Teacher Readiness in Implementing the Teaching of Design and Technology and Its Relationship with Self-Efficacy and Intrinsic Motivation

An important component of an education change begins with readiness among the implementers. Willingness to face needs be measured from perspective individual implementing change, especially teachers. Therefore, this study was conducted identify relationship between teachers’ in teaching Design and Technology (RBT) year four Primary School Standard Curriculum (KSSR) self -efficacy intrinsic motivation. This is guided by Wallace Reflective Model. The quantitative descriptive survey involved 368 teachers RBT fourth KSSR subjects Peninsular Malaysia. Cluster simple random sampling were used select sample for study. research instrument consisted a set questionnaires containing 77 items. findings showed that overall mean teachers' terms reasoning knowledge PBS skills high. recorded higher value (M = 3.92) compared 3.82). These give impression are more prepared KSSR. results Pearson Correlation Test there moderately positive independent variables (self-efficacy motivation) readiness. prove very taken into account formulation new curriculum. Factors self-efficacy motivation also need considered because these two have significant classroom. expected provide guidance policy makers curriculum planners pay attention aspect teacher when introducing subjects.