Achievements –
International
TIMSS 2011 results showed that Malaysian students failed to meet
the minimum skill level in Mathematics and Science. Not encouraging
results were also recorded among Malaysian students in the PISA
assessment in 2009. Although the TIMSS and PISA results show bad
performance among the Malaysian students (moe.gov.my/en/pelan-
development-education-malaysia-2013, ...). there are a lot of success
attained by the students and schools that were on par with the
international standards. Below is the evidence of the success:
Table 2 Examples of Malaysian students’ International achievements
Year Competition Achievements
Nov
2012
World Robot Olympiad(WRO
2012) Malaysia
Malaysian teams swept 9 medals,
making Malaysia the overall
champion fot the third time
Jul
2012
8th
International Exhibition for
Young Inventors, Thailand
The Malaysian team won a Gold
medal for their invention
Genius Olympiad 2012 Two 14 year old student bagged
26

Year Competition Achievements
International High School Project
Fair on Environment, New York
third proze in the competition
2nd
International Folk Song and
Dance Festival, Georgia
The Malaysian team of 15
performers won the Gold and Silver
Diploma prizes
5th
Asian Schools Badminton
Championship, Hong Kong
The Malaysian team of 16 players
won 3 Gold medal, 4 silver and 9
Bronze medals.
Jun
2012
The Invention and New Product
Exposition, Amerika Syarikat
The Malaysian team won a Gold
medal in the category of educational
inventions
4th
ASEAN School Games,
Indonesia
The Malaysian team of 200 athletes
bagged a total of 100 medals,
claiming the third spot overall
May
2012
English Speaking Union
International Public Speaking
Competition, London
A 17 year old emerged as the first
Malaysian champion
Oct
2011
ASEAN Primary School Sports
Olympiad, Indonesia
The Malaysian team of 36 students
clinched second place overall,
winning a total of Gold, 2 Silver and
3 Bronze medals
Jul
2011
52nd
International Mathematical
Olympiad, Belanda
A Form 4 student clinched the first
Gold medal for Malaysia. Another 4
students attained commendable
results
42nd
International Physics
Olympiad,
Thailand
A Malaysian student attained a Gold
medal and special prize awarded by
the Erupoean Physics Society
Dec
2010
International Competitions and
Assessments for Schools (ICAS)
1
The Malaysian team emerged as
champion for 2 consecutice years –
2009 in Pohang, South Korea and
2010 in Manila, Philippines
SOURCE: Sports Division, Co-curicullar and Arts Division, Fully Residential and
Excellence Schools Managemant Division, Malaysian Education Blueprint (2013
-2025).
27

Discuss
Based on the TIMSS and PISA results, they show that the achievement
of Malaysian students are far below compared to those from other
countries. However, our students performance at the international level,
especially in sports indicate a different result. Discuss why this
happens?
References:
Department of National Unity and National Integration. (2005). Retrieved from
http:// www.jpnin.gov.my/en/isytihar_krn
Dewey, J. (1996). Democracy and education. Retrieved from http://
www.gutenberg.org/files/852/852-h/852-h.htm
Financial Times Lexicon. (2013). Globalisation Definition from Financial Times
Lexicon. Retrieved from :http://lexicon.ft.com/term?term=globalisation
Kiyao, R. (1981). Democratization of education: A Tanzania case. Retrieved
from http:// unesdoc.unesco.org/images/0004/000466/046603EB.pdf
Collin Dictionary. (2013).
Vyas, M. K. (1993). National integration and the law: Burning issues and
challenges. New Delhi: Deep & Deep Publications.
28

TOPIC 2 TEACHERS AND LEGALITIES
2.0 SYNOPSIS
Teachers should always ensure that the teaching dignity and
professionalism should be respected and improved from time to time to a
higher level. As a result the Government Officers (Conduct and Discipline)
Regulations were introduced to serve as a guide for teachers and other
public servants in the performance of responsibilities. In the context of
education, every teacher should fully understand the rules of Conduct and
Discipline 1993 which has been amended in 2002 to protect the good
name of the profession and the public service. The Education Act 1996
also should be closely scrutinized and understood by the teachers in order
to realize the national education goals.
2.1 LEARNING OUTCOME
i. know and understand the Regulation Of Public Officials (Conduct
And Discipline, 1993 (amendment 2002), as well as its importance
in the course of official duties as a public servant.
ii. know and understanding the Education Act 1996 and its importance
to the teaching service.
iii. know and understanding the implications of the regulations and the
Education Act when carrying out official duties.
29

2.2 TOPIC OUTLINE
2.3 REGULATIONS OF THE PUBLIC OFFICERS (CONDUCT AND
DISCIPLINE) 1993 (AMENDMENT 2002)
Introduction
Teachers are public servants who should comply with all ethics of
civil servants as enshrined in the Code of Conduct (code of conducts) for
all civil servants as provided under rule 4 of Chapter D, General Order
(Government Gazette PU (A) 395 amended 2002). The primary purpose of
regulation is to protect the image of the government in particular and the
Public Service in general. Disciplinary action is a step that must be
followed to punish public officials who violate any of the rules in order to
improve their behavior in the future and at the same time serves as a
guide to others. The regulation associated with the task of a teacher is as
under Regulations of the Public Officers (Conduct and Discipline) 1993
(Amendment 2002) (P.U.A246) which commenced on 06.20.2002. The
rules included are as follows:
30
Teachers and
Legalities
The Regulations of
Public Officials
Implications towards
the profession
Education Act 1996

• Types of Misconduct That Allows Disciplinary Action Taken.
• Types of Disciplinary Actions That Can Be Taken on Officers who
Commit Offences
• Penalties Disciplinary Action
RULE 3A.
Public servants must comply with the rules laid down and disciplinary
action may be imposed on the defaulting officer.
RULE 3B
An officer is required to give an undertaking as provided in the Public
Officers Regularions (PU.A.176) Appointment, Promotion and Termination
of Service.
RULE 3C
It is the responsibility of an officer to exercise disciplinary control and
supervision over his subordinates and take appropriate action promptly
against any officer who violates any provision of these rules.
Officers who fail to exercise control and supervision or failed to take action
against his subordinate who violates any provision of these rules shall be
deemed to be negligent and irresponsible and he shall be liable to
disciplinary action.
RULE 4 (1)
An officer shall at all times allegiance to the Yang di-Pertuan Agong,
country and the Government.
Officers should always care for; preserve and defend the sovereignty and
national dignity; respect and obedient to the law and strive to serve the
country. Some examples of violation of regulation 4 (1) are as follows:
31

• abetting the enemy of the state
• leaking government secrets.
• disparaging and undermine government policies and actions.
• become a member of Jemaah Islamiyah
• participate in the Malaysian Militant Union
RULE 4 (2)
An officer is not allowed to:
• prioritize personal interest to public duty
• behave in such a manner that may cause personal interests
conflicting with public duties
• behave in any manner that is likely to cause reasonable suspicion
• behave in a way that can worsen / discredit the public service
• be inefficient or having lack of effort
• be dishonest
• be irresponsible
• take or attempt to take any form of outside influence or pressure
• disobey or against the superiors
• negligent in performing its duties
RULE 7: Drug abuse, officer can be terminated for public interest
[Rule 49]
If the officer has reached Retirement Age Options. Example; the violation
of Rule 7 is taking marijuana, morphine, heroin or drugs.
RULE 9 : Providing and receiving gifts
A civil servant can not receive / provide any forms of gifts that can be in
any way affect the official duties as it is conflicting with Rule 4. Examples
of violation of Rule 9 is like a contractor celebrating the head of
department that has become the member of the tender board
[entertainment = meals, hotels, airfares and others].
32

RULE 11 : Maintain living standards over emoluments / valid income
An officer is not allowed to:
• maintain living standards over emoluments / valid income
• acquire / own any financial resources or property disproportionate
or unreasonable to emoluments / legitimate income
RULE 12 : Borrow money / guarantor to any person.
RULE 13: Serious financial indebtedness
Rule 13.(1) An officer shall not be in any way cause him to be in serious
financial indebtedness.
An officer shall be deemed to be in serious financial indebtedness if (a) the
aggregate of the debt and liabilities at any time exceed 10 times of the
monthly emoluments.
RULE 16 : Do not involve in future market
RULE 18 : Publishing books and paper
An officer also may not publish or write books, articles or other work based
on official information. Among RULE VIOLATIONS 18 is like writing /
publishing books using official information (top secret, private and
confidential)
RULE 20 : Newspaper/magazine/journal editor
A civil servant is not allowed to be a newspaper editor /magazines/journals
except, publications:
• for the department
• for professional
• for voluntary organizations that do not have political character
• that is approved in written form by the head of department
33

RULE 6 : Attire
Amongst the violation of Rule 6 are:
• Wearing a singlet or round neck t-shirt
• Wearing sarong, shorts and etc.
Summary
Teachers are public servants who hold the trust entrusted to them
by the government. As public servants, teachers should show a high
degree of professional while always acting and behaving as required by
the rules of conduct and discipline as stipulated in the general order.
Think
DISCIPLINARY CASES AMONG PUBLIC SERVANTS INCREASE
36.2 PERCENT
Utusan Malaysia
16/10/2009
SEREMBAN 15 OCt. - Disciplinary cases involving public servants for
various misconduct increased by 36.2 per cent last year compared to
the previous year. Chief Secretary to the Government Tan Sri Mohd.
Sidek Hassan said a total of 3,383 disciplinary cases recorded last year
compared to 2,159 cases in 2007.
"The state civil service state recorded the highest increase of 57.62%,
30% PBT and 27.43% of the federal civil service," he said.
Mohd. Sidek said, such cases involved various of misconduct such as
absenteeism which involve all members of the public servants. Scenario
implies that the integrity and discipline of civil servants has dropped.
"The increase in such cases can be dealt with by the widespread
awareness among the heads of department to take disciplinary action
against officials who violate the rules," he added.
In your opinion, what are the causes of the disciplinary cases and
how you as a civil servant can help to reduce it. Discuss.
2.4 Education Act
34

2.4.1 Education Act 1996
• An extension and renewal of the Education Act 1961.
• Aims to strengthen the national education system in line with the
needs and aspirations of Malaysia that is to become a center of
excellence for high quality and world class education.
• This Act is anchored to the main recommendations of the Razak
Report 1956, which became the basis of national education policy.
• The new Act also still retain many relevant provisions of the
Education Act 1961.
2.4.2 The purpose of the enactment of the Education Act 1996 is for:
• expanding the scope and introduce legislation on education.
• strengthening the national education system for young generations
in line with the nation’s aspiration to make Malaysia a center of
educational excellence of the highest quality.
• outline the relevant legislation related to education.
• includes legislation in the pre-school to tertiary level, including the
government and private sectors.
• strengthening the national language as the main medium of
instruction.
• coordination of all types of school curriculum through the national
curriculum.
• using a standard evaluation and examination system.
• Islamic Education is extended to Muslim students.
• expanding the jurisdiction of the Minister of Education.
• enhance technical education.
• strengthening teacher training.
• systematic private education
• strengthening the tribal language
35

2.4.3 The content of the Education Act 1996
• Section 16: provide three categories of schools in Malaysia;
government, private and government aided schools. This clearly
can accommodate the needs of the Form 6, matriculation and so
on.
• Section 17 (2), provides national language as a compulsory subject
in all schools.
• Section 18 provides that all schools should follow the national
curriculum except it is specifically exempted.
• Section 19 provides that all schools prepare students for public
examination, unless specifically exempted.
• Section 21 empowers the Minister to establish and maintain
kindergartens.
• Section 37 and section 38 allows the polytechnic to offer courses
of study or training program at the certificate or any level of
qualification with any university or other educational institution.
• Section 47 (1), allows teacher training colleges to provide degree
courses, diploma or certificate program in collaboration with
university or other higher education institution.
• Section 40 allows the Minister to provide special education classes
in special schools or in any primary or secondary school.
• Section 50 provides that Islamic Education subject is compulsory in
all schools including private schools when there are 5 or more
Muslim students.
• Section 69 provides that all of those conducting the public
examinations are required to obtain approval from the Director of
Examinations in advance.
• Section 77 clarifies that private educational institution that run
"twinning program" and "linkage" must obtain permission in writing
from the Minister.
36

Summary
Education Act is the foundation of the National Education System
which contains all aspects associated with the national education rooted
with the national philosophy. The understanding of the teachers about the
importance of this act is very important when carrying out duties as an
educator so that they could be in line with the vision and mission of the
ministry of education and government in general.
Think
Study and analyse the content of the sections in the Education Act
1996 (Act 550) which has been allocated to your group. You are
required to state the implications of the section to pupils, teachers,
schools, curriculum or the National Education System.
Exercise 1
Discuss why a teacher as a public servant needs to comply with all the rules
and regulations of public officials (conduct and discipline) while performing his
official duties.
Rest
Rest a while...before you proceed to the next exercise.
Exercise 2
Make a comparison between the 1961 Act and the Education Act
1996 and discuss its implications on the national education system.
Surf the web
Surf the web for more information.
37

End
Happy Trying...
2.5. Person with Disabilities Act 2008 (OKU Act 2008)
Persons with disabilities are considered as part of our society. They
contribute to the development and growth of our country. Therefore it is the
responsibility of government to ensure that the welfare and well being of
this group of people are being taken care of.
Person with Disabilities Act 2008 (OKU Act 2008) was introduced
based on the concept of human right which means people with difficulty to
move (physical), see, hear, speak (speech) and learn also have rights in
doing whatever is done by a person without disabilities. It is an act to
provide for the registration, protection, rehabilitation, development and
wellbeing of persons with disabilities, and the establishment of the National
Council for Persons with Disabilities. The Persons with Disabilities Act was
passed on 10th December 2007 in the Malaysian Parliament. The act
came into operation on 7 July 2008. The ministry has targeted two areas,
mainly accessibility and employment as priorities.
2.5.1 The Purpose of Person with Disabilities Act 2008
National disability legislation is regarded as a prerequisite for an
effective national disability policy. It should not only protect the human
rights of persons with disabilities but also provide for the implementation of
those rights, aiming at their full integration in society.
38

• “Persons with disabilities” according to Person with Disabilities Act
2008 include those who have long term physical, mental, intellectual
or sensory impairments which in interaction with various barriers
may hinder their full and effective participation in society
• Person with Disabilities Act 2008 is a law which protects the rights
of persons with disabilities. The law says that persons with
disabilities will have same opportunity as other people. The act also
provides good quality of life of persons with disabilities by facilitating
easy access to the following:
• Places and services
 Persons with disabilities shall have the right to access to
and use of, public facilities, amenities, services and
buildings open or provided to the public on equal basis with
persons without disabilities.
 Government has to ensure that such public facilities,
amenities, services and buildings are of universal design in
order to facilitate their access and used by persons with
disabilities.
• Public transport
public transport easily. Government has to ensure that the
design of public transport enable everyone to use.
• Education
 Persons with disabilities shall not be excluded from the
general education system on the basis of disabilities, and
children with disabilities shall not be excluded from pre-
school, primary, secondary and higher education including
vocational training and lifelong learning.
39

 The government and institutions must provide teaching
materials and good support such as sign Language and the
use of braille.
• Employment
employment on equal basis.
 Employer shall protect the rights of persons with disabilities,
on equal basis with persons without disabilities, including
equal opportunities and equal remuneration for work of
equal value, safe and healthy working conditions, protection
from harassment and the redress of grievances.
• Computer and IT
 The government and provider of IT should make sure the
rights to access computer and information technology (IT) of
persons without disabilities are the same as other people.
 The Government and the provider of information,
communication and technology shall provide the
information, communication and technology in accessible
formats and technologies appropriate to different kind of
disabilities in a timely manner and without additional cost in
order to enable persons with disabilities to have such
access .
 The Government and the private sector shall accept and
facilitate the use of Malaysia Sign Language, Braille,
augmentative and alternative communication, and all other
accessible means, modes and formats of communication.
• Cultural life
 Develop the potential of persons with disabilities in art or
other areas
40

 Persons with disabilities have the right to be known for own
culture and language, to enjoy the way of life in society
same as other people and to enjoy TV, movie, theatre,
museum, library and holiday
• Habilitation and Rehabilitation
 Private healthcare service provider and non-governmental
organization shall take effective and appropriate measures
to enable persons with disabilities to attain and maintain
maximum independence, full physical, mental, social and
vocational ability and full inclusion and participation in all
aspects of life.
 The government should promote and strengthen
community-based rehabilitation programme to provide early
intervention, rehabilitation and training
• Health
 The government has to ensure persons with disabilities to
have access to health services, including health related
rehabilitation.
 The government shall have in its employment speech
therapist, physiotherapist and occupational therapist
 The government must provide prevention of further
occurrence of disabilities, immunization, nutrition and
genetic counseling.
• Protection of Persons with Severe Disabilities
 The government will provide protection and support to
ensure that persons with severe disabilities have a good
quality of life after their caregivers passed away
 Non-governmental organization intending to provide
institutional care for persons with severe disabilities or the
caregivers for persons with severe disabilities may make an
41

application for an incentive for providing such care to the
council.
• Help during Emergency
 Persons with disabilities have the right to have assistance
on equal basis with persons without disabilities in situations
of risk including during war or natural disaster
2.5.2 National Council of Persons with Disabilities.
Besides that, the government also has formed the National Council
of Persons with Disabilities. The roles of the councils are as followed:
• The Council will work together with government, organisations and
companies to carry out plans.
• The Council will give suggestions and advice to government to
improve the support for Persons with Disabilities
• Help people know more about Persons with Disabilities
• Improve the education system
• Promote job opportunities and skills training for Persons with
Disabilities
Summary
Persons with disabilities are part of our society. They have the
rights to enjoy the development of our country in all aspects such as
education, transportation, information and communications technology,
health services, public facilities, security and others. Government’s
commitment in helping persons with disabilities is demonstrated in the
Person with Disabilities Act 2008 (OKU Act 2008) and National Council of
Persons with Disabilities.
2.6 Education Regulations (Special Education ) 1997
42

The introduction of Education Regulations (Special Education) 1997
is one of the government’ efforts in ensuring democratisation of education
and equality of access to education are given to all citizen regardless of
their background, socioeconomic status or disabilities of individual.
2.6.1 Education Regulations (Special Education) 1997 came into operation
on 1 January 1998 with the interpretation as:
“Student with special education’ means student with vision disabilities,
hearing disability and learning disabilities”.
2.6.2 Special Education Programme is interpreted as:
a) a program which is held in a special school for students with vision
disabilities or hearing disability;
b) an integrated program which is held in normal school for students
with vision disabilities, hearing disability or learning disabilities; and
c) an inclusive education program where students with special needs
are present in a class together with normal students.
2.6.3 Requirement To Attend Special Education Programme
All students with special needs who are eligible to be educated and
have the ability to manage themselves without the assistant of people can
be accepted to school as stated in Education Regulations (Special
Education ) 1997, Part ll, 3(2), section 41 of Education Act 1996.
i. For government and government aided schools, students with
special needs who are eligible to be educated are qualified to attend
Special Education Programme, except the following:
a) student with physical disability but has the mental ability to
learn as normal student, and
b) students with variety of disabilities or severe disabilities or
mentally retarded.
ii. A student with special needs is an individual who is eligible to be
educated and have the ability to manage themselves without the
43

assistant of people and has been certified by a panel which consists
of medical officer, officer of the Ministry of Education and officer of
Society Welfare Department.
2.6.4 Curriculum
In the implementation of the curriculum of special education,
teachers can adapt and adopt the methodology and techniques of
teaching and learning, allocation of time, arrangement of activities,
subjects and teaching materials to achieve the goals of special education.
Summary
Education Regulations (Special Education ) 1997 are specially
made to safeguard the implementation of democratisation of education in
our national education system whereby all citizen can access to education
regardless their physical condition and background. Government’s
commitment is clearly demonstrated in the Malaysian Education Blueprint
2013-2025 under the topic ‘special needs group’. The regulations will be
improvised continuously especially the amendment of Education
Regulations (Special Education ) 2013 which has been announced on the
18 July 2013 and came into operation in all government and government
aided school that implement special education in Malaysia.
Discuss
Refer to the website and discuss how Malaysian Education Blueprint
(2013-2025) and Person with Disabilities Act 2008 (OKU Act 2008) could
help in realising the purpose of inclusive education for children with
special needs.
44

References
1. ‘Akta Pendidikan 1996’; http://ipt.moe.gov.my.
2. Surat Pekeliling Perkhidmatan, Bil.1 (2008).
3. Surat pekeliling perkhidmatan, bil.2 (1985).
4. Surat Pekeliling Ikhtisas bil.5/1998, Akta Pendidikan 1996 dan
Peraturan-peraturan akta Pendidikan 1996.
5. ‘Undang-undang Malaysia, Perintah Am, Bab A-G’ (2006),
International Law Book Service, Petaling Jaya:Selangor.
TOPIC 3 EMOTIONAL STRESS AMONG STUDENTS
3.0 SYNOPSIS
Emotional stress does not only exist among adults, but children also
experience emotional stress. The impact of emotional stress on children is
greater than on adults, because children have less experience and ability
to cope with emotional stress. Thus, emotional stress among children,
especially school children cannot be overlooked.
• explain emotional disturbance among children
• explain the causes of students’ emotional disturbance
• identify measures to overcome the problem of emotional
disturbance among students.
45

• explain child rights based on Convention on the Rights of the
Child 1989
• states efforts to protect children in Malaysia
3.2 TOPIC OUTLINE
3.3 EMOTIONAL DISTURBANCE AMONG CHILDREN
3.3.1 Emotional disturbance among students
Emotional disturbance is a situation where an individual suffers
internal conflicts that are difficult to overcome. Dewan Bahasa and
Pustaka Dictionary explains emotional disturbance as resulted from
conflicts which are not resolved and they are characterized by anxiety
either through speech or certain behavior. Conflict or internal disturbances
will have an impact on a person's behavior. Emotional disturbances occur
when situations or problems encountered by individuals are beyond their
ability to overcome it. Emotional disturbances can be experienced by
anyone, including children, especially students.
3.3.2 Signs of emotional disturbances among students
Emotional disturbances which are unsolved will lead to mental
disturbances, various changes in behavior such as fear, anxiety and
46
Emotional
stress among
children
Emotional
disturbance
Children’s
rights
Emotional
disturbance
among
children
Causes of
emotional
disturbance
Steps to
overcome
emotional
disturbance
among
students
Children’s
rights
Children’s
rights in
Malaysia
Efforts to
protest
children

depression. Students with emotional disturbances can be identified by
several symptoms. Among the signs of emotional disturbance among the
students are:
• Lack of appetite
• Throat Nausea and vomiting
• Like to be alone/ isolate themselves
• Frequent stomach pain / headaches
• Depression
• Appears sad / frustrated
• Lack of confidence
• Frequent crying for no reason
• Bedwetting
• Like biting nails
• Irritable
• Acting aggressive / impulsive
• Excessive fear and anxiety
• Lethargic / tired and always sleepy
• Frequent outbreaks of disease
• Strange behavior
3.3.3 Causes of emotional disturbance
There are many causes to emotional disturbance among students at
school. The causes can be categorized into family, peer, teachers, school
and environment. School environment, events happened in family, peers
47
Discussion
Discuss with your classmates steps that you can perform to identify
students who are experiencing emotional disturbance.

and others can caused emotional disturbance to students (Terri Mouro
(2004).
• Family
 Inharmonious family, quarrels and divorce of parents
 Instability of the family economic status and financial
problems
 Dysfunctional relationship between family members,and
frequent quarrels among sibling
 Less attention, appreciation and affection from their parents.
 Abused by parents or guardian
 Parental favoritism
• Peer Factors
 Peers’ aggressiveness and often fight
 Ridiculed and humiliated by peers
 Threatened and bulled by peers
 Peers who like to show off
 Neglected and not accepted by peers
• Teacher Factor
 Teacher who practices favoritism / discrimination
 Leadership style and teaching methods that are less
appropriate
 Teacher’s communication skills
 Teacher’s behavior is harsh and aggressive
 Lack of closeness between teacher and students
 Autocratic leadership style
• School Factors
 School environment is not conducive
48

 Lack of school facilities
 Attitude of school administrators
 Culture of the school that emphasize academic excellence
 School discipline and rules are too strict
• Environmental factors
 Members of the society are materialistic
 Jealousy and prejudice of the members of the society
 Lack of understanding among members of the society
 Discrimination in the society
3.3.4 Steps to overcome the emotional disturbances of students
Emotional disturbances among children should not be taken lightly
by teachers and parents. Teachers who are professional and responsible
should be aware and sensitive to changes in students who experience
emotional disturbances. Then the teacher should take appropriate steps to
help students to overcome their emotional disturbances. Among the steps
that can be implemented are:
• discuss individually with the student to identify the cause of his
emotional disturbances
• provide appropriate attention and appreciation to students
49
Activity 1
Individually, you are required to make a mind map on the causes
of emotional disturbance among students.

• provide motivation, encouragement and positive support to
enhance self-confidence and self-concept
• refer students to school counselor
• talk to the students ‘parents or guardians
• teachers and administrators practice democratic leadership
• vary teaching methods and strategies to meet the needs and
requirements of students
• creating a conducive learning environment
3.4 CHILDREN’S RIGHT
 Children are important human capital of a country. Human capital
can be developed to an optimum level by providing a safe and
conducive environment.
 Therefore, the protection of children from being neglected, abused,
violence and exploitation is an important aspect and should be
given priority.
 Assembly of the United Nations (UN) on 20 November 1989
adopted the Convention on Rights of the Child to provide protection
to children of the world. Based on the document of this convention,
children are given protection from being neglected, abused,
exploited and to have certain rights. Malaysia has adopted the
convention.
 Based on this convention, all children regardless of gender,
background, socio-economic status, religious beliefs and abilities
are recognized as individuals with rights to grow up and being
protected of their life.
50
Let’s Think
How could you help children who suffer from emotional disturbances due
to stress caused by teacher in your school.

3.4.1 Principles of the Convention
This Convention has established several principles, namely:
• No discrimination against children
All children regardless of race, color, sex, language, religion,
political opinion, national origin, ethnic group or society, property,
disability, birth or status, or parent / guardian have the same rights.
• The best interests of the child
The primary consideration in all cases is the best interest of the
child.
• The right to life and grow
Children have the right to life and develop in all aspects of their
lives, including physical, emotional, psycho-social, cognitive, social
and culture
• Right to participation
Children should be allowed to participate actively in all events that
involved their life and are free to give their views and opinions. They
have a right to be heard and taken seriously
3.4.2 Definition of a child
Article 1 : a child is recognized as a person under 18, unless the national
laws recognize the majority age earlier
3.4.3 Childrens’ right
• The right to life
• The right to protection
• The right to development
• The right to participation
The right to life
51

Children have the right to basic needs such as food, clean water, shelter
and health care. Parent or guardian are responsible to ensure children’s
right to life is fulfilled.
Article 6: All children have the inherent right to life and the state has an
obligation to ensure the existence of the child's development
The right to Protection
Rights to protection of children include protection from discrimination,
abuse and neglect. Parents or guardians must provide care and protection
to children. Children without families or refugees should be given
appropriate protection. At the same time, protection from sexual, physical,
and exploitation, neglect, drug abuse and discrimination are parts of
children's rights. The State shall provide protection to children if they are
neglected by their parents or guardians.
Article 3: The State shall provide adequate care to children through
relevant local authority if children are being neglected by parents or
guardians.
Article 8: The State has an obligation to protect, and if necessary
strengthen the fundamental aspects of identity, including nationality and
family ties.
The right to development
Parents, members of the extended family or guardians are responsible to
ensure that children are developed in the aspects of physical, mental,
emotion, spiritual, moral and social. Education should be given to children
for them to develop.
Article 5: The State must respect the responsibility of parents or members
of the extended family in providing guidance to children based on their
abilities.
52

The right to participation
Children are also given the freedom of expression, giving opinions,
association and play with their peers. The children’s views and opinions
relating to their affairs must be heard and adopted. They are also entitled
to participate in activities or programs of society and clubs.
Article 12: All children have the right to express their views freely in all
matters relating to children.
3.5 CHILDREN'S RIGHTS IN MALAYSIA
Malaysia has shown a strong commitment to the Convention on
Rights of the Child,(1989) by providing environment, opportunities and
platform for the rights of the child to be implemented. Among Malaysia's
commitment to the recognition of children's rights, the Malaysian
Government has confirmed and signed the following conventions:
• Convention on Rights of Children: March 19, 1995
• Convention on the Elimination of All Forms of Discrimination against
Women: August 4, 1995
• International Labour Organisation Convention 138 (minimum age for
employment): 1997
• International Labour Organisation Convention 182 (forms of child
labor the most severe) on 10 November 2000.
53
Visit the Web site: http://www.scribd.com/doc/101029420/528-
konvensyen-Mengenai-Hak-Kanak-kanak-Versi-Bergambar
Read carefully the information contained in the Convention on the
Rights of the Child. Identify the rights included therein. Discuss with
your lecturer and classmates.

Malaysian children’s rights are always given attention by the
government. Malaysia Children's Rights include the right to life, right to
protection, right to development and right to participation.
• The right to life
Parents or guardians of children in Malaysia must provide for the basic
needs of children within their means. Children need a shelter which is nice
and conducive, balanced diet and clean water. It can assure the survival of
a positive and cheerful life. Balanced diet and clean water are needed to
enable children to have healthy body for a more positive and active life.
• The right to protection
Children in Malaysia are valuable asset for the future of this country.
Therefore, children in Malaysia are protected from any types of negative
acts such as abuse, neglect , exploitation and slavery . Protection will be
given to children who have been abused either physically, emotionally or
sexually. Issues of abuse, molestation, neglect and exploitation by
caregivers is a continuous phenomenon and need to be combated. The
Malaysian government is looking at these issues as a disaster and threat
to the national development. Those who commit abuse, neglect and
exploitation of children will be severely punished .
• The right to development
In line with the aspirations of the Children's Rights Convention, Malaysia
has given serious focus in the holistic development of children which
includes physical, emotional, spiritual, intellectual and social. Parents must
provide children with formal education by sending children to school and
informal education such as religious knowledge and moral value.
Children‘s interest and love for knowledge must be nurtured since
childhood to ensure children’s development in various aspects.
54

• The right to participation
Children in Malaysia are given the right to associate and play with their
peers freely without restrictions. Through play they can interact with their
peers, thus enhance their social skills. They can associate freely
regardless of race, ethnicity, color of the skin, religion and others . Children
in Malaysia are not prohibited to join and become members of associations
and clubs.
3.6 THE EFFORTS IN PROTECTING CHILDREN
In order to ensure that children in Malaysia have adequate
protection, a number of efforts and legislative acts have been developed.
Among them;
3.6.1 Protection of Children Act 1991 (Act 468)
This Act is related to the conservation and protection of children
who needed protection from abuse, neglect, exploitation and slavery.
Section 2 in relation to a child in need of protection if:
• Children are most likely being assaulted or abused from the aspects
of physical, emotional and sexual.
• Caregivers of children are not eligible or have no ability to care for
and protect the child adequately.
• Caregivers of children have committed negligence or unwilling to
take care of and provide children’s needs adequately.
• There are no guardians willing to take care of the abandoned
children ; no other person qualified to take care of.
• Neglect performed on children in need of inspection, investigation or
treatment.
• Children’s behavior that could hurt himself or someone else or
no one is willing to take care or improve the situation.
55

• There is conflict between children and guardian or between
guardians. The dispute resulted in the affected family relationships
and caused emotional disorders in children.
• Children who are involved with any of the offenses in Chapter XVI
of the Penal Code.
3.6.2 The Park Childcare 1984 [Act 308]
• The Act is related to the registration, regulation and inspection of
child care or nursery
• The Act provides protection to children under the age of 4 years.
• This Act is to assure health, safety and education of children under
4 years.
• Control, supervision and inspection can be carried out by
enforcement gardens registration for childcare
• Related parties have the authority to enter and examine the
childcare parks for the health, safety and education of
children.
3.6.3 Adoption Act 1952 (Act 257)
• To protect children from being abused, neglected and exploited.
• The Act is designed to regulate the procedures of adoption and
ensure the welfare of children.
• Legal provisions of this act is as enacted in Ordinance to adopt
a child in 1960.
3.6.4 Children Act 2001 (amended in 2002)
• Children Act 2001 (amended in 2002) effective on August 1, 2002
is a combination of three previous law of the Child Protection Act
1991, the Women and Girls Protection Act 1973 and the Juvenile
Court Act.
56

• It is the law relating to the preservation, protection and rehabilitation
of children in order to protect the welfare and interests of children.
• Among the points highlighted by this Act is the duty and
responsibility of parents or guardians in maintaining the well-being
of children, the responsibility to inform the cases of child abuse, the
establishment of the Court For Children, trial procedures,
sentencing and so on.
• The term children pursuant to this act are those aged less than 18
years.
• The Act provides for the duties and responsibilities of the legal
parents or guardians to care for their children's condition.
• In addition, the Act imposes duties to members of the child's family
to inform the patron if they have reasonable grounds that a child
has been harmed physically or emotionally as a result of being ill-
treated, neglected, abandoned or exposed, or sexually abused.
• Rationale for family members of children subject to a duty to inform
about the possibility that a child is abused is because they are
among the closest to the child . They are also likely to find out why
a child is being abused.
• If a child is accused of any offense, the Court For Children shall
order the mother and father of the child to be presented in court
unless the court is satisfied that it would be unreasonable to
require their presence.
• The Act also provides that if the guardian abuses, neglects,
abandons or exposes the child or causing or permitting the child to
be abused, neglected, abandoned or exposed to any cause of
physical injury, emotional injury or sexual abuse, then the person
has committed an offense under section 31 of the Children Act
2001.
57

• The parent or guardian of the child is considered to neglect the child
if he does not provide the children food, clothing, medical or
dental treatment, accommodation or care. Parent or guardian can
be sentenced or fined not more than RM 10,000.00 or imprisonment
not exceeding ten years or to both. In addition, the court also may
order the person to execute a bond of good behavior.
3.6.5 Prevention programs and rehabilitation of children
Pprotection team and children's activity center have been
established at the state and district levels aimed at providing services to
families and children who are exposed to violence, sexual abuse, torture
and so on.
3.6.6 Establishment Detect Child Abuse
The team was established in district hospitals and the state to
supervise and monitor cases of abuse and neglect of children referred to
hospital.
3.6.7 The involvement of children and the National Action Plan
Children in Malaysia are given the right to speak and be heard.
Children's voices are heard through their participation in the evaluation of
the First National Action Plan and the drafting of Second National Action
Plan. The elements of the Convention on Rights of the Child are taken into
account in the drafting of the Second National Action Plan.
58
Discussion
Discuss with your course mates, efforts that have been
implemented in fulfilling the rights to development among the
children in Malaysia.
Exercises

1. Malia, a student of Year 4 Melor is active and cheerful in school.
Recently, she is always dreamy and moody in school. Her academic
achievement is declining. Discuss the problems faced by Maria and
explain steps that can be taken by a teacher in helping Malia to solve
her problems.
2. Jazli is a student of Cikgu Ahmad. He likes to bully, tease and disturb
his peers in class. Cikgu Ahmad finds that Jazli lives in the slum areas
and his father is a labour. His mother is working at a factory. Identify
the causes to Jazli behaviour and discuss children’s rights that are not
attained by Jazli.
References
Lori Lite, (2014). Stress Free Kids: A Parent's Guide to Helping Build Self-
Esteem, Manage Stress, and Reduce Anxiety in Children, Massachuset,
USA, Adam Media.
Marion, M. (2003). Guidance of young children, 6th Ed. Columbus, Ohio:
Merrill/Prentice-Hall.
Robert J. Haggerty, (1996).Stress, Risk, and Resilience in Children and
Adolescents: Processes, Mechanismes and Interventions, Cambridge,
UK, Cambridge University Press.
See Ching Mey dan Lee Siew Siew , (2005). Kemurungan Di kalangan pelajar:
Satu Kajian Kes , Jurnal Pendidik dan Pendidikan,Jil. 20, 113–129
http://www.heartmath.org/free-services/downloads/helping-children-
manage-stress.html
http://pubs.ext.vt.edu/350/350-054/350-054_pdf.pd
http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID
TOPIC 4 EMOTIONAL STRESS AMONG TEACHERS
59

4.0 SYNOPSIS
Teacher’s responsibilities at present are getting more challenging
not only because of the teaching profession itself but it is also due to the
high expectation from the society towards teachers and schools. Thus, the
stability of the teachers’ emotions are needed to avoid stress in carrying
out their responsibilities. Duly a teacher should have the ability to carry out
all the given responsibilities without having any stress. This is because a
teacher plays an important role to develop a balanced human capital in the
aspects of physical, emotion, spiritual, intellect and social. Therefore, it is
very important for a teacher to manage the tasks and responsibilities given
to them without any stress and pressure. If a teacher fails to manage
his/her emotion and stress it will be difficult for him/her to develop human
capital as what is aspired in the National Education Policy.
At the end of this topic you should be able to:
i. identify the causes of stress and burnout
ii. explain the signs of stress and burnout
iii. discuss the implications of burnout to individual specifically to
teachers
iv. differentiate between stress and burnout
v. discuss measures to be taken to deal with emotional stress among
teachers.
4.2 TOPICS OUTLINE
60

4.3 STRESS
4.3.1 Concept of stress
Stress is a kind of disease which is always associated with mental
health and often attack the present society. Stress means pressure which
is very common in life (Harunssani, 2004 in Mohd Taib and Hamdan,
2006). According to Mohd Salleh (1994) stress is one’s physical and
mental response towards a situation that could cause discomfort in life.
This discomfort could give two different effects which is either positive or
negative. Stress at low rate is positive as it can motivate an individual to
achieve what he wants to achieve. Instead stress at high rate could cause
harm such as falling ill or having bad relationship.
In Malaysia, stress problem among teachers have been greatly
discussed and many studies have been conducted to look into this issue.
According to Kyriacou (2000) stress among teachers are what they
experience on their negative emotions such as stress, frustration, anxiety,
anger and depression due to their commitment as teachers. Teacher’s
workload and changes in the education system are among the factors that
contribute to stress among teachers.
4.3.2 Types of Stress
61
Emotional Stress
Among Teachers
Stress Burn out
Measures to manage
stress

According to Cockburn (1996), there are five types of stress
amongst teachers, that is:
‘Here and Now’ Stress
‘Here and now’ stress is defined as stress that occurs at that
particular time. For example; during exam, when you are in an argument
or when you have an accident.
‘Anticipation’ Stress
‘Anticipation’ stress refers to a situation when a teacher reacts to an
expected situation. For example; when a novice teacher is assigned to be
a class teacher and he has to meet the parents at the PTO meeting. As a
novice teacher with no experience, this kind of situation could cause
‘anticipation’ stress.
Imaginative Stress
Imaginative stress occurs when an individual imagines of a negative
or frightful things. For example; you are alone in your house and you hear
noises outside your house. Consequently you would imagine that a thief is
trying to break into your house.
Reactive Stress
Reactive stress occurs due to our past experiences and events. It
happens naturally. For example; when you experience the loss of your
loved ones. The process of reminiscing the past could cause the reactive
stress to occur.
Negative Stress
62

Negative stress is a feeling that could reach at its peak at certain
duration; either days, weeks, months or years. It could be due to financial
or marriage problems.
4.3.3 Causes of Stress
According to Faizah dan Mazlan (2010), the causes of life stress
comprise of these eight factors :
Life Style
a. Unhealthy eating discipline.
b. Loves to shop using credit cards for unnecessary things.
c. Unable to manage time for work and time spent for the family.
d. Lack in exercising for self-health.
e. Unable to manage systematic sleep pattern.
Financial
a. Having a bad financial discipline problem.
b. Do not plan before spending money.
c. Insufficient salary to accommodate with self and family expenses.
d. Bad financial planning.
e. Always having financial problems.
Personality
a. Having difficulty to express the feeling of joy.
b. Having the attitude to talk more than listen to others.
c. Always in a hurry to complete the task given.
d. Always making decisions without thinking rationally.
e. Gets angry easily even on trivial things.
Spiritual.
63

a. Do not easily accept things that happen to oneself.
b. Easily blaming others.
c. Find difficulty to feel calm when faced with problems or obstacles.
d. Find difficulty to have relationship with others.
e. Lack of patience in dealing with difficulties.
Life Events
a. Feeling useless. This happens because one always looks at self
weaknesses rather than on their strengths.
b. One who has bad memories that keep haunting his life.
c. Feeling that God is not being fair.
d. Always feeling lonely. This situation would cause one to feel bored
and stress.
e. Separation with the loved ones that could cause unhappiness and
stress.
Environment
a. Feeling suffocate because too many family members living in the
same house.
b. Having problems with neighbours.
c. Uncomfortable and unfitting bedroom for rest.
d. Having a noisy family that could cause tangled mind.
e. A crowded and uncomfortable place to live in.
Relationship
a. Having problems to communicate with working colleagues.
b. Feeling that friends are unable to listen to the problems that one
wants to share.
c. Having difficulty to feel happy with friends.
d. Feeling that your close acquaintance cannot understand you.
e. Feeling uncomfortable to mix around with the community.
Occupation
64

a. Likes to procrastinate work.
b. Having problems to control students while teaching.
c. Feels that the class time table given is burdening.
d. Having lack of recognition from the school.
e. Feels that the education policy is making lots of changes and too
burdening.
4.3.4 Signs of Stress
Psychological
Characteristics
• Easily worried, pressured, confused and angry.
• A feeling of frustration, anger and hatred.
• Emotionally sensitive and passive.
• Keep things to oneself, self withdrawal and depression.
• Lack of effective communication.
• Do not like to socialize and like to seclude oneself from others.
• Feel bored and does not experience any job satisfaction.
• Mentally tired, a decline in intellectual function and lose of focus.
• Loss of spontaneity and creativity.
• Decreased self-esteem.
Behaviour
Characteristics
• Likes to procrastinate, avoid from doing any work and playing
truant.
• Decreased performance and productivity.
• Increased use of alcohol, drug and banned substances.
• Always shows the behaviour of sabotage in working.
• Bad eating habits and weight gain.
65

• Abnormal eating behaviour as a form of self-withdrawal and a
sudden weight loss; and a combination of depression.
• Increased high risked behaviour, including getting careless in
driving; and gambling.
• Increased aggressive behaviour, vandalism and crime.
• Declining quality of relationships with family and friends.
• Suicide or attempted suicide.
Physical Signs
Characteristics
• Increased heart rate, blood pressure and tendency of suffering from
cardiovascular disease.
• Increased secretion of stress hormones (example, adrenaline and
nonadrenaline)
• May experience interference of gastrointestinal including irritable
bowel syndrome, inflammation and ulceration of colon wall.
• Increased injuries and accidents in the body.
• Physical fatigue and likely to suffer from chronic fatigue syndrome.
• Respiratory disorders.
• Disorders of the skin
• Headache, pain in the lower buttocks and muscle tension.
• Failure in immune function, including high risk for cancer
Summary
Stress can affect many aspects of an individual’s life. To avoid
stress the individual should be able to identify the situation that could
cause stress and how one could cope with it. The more one understands
about oneself then he can handle the situations better.
66

4.4 BURNOUT AMONG TEACHERS
4.4.1 Introduction
Burnout was introduced by Freudenberger (Wood, 2000). Burnout
is defined as a condition caused by depersonalization, fatigue and a
declining achievement. It has been an emotional, physical and mentally
fatigue due to extreme and prolonged stress. This situation will result in an
individual becoming lost interest and motivation to continue to perform the
duties and tasks of everyday life.
4.4.2 Implications of burnout
Burnout will cause an individual to become :
- Temperamental
- Cynical
- Faint hearted
- Feeling useless
- Feeling helpless
- Lack of productivity
Have you experienced the above situations? If yes, you might be
among those who experience burnout. Discuss in pairs on how you
can avoid burn out.
The last effect which is more severe is the individual is not able to
function properly anymore.
Physical signs
- feeling tired all the time, low immunity, changes in sleeping and eating
time, headache, backache and muscle ache.
67

Behaviour signs
– pull out of responsibilities, isolate themselves from others, defer the task
given and take a long time to complete the task, using drugs or alcohol to
solve problems, transfer frustration to others, ignoring work and coming to
work late but going back from work early.
Emotion signs
– feel themselves fail, having self-doubt, lack of motivation, lack of
satisfaction, self-withdrawal, negative image and cynical.
4.4.3 Causes of Teacher’s Burnout
After reading this part you will know the causes of burnout. Some of
the causes are:
- feels not appreciated even though you have given your full commitment
in work.
- experiencing stress at a long term
- requirements exceeds the capabilities of teachers,example:
the pressure to meet the target of exam is very high whereas the
numbers of teachers are small.
- lack of mentoring culture – new teachers usually will need guidance
from the senior teachers. But poor guiding culture in schools because
each teacher is burdened with various clerical work.
- no recognition and awards given, unclear job expectations ,
unsystematic working environment .
- in the social aspect, one works so hard without rest, having no time to
socialize, given lots of work without getting any assistance, lack of sleep
and support.
- teacher’s personality is also the cause of burnout.
68

Table 4.11 Differences Between Stress and Burnout
STRESS BURNOUT
Excessive involvement in activities Refuse to get involved
Would cause anxiety and hyperactive Produce disability and despair
Lose energy Decline one’s motivation and hope
Resulting anxiety Cause isolation and depression
Physical injury Hurt feelings
Would cause an early death May feel like life is meaningless
4.4.5 Ways To Overcome Burnout
Professional development in stress management should be
implemented. Among the activities that can be implemented are:
• time management workshop
• stress management workshop
• financial management workshop
• nutrition and recreational training
• increased levels of self-endurance
• create a culture of mutual understanding
• create a conducive working environment
• enhance teacher’s emotional intelligence
• celebrate festivals of the different races
Summary
By reading this module it has helped you to understand on the
concept of burnout, its signs, the causes of burnout, its implications and
how to overcome burnout. Effective teachers are those who can deal with
their own problems and continue to move forward to carry out
responsibilities excellently as well as making themselves happy.
4.5 STEPS FOR EMOTIONAL STRESS MANAGEMENT
Below are measures on how to deal with emotional stress :
69

Issues and Challenges in Current Education

Issues and Challenges in Current Education

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to Issues and Challenges in Current Education

Similar to Issues and Challenges in Current Education (20)

Issues and Challenges in Current Education