ELEVATING EDUCATIONAL EXCELLENCE: EMPIRICAL INSIGHTS INTO TEACHER PEDAGOGICAL QUALITY IN LEARNING AND FACILITATING

In the quest to elevate educational excellence, understanding the implication of teacher quality becomes paramount, especially as we aim to cultivate a generation of global citizens equipped to navigate and contribute to an interconnected world. Therefore, the aim of this study is to embarks on a quantitative exploration of teacher’s pedagogical quality in learning and facilitating. An online survey method was used to collect a sample of 113 primary school teachers in Sarawak, Malaysia, aiming to provide a comprehensive understanding of teaching practices in a significant educational context. Data were gathered through a seven-point Likert scale, ensuring implication insights into the teachers' perspectives. Focusing on three critical dimensions of teacher pedagogical quality in learning and facilitating; planning, implementation, and assessment, this study was analysed using SPSS version 29.0 for an in-depth analysis. The results of this study indicate that the overall level of teachers’ pedagogical quality in teaching and facilitating is very high (M=6.08; SP=0.55). For findings according to dimensions, implementation dimension recorded the highest mean score (M=6.14; SP=0.56). The findings are poised to offer valuable empirical insights into the current state of teacher pedagogical quality within the context of Sarawak's primary education system. By highlighting strengths and identifying areas for improvement, this study aims to inform policy-makers, teachers, and stakeholders about effective strategies to elevate educational excellence. Ultimately, this study seeks to contribute to the ongoing dialogue on enhancing teacher pedagogical quality, with the broader goal of fostering educational environments that are conducive to developing well-rounded, globally minded individuals. Future research should focus on longitudinal studies that explore the long-term impacts of enhanced pedagogical practices on student outcomes. This would help in developing more customized, effective educational strategies and policies aimed at truly elevating educational excellence on a broader scale.