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Systematic Literature Review on Self-Assessment Inventory for Quality Teaching among Islamic Education Teachers

Author

Listed:
  • Azwani Masuwai

    (Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Selangor, Malaysia)

  • Hafizhah Zulkifli

    (Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Selangor, Malaysia)

  • Ab Halim Tamuri

    (Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Selangor, Malaysia)

Abstract

The impact of teaching behavior towards teaching quality and self-assessment has become an emerging drift in education, providing an option for teachers’ development. However, studies on teaching behavior and self-assessment are still scarce, despite their importance in improving education. Thus, this review thoroughly identifies the aspects of teaching behavior and teaching quality, as well as the instruments of self-assessment in the teaching profession. Initially, 116 articles published on Web of Science (WoS) and Scopus between 2017 to 2021 were identified, and 10 out of 116 articles were retained for review, based on the exclusion and inclusion criteria. The criteria include the significant findings listed the aspects of teaching behavior and teaching quality. Second, the approaches of self-assessment are emphasized in teaching. Third, the reliability of the instruments used for self-assessment mostly achieved the internal consistency criteria. These three criteria imply the importance of self-assessment for quality teaching and teacher development. In general, this review could help teachers cultivate quality teaching behavior and perform reflective practice for their personal development.

Suggested Citation

  • Azwani Masuwai & Hafizhah Zulkifli & Ab Halim Tamuri, 2021. "Systematic Literature Review on Self-Assessment Inventory for Quality Teaching among Islamic Education Teachers," Sustainability, MDPI, vol. 14(1), pages 1-17, December.
    • Handle: RePEc:gam:jsusta:v:14:y:2021:i:1:p:203-:d:711276
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