SBATA MODEL: AN INVESTIGATION ON MALAYSIAN PRIMARY SCHOOL CLASSROOM ASSESSMENT

Abstract

This study aims to propose the school-based management and teachers autonomy assessment (SBATA) model in Malaysian primary school classroom.  Four research objective were set i.e to identify the variables level, differences based on respondent demographics, correlation among variables dimensions and the relationship between SBATA. Understanding the relationship between school-based management and teacher autonomy (SBATA) in Malaysian primary school assessment is critical to identify the effectiveness and feasibility of the latest educational policy transformation.  This study employs a quantitative approach with surveys method using questionnaires as a data collection instrument. A total of 115 primary school teachers in east Malaysia participated and data then analyzed with SPSS ver 25. The results suggest a significant influence of school-based management on teachers autonomy in Malaysian primary school classroom assessment. Overall, SBATA is at a high level although there were no significant differences in SBATA based on gender and school locality. But there are significant differences in teacher autonomy based on educational level and teaching experience as well as age in school-based management.  Accordingly, the researcher suggested the SBATA model as one of the outcomes in this study.