THE INFLUENCE OF CONTENT PEDAGOGICAL TECHNOLOGY KNOWLEDGE AND COMMITMENT ON THE MOTIVATION OF PHYSICS TEACHERS TO IMPLEMENT ONLINE TEACHING AND LEARNING IN SABAH

Abstract

Most educational institutions were closed as one of the measures to deal with the COVID-19 pandemic. To continue the educational process, teachers are mobilized to adapt online teaching and learning (TL) methods. However, previous studies have found that teacher motivation is affected as a result of this pandemic. Therefore, a quantitative study using the questionnaire was conducted to determine the influence of Technological Pedagogical Content Knowledge (TPACK) and commitment on the motivation of Physics teachers in Sabah in implementing TL. A total of 77 male Physics teachers and 109 female Physics teachers in Sabah were selected using a stratified random sampling method. Survey instruments with high reliability; TPACK (α=.930), teacher’s commitment (α=.872) and motivation to implement online TL (α=.750), were administered to 186 Physics teachers. Descriptive analysis using SPSS found that the level of TPACK, commitment and motivation of Physics teachers in implementing TL are at a high level. Furthermore, multiple regression analysis found that the constructs of Content Knowledge and Content Pedagogical Technology Knowledge in TPACK have a significant relationship and influence on the motivation to implement TL online. The constructs of commitment namely Commitment to School, Commitment to Teaching, and Commitment to Profession were also found to have a significant relationship and influence on the motivation to implement TL. This study is useful to stakeholders in understanding the situation of Physics teachers while carrying out essential tasks in the context of the Covid-19 pandemic, to formulate relevant policies and programs for the survival of the national education system.