CHAPTER 1

BPG Quality Manual states that one of the

main roles of the BPG is to '' provide skilled
teachers to teach in their area
of specialization; capable of managing the
curriculum to be held accountable;
professionalism and ethics ''( Teacher
Education Division, 2007: 13.56 )

Teachers receiving training to be sure we

can deliver an effective PDP .( Syed Ismail
and Ahmad , 2012)
 School organization is an organization
that acts as the implementing policies
that have been entrusted by the
government in educating pupils and
students to master the 3Rs of reading,
writing and arithmetic up to meet the
criteria specified in the Philosophy of
Education.
 Teachers should be exposed to a
positive school culture of collaboration,
cooperation and collaborative
approach to fostering high morale and
motivation so that the values can be
achieved through co-curricular activities
and interaction for students to excel in
school. (Daniel Muijis, 2011).
 Professional development of teachers will be
correlated with student achievement. Thus,
professional development of teachers should be
considered in producing competent teachers and a
dedicated
(Rusmini2003 )

Without quality educators and continually update '

with the progress of time, chances are the student's
progress will not be fully realized, a persons expertise
can be bad, and the old left (Salleh, 2000). Therefore,
teachers need to enhance the skills of teachers in a
particular subject.
 Creating and strengthening the practice
and appreciation of cultural
cooperation in the organization with a
team of collaborative work is not
something new in the current
management system for collaborative
culture is said to have great power in
shaping and interpreting the patterns of
thought and action of citizens ( Barth ,
2002).
 collaborative culture is considered as
one of the pedagogical practices of
teachers nourish together to be able to
improve the teaching and learning
practices ( Gable , 2008) as well as
working to improve the students'
achievement
( Johnson , 2009) .
 The aim of this study was to identify the
relation between staff development and
cooperation with students academic
performance.

Through this research we can gain a

better understanding the need of staff
development and cooperation in
schools.
 The objectives of this study are:
Study the collaborative culture in
schools .
Study the needs of staff development in
schools.
Determining the relationship between
cooperative culture and staff
development towards the success of
students academic performance.
 There are several questions that are
generally want clarified in this study
concerning the effectiveness of staff
development and cooperative culture
towards students academic
performance. This will be determine
whether there was a significant
relationship between cooperative
culture and staff development with
students academic performance.
 Is it important for teachers to develop
their skills?
What are the cooperative culture that
exist in a school ?
Is it students academic performance
affected by teachers efficacy ?
A good cooperative culture in school
can lead to better academic
performance?
 Ho1 : There is no significant relationship
between cooperative culture with
students academic performance.

Ho2 : There is no significant relationship

between the staff development with
students academic performance.
 Research being conducted in three
schools only. Population and samples
were selected from Sk Telaga Nenas,
SJKT Kg Tun Sambanthan and SJKC Kg
Merbau.
Study only focused on two independent
variables only, cooperative culture and
staff development.
 Findings are very dependent on the
honesty of teachers as respondents in
providing accurate and truthful answers
to the questionnaire submitted
 Staff development: Formal and informal
provisions for the improvement of educators as
people, educated persons and professionals,
as well as in terms of competence to carry out
their assigned rolls. (Dr.Kathryn&Dr.Mark, 2009).

Cooperative culture: Co-operatives are

autonomous associations formed and
democratically directed by people who come
together to meet common economic, social,
and cultural needs.
(Ball & Cohen, 2008; Joyce & Showers, 2008;
McLaughlin &Zarrow, 2009)
 As a conclusion , this first chapter
explains the concept has generally study
all matters connected with the issues
affecting the core of this study, the
scope of the study , the research
questions , objectives, hypothesis,
limitations of the study and operational
definitions used in this study .
 CHAPTER 2

LITERATURE REVIEW
 Academic achievement is not influenced by
student efficacy alone but that teachers
efficacy also has the equally substantial
contribution to students motivation,
achievement, and their sense of efficacy.

A growing body of research has demonstrated

its functionality in contributing to teachers
persistence, resilience, and efforts in teaching
related activities and experimenting with new
pedagogies, and various aspects of
professional well being. (Caprera&Steca,
2008).
 Formal and informal provisions for the
improvement of educators as people,
educated persons and professionals, as well
as in terms of competence to carry out their
assigned rolls. (Dr.Kathryn&Dr.Mark, 2009).

They also described professional

development more specifically as efforts
to improve teachers capacity to function
as effective professionals by having them
learn new knowledge, attitudes and skills.
 According to Day (2008) professional
development consists of all natural
learning experiences and those conscious
and planned activities which are
intended to be a direct or indirect benefit
to the individual, group or school, which
constitute through these, to the quality of
education in the classroom.

Professional development as targeted to

compensating for a lack in skills or
knowledge and viewing teachers as
empty vessels to be filled.
(Dr.Kathryn&Dr.Mark, 2009)
 It suggested that professional
development can influence teachers
classroom practices significantly and lead
to improved student achievement when it
focuses on (1) how students learn
particular subject matter; (2) instructional
practices that are specifically related to
the subject matter and how students
understand it; and (3) strengthening
teachers knowledge of specific subject-
matter content. (Thomas Carpentar,
2009).
 Student achievement was consistently higher
and growth in students basic and advanced
reasoning and problem-solving skills was
greatest when their teachers professional
development focused on how students learn
and how to gauge that learning effectively.

Research shows that professional

development leads to better instruction and
improved student learning when it connects
to the curriculum materials that teachers use,
the district and state academic standards
that guide their work, and the assessment
and accountability measures that evaluate
their success. (David Cohen, 2008.).
 An examination of school culture is
important because, as Goodlad's study
(2004) points out, "alike as schools may
be in many ways, each school has an
ambience (or culture) of its own and,
further, its ambience may suggest to the
careful observer useful approaches to
making it a better school
 School culture makes it clear that
effective school that is schools that
demonstrate high standards of
achievement in academics. , have a
culture characterized by a well defined
set of goals that all members of the
school- administration, faculty and
students-value and promote.

Most reviews of the effective school

literature point to the consensus that
school culture and climate are central to
academic quality.( Birch & Ladd, 2005).
 Parent involvement also characterizes
parents values and attitudes regarding
education and the aspirations they hold
for their children (Whaley &Egeland,
2010).

Although values and attitudes may not

directly influenced academic outcomes,
they may enhance academic
achievement indirectly by promoting
childrens motivation and persistence in
challenging educational tasks.
 Willie, a renowned mountain climber and
philosopher, once stated, Take care of
each other, share your energies with the
group, no one must feel alone, cut off, for
that is when you do not make it.

In order for schools to focus on the quality

of instruction, they need to successfully
change from this mass-production
competitive/individualistic organizational
structure to a high-performance,
cooperative, team-based organizational
structure (Ludwig, 2009).
 Effective teamwork is the very center of
improving the quality of instruction and
education with each level of
cooperative teams supporting and
enhancing the other levels.

Teamwork are, beyond all doubt, the

most direct sources of continuous
improvement of instruction and
education.
 CHAPTER 3

METHODOLOGY
 The study is in the form of quantitative
studies measuring the relationship
between the two independent variables
of cooperative culture and staff
development with the dependent
variable of students academic
achievement.
 This study correlated with the design
seeks to determine the relationship
between cooperative culture and staff
development with students academic
performance.
 35 teachers (22 women and 13 men)
from three schools in Ayer Tawar were
involved in the survey. All the teachers
from SJKT Kg Tun Sambanthan, SK Telaga
Nenas and SJKC Kg Merbau were
participated in this survey.
 The questionnaire was constructed related
cooperative culture and staff development
and the effect to the students academic
performance. Official permission was
obtained from the school principal and the
questionnaires were administered during
one of the weekly staff meetings.

The questionnaires were administered in

English and no translation was needed.
 A questionnaire is developed to measure
the effect of teacher professional
development and cooperative climate
with students achievement.
The questionnaire were adopted and
were modified according to our topic
needs ( Wan Har Chong & Robert, 2010).
 The questionnaire used by teachers
consists of three parts; demography, staff
development and cooperative climate.

Likert scale were used in questionnaire

consist five scale starting with strongly
disagree to strongly agree
 students academic
performance

cooperative
staff culture
development *parents
* pedagogical involvement
*techincal *management
*technology *teamwork
CHAPTER 4

FINDINGS
 All instruments are tested in terms of
construct validity using principal
component factor analysis and reliability of
the instruments tested with Cronbach's
alpha.

Table 1 shows the values of Cronbach's

alpha for the two instruments. Cronbach
alpha values for the two instruments above
0.5 which shows both the questionnaire has
high reliability.
 TABLE 1 : Summary of Reliability Analysis
(Alpha Cronbach)

Alpha
Construct Item
Cronbach

Cooperative Culture 35 .750

Staff Development 35 .678

Learning Exellence 35 .876

 The findings of the correlation analysis (Table 2 )
showed a positive and significant relationship
between cultural collaboration, learning excellence .
As for the cultural dimension of cooperation ( r = .837
, p < 0.01 ).

This study found a positive and significant correlation

between the dimensions of teacher collaborative
culture learning excellence .

This means that when there is a culture of

cooperation among all the teachers then is to
enhance students' learning performance excellence
.
 The findings of the correlation analysis (Table 2 )
showed a positive and significant relationship
between staff development and student learning
excellence that ( r = .586 , p < 0 .01 ) .

This study found a positive and significant correlation

between the development of teacher education
with excellent dimensional learning .

This means that more teachers practice of teacher

education will increase significantly improved
performance excellence in student learning.
 TABLE 2 : Correlation between
Cooperation Cultural and Staff
Development With Students Learning
Excellence
Staff Cooperative Learning
Development Culture Exellence

Staff Pearson Correlation 1 .585** .586**

Development Sig. (2-tailed) .000 .000

N 35 35 35

Cooperative Pearson Correlation .585** 1 .837**

Culture Sig. (2-tailed) .000 .000

N 35 35 35

Learning Pearson Correlation .586** .837** 1

Exellence Sig. (2-tailed) .000 .000

N 35 35 35

**. Correlation is significant at the 0.01 level (2-tailed).

CHAPTER 5

DISCUSSION
 The result shows the dimensions of staff
development has a strong relationship
with students' learning excellence. When
there is a competence development of
teachers, either formal or informal, it
further enhance the skills of teachers in
the course of teaching and learning.
 Among the programs to be carried out to
ensure staff development occurs in
school is to make sure every teacher sent
to attend formal courses related to the
subjects taught include techniques,
methods and strategies of teaching,
curriculum and educational technology.

The school also can perform in-service

training to improve the competence of
teachers. In addition, mentoring
programs Mentee be implemented
between the old and new teachers to
enhance their professionalism
 Studies suggest that the more time
teachers spend on professional
development, the more significantly they
change their practices and that
participating in professional learning
communities optimizes the time spent on
professional development
 Cultural cooperation will help the school
to meet any challenge and difficulty
together to achieve their goals school is
an organizational .

Related to dimension based on the

research, there are few ways to foster
teamwork within the school, including:
Decide together with a clear purpose
Set up time to determine how to work
together.
 Avoid predictable problems.
Do not give up
Use the constitution or rules of the team
that were agreed upon .
Combat virus conflict.
Teach someone new a new member of
the team.
Develop ideas into reality
 This study showed a positive relationship
between cooperation and the staff
development of teachers can lead to
students learning excellence . This means
the values, norms , assumptions and
more positive behaviors practiced in
high achieving schools compared with
low- performing schools .
 To achieve the vision and mission of the
school , positive school culture and staff
development should be given attention.
Thus , every school can perform well.
THANK YOU