INTRODUCTION

- Efforts to create unity and unity in a

multi-religious country and culture is a
matter demanding
- The emphasis on unity in diversity and
inclusiveness (inclusive)
- Ensure equality for all, especially in the
field of education.

BARRIERS
INTEGRATION

OF

NATIONAL

- Cultural and religious differences

- Basic Invasion
- Education System
- Practice Economics

- Education is the public interest and have

a crucial role to foster inter-ethnic
integration.

- The difference in politics

- Take action in a holistic manner so that

people obtain a quality education equal

INTEGRATION OF NATIONAL POLICY

ON EDUCATION

- Education is futuristic in facing a future

full of competitors.

- The National Education System

- SK Empowerment Agenda
- Implementation of Value

NATIONAL INTEGRATION

- Subjects Civic and Citizenship

RIFT BY NATIONAL INTEGRATION

- Vision School concept

- Cultural and religious differences

- Curriculum and co-curricular activities

- Not satisfied

- Strengthen national language

- Ranking Geography

- Consolidation Activities
- Understanding Fertilizer

CHALLENGES
TO
SOCIAL SYSTEM

INCREASE

THE

- Using the syllabus, textbooks, exam

- Religion and culture

- Uniform

- British Colonial Policy

- The education system, school and
different languages
- Practice different economic
- Political differences according
nationality, race and ethnicity

- National Education Policy

to

- The system of teacher training

- The languages of the same

NATIONAL INTEGRATION EFFORT TO

ENSURE CONTINUED preserved and
strengthened
- Implement
system

the

national

education

LOCAL COMMUNITY INVOLVEMENT TO

BUILD NATIONAL INTEGRATION
- Community Collaboration Program
- Family day
- Cultural Events
- Celebration

- empowering SK
- Implement the identity, culture and art
courtesy insertion implemented in topics
relevant subjects.
- Introduce civics and Citizenship in 2003
- Introducing the concept of the Vision
School
- Carry out several activities to implement
the spirit of patriotism in continuing
through curriculum and extra-curricular
activities

- Cocurriculum activities
- Month Celebration
- Pilgrimage Tour
- Bina Insan

3) DEMOCRATIZATION OF EDUCATION
- All the same rights
- Schools can enjoy the same
- Educational Insights, shared facilities

FERTILIZER
ON
INTEGRATION RIMUP

NATIONAL

- Module Activities Academic Excellence

- Module Sporting Activities and Games
- Module Co-Curricular Activities
- Modul Community Service Activities

- School of flow
- The practice of life
- Opportunities for the same education
- Equal rights
- Opportunities that the area
- Human resource development

- Improve Activity Module Patriotism

KPM ACTION TO BUILD NATIONAL

INTEGRATION
- The school as a means of solidarity
- The same school system
- Use of English
- Exposure to the
- Seminar / forum

DEMOCRATIZATION
IN FOCUS

OF

- Eradicate illiteracy
- Universal education
- Provision of infrastructure
- Teachers trained enough
- Pre-school for all

EDUCATION

INVESTMENT STRATEGY IN THE FIELD

OF EDUCATION

-Increase the number of students to

universities

- Basic education should be provided to

all children and adults fit with the
resources available. In the long term
formal
education
system
and not Factions should be developed at
all levels of education.

- Private education

- To increase productivity and expand

social
equity,
educational
opportunities should
be
provided
irrespective of gender, ethnic background
and status socioeconomic.

-Increase the number of teachers and

classes

- The education system should try to

improve internal efficiency in the
management.

- The democratization of education

- Distribution and use of existing

resources to improve the quantity and
quality education.
- Education should have to do with
employment and environment in order
to increase the quantity and quality of
education,
knowledge
and
skills
necessary
to economic
development,
social and others.

- Education for all

- Distribution of financial resources
- Universal education

- World Class Education

- Continuing education

- Quality education

4) PILLARS OF EDUCATION UNESCO

PILLARS OF EDUCATION IS BASED ON
UNESCO
- Students learn to know
- Learn to make
- Learn to be what
- Learning to live together

In conclusion, FOCUS WORLD BANK IN

EDUCATION
- Primary education
- Compulsory education for all
- Skills in management
- Distribution of resources
- The need for labor market

STATE EDUCATION
- Multiple levels
- The same curriculum
- The establishment of religious schools

SCHOOL SUCCESS BY UNESCO

- Managers have autonomy
- Strengthening capacity
- The managed
- Measuring performance
- Monitoring performance
- Control of resources
- Transparency

REPORT BY UNESCO (2005), POWER

AUTONOMY FOR MANAGING THE
SCHOOL TRAVEL IN THEIR ENTIRETY
- School management should have a
strategy to strengthen the capacity
and leadership.
- Schools must have information about
their
progress
to
measure
the
power, weaknesses and priorities.
- Schools need a
professional structure.

managed

and

- The federal government should continue

to play a critical role, particularly in terms
of monitoring of school performance.
- Schools need to control the resources.
School
transparent.

management

must

- An efficient education system

- The center of educational excellence
- Increase the prestige of education

4) GLOBALIZATION IN EDUCATION
GLOBALIZATION
EDUCATION
IS
TERMS

CHALLENGES
IN
THE
FOLLOWING

- The need for continuous learning.

- Innovation in curriculum implementation
-The use of telecommunications
information technology.

and

- Management of education.
be

- Formation of students' self-esteem.

- Quality teacher.

OBJECTIVE PILLARS OF EDUCATION

UNESCO
- Meeting basic learning needs
- Develop insights
- Access to universal
- Focus on learning
- Expanding the scope
- Improvement of the environment
- Reinforce partnerships
- Development policy
- Move the source
- International Solidarity

KPM POLICY AND RESPECT TO THE

PILLARS OF EDUCATION UNESCO
- The development of individual potential
- Enhance creativity

NEED TO CHANGE CURRICULUM

Among the changes observed are as
follows
- Smart School: Focus on the process of
developing and nurturing learning to use
computers and multimedia applications.
- Net School Project: The use of personal
computers and the environment Local
Area Network (LAN). Teachers serve as an
information receiver curriculum and
learning materials from outside and then
distribute it to students.
- The Smart Lab: Using computer
networks to enable students to access
knowledge and information from various
sources with the teacher serves as a
guide, and facilitator browser.
- Vista School Project: Application
software for classroom management to
teaching and learning. This is to enable
teachers to manage the classroom
effectively and provide opportunities for

students to communicate electronically

with friends and teachers.

- The use of technology

- Establishing identity
- Culture school

PREPARATION OF FACING
COMPETITION TERMS

GLOBAL

The
development
professionalism

of

teachers'

EFFECTS

OF

- Have a culture of lifelong learning.

- Have the ability to communicate in their
mother tongue and the language
international.
- Mastering technology skills for work and
everyday life.
- In terms of cognitive ready for a
complex
and
challenging
task,
complete problems and generate new
knowledge.
- Being responsible citizens,
politically and culturally.

socially,

NEGATIVE
GLOBALISATION

- State the ground is suppressed

- Injustice sharing
- Monitoring of depth
- Demand for labor market
- To sideline the Malay language
- Open to unfair competition
- The commercialization of education

EFFECTS OF
EDUCATION

GLOBALIZATION

OF

- Disclaimer democratization of education

- Appreciation of science eroded

- Life-long learning
- Ability to communicate

5) CULTURAL DIVERSITY

- Technology skills

- Need to justice

- Cognitive Readiness

- More educational opportunities for all

- Citizens of charge

- Fertilizer through curriculum and extracurricular activities

GLOBALIZATION
TEACHERS

CHALLENGE

TO

- Availability of teachers
- Accretion expense
- Lack of management support
- Education Management
- Attitudes of teachers
- The difference in the level of knowledge

- Program twin schools

SOCIO
CULTURAL
DIVERSITY
OF
STUDENTS SHOULD BE MANAGED BY
Maija.
FOLLOWING
ARE
SOME
SUGGESTIONS
THAT
CAN
BE
IMPLEMENTED FOR MAKING SUCH
CONTENT.
- Making national schools as the leading
national
education
system.
Ensure
equitable support and funding to religious

schools, Chinese and Tamil national

schools, missionary schools, vocational
schools in a joint effort to improve the
standard of education.
- Balancing the emphasis on the
examination system by system-based
learning, critical thinking and analytical
skills with the goal of finding the truth.
- Ensure that all qualified students have a
place
in
public
higher
education
institutions, irrespective of background.
- To amend the Universities and
University Colleges Act 1974 in order to
create a favorable climate in the form of
a guarantee of academic freedom and
university autonomy towards improving
the quality of education on par with
developed countries.
- Ensuring that the appointment of vicechancellors, rectors, and other servants
of the highest academic qualifications
and approvals made by the Senate
Council.
- Improving the quality of school facilities
and the poor in remote areas, especially
in Sabah and Sarawak.
- Improving the quality of teacher
education for all school levels and
increase the number of trained teachers
by request.
- Provide opportunities for high-level
training for teachers and lecturers so that
their professional knowledge and skills
are always in tune with the times.
- Review the return scheme scheme of
service for teachers and added stimulus
for those who teach in remote areas.
- Provide merit-based scholarships and
other financial assistance based on need,
with priority to poor students from rural
and remote areas.
- Stresses the importance of students
mastering various languages including

English, Arabic, Chinese as the main

languages of the world as well as mother
tongues.
- Providing training for those who drop
out.
- Expanding the scope of the National
Accreditation Board to monitor and
recommend recognition of certificates,
diplomas and degrees and abroad that
meet the academic standards that are
acceptable
include
certificate
and
diploma Muadalah (double diploma).

PROPOSAL TO HANDLE THE VARIETY

sociocultural
- The national school leadership
- Qualification
determination

of

students

to

be

- Amendments to the act

- Improve facilities
- Improve the quality of teacher education
- Training opportunities
- Scholarships to qualified
- Mastering various languages

6) EFFECT OF INFORMATION AND

COMMUNICATION
TECHNOLOGY
DEVELOPMENT (TMK)
- The atmosphere is more conducive
- Easily generate material
- The variety of media
- Information on various

THERE ARE 3 BASIC DURING THE USE

OF INFORMATION TECHNOLOGY

- Information technology is to gather

information. It is used for editing using
the technology.
- Manipulate the information and process
the image.
- Communicate the process it describes
how information technology is used to
communicate to obtain information from
the source to the receiver.

COMPUTER IN EDUCATION
- Long distance education
- Reforms in education
- Easily provide feedback
- As a teaching and learning
- Means of communication
- Facilitate understanding

CHANGES
TECHNOLOGY

IN

INFORMATION

- Power Generator
- Implementation
- Simplification act
- Rule changes
- Initiation of changes

TMK IMPLICATIONS
- The use of computers in the
organization that can change the way of
working and adaptability of workers with
a particular task.
- Makes a decision to be implemented by
the organization to become more
organized and transparent, especially
organizations that have a lot of
information and there are plenty of
secrecy.
- Be able to regulate in a more orderly
and
organized
without
significant
oversight in its implementation.
- The ability of computer systems that
have internet and the development of
communication systems will also be
geared
towards
interpersonal
communication and face to face instead
of the usual implemented in the
organization.

7) SYMPTOMS OF SOCIAL
CLASSIFICATION OF SOCIAL ISSUES can
be broken into three parts;
- Types of crimes such as stealing
bicycles,
against
teachers,
fellow
students wrestle, gambling and stealing
paper test.
- Type of gangsterism offenses such as
being members of the gang, collect
money 'pouch' than the other students,
looking for a fight with another group,
another
group
forced
to
become
members of the gang and behave like
thugs.
- The type of offense as impolite and rude
smoke and cigarette store, harassing
female
students,
prefects,
noisy
classroom, drinking and keep drinking,
lying, long hair, removing obscenities,
watch and store pornographic movies and
so on other.
SOCIAL CAUSE SYMPTOMS
- Globalization and modernization
- The collapse of the family institution
- Mass media
- The weakness of the law
- Adolescent attitude

- The attitude of parents

NEGATIVE EFFECT
- To the individuals themselves
- Affect the country
- The collapse of the religion

HANDLE SYMPTOMS OF SOCIAL

- The role of parents
- The provisions of the law
- Academic Approach
- Religious education
- The role of the community

CHAPTER 2 - TEACHERS AND LEGAL

1) INTRODUCTION
- Teachers should ensure that the dignity
of the teaching being improved over time
to a higher level and be respected.
- The Public Officers Regulations (Conduct
and Discipline) has been introduced to
serve as a guide for teachers and other
public servants in the discharge of
responsibilities.
- In the context of education, every
teacher must fully understand the
Conduct and Discipline Rules 1993 and
amendments had been made in 2002.
- In addition, the Education Act 1996
should also be carefully scrutinized in
order to improve the nation's education
goals.
2) REGULATIONS Public Officers (Conduct
and
Discipline)
Regulations
1993
(Amendment 2002)

- Regulations of the Public Officers

(Conduct and Discipline) (Amendment)
Regulations 2002 and come into force on
June 20, 2002.
- Amendment 2 which involves the
Regulation of Public Officers Regulations
(Conduct and Discipline) Regulations
1993 [PU (A) 395/1993], which is called
"the principal Regulations". In this
regulation, an amendment to rule 2 by
deleting sub-regulation 2 (2).
- The primary purpose of regulation is to
protect the image of the government in
particular and the Public Service in
general.
- Disciplinary action is a step that must be
followed to punish public officials who are
found to have violated any of the rules in
order to improve their behavior in the
future and at the same time can serve as
a guide to others.

3) RATIONALE DISCIPLINE OF THIS

REGULATION IS IMPLEMENTED TO
ENSURE PUBLIC OFFICIALS
- Carry out duties efficiently, trustworthy
and responsible
- Putting the public interest is more
important than their own interests
- Maintaining the image of public service
- To err / break the rules with impunity.

4)
DECREASE
IN
CASE
FACTORS ARE AS FOLLOWS

THESE

- Training and Briefing

- Counselling Service
- Enforcement Regulations of Conduct

5) REGULATIONS Public Officers (Conduct

and
Discipline)
Regulations
1993
(Amendment)
Regulations
2002
(PUA246). THEN came into force on
06.20.2002, INCLUDED IN THE RULES OF
PROCEDURE IS AS FOLLOWS

- Types of Errors That Allows Disciplinary

Action Taken.
- Types of Disciplinary Action To Be Taken
Against Employees Who Make Mistakes
- Sanctions Disciplinary Action

3A RULES
- Civil servants must abide by the rules
that
have
been
established
and
disciplinary action be taken against the
errant officer

Regulation 4 (1)
- An officer shall at all times give their
loyalty to the Yang di- Pertuan Agong, the
State and the Government.
- Employees should always maintain,
preserve and defend the sovereignty and
national dignity, respect and obey the
laws and try to serve the country. Some
examples of violation of regulation 4 (1)
are as follows;
Conspiring with the enemy of the state
Leaking government secrets.
Smear and ridicule the government
policies and actions.
Became a member of Jemaah Islamiah
Participate in the Malaysian Militant
Unity

Regulation 4 (2), an officer shall not

3B REGULATION
- An officer is required to give an
undertaking
as
provided
in
the
Regulations of the Public Officers
(PU.A.176) Appointment, Promotion and
Termination of Service

3C REGULATION
- It is the responsibility of an officer to
exercise
disciplinary
control
and
supervision over his subordinates and
take appropriate action immediately
against any employee who violates any
provision of these rules
- Employees who fail to exercise control
and supervision or failing to take action
against subordinates who violate any
provision of these rules shall be deemed
to be negligent and irresponsible, and he
shall be liable to disciplinary action.

- Its public duty to private interests;

- Behave in such a manner likely to cause
interest his personal conflict with his
public duty)
- Behave in such a way that might cause
a reasonable suspicion that
- An officer can not behave in ways that
can worsen / discrediting public service
- An officer shall not be less efficient or
less sought
- An officer can not be dishonest or
untrustworthy
- An officer shall not be liable
- Take or attempt to take any form of
outside influence or pressure
- Deny or resist superiors
- Negligence in the performance of their
duties;

RULE 7: DRUG ABUSE SERVICES OFFICER

TO
PUBLIC
INTEREST
MAY
BE
TERMINATED [Regulation 49]
- If Officer at Age Retirement Options.
Examples of violations of Rules 7 is a
smoke marijuana, morphine, heroin or
drug addiction.

RULE 9: RECEIVE / MAKE ENTERTAINMENT

- A civil servant can not receive / provide
entertainment if such entertainment is in
any way affect the conflict on official duty
as a violation of the rules of Regulation 4.
Example 9 is also celebrated as the
contractor department heads who are
members of the tender board like
[entertainment = meals , hotel, vacation
mining and other].

RULE 11: MAINTAIN BETTER THAN LIFE

EMOLUMENT / INCOME SAH.
An officer must not:

RULE 16: CAN NOT BE INVOLVED IN

FUTURES MARKETS

RULE 18: PUBLICATION OF BOOKS AND

WORKS
- An officer also may not publish or write
a book, article or other work based on
official
information.
Among
RULES
VIOLATION EXAMPLE 18 is like writing /
publishing books using classified official
information (top secret, secret and
confidential).

RULE 20: EDITORS PRESS / MAGAZINE /

JOURNAL
- A civil servant shall not be a newspaper
editor / magazine / journal unless,
publishing;
Department Professional associations of
non-political
voluntary
approved
in
writing by the head of department

RULE 6 - CLOTHES

- Maintain the standard of living for more

than emoluments / lawful income.
- Master / have the financial resources or
property
disproportionate
or
unreasonable to emoluments / lawful
income.

- Some examples of violations of Rule 6 is

like Wearing a singlet or T-shirt, without
collar Wearing a sarong, shorts and other

6) SUMMARY OF REGULATIONS
- Improve the quality of service

RULE 12: BORROW MONEY / BE

INSURANCE CORPORATION CAN NOT
BORROW MONEY / BE A GUARANTEE TO
ANY PERSON.

- Halang fraud
- Halang corruption
- Many berries teaching
- Preventive measures

RULE
13:
INDEBTEDNESS

SERIOUS

FINANCIAL
7) EDUCATION ACT 1996

- An extension and
Education Act 1961.

renewal

of

the

- Strengthening teacher training.

- Aiming to strengthen the national

education system in line with the wishes
and aspirations of Malaysia to become a
center of excellence for high quality
education and world-class.
Act
is
focused
on
the
main
recommendations of the Razak Report
1956 which formed the basis of the
national education policy.
- The new Act also many who still
maintain the relevant provisions of the
Education Act 1961.

8) FORMULATION PURPOSE
EDUCATION ACT 1996

IS

TO

- Expanding the scope and introduce

legislation on education.
- To strengthen the national education
system for young people in line with the
national aspiration to make Malaysia a
center of educational excellence with
high quality.
- To outline the legislation relating to
education.
- At the level of legislation covering preschool
to
higher
education
level
including government and private.
- Strengthening the position of the
national language as the main medium.
- Coordination of all types of curriculum
schools through the national curriculum.
- Using the
examination.

same

- Improve technical education.

assessment

and

- Islamic education for Muslim students

expanded.
- Extend the jurisdiction of the Ministry of
Education.

- Private education more systematic.

- Strengthen tribal language.

19)
BETWEEN
EDUCATION 1996

THE

CONTENT

OF

- Section 16:'ve given category of schools

in
Malaysia,
three
categories:
government,
government-aided
and
private. This clearly can accommodate
the needs of the class of Form 6,
matriculation classes and so on.
- Section 17 (2), provides national
language as a compulsory subject in all
schools.
- Section 18 provides that all schools
should follow the curriculum kebangsaan
melainkan excluded.
- Section 19 provides that all schools
prepare students for Peperiksaan Awam,
unless specifically exempted.
- Section 21 empowers the Minister to
establish and maintain kindergartens.
- Section 37 and section 38 allows
polytechnic courses pengajian atau joint
training programs at certificate or other
credentials by any university or other
educational institution.
- Section 47 (1), allows colleges (colleges
of education) provide degree courses,
diploma or certificate program in
collaboration with a university or other
higher education institution.
- Section 40, which allows the Minister to
provide special education classes in
special schools or in any primary or
secondary school.
- Section 50 provides that Islamic
education must be taught in all sekolah

termasuk private schools when there are

5 or more Muslim students.
- Section 69 of all those organizing public
examinations must obtain permission
from the Director of Examinations in
advance.
- Section 77 clarifies that private
educational institutions run program
"twinning" and "Linkage" must obtain
written permission from the Minister.

CHAPTER 3 THE EMOTIONAL STRESS

AMONG STUDENTS
1) INTRODUCTION

- Ability to adapt
- Liked by others
- Ability to solve problems or get rid of
them
Being around
- The spirit of comradeship
- Hospitality
- The attitude of respect

Normally someone who feels emotionally

disturbed AS FOLLOWS
- Anxiety and anger

- A teacher should always mutually

accept each other and provide emotional
students.

- It is difficult to see a specific emotional

- Experience difficulty

- It is important for all students to engage

in any activity that takes place in school
science.

- Conflict

- Emotional students have to be

maintained or enhanced by teaching
more counselors on hand.

3) emotional disorders can be categorized

into 3 groups;

- Teachers need to understand the

emotions
of
students
because
of
differences in behavior, social and
spiritual among students of course.

- Emotional disturbances sober

- Mild emotional disturbances

- Severe emotional disturbance

4) CAUSE EMOTIONAL DISORDERS
- Environmental schools

2)
EARLY
DISORDERS

SIGNS

OF

EMOTIONAL

EMOTIONAL ASPECTS OF THE MORE

DIFFICULT LIFE IN STUDENT IS SEEN
AS FOLLOWS
- Empathy is the understanding of others
in depth

- The style of teaching

- Events in family
- Influence of family
- Peer influence
- Action guru

- Reveal and understand the feelings

- Controlling anger
- The independence
stands on its own or

of

independent

5) SIGNS OF EMOTIONAL AND SOCIAL

PROBLEMS AMONG STUDENTS ARE
AS FOLLOWS

- Are absent from school without any

reason munasabah

- There are no legitimate reasons to

separate children from education them.

- Always sleepy or fall asleep in class

- Always looks tired

8) THE RIGHT OF EVERY CHILD IS AS

FOLLOWS

- Frequent stomach pain

- To be born, to have a name and

nationality

- Vulnerable to disease
- Sit in an uncomfortable situation

- To have a family who will love and care

- Declining academic achievement

- To live in the community and a safe and

peaceful environment

- Often feel anxiety, fear and hate

6)
MEASURES
TO
EMOTIONAL DISORDERS

ADDRESS

- The role of parents

- To have enough food and body active

and healthy
- To get a good education and develop my
potential
- To be given the opportunity to play,

- teachers role

To
be
protected
from
abuse,
exploitation, neglect, violence and danger

- Teaching style
- Teacher Leadership
- Understanding
attitudes

the

interests

and

- To be defended and given assistance by

the government
- To be able to express their own views.

- Cooperation
- Implementation of the

9) CONVENTION ON THE RIGHTS OF

THE CHILD

- Experience cheerful

- Point 2: No discrimination

- Clear description

- Article 3: given protection

7) RIGHTS OF THE CHILD

- According to Human Rights, all citizens
are entitled to education
- All children
together.

are

entitled

to

learn

- Children should not be devalued or

discriminated against
- Adults with disabilities, describe
themselves as parents People who have
survived in special schools, demanding
an end to segregation.

- Article 6: the right to life

- Article 13: freedom of expression
- Article 19: given the provisions of the
law
- Article 23: Enjoy life
- Article 28: Right to education
- Article 29: the direction of education
- Article 30: the right of the community
- Article 32: economically protected

- Article 34: No exploitation

Stress
Purpose:

10) Children's Rights: Section 17

- A mental illness

- Protected physically

- As a result of the adjustment process

- No abuse

- Give effect to life

- Healthy Relationships

- Inflicted
reactions

- Health Rights

physical

and

emotional

- Raise the conflict of interest

- Ease of food supply

- Avoid emotional abuse

Causes of Stress:
CHAPTER 4 - EMOTIONAL STRESS
AMONG TEACHERS

- Inability to deal with the situation

- Expectations / demands too high

Stress

- The implementation of various reforms

Purpose:

- The relationship between individual

- A mental illness

- Workload - clerical

- As a result of the adjustment process

- Red students

- Give effect to life

- The recognition of professional

- Inflicted
reactions

physical

and

emotional

- Raise the conflict of interest

- Teaching resources
- Poor relations with colleagues
Attitude parents
- Attitude of management

Causes of Stress:

- Less time off

- Inability to deal with the situation

- Expectations / demands too high
- The implementation of various reforms
- The relationship between individual
- Workload - clerical
- Red students

CHAPTER 4 - EMOTIONAL STRESS

AMONG TEACHERS

Stress Level
1. The level of warning / alert:
Season comprehends that life events do
but difficult to concentrate on his
behavior.

2. The level of resistance

- Inability to perform duties

-Please External assistance

- Affect work productivity

- No ability to determine the behavior and

life objectives.

- Could lose their jobs.

- Internal intrinsic strength to face the

stress constraints eroded.

3 of Burn Out
- Emotional exhaustion is defined by
feelings of fatigue and exhaustion

3. Level dying / fatigue

- No longer hold on to the reality of life
- Always influenced depression, lack of
trust in other people and selflessness in
everything they do.

- Depersonalization, emotional attitude

and eligible students (clients) as if they
(the students) as the object useless and
labelling students with certain terms or
technical jargon
- Lack of personal achievement

Depending on the level of stress:

1. The amount of bureaucracy
2. Changes in organization
3. High Technology
4. Claim customers

Measures Handle Work Stress

- Enhance social support in the workplace
- Practicing rational thinking and positive
- Communicate effectively
- Handle criticism well

Effects Burn-Out
- Can destroy life
- Depending on the workload
- Need multiple approaches to prevention

Burn-out Guru
- Less help shape students
- Management organization
- Bereft of emotion
- The maximum, minimum yield

- Deal with anger effectively

- Solve problems effectively

BURN OUT
Purpose: It is a gradual process of a
person who committed until the loss of
passion for the job.
- Unforeseen workload

Signs of Burn-Out
1. physical signs
- A sense of desolation and tired
- Frequent headaches

- Digestive disorders

- Exile

- Difficulty sleeping

- Quarrel openly

2. Signs Treatment

3. The impact of the organization

- Irritability

- A decrease in productivity

-sensitive

- Improved management of holidays

- Difficult to control feelings

- Disciplinary cases / discipline improved.

- Weepy
- The workload

3. The level of burn-out

- Too tired, bored with the routine /
repetitive in the long run.
- Lack of skills
- Work placements inappropriate
- Feel appreciated tidaj
- Expectations too high

Burn-out effect

Step Emotional Stress Management

- Improving the general environment mcm at work place, noise, odors, lighting
etc.
-Provide
psychological
counseling

support

- Improve time management skills

- Engage in religious matters
- Skills relaxation
- Maintain
balanced

healthy

lifestyle

- Use effective communication skills

1. Emotional Exhaustion
- Too tired and are unable to entertain
clients, colleagues and family members
- Emotional x stable, become depressed,
sad quick, easy and feels nothing
negative view of things or words spoken
by another organization.

Emotional Management in Islam

- Always ablution
- Plenty of reading Al-Quran
- Prayers
- Pray
- In the good
- Outdoor activities like sports

2. Physical Effects
- impaired health
- Cardiovascular
- Gastric

and

- Adopt a diet
- Crying their hearts out
- Care about and love yourself

and

Another way to manage emotions

Innovation (from Latin) - renewal.

innovation as the development of a new
technology system application technology
in specific use. Kebolehn to create skills in
menyelesaikn
a
problem
and
an
opportunity to increase @ enrich people's
lives.

- Realistically minded to work

- Design work
- Upgrade the skills to solve problems
- Any change in the attitude of the fair

Harvard's Theodore Levitt - innovation is

doing new things.

- Effective communication practice

- Adopt a healthy lifestyle

TEACHER INNOVATION

The creation of new ways to deliver value

to consumers. Production method @ new
products
towards
the
effective
implementation
of
the
curriculum.
Situations in which individual human @
group @ organization to understand,
know and are able to apply their
creativity in order to:

Bring a change:

Making decisions

- Instilled team spirit

SECTION 6 - MANAGEMENT
INNOVATION AND EDUCATION

OF

i. Meet the current needs

Solve problems

ii. Solve problems

Sunrise
Produce
innovative
(product, process and system)

iii. Develop students' talents

iv. Use a variety of materials
v. Improve the quality of
education
vi. Increased efficiency
vii. Generate creative ideas
viii. Not boring
ix. So the reference
x. Attract students
xi. It should be open
xii. Management support

ideas

Innovation in education
activities involving reform and positive
change in the implementation of the
curriculum
yng
and
extracurricular
activities related to the curriculum at the
school.
The results of creative ideas in the work
to improve the quality and productivity of
the organization of the school.
Implementation of the curriculum - ly
implementing the curriculum through
curriculum
materials,
technology,
education, R & D methods and
assessment of learning.

Reform - through method, method.

INNOVATION
AND
MANAGEMENT STRATEGIES
Definition

CHANGE

New techniques
improve learning.

and

approaches

to

Take into account the appropriateness of

the cost, time, and energy usage.

The level of efficiency and effectiveness

of service delivery as well as give
students the benefit of the KPD.
Innovation in R & D should involve:
The concept of private creative thinking &
creative
The creative genius of creative action
Factors and elements that
creativity
and
creative
techniques

stimulate
thinking

Done masalh creatively

Teachers
need
to
know
abilities,
backgrounds, experiences and their
families - interchangeable knal past pupil
needs and problems.
The purpose of innovation
Producing a new service @ bg users with
technology as its core. To produce an
image of the creative (creative society),
and the National Creative (creative
society).
Innovation needs teacher

Features creative educators

The ability to diversify methods p & p in
accordance with the abilities of students storytelling, role play, visits, mind maps,
inquiry.
Flexible and open preformance p & p - are
prepared to accept the idea of pupils,
students matter fierce, unforgiving, like
diversity and compositional talent and
ideas in students' behavior, like selfptayaan students. Adjust p & p with a
learning style of students, emphasizing
the question of interest, intellectual,
creativity, attitude, appreciation.
Use a recent aid - computer, software
(software), Internet Customise with the
situation
Give students the opportunity to generate
ideas
Applications
preformance
various
situations - reinforced memory Criteria
innovation @ change

Teaching more attractive

The success of the curriculum

Reduction of operating costs - eg in the

form fetish agency (2 form cut into 1
form) Saving time - the use of ICT in the
development of R & D

Develop students' potential

Presentation points
ADAPTATION
OF
INNOVATION AND CHANGE

The process of interaction - the result of

the teachers and students so that the key
elements in that specific learning
environment.

VARIOUS

Improvement
works
eg
check
procedures
perubahn
commercial
vehicles (RTD dapt check bnyk abuse)

Use a variety of methods - to help

students achieve obj p & p.

The increase in the level of satisfaction of

its customers - (ratings parents against
the school management)

Adaptation Innovation Guru

Customize with the needs - student

learning styles, teaching title, the type of
knowledge, skills, who is to be served, the
level of student performance, learning
environment,
values
and
attitudes
nurtured want to get the cooperation of
all parties

Innovation in education
Is simple - focus
Starting on a small scale - know the
original objective, specific

The invention of the present - to the

present, there is the same practice
immediately.

Difficulty teacher exchange new practices

Results based on clear goals

Help your friends / team
Share ideas Innovation Learning through
experience to be sought
of

innovations

in

See how far the creativity of innovative

projects meet ciri2 authenticity (original
idea) & adptasi (pnambahbaikn &
Renovation original idea).
The results of innovation is measured by
taking into account the implementation
thap innovation and replicability lines
See further implementation level where it
has been successful in full (got past the
experimental stage)
In the experiment - (Prototype stage
Replicability
See
MNA
far
there
replicability and trbukti feature can be
applied by individual high-cost tnpa
Impact (outcome) Assessed through
efficient
criteria
(efficiency
and
significantly innovative lines
Efficient - to what extent effective in
contributing to the improvement of
education in the country.

Significant
Fill a significant feature, please inform the
effectiveness and efficiency of impact p &
p
Barriers to innovation in schools
Confrontational
teachers

attitude

Conflict
Restlessness

The principle innovations in teaching

Implementation
teaching

Feeling anxious

with

school

Not sure use sophisticated equipment electronic,

computer
technology,
telecommunications
Technophobia
(Nigeria) - afraid of the electronic media,
takaut pda electronic equipment, afraid
the teacher's role is taken by the media
The
challenge
implementation
innovation
Demographics
School

that
of

teacher

effective
curriculum
DIFFERENTLY

The ability of teachers in terms of

motivation, attitudes, knowledge, and
skills
determine
the
readiness
of
teachers.
The attitude
Hashim)

of

the

teacher

(Omar

Inesia factor - the feeling comfortable and

happy with what happened to (xnak
change).
Feeling threatened - xyakin bt new lines
Time and convenience - not ckup time
and facilities (to avoid self)
Interest in the theory of teacher
development stage (Fuller 1975)
(I) The level of personal attention
The level of survival, feeling threatened
and insecure because of taste have
weakness, lack of confidence, skills and
knowledge.
The question - the appearance of
teachers,
school
management
requirements and needs.
Difficult to implement
psychological instability.

innovation

Given the impact of innovation convey to

students.

(Ii) The focus of the task.

Stage adaptation of innovation in

education

Emotionally stable.
Think of ways to perform tasks such as
preparing well bhn of Learning, in
collaboration with colleagues, and ready
to receive info about Gas brewing.
Ready for innovation when needed.
(Iii) The level of concentration effect
Implications
think
teaching students.

innovation

thdp

Concerned thdap fairness weeks to learn

applications
that
benefit
students,
teachers and society should be.
More critically,
innovation.

rationally

know

bt

Teachers focus override Model Resistance

Movements (1978)
Less focus is not related to concentrate
due to lack of information, innovation
does not give importance, less curious

Individuals - made olh creative teachers

through thirsting for knowledge, research
environment,
development
of
new
technologies generate ideas @ @ quality
repair complete problem (modification)
Organizations - active and prospective
(search
opportunities,
grasp
the
conditions for maximum profit achieved).
Innovative organization - visionary, smart
layout strategy
The basic elements of innovation in
organizations (Kelly Dan Littman (2000).
Sensitivity - sensitive environment,
Increase comfort and quality consensus talks info & facts Basic Needs student
resistance - a unique idea and try odd
Expectations - Another problem future
needs in education innovation
Border innovation too broad public @ bg
interchangeable agreement

Think about a personal concern in relation

to existing capabilities and innovation bt.

Limited expertise study alone, not special

and ongoing - No continuity

Focus on self survival.

Ridak restored negative side effects Support

innovation
threatens
the
credibility of the inconsistent form of
dissent Less welcome, there are lots of
confusion exists criticism definitions and
requirements of innovation

The question: Can the terms of skills,

competencies,
knowledge
and
experience, time, family, leisure time.
Focus on innovation-related tasks with
sufficient Run.
Tambahbaik
efficiency
of
teaching,
curriculum available bhn interesting,
creative use of instructional media and
critical,
draw
students'
attention,
significant interpersonal.
Interest related to the effect of high level
of confidence in the exercise of duties.

Underlying
Education

Growth

Innovation

in

Innovation curriculum - learning contents,

themes, learning aspects, design and
composition Bahn learning, strategy,
implementation of the curriculum
Innovation of teaching - methods,
approaches,
methods,
management,

organization,
planning
implementation of teaching

and

Innovation learning environment - the

atmosphere and place to learn

Professional innovation - personality, how

and culture, competence, expertise, new
practices,
new
thinking,
innovation
adaptation

Management innovation - innovation in

the
management
system,
hbgan,
sokongn, pemb progress, problem solving

Innovation
thinking
perkmbngn
progressive mind, open mind, creative
reading that, said the idea

Technological
innovation
sumbng
creativity in teaching and learning, school
management