An Analysis of Preschool Teacher Competency Levels: A Case Within the Malaysian Education Context

Mohd Zafaren Zakaria, Juppri Bacotang, Rashidin Idris and Saturia Amiruddin
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Mohd Zafaren Zakaria: Faculty of Education and Sports Studies, Universiti Malaysia Sabah, Kota Kinabalu, Sabah, Malaysia
Juppri Bacotang: Faculty of Education and Sports Studies, Universiti Malaysia Sabah, Kota Kinabalu, Sabah, Malaysia
Rashidin Idris: Faculty of Education and Social Sciences, Universiti Selangor, Malaysia
Saturia Amiruddin: Faculty of Education and Sports Studies, Universiti Malaysia Sabah, Kota Kinabalu, Sabah, Malaysia

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 9, 4780-4788

Abstract: Early childhood education plays a crucial role in children's mental development to prepare them for school. Teachers, as educators, need to understand and possess high skills to translate the National Preschool Standard Curriculum (NPSC) into the teaching and learning they deliver. This study uses a quantitative approach in the form of a survey study, with a questionnaire as the main instrument. The study sample consisted of 379 respondents selected to gather data related to the professional development of preschool teachers. The questionnaire instrument was adapted from the Continuous Professional Development Plan (CPDP) to ensure relevance and effectiveness in gathering information. Descriptive data analysis in the form of means was conducted to identify the competency levels of preschool teachers, which included aspects of professional involvement, subject and pedagogical knowledge of preschool teachers, and the responsibilities and external working relationships of preschool teachers. The findings indicate that respondents tend to practice the best practices they have acquired for implementing teaching in preschool classrooms. Additionally, this study indicates a need to enhance competencies in early childhood education pedagogy-related training to broaden the knowledge and skills of preschool teachers. Preschool teachers are less involved in curriculum development because it requires the expertise and experience of preschool teachers in developing early childhood education curricula. Therefore, preschool teachers need to engage in continuous professional development (CPD) to remain competent throughout their service. The Ministry of Education Malaysia provides various opportunities for teachers, including preschool teachers, to participate in training, seminars, research, innovation, academic improvement, and other professional development activities. Teachers can participate in various CPD activities to increase their knowledge and skills to perform their duties more effectively and achieve high standards of teaching and learning quality.

Date: 2025
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