Challenges and Teaching Needs for Technical Communication Graphics Teachers at National Secondary Schools

Abstract

The Technical Communication Graphics (GKT) course aims to produce knowledgeable, skilled, imaginative, creative, and innovative students so they can communicate effectively and confidently through graphics in various technological fields. However, the study on the challenges and teaching needs of GKT teachers has not been explored since its introduction in 2017. Therefore, this study aimed to determine the challenges faced by GKT teachers and their needs in teaching this subject. This survey received responses from 217 GKT teachers from across Malaysia. This study employs a questionnaire with both closed and open questions. The data collected for the closed questions were analysed with Statistical Package for the Social Sciences (SPSS) version 27 software to obtain the mean score, standard deviation, frequency, and percentage. In the meantime, a thematic analysis of open questions regarding teachers' teaching challenges and needs has been conducted. With an overall mean score of 3.17 and a standard deviation of 0.65, the study reveals that the level of teaching challenges faced by GKT teachers are moderately low. In contrast, the level of teachers' needs in teaching GKT subject is high in all aspects, including teaching aids, professionalism development courses, diversity of teaching strategies, and teaching and learning activities based on learning styles, with a mean value of 4.31 and a standard deviation of 0.63. In addition, theme analysis for open-ended questions reveals that teachers require adequate basic teaching facilities, engaging teaching aids, professionalism development courses, effective teaching strategies, as well as adequate teaching time allocation and budget. Overall, stakeholders must pay close attention to the obstacles faced by GKT teachers and provide the best support for their needs to enhance the quality of GKT instruction and student achievement in this subject.