Approaches of Malaysian Education System To Address Teachers' Shortage Issue

Abstract

The dearth of trained instructors in Malaysia is significantly affecting both classroom teaching and academic achievement of the students. This article tries to evaluate the numerous strategies employed by Malaysia's government and educational institutions to properly handle this continuous difficulty. Two of the most crucial strategies in the active search for new teachers include using large-scale recruitment campaigns including recent college graduates from disciplines unrelated to education and pedagogical training courses. To balance the distribution of teachers, particularly in rural and far-off areas, financial incentives such hardship allowances and special placements have been employed to encourage instructors to remain in neglected areas and keep working there. Furthermore used to maximise the present human resources and raise the capacity of the teaching team are e-learning and hybrid teaching approaches. The report also emphasises the need of continuous professional development and the welfare of teachers. Programs aiming at raising degrees of job satisfaction, educate better, boost knowledge and skills, and lower stress have been tried to be improved. Thanks to recent legislative reforms, teachers were supposed to have more time to focus on their finest work—that of instruction. Notwithstanding these initiatives, problems like uneven regulatory enforcement, a drop in enthusiasm for education, and inadequate money for training continue. Results of this research underline the continuous need of policy change, additional financing for teacher education, and a long-term strategy aiming at enhancing the teaching quality in Malaysia. Notwithstanding development, this paper contends Malaysia should change its approach. Policymakers who are dedicated to guarantee that every student has equitable access to high-quality education and to enhance the educational system of their nation will find great relevance in these outcomes.