The Relationship of Non-Option Teachers, Educational Leaders’ Concern, and 21st-Century Learning Challenges on the Quality of History Teaching in Schools in Melaka

The shortage of teachers in certain fields has led to the existence of non-option teachers who teach subjects outside their areas of specialization. Non-option teachers face various challenges and are often blamed when students’ achievement in the subjects they teach is less than satisfactory. This study was conducted to identify the relationship between non-option teachers, educational leaders’ concern, and 21st-century learning challenges in relation to the quality of History teaching in schools in the state of Melaka. The study employed a quantitative approach using a survey research design. A total of 90 non-option History teachers responded to the questionnaire provided. The study data were analyzed descriptively to obtain frequency, percentage, mean, and standard deviation. Inferential analysis was also conducted to identify the relationship between the knowledge and skills of non-option History teachers in teaching the subject. The findings indicate that the relationship of non-option History teachers, in terms of respondents’ fields, is at a moderately high level, whereas in terms of gender and teaching experience, it is at a high level. The study also reveals a significant relationship between the knowledge and skills of non-option History teachers in teaching the subject. It is hoped that the findings of this study can serve as a guideline for various relevant parties in efforts to further enhance the knowledge and skills of non-option History teachers so that they can reach a level comparable to that of option History teachers, thereby ensuring that the quality of teaching and learning as well as students’ performance are not compromised.