Hubungan Amalan Kreativiti Dan Komitmen Guru Pendidikan Seni Visual : Kajian Kes Guru Pendidikan Seni Visual Sekolah Rendah Di Bintulu, Sarawak
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UNIVERSITI MALAYSIA SARAWAK
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The lack of emphasis on creativity in Visual Arts Education teachers, challenges in integrating technology in teaching, and insufficient teaching aids and specialized modules hinder the effectiveness of visual arts teaching and learning among teachers, raising concerns about the effectiveness of visual arts education. This study focuses on the creative practices and commitment of Visual Arts Education teachers, emphasizing preparation, imagination, development, and action. It aims to identify gender-based differences in creative practices and teacher commitment and assess the relationship between creative practices and the commitment of Visual Arts Education teachers. The study involved 190 Visual Arts Education teachers, using a quantitative method through a questionnaire. Descriptive analysis revealed that preparation, imagination, development, and action influence teachers' creative practices. Preparation positively affects teaching tool readiness, imagination encourages continuous idea generation, development allows idea modification, and action positively influences teachers' creative practices. In terms of teacher commitment, the analysis indicates a high level of commitment in knowledge, skills, and values. T-tests found no significant gender-based differences in creative practices and teacher commitment, showing both males and females excel in showcasing creative practices and work commitment. Pearson correlation analysis confirms a significant relationship between creative practices and the commitment of Visual Arts Education teachers, indicating that the more creative a teacher is, the higher their commitment level. The study concludes by providing a comprehensive understanding of the relationship between creative practices and work commitment among Visual Arts Education teachers. Implications include vi suggestions for teachers to enhance creative practices and work commitment, and recommendations for the Malaysian Ministry of Education to develop suitable strategies and incentives. Study limitations, including time constraints and the lack of studies on the relationship between creative practices and teacher commitment, are acknowledged. As an improvement suggestion, future research can focus on student achievement based on teachers' creative practices and commitment, exploring other factors as moderators. This study makes a significant contribution to improving the quality of visual arts teaching and learning in Malaysia.