TEACHER QUALITY IN PUBLIC SECONDARY SCHOOL: EXPLORING THE INFLUENCE OF CLASSROOM MANAGEMENT SKILLS AND PEDAGOGICAL LITERACY FROM THE STUDENTS’ PERSPECTIVE

Abstract

This study investigates secondary school students’ perceptions of teacher quality in Malaysian public schools, focusing on two key dimensions: Classroom Management Skills (behaviour management, communication skills, and student motivation) and Pedagogical Literacy (technological competency and teaching strategy). A mixed-methods approach was employed, with the quantitative phase involving 483 student respondents using a 50-item Likert-scale questionnaire in three languages. Reliability analysis confirmed strong internal consistency across all five subconstructs. Descriptive and inferential analyses revealed that most students rated their teachers positively in classroom behaviour, communication, and pedagogical aspects. However, perceptions of teachers’ ability to motivate students were comparatively lower. Pearson correlation and regression analyses further showed significant positive relationships between subconstructs, with communication skills emerging as the strongest predictor of student motivation. Group comparisons indicated minimal significant differences across gender, race, age, and school type. Additionally, students’ qualitative responses offered deeper insights into their experiences with teachers, their preferred instructional strategies, and suggestions for improving teacher quality. The study concludes that while the perceived quality of teachers is generally high, continuous attention is needed in nurturing student motivation. The findings provide empirical evidence to support educational reform and reinforce the importance of student voice in evaluating teaching effectiveness in Malaysian classrooms.