PENGARUH PENCAPAIAN AKADEMIK PRA-KEMASUKAN (SPM) TERHADAP PRESTASI AKADEMIK DAN KUALITI GURU LULUSAN INSTITUT PENDIDIKAN GURU SELEPAS SETAHUN BERKHIDMAT DI SEKOLAH

Abstract

Teacher quality is widely recognised as a key determinant of educational effectiveness, leading many education systems to impose stringent academic entry requirements as an initial screening mechanism for prospective teachers. In Malaysia, academic achievement in the Sijil Pelajaran Malaysia (SPM) examination serves as one of the primary criteria for admission into the Institute of Teacher Education (ITE). However, empirical evidence examining the extent to which pre-entry academic achievement influences academic performance during teacher training and subsequent teacher quality remains limited. This study examines the influence of pre-entry academic achievement per SPM on final-semester academic performance at the Institute of Teacher Education, as well as its relationship with teacher quality after one year of service in schools. A quantitative correlational design employing a cross-sectional approach was utilised, drawing on secondary administrative data. Data were obtained from official records of the Malaysian Examinations Syndicate and the Assessment and Certification Centre of the Institute of Teacher Education Malaysia and were matched with school administrators’ evaluations of teacher quality. The sample comprised 2,252 graduates of the Bachelor of Teaching Programme (PISMP) from the June 2015 cohort. Pearson correlation and multiple regression analyses were conducted to examine the relationships among the study variables. The findings indicate that pre-entry academic achievement in SPM is positively and significantly associated with final-semester academic performance at the Institute of Teacher Education (r = .258, p < .001). Final-semester academic performance also demonstrates significant positive relationships with all dimensions of teacher quality after one year of service (r = .145 to .209, p < .01). However, results from multiple regression analysis reveal that only final-semester academic performance emerges as a significant predictor of teacher quality (β = .528, p < .001). Meanwhile, pre-entry academic achievement based on SPM does not exhibit a significant direct contribution (β = −.025, p > .05). In conclusion, the findings suggest that while pre-entry academic achievement plays a meaningful role in predicting academic performance during teacher training, teacher quality in the early years of service is more strongly shaped by the learning experiences and professional training received throughout the teacher education programme. This study supports the relevance of academically selective admission policies while underscoring the critical importance of high-quality teacher education programmes in developing competent and professional teachers.