The Moderating Role of HOTS Training Program on Teacher Efficacy and Teacher Effectiveness Relationship

Abstract

There has been an increased awareness from mass media, employers, educationalists, and researchers lately on Higher Order Thinking Skills (HOTS), as a prerequisite for the 21st century workforce. HOTS have portrayed a huge industry demand and the major goal of every educational institutions in providing education is to foster problem solving, critical thinking, and innovative skills among the students. Without a doubt, teachers are the most valuable resource accessible to all schools that shoulder the responsibility of molding and shaping students as individuals toward producing modern workforce who are good critical thinkers, creative, competent communicators and good problem solvers. Hence, the purpose of HOTS Training Program is to develop and improve the job-related knowledge, skills, and abilities to enhance teachers’ performance and ultimately improve student learning. The present study examines the moderating effect of HOTS training program on the relationship between teacher efficacy and teacher effectiveness. Hierarchical Regression analysis was used to determine whether HOTS Training Program is a moderator for the model to modify or strengthened the relationship between the Independent and Dependent Variables.