UPSI Digital Repository (UDRep)
Start | FAQ | About

QR Code Link :

Type :thesis
Subject :HV Social pathology. Social and public welfare
Main Author :Ciptro Handrianto
Title :Investigating developing and validating rubrics for Teacher's Self-Efficacy and Teaching Competency in drug education
Place of Production :Tanjong Malim
Publisher :Fakulti Pembangunan Manusia
Year of Publication :2023
Corporate Name :Universiti Pendidikan Sultan Idris
PDF Guest :Click to view PDF file
PDF Full Text :Login required to access this item.

Abstract : Universiti Pendidikan Sultan Idris
The objectives of the study were to investigate the Teacher's Self-Efficacy (TSE) and Teaching Competency (TC) of classroom teachers in drug education, to examine whether the TSE and TC are influenced by gender, age, academic qualification, and years of teaching experience, to develop the rubrics for TSE and TC, and to validate the rubrics for TSE and TC in drug education. The methodology used in this study was a mixed-methods approach using the ADDIE Model to develop a rubric. The descriptive statistics and MANOVA were performed on the analysis data with a significant level of .05. There were 389 participants, which consisted of classroom teachers in public secondary schools in Kelantan and educational experts from three public universities in Malaysia. The results of the study showed that classroom teachers had moderately high levels of TSE and TC. Most of them stated that drug education in classroom situations was based on their initiatives and a lack of guidelines for integrating drug topics into the curriculum. The data showed that there were no significant influences of demographic factors such as gender, age, academic qualification, and years of teaching experience on the TSE and TC of teachers in drug education. This study arranged the rubric for a TSE and TC assessment tool based on phases in the ADDIE Model. The rubrics for TSE and TC had been validated and obtained high acceptance rates from experts and classroom teachers. This study also discussed the study's implications and recommendations. In conclusion, the TSE and TC of classroom teachers were needed for drug education in secondary schools in Malaysia. The rubric development of TSE and TC in drug education can evaluate teachers and help them improve their efficacy and competency in integrating drug topics in a teaching-learning situation.

References

AADK. Agensi Anti Dadah Kebangsaan. (2020). Statistik penagih dadah mengikut umur ketika dikesan tahun 2014–2019. Retrieved from: https://www.adk.gov.my/orang-awam/statistik-dadah/ 

 

Abelman, D. D. (2017). Mitigating risks of students use of study drugs through understanding motivations for use and applying harm reduction theory: A literature review. Harm Reduction Journal, 14(1), 1-7. 

 

Abuiyada, R. (2018). Traditional development theories have failed to address the needs of the majority of people at grassroots levels with reference to GAD. International Journal of Business and Social Science, 9(9), 115-119. 

 

Achurra, C., & Villardón, L. (2013). Teacher’self-efficacy and student learning. The European Journal of Social & Behavioral Sciences, 2(2), 366-383. 

 

Adegbola, B. (2022). Pre-service teachers’ perceptions of preparedness and self-efficacy in instructing students from diverse cultural and linguistic backgrounds. Administrative Issues Journal: Connecting Education, Practice, and Research, 12(1), 13-24. 

 

Adeyemi, B. A. (2019). Influence of teachers’ qualifications and gender on social studies teachers’ teaching styles in Osun State, Nigeria. In 7th International Conference on Embracing Capacity Building Opportunities in Education, Distance Learning, Teacher Preparation and Languages. South Africa Renewable Energy Technology Centre (SARETEC) Cape Peninsula, University of Technology, Cape Town, South Africa between 2nd and 4th September. 

 

Adhani, A., & Anshori, A. (2018). Persuation of teacher communication in preventing the danger of drug abuse on high school students. Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences, 1(3), 153-159. 

 

Admiraal, W., Schenke, W., De Jong, L., Emmelot, Y., & Sligte, H. (2021). Schools as professional learning communities: What can schools do to support professional development of their teachers? Professional Development in Education, 47(4), 684-698. 

 

Adri, J., & Abdullah, A. S. (2022). Critical thinking skills in performance-based assessment: Instrument development and validation. Journal of Technical Education and Training, 14(1), 90-99. 

 

Ahankari, A. S., Wray, J., Jomeen, J., & Hayter, M. (2019). The effectiveness of combined alcohol and sexual risk taking reduction interventions on the sexual behaviour of teenagers and young adults: a systematic review. Public Health, 173, 83-96. 

Aiken, L. R. (1996). Rating scales and check-lists: Evaluating behaviour, personality and attitudes. New York: John Wiley & Sons Inc. 

 

Alam, A. (2022). Contemplative pedagogy: An experiment with school students for demystifying the philosophy of contemplative education. Resilience and Transformation in Global Restructuring, 289-300. 

 

Albanese, A. M., Russo, G. R., & Geller, P. A. (2019). The role of parental self-efficacy in parent and child well-being: A systematic review of associated outcomes. Child: Care, Health and Development, 45(3), 333-363. 

 

Al-Bulushi, M., Al-Said, S., & Lietzén, O. (2018). Teacher competencies in Oman: How gender and teaching experience are associated with self-assessment. Education, 5(3), 261-282. 

 

Alruwais, N., Wills, G., & Wald, M. (2018). Advantages and challenges of using e-assessment. International Journal of Information and Education Technology, 8(1), 34-37. 

 

Alsina, Á., Ayllón, S., & Colomer, J. (2019). Validating the narrative reflection assessment rubric (NARRA) for reflective narratives in higher education. Assessment & Evaluation in Higher Education, 44(1), 155-168. 

 

Álvarez-Díaz, M., Muñiz-Bascón, L. M., Soria-Alemany, A., Veintimilla-Bonet, A., & Fernández-Alonso, R. (2021). On the design and validation of a rubric for the evaluation of performance in a musical contest. International Journal of Music Education, 39(1), 66-79. 

 

Amat, M. A. C., Ahmad, J., Jailani, O., Jaafar, W. M. W., & Zaremohzzabieh, Z. (2020). Relapse among drug addicts in East Coast Malaysia: A qualitative study of risk factors. International Journal of Academic Research in Business and Social Sciences, 10(12), 432-447. 

 

Amesty, E., & Páez, D. (2018). Using project-based learning with Venezuelan teachers to enhance teacher attitudes about school-based drug abuse prevention: A control-group comparison study. Psychology in the Schools, 55(8), 969-981. 

 

Andriani, S., Kesumawati, N., & Kristiawan, M. (2018). The influence of the transformational leadership and work motivation on teachers` performance. International Journal of Scientific & Technology Research, 7(7), 19-29. 

 

Andrus, M. R., McDonough, S. L., Kelley, K. W., Stamm, P. L., McCoy, E. K., Lisenby, K. M., & Byrd, D. C. (2018). Development and validation of a rubric to evaluate diabetes SOAP note writing in APPE. American Journal of Pharmaceutical Education, 82(9), 1045-1050. 

 

Anggraini, P. P., Apriliani, N. A., Supeni, I., & Handrianto, C. (2022). The use of the cocomelon youtube channel as a medium for introducing children's english 

vocabulary. SAGA: Journal of English Language Teaching and Applied Linguistics, 3(2), 81-90. 

 

Ansley, B. M., Houchins, D. E., Varjas, K., Roach, A., Patterson, D., & Hendrick, R. (2021). The impact of an online stress intervention on burnout and teacher efficacy. Teaching and Teacher Education, 98, 103251. 

 

Aspelin, J., & Jonsson, A. (2019). Relational competence in teacher education: Concept analysis and report from a pilot study. Teacher Development, 23(2), 264-283. 

 

Aziz, F., & Quraishi, U. (2017). Influence of gender, professional qualification and job experience on secondary school teachers' self-efficacy. FWU Journal of Social Sciences, 11(2). 233-244. 

 

Babbie, E., & Mouton, J. (2001). The practice of social science research. Belmont, CA: Wadsworth. 

 

Babbie, E. (2007). The practice of social research Belmont. CA: Wadsworth/Thomson. 

 

Bachman, J. G., Johnston, L. D., O'Malley, P. M., & Schulenberg, J. (2018). Transitions in drug use during late adolescence and young adulthood. In Transitions through Adolescence (pp. 111-140). Psychology Press. 

 

Bafadal, I. I., Bafadal, I., Sobri, A. Y., Nurabadi, A., & Gunawan, I. (2019, December). Standards of competency of head of school beginners as leaders in learning innovation. In 5th International Conference on Education and Technology (ICET 2019) (pp. 13-18). Atlantis Press. 

 

Baleghizadeh, S., & Shakouri, M. (2014). The effect of gender and teaching experience on Iranian ESP instructors’ teaching styles. Journal of Education and Human Development, 3(2), 979-989. 

 

Bal-Tastan, S., Davoudi, S. M. M., Masalimova, A. R., Bersanov, A. S., Kurbanov, R. A., Boiarchuk, A. V., & Pavlushin, A. A. (2018). The impacts of teacher’s efficacy and motivation on student’s academic achievement in science education among secondary and high school students. EURASIA Journal of Mathematics, Science and Technology Education, 14(6), 2353-2366. 

 

Bandura, A. (2006). Adolescent development from an agentic perspective. In F. Pajares, & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 1e43). Greenwich, Connecticut: Information Age Publishing. 

 

Bandura, A., & Cervone, D. (1986). Differential engagement of self-reactive influences in cognitive motivation. Organizational Behavior and Human Decision Processes, 38(1), 92-113. 

 

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman and Company. 

Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52(1), 1-26. 

 

Bailey, K. D. (1994). Typologies and taxonomies: An introduction to classification techniques (No. 102). Sage. 

 

Barlas, Y., & Carpenter, S. (1990). Philosophical roots of model validation: Two paradigms. System Dynamics Review, 6(2), 148-166. 

 

Barni, D., Danioni, F., & Benevene, P. (2019). Teachers’ self-efficacy: The role of personal values and motivations for teaching. Frontiers in Psychology, 10, 1645. 

 

Bates, C. C., & Morgan, D. N. (2018). Seven elements of effective professional development. The Reading Teacher, 71(5), 623-626. 

 

Bazán-Ramírez, A., Velarde-Corrales, N. M., Rodríguez-Pérez, M. E., Guerrero-Barrios, J., & Anaya-González, R. B. (2022). Observational record and self-report of teacher-student performance in high school lessons. International Journal of Educational Methodology, 8(3), 479-491. 

 

Beatson, N. J., Berg, D. A., & Smith, J. K. (2020). The influence of self-efficacy beliefs and prior learning on performance. Accounting & Finance, 60(2), 1271-1294. 

 

Bent, G. J., Bakx, A., & Den Brok, P. (2017). Primary education teachers' self-efficacy beliefs for teaching Geography lessons. International Research in Geographical and Environmental Education, 26(2), 150-165. 

 

Bergmark, U., Lundström, S., Manderstedt, L., & Palo, A. (2018). Why become a teacher? Student teachers’ perceptions of the teaching profession and motives for career choice. European Journal of Teacher Education, 41(3), 266-281. 

 

Bergmark, U. (2020). Teachers’ professional learning when building a research-based education: context-specific, collaborative and teacher-driven professional development. Professional Development in Education, 1-15. 

 

Berliner, D. C., & Rosenshine, B. (2017). The acquisition of knowledge in the classroom. In Schooling and the Acquisition of Knowledge (pp. 375-396). Routledge. 

 

Bernaras, E., Jaureguizar, J., & Garaigordobil, M. (2019). Child and adolescent depression: A review of theories, evaluation instruments, prevention programs, and treatments. Frontiers in Psychology, 10, 543. 

 

Bhat, S. A. (2017). The emerging problem of substance abuse. International Journal of Advanced Research and Development, 2(4), 492-495. 

 

Bhullar, K. (2019). Teaching competency of secondary school teachers in relation to their self efficacy. IOSR Journal of Humanities and Social Science, 24(7), 58-62. 

Biesta, G. (2017). The future of teacher education: Evidence, competence or wisdom? In A Companion to Research in Teacher Education (pp. 435-453). Springer, Singapore. 

 

Billups, F. D. (2019). Qualitative data collection tools: Design, development, and applications (Vol. 55). SAGE Publications. 

 

Black, P., & Wiliam, D. (2018). Classroom assessment and pedagogy. Assessment in education: Principles, Policy & Practice, 25(6), 551-575. 

 

Blessing, L. T., & Chakrabarti, A. (2009). DRM: A design reseach methodology (pp. 13-42). Springer London. 

 

Bogler, R. (2001). The influence of leadership style on teacher satisfaction. Educational Administration Quarterly, 37, 662-683. 

 

Bonyani, A., Safaeian, L., Chehrazi, M., Etedali, A., Zaghian, M., & Mashhadian, F. (2018). A high school-based education concerning drug abuse prevention. Journal of education and health promotion, 7. 

 

Borloti, E., García, M. V. H., Jiménez, V. S., & Sudbrack, M. F. O. (2017). Drug use prevention projects in schools in Vitória, Brazil: Quality analysis and improvement proposals. Psicologia: Reflexão e Crítica, 30. 

 

Botvin, G. J., & Griffin, K. W. (2006). Drug abuse prevention curricula in schools. In Handbook of Drug Abuse Prevention (pp. 45-74). Springer, Boston, MA. 

 

Boud, D., Ajjawi, R., Dawson, P., and Tai, J. (2018). Developing evaluative judgement in higher education. Abingdon: Routledge. 

 

Bourduge, C., Brousse, G., Morel, F., Pereira, B., Lambert, C., Izaute, M., & Teissedre, F. (2022). Intervention program based on self: A proposal for improving the addiction prevention program “unplugged” through self-concept. International Journal of Environmental Research and Public Health, 19(15), 8994. 

 

Brink, M., & Bartz, D. E. (2017). Effective use of formative assessment by high school teachers. Practical Assessment, Research, and Evaluation, 22(1), 1-10. 

 

Broadbent, J., Panadero, E., & Boud, D. (2018). Implementing summative assessment with a formative flavour: A case study in a large class. Assessment & Evaluation in Higher Education, 43(2), 307-322. 

 

Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American Psychologist, 37, 513-531. 

 

Brooks, M. J., Holm, S. E., Thomas, S., & Rich, A. J. (2018). Addressing opioid misuse and abuse through inter-professional engagement and education. Internet Journal of Allied Health Sciences and Practice, 16(1), 9. 

Brouwers, A.  & Tomic, W. (2003). A test of the factorial validity of the teacher efficacy scale. Research in Education, 69(3), 67-79. 

 

Brown, George. (2001). Assessment: A guide for lecturers. York: LTSN Generic Centre: Assessment Series 3. 

 

Bugbee, B. A., Beck, K. H., Fryer, C. S., & Arria, A. M. (2019). Substance use, academic performance, and academic engagement among high school seniors. Journal of School Health, 89(2), 145-156. 

 

Bulut, I., & Topdemir, S. (2018). The Math teachers’ self-efficacy beliefs about classroom management (A case study of elementary schools in Diyarbakir). European Journal of Educational Research, 7(3), 639-652. 

 

Bürgener, L., & Barth, M. (2018). Sustainability competencies in teacher education: Making teacher education count in everyday school practice. Journal of Cleaner Production, 174, 821-826. 

 

Buzzai, C., Passanisi, A., Aznar, M. A., & Pace, U. (2022). The antecedents of teaching styles in multicultural classroom: Teachers’ self-efficacy for inclusive practices and attitudes towards multicultural education. European Journal of Special Needs Education, 1-16. 

 

Capone, V., Joshanloo, M., & Park, M. S. A. (2019). Burnout, depression, efficacy beliefs, and work-related variables among school teachers. International Journal of Educational Research, 95, 97-108. 

 

Carlos, C. P., Jesus, G. G., & Oscar, C. B. (2018). A rubric to assess the teaching competency using motor skills and body language games: Initial development and validation. Journal of Physical Education and Sport, 18(2), 944-954. 

 

Casson, S. A. (2017). A mixed methods pilot study evaluating the effectiveness of a mindfulness-based intervention for exam-related anxiety in secondary school settings (Doctoral dissertation, UCL (University College London). 

 

Cervantes, S. N. (2018). Aligning reality therapy and choice theory psychology with cognitive psychology. International Journal of Choice Theory® and Reality Therapy, 38(1), 13. 

 

Champion, K. E., Newton, N. C., Stapinski, L., & Teesson, M. (2018). Cluster randomised controlled trial of an online intervention to prevent ecstasy and new psychoactive substance use among adolescents: final results and implications for implementation. BMJ open, 8(11). 

 

Chebukaka, R. (2014). Drug abuse among students in public secondary schools in Kenya, the case of Vihiga County. International Journal of Social Sciences and Education, 4(3). 

Cheloti, S. K. (2013). Effectiveness of the head-teachers` strategies used to curb drug and substance abuse in public secondary schools in Nairobi County, Kenya (Doctoral dissertation, University of Nairobi,). 

 

Chen, C. H., & Yang, Y. C. (2019). Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators. Educational Research Review, 26, 71-81. 

 

Cheng, L., Ritzhaupt, A. D., & Antonenko, P. (2019). Effects of the flipped classroom instructional strategy on students’ learning outcomes: A meta-analysis. Educational Technology Research and Development, 67(4), 793-824. 

 

Cherniss, C. (2017). Role of professional self-efficacy in the etiology and amelioration of burnout. In Professional Burnout (pp. 135-149). Routledge. 

 

Cheung-Blunden, V., & Khan, S. R. (2018). A modified peer rating system to recognise rating skill as a learning outcome. Assessment & Evaluation in Higher Education, 43(1), 58-67. 

 

Cheung, Y. W., & Cheung, N. W. (2019). Adolescent drug abuse in Hong Kong: Prevalence, psychosocial correlates, and prevention. Journal of Adolescent Health, 64(6), 28-33. 

 

Choi, H. J., Hecht, M., & Smith, R. A. (2017). Investigating the potential impact of social talk on prevention through social networks: The relationships between social talk and refusal self-efficacy and norms. Prevention Science, 18(4), 459-468. 

 

Choi, J., Lee, J. H., & Kim, B. (2019). How does learner-centered education affect teacher self-efficacy? The case of project-based learning in Korea. Teaching and Teacher Education, 85, 45-57. 

 

Christensen, L. B., Johnson, B., & Turner, L. A. (2011). Research methods, design, and analysis. University of South Alabama: Pearson. 

 

Christie, P., & Lingard, B. (2020). Teachers and schooling making a difference: Productive pedagogies, assessment and performance. Routledge. 

 

Coakes, S., Steed, L., & Ong, C. (2010). SPSS analysis without anguish: Version 17 for Windows Qld. 

 

Coggans, N., Haw, S., & Watson, J. (2018). Education and drug misuse: School interventions. In Illegal Drug Use in the United Kingdom (pp. 27-42). Routledge. 

 

Cohen, L., Manion, L., & Morrison, K. (2017). Research methods in education. routledge. 

 

Cole, M., & Means, B. (1981). Comparative studies of how people think: An introduction. Harvard University Press. 

Collins, E. A. (2019). Understanding the risk factors and lived experiences of prescription drug abuse among Canadian children and adolescents: A retrospective phenomenological study. Journal of Child & Adolescent & Substance Abuse, 28(4), 266-275. 

 

Conklin, H. G. (2015). Preparing novice teacher educators in the pedagogy of teacher education. Action in Teacher Education, 37(4), 317-333. 

 

Cortina, J. M. (1993). What is coefficient alpha? An examination of theory and applications. Journal of Applied Psychology, 78(1), 98-104.  https://doi.org/10.1037/0021-9010.78.1.98 

 

Cowen, R. (2002). Socrates was right? Teacher education systems and the state. In T. Elwyn (Ed.), Teacher education: Dilemmas and prospects (pp. 3-12). London: Kogan. 

 

Churches, A. (2015). A guide to formative and summative assessment and rubric development. 21st Century Project. 

 

Company, P., Contero, M., Otey, J., Camba, J. D., Agost, M. J., & Pérez-López, D. (2017). Web-based system for adaptable rubrics case study on CAD assessmend. Educational Technology and Society, 20(3), 24–41. 

 

Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods research. Sage publications. 

 

Creswell, J. W. (2009). Research design: Qualitative and mixed methods approaches. London and Thousand Oaks: Sage Publications. 

 

Curran, T., & Wexler, L. (2017). School-based positive youth development: A systematic review of the literature. Journal of School Health, 87(1), 71-80. 

 

Custer, B. D., & Kent, R. T. (2018). Understanding the drug-free schools and communities act, then and now. JC & UL, 44, 137. 

 

Damiri, B. R., Salahat, I. A., & Aghbar, M. H. (2018). Pattern of substance use among schoolchildren in Palestine: a cross-sectional study. Egyptian Journal of Forensic Sciences, 8(1), 1-10. 

 

Darcy, C. (2020). Precarious positions of understanding: The illicit drug landscape and drug education in Ireland. Irish Educational Studies, 1-13. 

 

David, M. K. (2017). Effective Teaching and Learning Strategies in The Language Classroom. The English Teacher, 8. 

 

Dawson, P. (2017). Assessment rubrics: Towards clearer and more replicable design, research and practice. Assessment & Evaluation in Higher Education, 42(3), 347-360. 

Debnam, K. J., Milam, A. J., Mullen, M. M., Lacey, K., & Bradshaw, C. P. (2018). The moderating role of spirituality in the association between stress and substance use among adolescents: Differences by gender. Journal of Youth and Adolescence, 47(4), 818-828. 

 

Deterding, N. M., & Waters, M. C. (2018). Flexible coding of in-depth interviews: A twenty-first-century approach. Sociological Methods & Research, 0049124118799377. 

 

Dikko, M. (2016). Establishing construct validity and reliability: Pilot testing of a qualitative interview for research in takaful (islamic insurance). Qualitative Report, 21(3). 

 

Djigic, G., & Stojiljkovic, S. (2011). Classroom management styles, classroom climate and school achievement. Procedia-Social and Behavioral Sciences, 29, 819-828. 

 

Doyle, T. (2018). Helping students learn in a learner-centered environment: A guide to facilitating learning in higher education. Stylus Publishing, LLC. 

 

Dunne, T., Bishop, L., Avery, S., & Darcy, S. (2017). A review of effective youth engagement strategies for mental health and substance use interventions. Journal of Adolescent Health, 60(5), 487-512. 

 

Dunn, H. K., Pearlman, D. N., Beatty, A., & Florin, P. (2018). Psychosocial determinants of teens’ online engagement in drug prevention social media campaigns: Implications for public health organizations. The Journal of Primary Prevention, 39(5), 469-481. 

 

Du-Plessis, P., & Mestry, R. (2019). Teachers for rural schools–a challenge for South Africa. South African Journal of Education, 39(1), 1-9. 

 

Eko, W. A. B. (2019). Drug abuse prevention model using ADDIE and CBT for primary school students. Opción: Revista de Ciencias Humanas y Sociales, (21), 1412-1426. 

 

El-Kazdouh, H., El-Ammari, A., Bouftini, S., El Fakir, S., & El Achhab, Y. (2018). Adolescents, parents and teachers’ perceptions of risk and protective factors of substance use in Moroccan adolescents: a qualitative study. Substance Abuse Treatment, Prevention, and Policy, 13(1), 1-12. 

 

Ellickson, P. (2020). School-based substance abuse prevention: What works, for whom, and how? In Substance Abuse Prevention (pp. 101-129). Routledge. 

 

Emaliana, I. (2017). Teacher-centered or student-centered learning approach to promote learning? Jurnal Sosial Humaniora (JSH), 10(2), 59-70. 

 

Engel, M. (2020). Instructional design of discussion prompts and rubrics: A basic qualitative study (Doctoral dissertation, Capella University). 

Engin, G. (2020). An examination of primary school students' academic achievements and motivation in terms of parents' attitudes, teacher motivation, teacher self-efficacy and leadership approach. International Journal of Progressive Education, 16(1), 257-276. 

 

Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of research on Technology in Education, 42(3), 255-284. 

 

Fabelico, F., & Afalla, B. (2020). Perseverance and passion in the teaching profession: Teachers' grit, self-efficacy, burnout, and performance. Journal of Critical Reviews, 7(11), 108-119. 

 

Fadaei, M. H., Farokhzadian, J., Miri, S., & Goojani, R. (2022). Promoting drug abuse preventive behaviors in adolescent students based on the health belief model. International Journal of Adolescent Medicine and Health, 34(3), 1-8. 

 

Farmer, H., Xu, H., & Dupre, M. E. (2022). Self-efficacy. In Encyclopedia of gerontology and population aging (pp. 4410-4413). Cham: Springer International Publishing. 

 

Fauth, B., Decristan, J., Decker, A. T., Büttner, G., Hardy, I., Klieme, E., & Kunter, M. (2019). The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality. Teaching and Teacher Education, 86, 102882. 

 

Fauziah, I., Mohamad, M. S., Chong, S. T., & Manaf, A. A. (2012). Substance abuse and aggressive behavior among adolescents. Asian Social Science, 8(9), 92. 

 

Fischer, C., Fishman, B., Dede, C., Eisenkraft, A., Frumin, K., Foster, B., ... & McCoy, A. (2018). Investigating relationships between school context, teacher professional development, teaching practices, and student achievement in response to a nationwide science reform. Teaching and Teacher Education, 72, 107-121. 

 

Foster, C. E., Horwitz, A., Thomas, A., Opperman, K., Gipson, P., Burnside, A., & King, C. A. (2017). Connectedness to family, school, peers, and community in socially vulnerable adolescents. Children and Youth Services Review, 81, 321-331. 

 

Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (Vol. 7, p. 429). New York: McGraw-hill. 

 

Frey, N., Fisher, D., & Smith, D. (2019). All learning is social and emotional: Helping students develop essential skills for the classroom and beyond. ASCD. 

 

Fuadiah, N. F., Suryadi, D., & Turmudi (2019). Teaching and learning activities in classroom and their impact on student misunderstanding: A case study on negative integers. International Journal of Instruction, 12(1), 407-424. 

Fook, C. Y., Sidhu, G. K., Lim, P. C., & Wee, E. H. (2016). Students' perceptions of substance abuse among secondary school students in Malaysia. Pertanika Journal of Social Sciences & Humanities, 24(2). 

 

Gaete, J., Tornero, B., Valenzuela, D., Rojas-Barahona, C. A., Salmivalli, C., Valenzuela, E., & Araya, R. (2017). Substance use among adolescents involved in bullying: A cross-sectional multilevel study. Frontiers in Psychology, 8, 1056. 

 

Galán, A., Amilburu, M. G., & Muñoz, I. (2012). The effects of implementing the ESHE on the assessment of teaching competency in Spain. Revista Catalana de Dretpúblic, 44, 349-370. 

 

Gallardo, K. (2020). Competency-based assessment and the use of performance-based evaluation rubrics in higher education: Challenges towards the next decade. Problems of Education in the 21st Century, 78(1), 61-79. 

 

Gall, M. D. Gall., & Borg. (2003). Educational research. Boston: Pearson Education Inc. 

 

Gangloff, B., & Mazilescu, C. A. (2017). Normative characteristics of perceived self-efficacy. Social Sciences, 6(4), 139. 

 

Garfolo, B. T., Kelpsh, E. P., Phelps, Y., & Kelpsh, L. (2016). The use of course embedded signature assignments and rubrics in programmatic assessment. Academy of Business Journal, 8–20. 

 

Garnjost, P., & Lawter, L. (2019). Undergraduates’ satisfaction and perceptions of learning outcomes across teacher-and learner-focused pedagogies. The International Journal of Management Education, 17(2), 267-275. 

 

George, S. V., Richardson, P. W., & Watt, H. M. (2018). Early career teachers’ self-efficacy: A longitudinal study from Australia. Australian Journal of Education, 62(2), 217-233. 

 

Gentrup, S., Lorenz, G., Kristen, C., & Kogan, I. (2020). Self-fulfilling prophecies in the classroom: Teacher expectations, teacher feedback and student achievement. Learning and Instruction, 66, 101296. 

 

Gess-Newsome, J., Taylor, J. A., Carlson, J., Gardner, A. L., Wilson, C. D., & Stuhlsatz, M. A. (2019). Teacher pedagogical content knowledge, practice, and student achievement. International Journal of Science Education, 41(7), 944-963. 

 

Gewin, A. M., & Hoffman, B. (2016). Introducing the cultural variables in school-based substance abuse prevention. Drugs: Education, Prevention and Policy, 23(1), 1-14. 

 

Ghani, S. B. A., Rashidi, F., & Wahab, B. (2014). Penilaian penyalahgunaan dadah menurut fatwa ulama dari perspektif islam. Journal of Business and Social Development, 2(1), 57-62. 

 

Ghosh, A., Singh, P., Das, N., Pandit, P. M., Das, S., & Sarkar, S. (2022). Efficacy of brief intervention for harmful and hazardous alcohol use: A systematic review and meta-analysis of studies from low middle-income countries. Addiction, 117(3), 545-558. 

 

Ghozali, G., Azuhairi, A., Zulkefli, N. A. M., & Ibrahim, F. (2019). The effect of an electronic module about drug abuse prevention on teachers’ beliefs in Indonesia. F1000Research, 8(115), 115. 

 

Giles, S. M., Pankratz, M. M., Ringwalt, C., Hansen, W. B., Dusenbury, L., & Jackson-Newsom, J. (2010). Teachers' delivery skills and substance use prevention program outcomes: The moderating role of students' need for cognition and impulse decision making. Journal of Drug Education, 40(4), 395-410. 

 

Gizyatova, L. A. (2016). Teachers' training experience as a critical determinant of the quality of drug education among students. The European Proceedings of Social and Behavioral Sciences, 12, 295-299. 

 

González-Andrés, F., & Urbano, B. (2018). The use of rubrics to assess competences. In INTED2018 Proceedings (pp. 4255-4261). IATED. 

 

Gorbai, G. M. (2020). The reflection that connects us with ourselves, with the present, and with our future perspectives. Studia Universitatis Babe.-Bolyai Theologia Reformata Transylvanica, 65(2), 305-328. 

 

Gore, J., Lloyd, A., Smith, M., Bowe, J., Ellis, H., & Lubans, D. (2017). Effects of professional development on the quality of teaching: Results from a randomised controlled trial of quality teaching rounds. Teaching and Teacher Education, 68, 99-113. 

 

Graham, S. (2020). An attributional theory of motivation. Contemporary Educational Psychology, 61, 101861. 

 

Gray, K. M., & Squeglia, L. M. (2018). Research review: What have we learned about adolescent substance use? Journal of Child Psychology and Psychiatry, 59(6), 618-627. 

 

Grieser, D. R., & Hendricks, K. S. (2018). Review of literature: Pedagogical content knowledge and string teacher preparation. Update: Applications of Research in Music Education, 37(1), 13-19. 

 

Grissom, J. A., & Bartanen, B. (2019). Strategic retention: Principal effectiveness and teacher turnover in multiple-measure teacher evaluation systems. American Educational Research Journal, 56(2), 514-555. 

Gunter, W. D., & Hertig, C. A. (2005). An introduction to theory, practice and career development for public and private investigators. International Foundation for Protection Officers, 1-56. 

 

Guoyan, S., Khaskheli, A., Raza, S. A., Khan, K. A., & Hakim, F. (2021). Teachers’ self-efficacy, mental well-being and continuance commitment of using learning management system during COVID-19 pandemic: A comparative study of Pakistan and Malaysia. Interactive Learning Environments, 1-23. 

 

Guskey, T. R. (2022). Implementing mastery learning. Corwin Press. 

 

Hafnidar, H., Harniati, I., Hailemariam, M., & Handrianto, C. (2021). Students` self-regulation: An analysis of exploratory factors of self-regulation scale. Spektrum: Jurnal Pendidikan Luar Sekolah (PLS), 9(2), 220-225. https://doi.org/10.24036/spektrumpls.v9i2.112589 

 

Hairunnisa, H., Norlinda, N., Latifah, N. Y., Khairaini, M., Ramadhani, S., Banseng, S., & Handrianto, C. (2023). The plagiarism awareness of university’s students in writing research proposal. SAGA: Journal of English Language Teaching and Applied Linguistics, 4(2), 137–142. 

 

Haladyna, T. M., & Rogriguez, M. C. (2013). Developing and validating test items. New York: Routledge. 

 

Hansen, W. B., Fleming, C. B., & Scheier, L. M. (2019). Self-reported engagement in a drug prevention program: Individual and classroom effects on proximal and behavioral outcomes. The Journal of Primary Prevention, 40(1), 5-34. 

 

Hansen, W. B., Miller-Day, M., Pettigrew, J., Hecht, M. L., Shin, Y., Graham, J., & Krieger, J. (2013). How prevention curricula are taught under real-world conditions. Health Education, 113(4), 324-344. 

 

Hansen, W. B. (1992). School-based substance abuse prevention: A review of the state of the art in curriculum, 1980–1990. Health Education Research, 7(3), 403-430. 

 

Harrington, N. G., Giles, S. M., Hoyle, R. H., Feeney, G. J., & Yungbluth, S. C. (2001). Evaluation of the All Stars character education and problem behavior prevention program: Effects on mediator and outcome variables for middle school students. Health Education & Behavior, 28(5), 533-546. 

 

Harris, A., & Jones, M. (2019). Leading professional learning with impact. School Leadership & Management, 39(1), 1-4. 

 

Hatlevik, O. E. (2017). Examining the relationship between teachers’ self-efficacy, their digital competence, strategies to evaluate information, and use of ICT at school. Scandinavian Journal of Educational Research, 61(5), 555-567. 

 

Hecht, M. L., Shin, Y., Pettigrew, J., Miller-Day, M., & Krieger, J. L. (2018). Designed cultural adaptation and delivery quality in rural substance use prevention: An 

effectiveness trial for the keepin'it REAL curriculum. Prevention Science, 19(8), 1008-1018. 

 

Helm, C., & Sprinz, D. (2000). Measuring the effectiveness of international environmental regimes. Journal of Conflict Resolution, 44(5), 630-652. 

 

Henriksen, D., Richardson, C., & Mehta, R. (2017). Design thinking: A creative approach to educational problems of practice. Thinking skills and Creativity, 26, 140-153. 

 

Herman, K. C., Hickmon-Rosa, J. E., & Reinke, W. M. (2018). Empirically derived profiles of teacher stress, burnout, self-efficacy, and coping and associated student outcomes. Journal of Positive Behavior Interventions, 20(2), 90-100. 

 

Hewett, R., Shantz, A., Mundy, J., & Alfes, K. (2018). Attribution theories in human resource management research: A review and research agenda. The International Journal of Human Resource Management, 29(1), 87-126. 

 

Hidayati, A., Eldarni, E., Solfema, S., Handrianto, C., & Sunarti, V. (2023). Strategies for integrating a web-based learning environment based on authentic learning in distance learning for elementary school students. Journal of Education and E-Learning Research, 10(3), 437–445. 

 

Hizriani, N., Rufaidha, S., Nor, H., & Handrianto, C. (2022). Google classroom as a media to develop students’ critical thinking of english writing. International Journal of Education, Technology and Science, 2(3), 229-243. 

 

Howard, T. C., & Milner, H. R. (2021). Teacher preparation for urban schools. In Handbook of Urban Education (pp. 195-211). Routledge. 

 

Huda, M., Maseleno, A., Shahrill, M., Jasmi, K. A., Mustari, I., & Basiron, B. (2017). Exploring adaptive teaching competencies in big data era. International Journal of Emerging Technologies in Learning (IJET), 12(03), 68-83. 

 

Huda, M., & Teh, K. S. M. (2018). Empowering professional and ethical competence on reflective teaching practice in digital era. In Mentorship Strategies in Teacher Education (pp. 136-152). IGI Global. 

 

Hussin, A. H. M. (2009). Isu-isu dalam penyalahgunaan dadah di Malaysia. Kuala Lumpur: JS Proprint. 

 

Ibrahim, N., Ismail, R., Amit, N., Tambi, N., Selamat, M. N., Razak, M. A. A. & Shafurdin, N. S. (2018). Perbandingan tahap pengetahuan, sikap dan kesan dadah dalam kalangan remaja sekolah berisiko. Jurnal Psikologi Malaysia, 32(2). 

 

Ibrahim, R., Abdullah, N., Handrianto, C., Muliana, I. L., & Nykonenko, N. (2021). Development of information and communication technology (ICT) skills among students with learning disabilities (SLD) in malaysia and ukraine. International Journal of Educational Best Practices, 5(2), 121-131. 

Iroegbu, M. N. (2015). Self-efficacy and work performance: A theoretical framework of Albert Bandura's model, review of findings, implications and directions for future research. Psychology and Behavioral Sciences, 4(4), 170-173. 

 

Irvine, H., & Gaffikin, M. (2006). Getting in, getting on and getting out: Reflections on a qualitative research project. Accounting, Auditing & Accountability Journal. 

 

Ishaak, F., de Vries, N. K., & van der Wolf, K. (2015). Design of study without drugs—a Surinamese school-based drug-prevention program for adolescents. BMC Public Health, 15(1), 1046. 

 

Ismail, N., Kinchin, G., & Edwards, J. A. (2018). Pilot study: Does it really matter? Learning lessons from conducting a pilot study for a qualitative PhD thesis. International Journal of Social Science Research, 6(1), 1-17. 

 

Ismail, R., Ahmad, N. A., Ibrahim, F., & Nen, S. (2017). Pengaruh faktor individu, keluarga dan persekitaran sosial terhadap tingkah laku penyalahgunaan bahan dalam kalangan remaja. Akademika, 87(1). 

 

Ismail, S. N., Don, Y., Husin, F., & Khalid, R. (2018). Instructional leadership and teachers' functional competency across the 21st century learning. International Journal of Instruction, 11(3), 135-152. 

 

Ismaniar., Landa, K. S., Zaini, M., Utoyo, S., Hazizah, N., & Handrianto, C. (2023). Improving fine motor skills of children using eggshell collage media. International Journal of Instruction, 16(4), 597-614. 

 

Ivanich, J. D., Mousseau, A. C., Walls, M., Whitbeck, L., & Whitesell, N. R. (2020). Pathways of adaptation: Two case studies with one evidence-based substance use prevention program tailored for indigenous youth. Prevention Science, 21, 43-53. 

 

Jalil, A. H. A., Elumalai, G., & Shahril, M. I. (2021). Theory and model’s: Development of soft skill rubric for the co-curricular subject among matriculation program student of the ministry of education Malaysia. International Journal of Academic Research in Progressive Education and Development, 10(2). 

 

Jalil, A. H. A, & Shahri, M. I. (2021). Pembinaan rubrik kemahiran insaniah bagi matapelajaran kokurikulum pelajar program matrikulasi kementerian pendidikan Malaysia. Jurnal Penyelidikan Dedikasi, 17, 129-149. 

 

Janssen, E. M., Mainhard, T., Buisman, R. S., Verkoeijen, P. P., Heijltjes, A. E., Van Peppen, L. M., & Van Gog, T. (2019). Training higher education teachers’ critical thinking and attitudes towards teaching it. Contemporary Educational Psychology, 58, 310-322. 

 

Jarvis, P. (2018). Professional education. Routledge. 

 

Jiloha, R. C. (2017). Prevention, early intervention, and harm reduction of substance use in adolescents. Indian Journal of Psychiatry, 59(1), 111-118. 

Jiménez-Hernández, D., González-Calatayud, V., Torres-Soto, A., Martínez Mayoral, A., & Morales, J. (2020). Digital competence of future secondary school teachers: Differences according to gender, age, and branch of knowledge. Sustainability, 12(22), 1-16. 

 

Jönsson, A., & Panadero, E. (2017). The use and design of rubrics to support assessment for learning. In Scaling up assessment for learning in higher education (pp. 99-111). Springer, Singapore. 

 

Jouanjus, E., Falcou, A., Deheul, S., Roussin, A., & Lapeyre-Mestre, M. (2018). Detecting the diverted use of psychoactive drugs by adolescents and young adults: A pilot study. Pharmacoepidemiology and Drug Safety, 27(11), 1286-1292. https://doi.org/10.1002/pds.4624 

 

Jung, K. R., Zhou, A. Q., & Lee, R. M. (2017). Self-efficacy, self-discipline and academic performance: Testing a context-specific mediation model. Learning and Individual Differences, 60, 33-39. 

 

Jusoh, A. J., Handrianto, C., Walid, D. A., Wahab, S., & Rasool, S. (2023a). Drug Prevention Education Programs in Schools in High-Risk Areas: Challenges for Primary School Teachers in Malaysia. Al Ibtida: Jurnal Pendidikan Guru MI, 10(1), 1-12. 

 

Jusoh, A. J., Imami, M. K. W., Handrianto, C., Isa, A. N. M., Omar, S. Z., Abdullah, A., & Wahab, S. (2023b). Verification the reliability and validity of a Malaysian version of rathus assertiveness schedule as drug prevention scale. Islamic Guidance and Counseling Journal, 6(2). 

 

Jusoh, A. J., Rashid, N. A., & Handrianto, C. (2022). Developing a rubric for teacher`s self-efficacy and teaching competency in drug education based on the ADDIE model. International Journal of Education, Information Technology, and Others, 5(5), 139-149. 

 

Kallio, H., Pietilä, A. M., Johnson, M., & Kangasniemi, M. (2016). Systematic methodological review: developing a framework for a qualitative semi-structured interview guide. Journal of Advanced Nursing, 72(12), 2954-2965. 

 

Karatay, G., & Bas, N. G. (2019). Factors affecting substance use and self-efficacy status of students in eastern Turkey. Ciencia & Saude Coletiva, 24, 1317-1326. 

 

Khassawneh, O., Mohammad, T., Ben-Abdallah, R., & Alabidi, S. (2022). The relationship between emotional intelligence and educators’ performance in higher education sector. Behavioral Sciences, 12(12), 511. 

 

Khatib, M. N., Sinha, A., Gaidhane, A. M., Simkhada, P., Behere, P. B., Saxena, D., ... & Syed, Z. Q. (2018). A systematic review on effect of electronic media among children and adolescents on substance abuse. Indian Journal of Community Medicine: Official Publication of Indian Association of Preventive & Social Medicine, 43(1), S66. 

Kim, K. R., & Seo, E. H. (2018). The relationship between teacher efficacy and students' academic achievement: A meta-analysis. Social Behavior and Personality: An international Journal, 46(4), 529-540. 

 

King, K., Vidourek, R., & Merianos, A. (2013). Sex and grade level differences in lifetime nonmedical prescription drug use among youth. The Journal of Primary Prevention, 34(4), 237–249. 

 

Kinney, P. (2017). Walking interviews. Social Research Update, 67, 1-4. 

 

Klassen, R. M., & Kim, L. E. (2019). Selecting teachers and prospective teachers: A meta-analysis. Educational Research Review, 26, 32-51. 

 

Knopf, A. (2019). Free prevention curriculum teaches responsible use, no-use at the same time. The Brown University Child and Adolescent Behavior Letter, 35(10), 3-4. 

 

Korthagen, F. A. J. (2001). Linking practice and theory: The pedagogy of realistic teacher education. Lawrence Erlbaum Associates. 

 

Koyuncu, B. (2018). The Effect of Pre-Service Teachers' Life Skills on Teacher Self-Efficacy. Journal of Education and Learning, 7(5), 188-200. 

 

Kozikoglu, I. (2019). Investigating critical thinking in prospective teachers: Metacognitive skills, problem solving skills and academic self-efficacy. Journal of Social Studies Education Research, 10(2), 111-130. 

 

KPM. Kementerian Pendidikan Malaysia. (2015). Kurikulum standar sekolah menengah: Pendidikan jasmani dan pendidikan kesihatan. https://www.malaysian-ghost-research.org/wp-content/uploads/2017/03/dskp-pjk-tingkatan1.pdf 

 

KPM. Kementerian Pendidikan Malaysia. 2018. Panduan pelaksanaan pendidikan pencegahan dadah di sekolah. Putrajaya. 

 

Kraft, M. A., Blazar, D., & Hogan, D. (2018). The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of Educational Research, 88(4), 547-588. 

 

Krejcie, R.V., & Morgan, D.W., (1970). Determining sample size for research activities. Educational and Psychological Measurement. 

 

Kristjansson, A. L., Mann, M. J., Sigfusson, J., Thorisdottir, I. E., Allegrante, J. P., & Sigfusdottir, I. D. (2020). Implementing the Icelandic model for preventing adolescent substance use. Health Promotion Practice, 21(1), 70-79. 

 

Krosnick, J. A. (2018). Questionnaire design. In The Palgrave handbook of survey research (pp. 439-455). Palgrave Macmillan, Cham. 

Kumar, V. S., & Boulanger, D. (2021). Automated essay scoring and the deep learning black box: How are rubric scores determined? International Journal of Artificial Intelligence in Education, 31(3), 538-584. 

 

Kusumaningrum, D. E., Sumarsono, R. B., & Gunawan, I. (2019). Professional ethics and teacher teaching performance: Measurement of teacher empowerment with a soft system methodology approach. International Journal of Innovation, Creativity and Change, 5(4), 611-624. 

 

Kyriacou, C. (2018). Essential teaching skills fifth edition e-book. Oxford University Press-Children. 

 

Lannin, D. G., Guyll, M., Cornish, M. A., Vogel, D. L., & Madon, S. (2019). The importance of counseling self-efficacy: Physiologic stress in student helpers. Journal of College Student Psychotherapy, 33(1), 14-24. 

 

Latif, K. F., & Sajjad, A. (2018). Measuring corporate social responsibility: A critical review of survey instruments. Corporate Social Responsibility and Environmental Management, 25(6), 1174-1197. 

 

Lauermann, F., & Ten-Hagen, I. (2021). Do teachers’ perceived teaching competence and self-efficacy affect students’ academic outcomes? A closer look at student-reported classroom processes and outcomes. Educational Psychologist, 56(4), 265-282. 

 

Leedy, P. D., & Ormrod, J. E. (2005). Practical research. Pearson Custom. 

 

Lefstein, A., Vedder-Weiss, D., & Segal, A. (2020). Relocating research on teacher learning: Toward pedagogically productive talk. Educational Researcher, 49(5), 360-368. 

 

Le, H., Janssen, J., & Wubbels, T. (2018). Collaborative learning practices: teacher and student perceived obstacles to effective student collaboration. Cambridge Journal of Education, 48(1), 103-122. 

 

Lekwa, A. J., Reddy, L. A., & Shernoff, E. S. (2019). Measuring teacher practices and student academic engagement: A convergent validity study. School Psychology, 34(1), 109. 

 

Lent, R. W. (2016). Self-efficacy in a relational world: Social cognitive mechanisms of adaptation and development. The Counseling Psychologist, 44(4), 573-594. 

 

Lietz, P., Cresswell, J. C., Rust, K. F., & Adams, R. J. (2017). Implementation of large-scale education assessments. Implementation of Large-Scale Education Assessments, 1-25. 

 

Lincoln, Y.S., & Guba, E.G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage. 

Li, R., Liu, H., Chen, Y., & Yao, M. (2022). Teacher engagement and self-efficacy: The mediating role of continuing professional development and moderating role of teaching experience. Current Psychology, 41(1), 328-337. 

 

Liu, S., & Hallinger, P. (2018). Principal instructional leadership, teacher self-efficacy, and teacher professional learning in China: Testing a mediated-effects model. Educational Administration Quarterly, 54(4), 501-528. 

 

Lozano, R., Merrill, M. Y., Sammalisto, K., Ceulemans, K., & Lozano, F. J. (2017). Connecting competences and pedagogical approaches for sustainable development in higher education: A literature review and framework proposal. Sustainability, 9(10), 1889. 

 

Lubiano, M. A., Salas, A., de Sáa, S. D. L. R., Montenegro, M., & Gil, M. Á. (2016, September). An empirical analysis of the coherence between fuzzy rating scale-and Likert scale-based responses to questionnaires. In International Conference on Soft Methods in Probability and Statistics (pp. 329-337). Springer, Cham. 

 

Lundgren, L., Salas-Wright, C. P., Amodeo, M., Krull, I., Hall, T., & Alford, D. P. (2018). Advancing alcohol and other drug education among social work faculty: An evaluation of social work faculty immersion training. Journal of Social Work Practice in the Addictions, 18(1), 49-70. 

 

Madani, R. A. (2019). Analysis of educational quality, a goal of education for all policy. Higher Education Studies, 9(1), 100-109. 

 

Mafa, P., & Makhubele, J. C. (2020). Teenage substance abuse: Impact on the family system and parents’ coping strategies. Pertanika Journal of Social Sciences & Humanities, 28(3), 1925-1938. 

 

Mahadi, N., Hashim, S. A., & Kamarul-Bahrin, K. (2015). Kajian efikasi guru pendidikan jasmani terhadap kandungan pendidikan pencegahan dadah dalam sukatan mata pelajaran. In International Drug Prevention and Rehabilitation Conference: Prevent 2015, 235-241. 

 

Mahdi, H. S., & Al-Dera, A. S. A. (2013). The impact of teachers' age, gender and experience on the use of information and communication technology in EFL teaching. English Language Teaching, 6(6), 57-67. 

 

Mahmoodabad, S. S. M, Sadeghi, R., Fallahzadeh, H., Rezaeian, M., Bidaki, R., & Khanjani, N. (2018). Validity and reliability of the preventing hookah smoking (PHS) questionnaire in adolescents based on the protection motivation theory. International Journal of Pediatrics, 6(10), 8327-8337. https://doi.org/10.22038/ijp.2018.31591.2797 

 

Mahmood, S., Mohamed, O., Mustafa, S. M. S., & Mohd Noor, Z. (2021). The influence of demographic factors on teacher-written feedback self-efficacy in Malaysian secondary school teachers. Journal of Language and Linguistic Studies, 17(4), 2111-2122. 

Ma, K., & Cavanagh, M. S. (2018). Classroom ready?: Pre-service teachers' self-efficacy for their first professional experience placement. Australian Journal of Teacher Education (Online), 43(7), 134-151. 

 

Mansor, A. N., Nasaruddin, M. Z. I. M., & A. Hamid, A. H. (2021). The effects of school climate on sixth form teachers’ self-efficacy in Malaysia. Sustainability, 13(4), 1-14. 

 

Marienfeld, C., Martinez, C. C. P., & Bone, C. (2017). Teaching motivational interviewing. Motivational Interviewing, 167. 

 

Marjon, M., & Nugroho, K. U. Z. (2019, October). The competence of teachers based on academic qualification and gender. In Journal of Physics: Conference Series (Vol. 1318, No. 1, p. 012136). IOP Publishing. 

 

Marshall, C., & Rossman, G. (2011). Chapter 4. Data collection methods. C. Marshall, G. Rossman, Designing qualitative research. London: Sage Publications. 

 

Marsiglia, F. F., Kulis, S. S., Kiehne, E., Ayers, S. L., Libisch Recalde, C. A., & Sulca, L. B. (2018). Adolescent substance-use prevention and legalization of marijuana in Uruguay: A feasibility trial of the keepin'it REAL prevention program. Journal of Substance use, 23(5), 457-465. 

 

Martínez-Borreguero, G., Naranjo-Correa, F. L., & Mateos-Núñez, M. (2022). Development of stem instructional resources for teaching optics to teachers-in-training: Influence on learning and teacher self-efficacy. Education Sciences, 12(3), 186. 

 

Martin, J. J., & Guerrero, M. D. (2020). Social cognitive theory. In Routledge Handbook of Adapted Physical Education (pp. 280-295). Routledge. 

 

Martin, L. E., & Mulvihill, T. M. (2019). Voices in education: Teacher self-efficacy in education. The Teacher Educator, 54(3), 195-205. 

 

Matteucci, M. C., Guglielmi, D., & Lauermann, F. (2017). Teachers’ sense of responsibility for educational outcomes and its associations with teachers’ instructional approaches and professional wellbeing. Social Psychology of Education, 20(2), 275-298. 

 

McBride, N. (2003). A systematic review of school drug education. Health Education Research, 18(6), 729-742. 

 

Medeiros, P. F., Cruz, J. I., Schneider, D. R., Sanudo, A., & Sanchez, Z. M. (2016). Process evaluation of the implementation of the unplugged program for drug use prevention in Brazilian schools. Substance Abuse Treatment, Prevention, and Policy, 11(1), 1-11. 

 

Meehan, C. (2017). "Junkies, wasters and thieves": School-based drug education and the stigmatization of people who use drugs. Journal for Critical Education Policy Studies (JCEPS), 15(1). 

 

Mehanovic, E., Virk, H. K., Akanidomo, I., Pwajok, J., Prichard, G., van der Kreeft, P. (2020). Correlates of cannabis and other illicit drugs use among secondary school adolescents in Nigeria. Drug and Alcohol Dependence, 206, 107457. 

 

Melnychuk, I., Drozdova, I., Savchak, I., & Bloshchynskyi, I. (2019). Higher school instructors' pedagogical skills improvement as a basis of educational strategy for development of students' professional training. Romanian Journal for Multidimensional Education/Revista Romaneasca pentru Educatie Multidimensionala, 11. 

 

Merchie, E., Tuytens, M., Devos, G., & Vanderlinde, R. (2018). Evaluating teachers’ professional development initiatives: towards an extended evaluative framework. Research Papers in Education, 33(2), 143-168. 

 

Mhunpiew, N., Dan, Y., & Unarat, P. (2021). The construct reliability and validity of the thai version of the southeast Asia teachers` competency framework (T-SEA-TCF). Rangsit Journal of Educational Studies, 8(1), 13-25. 

 

Midford, R. (2010). Drug prevention programmes for young people: where have we been and where should we be going? Addiction, 105(10), 1688-1695. 

 

Miech, R. A., Johnston, L. D., O'Malley, P. M., Bachman, J. G., Schulenberg, J. E., & Patrick, M. E. (2020). Monitoring the future national survey results on drug use, 1975-2019. volume I, secondary school students. Institute for Social Research. 

 

Miller, A. D., Ramirez, E. M., & Murdock, T. B. (2017). The influence of teachers’ self-efficacy on perceptions: Perceived teacher competence and respect and student effort and achievement. Teaching and Teacher Education, 64, 260-269. 

 

Miller-Day, M., Hecht, M. L., Krieger, J. L., Pettigrew, J., Shin, Y., & Graham, J. (2015). Teacher narratives and student engagement: Testing narrative engagement theory in drug prevention education. Journal of Language and Social Psychology, 34(6), 604-620. 

 

Mochrie, K. D., Whited, M. C., Cellucci, T., Freeman, T., & Corson, A. T. (2020). ADHD, depression, and substance abuse risk among beginning college students. Journal of American College Health, 68(1), 6-10. 

 

Mohajan, H. K. (2017). Two criteria for good measurements in research: Validity and reliability. Annals of Spiru Haret University. Economic Series, 17(4), 59-82. 

 

Mohamad, M., Mohammad, M., Mat Ali, N. A., & Awang, Z. (2018). The impact of life satisfaction on substance abuse: Delinquency as a mediator. International Journal of Adolescence and Youth, 23(1), 25-35. 

Mohamed, Z., Valcke, M., & De Wever, B. (2017). Are they ready to teach? Student teachers’ readiness for the job with reference to teacher competence frameworks. Journal of Education for Teaching, 43(2), 151-170. 

 

Montgomery, K. (2000). Classroom rubrics: Systematizing what teachers do naturally. The Clearing House, 73(6), 324-328. 

 

Moore, C. M. (2012). The role of school environment in teacher dissatisfaction among US public school teachers. Sage Open, 2(1), 2158244012438888. 

 

Moore, G. F., Cox, R., Evans, R. E., Hallingberg, B., Hawkins, J., Littlecott, H. J., & Murphy, S. (2018). School, peer and family relationships and adolescent substance use, subjective wellbeing and mental health symptoms in Wales: A cross sectional study. Child Indicators Research, 11(6), 1951-1965. 

 

Moortgat, M. (2020). Categorial investigations. In Categorial Investigations. De Gruyter. 

 

Moreira, A., Vóvio, C. L., & Micheli, D. D. (2015). Drug abuse prevention in school: Challenges and possibilities for the role of the educator. Educação e Pesquisa, 41(1), 119-135. 

 

Morris, D. B., Usher, E. L., & Chen, J. A. (2017). Reconceptualizing the sources of teaching self-efficacy: A critical review of emerging literature. Educational Psychology Review, 29(4), 795-833. 

 

Morrison, G. R., Ross, S. J., Morrison, J. R., & Kalman, H. K. (2019). Designing effective instruction. John Wiley & Sons. 

 

Morse, J. M. (2016). Mixed method design: Principles and procedures (Vol. 4). Routledge. 

 

Moskal, B. M. (2000). Scoring rubrics: What, when, how? Practical Assessment, Research & Evaluation, 7, 1–7. 

 

Muda, M., & Aziz, R. A. (2017). Wanita dan HIV/AIDS di Malaysia: Punca jangkitan dari aspek sosiobudaya. Geografia-Malaysian Journal of Society and Space, 11(1). 

 

Muhammad, A., Lebar, O., & Mokshein, S. E. (2018). Rubrics as assessment, evaluation and scoring tools. International Journal of Academic Research in Business and Social Sciences, 8(10), 1417–1431. 

 

NADA. National Anti Drug Agency. (2017). National drug policy ministry of home affairs. Selangor: MHA Press. 

 

Naidoo, K., & Naidoo, L. J. (2021). Designing teaching and reflection experiences to develop candidates’ science teaching self-efficacy. Research in Science & Technological Education, 1-21. 

Namaziandost, E., & Ahmadi, S. (2019). The assessment of oral proficiency through holistic and analytic techniques of scoring: A comparative study. Applied Linguistics Research Journal, 3(2), 70-82. 

 

Nasheeda, A., Abdullah, H. B., Krauss, S. E., & Ahmed, N. B. (2019). A narrative systematic review of life skills education: effectiveness, research gaps and priorities. International Journal of Adolescence and Youth, 24(3), 362-379. 

 

Nawi, A. M., Ismail, R., Ibrahim, F., Hassan, M. R., Manaf, M. R. A., Amit, N., ... & Shafurdin, N. S. (2021). Risk and protective factors of drug abuse among adolescents: A systematic review. BMC public health, 21(1), 1-15. 

 

Ndhlovu, D. & Masiye, I. (2018). Drug and alcohol abuse prevention education in selected secondary schools in Zambia: Activities and policy implementation. The International Journal of Multi-Disciplinary Research, 2(3), 1-11. 

 

Nebhinani, N., & Kuppili, P. P. (2018). Prevention of substance use in children and adolescents. Journal of Indian Association for Child and Adolescent Mental Health, 14(2), 1-11. 

 

Nejad, F. A. Y, Sabet, F. H, & Borjali, A. (2017). Effectiveness of emotion regulation training on increasing self-efficacy and well-being in drug-dependent individuals. Journal of Occupational Health and Epidemiology, 6(1), 9-16. 

 

Newman, I., Benz, C. R., & Ridenour, C. S. (1998). Qualitative-quantitative research methodology: Exploring the interactive continuum. SIU Press. 

 

Newton, N. C., Champion, K. E., Slade, T., Chapman, C., Stapinski, L., Koning, I., ... & Teesson, M. (2017). A systematic review of combined student-and parent-based programs to prevent alcohol and other drug use among adolescents. Drug and Alcohol Review, 36(3), 337-351. 

 

Nithyanandam, G. K. (2020). A framework to improve the quality of teaching-learning process-A case study. Procedia Computer Science, 172, 92-97. 

 

Niwas, R. (2018). A study of teaching competency in relation with attitude towards creative teaching of BEd. trainee teachers. Journal of Education and Practice, 9(4), 66-72. 

 

Nortvig, A. M., Petersen, A. K., & Balle, S. H. (2018). A literature review of the factors influencing e-learning and blended learning in relation to learning outcome, student satisfaction and engagement. Electronic Journal of E-Learning, 16(1), pp46-55. 

 

Nousiainen, T., Kangas, M., Rikala, J., & Vesisenaho, M. (2018). Teacher competencies in game-based pedagogy. Teaching and Teacher Education, 74, 85-97. 

 

Nunnally, J. C. (1978), Psychometric theory, 2d ed., New York: McGraw-Hill. 

Nurmala, I., Muthmainnah, Hariastuti, I., Devi, Y. P., & Ruwandasari, N. (2021). The role of knowledge, attitude, gender, and school grades in preventing drugs use: findings on students’ intentions to participate in peer education program. Journal of Public Health Research, 10(3), jphr-2021. 

 

O’Brien, S., McNamara, G., O’Hara, J., & Brown, M. (2022). Learning by doing: Evaluating the key features of a professional development intervention for teachers in data-use, as part of whole school self-evaluation process. Professional Development in Education, 48(2), 273-297. 

 

O’Connor, C., & Michaels, S. (2019). Supporting teachers in taking up productive talk moves: The long road to professional learning at scale. International Journal of Educational Research, 97, 166-175. 

 

Oermann, M., Gaberson, K., 2009. Evaluation and testing in nursing education. Springer Publishing, New York, NY. 

 

Ofsted (2010) Personal, social, health and economic education in schools. Manchester: Ofsted. 

 

Okamoto, S. K., Kulis, S. S., Helm, S., Chin, S. K., Hata, J., Hata, E., & Lee, A. (2019). An efficacy trial of the Ho ‘ouna Pono drug prevention curriculum: An evaluation of a culturally grounded substance abuse prevention program in rural Hawai ‘i. Asian American Journal of Psychology, 10(3), 239. 

 

Okkinga, M., van Steensel, R., van Gelderen, A. J., & Sleegers, P. J. (2018). Effects of reciprocal teaching on reading comprehension of low-achieving adolescents. The importance of specific teacher skills. Journal of Research in Reading, 41(1), 20-41. 

 

O'Malley, P. (2019). Consuming risks: Harm minimization and the government of ‘drug-users’. In Governable places (pp. 191-214). Routledge. 

 

Omar, M. K., Zahar, F. N., & Rashid, A. M. (2020). Knowledge, skills, and attitudes as predictors in determining teachers' competency in Malaysian TVET institutions. Universal Journal of Educational Research, 8(3), 95-104. 

 

Ormrod, J. E. (2006). Educational psychology: Developing learners. Upper Saddle River, NJ: Pearson Merrill Prentice Hall. 

 

Orte, C., Coone, A., Amer, J., Gomila, M. A., & Pascual, B. (2020). Evidence-based practice and training needs in drug prevention: The interest and viability of the European prevention curriculum in prevention training in Spain. Adiktologie, 20(1-2), 37-46. 

 

Ozkal, N. (2019). Relationships between self-efficacy beliefs, engagement and academic performance in math lessons. Kibrisli Egitim Bilimleri Dergisi, 14(2), 190-200. 

Pajares, F. (1997). Current directions in self-efficacy research. In H. W. Marsh, R. G. Craven, & D. M. McInerney (Eds.), International advances in self research (pp. 1e49). Greenwich, Connecticut: Information Age Publishing. 

 

Palmer, P. J. (2017). The courage to teach: Exploring the inner landscape of a teacher's life. John Wiley & Sons. 

 

Panadero, E., & Jonsson, A. (2020). A critical review of the arguments against the use of rubrics. Educational Research Review, 30, 100329. 

 

Passi, B. K., & Lalitha, M. S. (1994). Manual of general teaching competency scale (GTCS). Agra: National Psychological Corporation. 

 

Pearson, R. (2000). “Rethinking Gender Matters in Development", in Allen, T. & Thomas, A. (eds.). Poverty and development into the 21st century. Oxford: Oxford University Press. 

 

Pedersen, K., Emblemsvåg, J., Bailey, R., Allen, J. K., & Mistree, F. (2000). Validating design methods & research: The validation square. Baltimore, USA. 

 

Pereira, A. P. D., & Sanchez, Z. M. (2018). Drug use prevention: Factors associated with program implementation in Brazilian urban schools. BMC public health, 18(1), 334. 

 

Perera, H. N., Calkins, C., & Part, R. (2019). Teacher self-efficacy profiles: Determinants, outcomes, and generalizability across teaching level. Contemporary Educational Psychology, 58, 186-203. 

 

Perera, H. N., Granziera, H., & McIlveen, P. (2018). Profiles of teacher personality and relations with teacher self-efficacy, work engagement, and job satisfaction. Personality and individual Differences, 120, 171-178. 

 

Pettersen, H., Landheim, A., Skeie, I., Biong, S., Brodahl, M., Oute, J., & Davidson, L. (2019). How social relationships influence substance use disorder recovery: a collaborative narrative study. Substance Abuse: Research and Treatment, 13, 1178221819833379. 

 

Ping, C., Schellings, G., & Beijaard, D. (2018). Teacher educators' professional learning: A literature review. Teaching and Teacher Education, 75, 93-104. 

 

Popham, W. J. (1997). What's wrong and what's right with rubrics. Educational Leadership, 55(2), 72-75. 

 

Popkewitz, T. S. (2018). Critical studies in teacher education: Its folklore, theory and practice. Routledge. 

 

Poro, S. G., Yiga, A. P., Enon, J. C., Mwosi, F., & Eton, M. (2019). Teacher competence and performance in primary schools in Nwoya District, Northern Uganda. International Journal of Advanced Educational Research, 4(1), 3-8. 

Postmes, L., Bouwmeester, R., de Kleijn, R., & van der Schaaf, M. (2023). Supervisors’ untrained postgraduate rubric use for formative and summative purposes. Assessment & Evaluation in Higher Education, 48(1), 41-55. 

 

Prescott, A. M. (2020). Wasted education: An exploratory study of school drug policy in New Zealand. Journal of Adolescent Health, 66(2). 

 

Prior, D. D., Mazanov, J., Meacheam, D., Heaslip, G., & Hanson, J. (2016). Attitude, digital literacy and self-efficacy: Flow-on effects for online learning behavior. The Internet and Higher Education, 29, 91-97. 

 

Queirós, A., Faria, D., & Almeida, F. (2017). Strengths and limitations of qualitative and quantitative research methods. European Journal of Education Studies. 

 

Ragupathi, K., & Lee, A. (2020). Beyond fairness and consistency in grading: The role of rubrics in higher education. In Diversity and inclusion in global higher education (pp. 73-95). Palgrave Macmillan, Singapore. 

 

Rahi, S. (2017). Research design and methods: A systematic review of research paradigms, sampling issues and instruments development. International Journal of Economics & Management Sciences, 6(2), 1-5. 

 

Rahman, K. A., Hasan, M. K., Namaziandost, E., & Ibna Seraj, P. M. (2021). Implementing a formative assessment model at the secondary schools: attitudes and challenges. Language Testing in Asia, 11, 1-18. 

 

Rahmiyati, S. P. (2015). Strategi pencegahan narkoba terhadap remaja. Al-Hiwar: Jurnal Ilmu dan Teknik Dakwah, 3(5). 

 

Ramli, N. H., Alavi, M., Mehrinezhad, S. A., & Ahmadi, A. (2018). Academic stress and self-regulation among university students in Malaysia: Mediator role of mindfulness. Behavioral Sciences, 8(1), 1-9. 

 

Rashishi, P., Kazemi, S., & Shokouhi, M. (2018). Comparison of the effect of teaching methods, group discussion and curriculum on knowledge about drug abuse in high school male students in Bushehr. Boushehr Danesh Entezami, 9(33), 97-115. 

 

Razak, M.N.A., Radzi, F.A.M., Adnan, M.A., Ismail, H., Mohamed, A.M.D., & Fauzee, S.O. (2007). Pengajaran penyalahgunaan dadah dalam kalangan pelajar tingkatan empat. Persidangan Dadah Kebangsaan Pertama anjuran Universiti Malaysia Sabah (UMS), Kota Kinabalu, Sabah. 

 

Razali, A., & Madon, Z. (2016). Issues and challenges of drug addiction among students in Malaysia. Advances in Social Sciences Research Journal, 3(8). 

 

Retnawati, H., Djidu, H., Kartianom, A., & Anazifa, R. D. (2018). Teachers’ knowledge about higher-order thinking skills and its learning strategy. Problems of Education in the 21st Century, 76(2), 215. 

Reynolds, C. R., Livingston, R. B., & Willson, V. L. (2010). Measurement and assessment in education (2nd Edition). Upper Saddle River, NJ: Pearson Education. 

 

Roberts, J. L., & Inman, T. F. (2021). Strategies for differentiating instruction: Best practices for the classroom. Routledge. 

 

Rohrbach, L. A., Gunning, M., Sun, P., & Sussman, S. (2010). The project towards no drug abuse (TND) dissemination trial: implementation fidelity and immediate outcomes. Prevention Science, 11(1), 77-88. 

 

Ronoh, K. C. (2014). Effectiveness of drug and substance abuse prevention programs in selected public and private universities in Kenya. Unpublished Post Graduate Dissertation. 

 

Rossett, A. (1987). Training need assessment. Englewood Cliffs: Educational Technology Publications. 

 

Sadeghi, K., Richards, J. C., & Ghaderi, F. (2020). Perceived versus measured teaching effectiveness: Does teacher proficiency matter? RELC Journal, 51(2), 280-293. 

 

Sadler, D. R. (2009). Indeterminacy in the use of preset criteria for assessment and grading. Assessment & Evaluation in Higher Education, 34(2), 159-179. 

 

Sahaat, Z., Nasri, N. M., & Bakar, A. Y. A. (2020, August). ADDIE model in teaching module design process using modular method: Applied topics in design and technology subjects. In 1st Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2019) (pp. 719-724). Atlantis Press. 

 

Sakiz, H., Ekinci, A., & Sariçam, H. (2020). Teachers’ perceptions of their school managers’ skills and their own self-efficacy levels. International Journal of Leadership in Education, 23(5), 585-603. 

 

Salaberry, M. R. & S. Kunitz, S. (2019). Teaching and testing L2 interactional competence: Bridging theory and practice. Routledge. 

 

Salas-Wright, C. P., Vaughn, M. G., & González, J. M. R. (2017). Drug abuse and antisocial behavior: A biosocial life course approach. Springer. 

 

Salgado, R., Mundy, M. A., Kupczynski, L., & Challoo, L. (2018). Effects of teacher efficacy, certification route, content hours, experiences and class size on student achievement. Journal of Instructional Pedagogies, 21, 1-18. 

 

Salleh, S. (2016). Examining the influence of teachers' beliefs towards technology integration in classroom. The International Journal of Information and Learning Technology, 33(1), 17-35. 

 

Sanchez, Z. M., Valente, J. Y., Fidalgo, T. M., Leal, A. P., de Medeiros, P. F. D. P., & Cogo-Moreira, H. (2019). The role of normative beliefs in the mediation of a 

school-based drug prevention program: A secondary analysis of the# Tamojunto cluster-randomized trial. PloS one, 14(1). 

 

Sanford, P., & Reeves, S., (2005). Assessment that drives instruction. Teaching Exceptional Children 37 (4), 18–22. 

 

Saputra, E., Handrianto, C., Pernantah, P. S., Ismaniar, I., & Shidiq, G. A. (2021). An evaluation of the course experience questionnaire in a Malaysian context for quality improvement in teaching and learning. Journal of Research, Policy & Practice of Teachers and Teacher Education, 11(1), 1-12.  

 

Saravanakumar, A. R. (2020). Life skill education for creative and productive citizens. Journal of Critical Reviews, 7(9), 554-558. 

 

Sari, A. N., Rosidin, U., & Abdurrahman, A. (2020). Developing an instrument of performance assessment to measure problem-solving skills of senior high school students in physics inquiry-based learning. Scientiae Educatia: Jurnal Pendidikan Sains, 9(1), 1-13. 

 

Savicki, V. (2020). Developing intercultural competence and transformation: Theory, research, and application in international education. Stylus Publishing, LLC. 

 

Sayed, H. A., Elwahab, E. L., Rasmia, A. E., Sattar, A., Ahmed, F. M., & Hedya, F. M. (2019). The effect of life skills intervention on social self-efficacy for prevention of drug abuse among young adolescent students at Benha City. American Journal of Nursing Science, 8(5), 263-273. 

 

Schaap, H., & De-Bruijn, E. (2018). Elements affecting the development of professional learning communities in schools. Learning Environments Research, 21(1), 109-134. 

 

Schipper, T., Goei, S. L., de Vries, S., & van Veen, K. (2018). Developing teachers’ self-efficacy and adaptive teaching behaviour through lesson study. International Journal of Educational Research, 88, 109-120. 

 

Schoepp, K., Danaher, M., & Ater Kranov, A. (2018). An effective rubric norming process. Practical Assessment, Research, and Evaluation, 23(1), 1-12. 

 

Schunk, D. H., & Benedetto, M. K. (2020). Motivation and social cognitive theory. Contemporary Educational Psychology, 60, 101832. 

 

Schunk, D. H., & Meece, J. L. (2006). Self-efficacy development in adolescence. In F. Pajares, & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 71e96). Greenwich, Connecticut: Information Age Publishing. 

 

Schutt, R. K. (2018). Investigating the social world: The process and practice of research. Sage Publications. 

 

Schwarzer, R., & Hallum, S. (2008). Perceived teacher self-efficacy as a predictor of job stress and burnout: Mediation analyses. Applied Psychology, 57, 152-171. 

 

Schwinn, T. M., Schinke, S. P., Hopkins, J., Keller, B., & Liu, X. (2018). An online drug abuse prevention program for adolescent girls: Post-test and 1-year outcomes. Journal of Youth and Adolescence, 47(3), 490-500. 

 

Seaton, F. S. (2018). Empowering teachers to implement a growth mindset. Educational Psychology in Practice, 34(1), 41-57. 

 

Seawright, J. (2016). Multi-method social science: Combining qualitative and quantitative tools. Cambridge University Press. 

 

Seeram, E. (2019). An overview of correlational research. Radiologic Technology, 91(2), 176-179. 

 

Seneviratne, K., Hamid, J. A., Khatibi, A., Azam, F., & Sudasinghe, S. (2019). Multi-faceted professional development designs for science teachers’ self-efficacy for inquiry-based teaching: a critical review. Universal Journal of Educational Research, 7(7), 1595-1611. 

 

Senthamarai, S. (2018). Interactive teaching strategies. Journal of Applied and Advanced Research, 3(1), S36-S38. 

 

Sentz, J., Stefaniak, J., Baaki, J., & Eckhoff, A. (2019). How do instructional designers manage learners’ cognitive load? An examination of awareness and application of strategies. Educational Technology Research and Development, 67(1), 199-245. 

 

Setiawati, S., & Handrianto, C. (2023). Role of parents on children's prosocial behavior at the public playground. International Journal of Instruction, 16(3), 421-440. 

 

Shafikhani, M., Bagherian, F., & Shokri, O. (2018). The mediating role of time perspective in the relationship between general self-efficacy and the tendency toward substance abuse in female adolescents. International Journal of Psychology (IPA), 12(1), 208-231. 

 

Shah, S. R., & Udgaonkar, U. S. (2018). Influence of gender and age of teachers on teaching: Students perspective. International Journal of Current Microbiology and Applied Sciences, 7(1), 2436-2441. 

 

Sharma, B., Arora, A., Singh, K., Singh, H., & Kaur, P. (2017). Drug abuse: Uncovering the burden in rural Punjab. Journal of Family Medicine and Primary Care, 6(3), 558. 

 

Shaughnessy, M., & Boerst, T. A. (2018). Uncovering the skills that preservice teachers bring to teacher education: The practice of eliciting a student’s thinking. Journal of Teacher Education, 69(1), 40-55. 

Shek, D. T., & Ma, C. M. (2011). Substance abuse in junior secondary school students in Hong Kong: Prevalence and psychosocial correlates. International Journal of Child Health and Human Development, 4(4), 433-442. 

 

Shin, M., & Bolkan, S. (2021). Intellectually stimulating students’ intrinsic motivation: the mediating influence of student engagement, self-efficacy, and student academic support. Communication Education, 70(2), 146-164. 

 

Shin, Y., & Pettigrew, J. (2022). Testing narrative persuasion of a culturally grounded, school-based “Dale Se REAL” entertainment-education intervention and peer communication on Nicaraguan adolescent substance use. Journal of Health Communication, 27(4), 222-231. 

 

Shipman, D., Roa, M., Hooten, J., & Wang, Z. J. (2012). Using the analytic rubric as an evaluation tool in nursing education: The positive and the negative. Nurse education today, 32(3), 246-249. 

 

Shubnikova, E. G. (2018). Modern goals and tasks of pedagogical prevention addictive behavior of adolescents. Astra Salvensis-Revista de Istorie si Cultura, 6(2), 552-565. 

 

Shukla, S. (2014). Teaching competency, professional commitment and job satisfaction-a study of primary school teachers. Journal of Research & Method in Education, 4(3), 44-64. 

 

Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22. 

 

Shulman, L. S. (2000). Teacher development: Roles of domain expertise and pedagogical knowledge. Journal of Applied Developmental Psychology, 21(1), 129-135. 

 

Sidek M. N., & Jamaludin A. (2005). Module building: How to build training modules and academic modules. Serdang: University Putra Malaysia Publisher. 

 

Siedlecki, S. L. (2020). Understanding descriptive research designs and methods. Clinical Nurse Specialist, 34(1), 8-12. 

 

Singh, K. (2007). Quantitative social research methods. Sage. 

 

Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 26(4), 1059-1069. 

 

Sloboda, Z., Pyakuryal, A., Stephens, P. C., Teasdale, B., Forrest, D., Stephens, R. C., & Grey, S. F. (2017). Reports of substance abuse prevention programming available in schools. In Drug Abuse: Prevention and Treatment (pp. 109-120). Routledge. 

Soole, D. W., Mazerolle, L., & Rombouts, S. (2008). School-based drug prevention programs: A review of what works. Australian & New Zealand Journal of Criminology, 41(2), 259-286. 

 

Spanierman, L. B., Oh, E., Heppner, P. P., Neville, H. A., Mobley, M., Wright, C. V., ... & Navarro, R. (2011). The multicultural teaching competency scale: Development and initial validation. Urban Education, 46(3), 440-464. https://doi.org/10.1177/0042085910377442 

 

Spatioti, A. G., Kazanidis, I., & Pange, J. (2022). A comparative study of the ADDIE instructional design model in distance education. Information, 13(9), 402. 

 

Spoth, R., Redmond, C., Shin, C., Greenberg, M. T., Feinberg, M. E., & Trudeau, L. (2017). PROSPER delivery of universal preventive interventions with young adolescents: long-term effects on emerging adult substance misuse and associated risk behaviors. Psychological Medicine, 47(13), 2246-2259. 

 

Stapa, M. A., & Mohammad, N. (2019). The use of Addie model for designing blended learning application at vocational colleges in Malaysia. Asia-Pacific Journal of Information Technology and Multimedia, 8(1), 49-62. 

 

Stavroulia, K. E., Christofi, M., Baka, E., Michael-Grigoriou, D., Magnenat-Thalmann, N., & Lanitis, A. (2019). Assessing the emotional impact of virtual reality-based teacher training. The International Journal of Information and Learning Technology, 36(3), 192-217. 

 

Steeger, C. M., Combs, K. M., Buckley, P. R., Brooks-Russell, A., Lain, M. A., Drewelow, K., ... & Hill, K. G. (2023). Substance use prevention during adolescence: Study protocol for a large-scale cluster randomized trial of Botvin High School LifeSkills Training. Contemporary Clinical Trials, 125, 107049. 

 

Steinhardt, S. J., Kelly, W. N., Clark, J. E., & Hill, A. M. (2020). An artistic active-learning approach to teaching a substance use disorder elective course. American Journal of Pharmaceutical Education, 84(4). 

 

Stevens, D. D., & Levi, A. J. (2013). Introduction to rubrics. Stylus Publishing (2nd ed.). Sterling. 

 

Story, D. A., & Tait, A. R. (2019). Survey research. Anesthesiology, 130(2), 192-202. 

 

Sudargini, Y., & Purwanto, A. (2020). the Effect of Teachers Pedagogic Competency on the Learning Outcomes of Students. Journal of Industrial Engineering & Management Research, 1(4), 1-8. 

 

Sukor, N. M., & Hussin, S. Z. (2019). Self-efficacy and its influence on job satisfaction among substance abuse prevention program teachers. AL-'ABQARI: Journal of Islamic Social Sciences and Humanities, 36-45. 

 

Sulaiman, W. A. W., Anor, W. N. F. W., Othman, W. N. W., & Fahrudin, A. (2018). Implementation and effectiveness of drug abuse program (SAJADAH) among students at secondary schools in the kota Kinabalu, Sabah. Asian Social Work Journal, 3(4), 36-41. 

 

Sulungai, M. W. (2016). Influence of teachers’ gender, academic qualification, computer experience and purpose for computer use towards integration of computers in mathematics instruction in Kenyan secondary schools. International Journal of Education and Research, 4(10), 1-12. 

 

Sun, Y., Li, Y., Bao, Y., Meng, S., Sun, Y., Schumann, G., ... & Shi, J. (2020). Brief report: Increased addictive internet and substance use behavior during the COVID-19 pandemic in China. The American Journal on Addictions, 29(4), 268-270. 

 

Sürücü, L., & Maslakçi, A. (2020). Validity and reliability in quantitative research. Business & Management Studies: An International Journal, 8(3), 2694-2726. 

 

Syahputra, M. C. (2020). Pengembangan model ADDIE dalam media pembelajaran PAI berbasis komputer di SMP YAPITA Surabaya. Geneologi PAI: Jurnal Pendidikan Agama Islam, 7(2), 104-113. 

 

Tam, C. L., & Foo, Y. C. (2012). Contributory factors of drug abuse and the accessibility of drugs. International Journal of Collaborative Research on Internal Medicine & Public Health, 4(9), 1621. 

 

Taylor, N. (2019). Inequalities in teacher knowledge in South Africa. In South African Schooling: The Enigma of Inequality (pp. 263-282). Springer, Cham. 

 

Teesson, M., Newton, N. C., Slade, T., Chapman, C., Allsop, S., Hides, L., & Brownhill, L. (2014). The climate schools combined study: a cluster randomised controlled trial of a universal Internet-based prevention program for youth substance misuse, depression and anxiety. BMC psychiatry, 14(1), 32. 

 

Terrell, S. R. (2012). Mixed-methods research methodologies. Qualitative report, 17(1), 254-280. 

 

Tharayil, S., Borrego, M., Prince, M., Nguyen, K. A., Shekhar, P., Finelli, C. J., & Waters, C. (2018). Strategies to mitigate student resistance to active learning. International Journal of STEM Education, 5(1), 1-16. 

 

Tomas, C., Whitt, E., Lavelle-Hill, R., & Severn, K. (2019). Modelling holistic marks with analytic rubrics. In Frontiers in Education (Vol. 4, p. 89). Frontiers. 

 

Trust, T., & Pektas, E. (2018). Using the ADDIE model and universal design for learning principles to develop an open online course for teacher professional development. Journal of Digital Learning in Teacher Education, 34(4), 219–233. 

Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and teacher education, 17(7), 783-805. https://doi.org/10.1016/S0742-051X(01)00036-1 

 

Turunen, H., Sormunen, M., Jourdan, D., von Seelen, J., & Buijs, G. (2017). Health promoting schools: A complex approach and a major means to health improvement. Health Promotion International, 32(2), 177-184. 

 

Tuyena, T., Osmana, S. B., Ahmada, N. S. B., & Danb, T. C. (2019). Developing and validating scoring rubrics for the assessment of research papers writing ability of EFL/ESL undergraduate students: the effects of research papers writing intervention program using process genre model of research paper writing. International Journal of Language, Literature, Culture, and Education, 1(1), 1-17. 

 

Udin, M. S. (2019). Rekonstruksi peran tuan guru dalam pencegahan dan pemberantasan narkoba di lombok. Jurnal Ilmiah Islam Futura, 19(1), 144-169. 

 

Uerz, D., Volman, M., & Kral, M. (2018). Teacher educators' competences in fostering student teachers’ proficiency in teaching and learning with technology: An overview of relevant research literature. Teaching and Teacher Education, 70, 12-23. 

 

Ung, L. L., Labadin, J., & Nizam, S. (2021). Development of a rubric to assess computational thinking skills among primary school students in Malaysia. ESTEEM Academic Journal, 17, 11-22. 

 

United Nations Office on Drugs and Crime. (2019). UNODC world drug report 2019. Retrieved from https://reliefweb.int/report/world/unodc-world-drug-report-2019 

 

Usher, E. L., & Schunk, D. H. (2017). Social cognitive theoretical perspective of self-regulation. In Handbook of Self-Regulation of Learning and Performance (pp. 19-35). Routledge. 

 

Van-der-Eecken, A., Spruyt, B., & Bradt, L. (2019). Giving young people a well-rounded education: A study of the educational goals parents` attach to the leisure activities of their children. Leisure Studies, 38(2), 218-231. 

 

Van-Ryzin, M. J., & Roseth, C. J. (2018). Cooperative learning in middle school: A means to improve peer relations and reduce victimization, bullying, and related outcomes. Journal of Educational Psychology, 110(8), 1192. 

 

Velasco, V., Griffin, K. W., & Botvin, G. J. (2017). Preventing adolescent substance use through an evidence-based program: effects of the Italian adaptation of life skills training. Prevention Science, 18, 394-405. 

 

Voisin, D. R., Kim, D. H., Bassett, S. M., & Marotta, P. L. (2020). Pathways linking family stress to youth delinquency and substance use: Exploring the mediating 

roles of self-efficacy and future orientation. Journal of Health Psychology, 25(2), 139-151. 

 

Volkow, N. D., Koob, G. F., Croyle, R. T., Bianchi, D. W., Gordon, J. A., Koroshetz, W. J., ... & Weiss, S. R. (2018). The conception of the ABCD study: From substance use to a broad NIH collaboration. Developmental Cognitive Neuroscience, 32, 4-7. 

 

Wahab, S., Baharom, M. A., Abd Rahman, F. N., Wahab, K. A., Zulkifly, M. A., Azmi, A. D., & Ahmad, N. (2021). The relationship of lifetime substance-use disorder with family functioning, childhood victimisation, and depression, among juvenile offenders in Malaysia. Addictive Behaviors Reports, 14, 100359. 

 

Walid, D. A., Jusoh, A. J., & Omar, S. Z. (2021). A review of drug prevention program: Implementation in several countries. International Journal of Education, Information Technology, and Others, 4(3), 500-511. 

 

Waty, E. R. K., Nengsih, Y. K., Handrianto, C., Nurrizalia, M., & Shomedran, S. (2023) Examining the psychological factors impacting teachers' constraints in creating and administering final examinations. Journal for ReAttach Therapy and Developmental Diversities, 6(7), 530–540. 

 

Weatherson, K. A., O'Neill, M., Lau, E. Y., Qian, W., Leatherdale, S. T., & Faulkner, G. E. (2018). The protective effects of school connectedness on substance use and physical activity. Journal of Adolescent Health, 63(6), 724-731. 

 

Welsh, J. W., Shentu, Y., & Sarvey, D. B. (2019). Substance use among college students. FOCUS, A Journal of the American Psychiatric Association, 17(2), 117-127. 

 

Williams, D. M., & Rhodes, R. E. (2016). The confounded self-efficacy construct: conceptual analysis and recommendations for future research. Health Psychology Review, 10(2), 113-128. 

 

Willingham, D. T. (2021). Why don't students like school?: A cognitive scientist answers questions about how the mind works and what it means for the classroom. John Wiley & Sons. 

 

Winters, K. C., Botzet, A. M., Stinchfield, R., Gonzales-Castaneda, R., Finch, A. J., Piehler, T. F., ... & Hemze, A. (2018). Adolescent substance abuse treatment: A review of evidence-based research. Adolescent Substance Abuse, 141-171. 

 

Woodcock, S., Hitches, E., & Jones, G. (2019). It’s not you, it’s me: Teachers’ self-efficacy and attributional beliefs towards students with specific learning difficulties. International Journal of Educational Research, 97, 107-118. 

 

Yaacob, Y., & Mahmud, M. M. (2019). evaluating the Islamic studies subject’s coursework within the paradigm of the Malaysian qualifications framework (MQF) rubric. ICEAP 2019, 186-194. 

Yeh, H. C., & Tseng, S. S. (2019). Using the ADDIE model to nurture the development of teachers’ CALL professional knowledge. Journal of Educational Technology & Society, 22(3), 88-100. 

 

Yin, R. K. (2003). Designing case studies. Qualitative Research Methods, 359-386. 

 

Yusoff, M. H. B. (2015). Kajian keberkesanan pelaksanaan kursus pendidikan pencegahan dadah dalam kalangan pelajar Kdpm-Kdc. 

 

Zachary, L. J., & Fain, L. Z. (2022). The mentor's guide: Facilitating effective learning relationships. John Wiley & Sons. 

 

Zahoor, F., Jumani, N. B., & Malik, S. (2019). Professional qualifications and competencies of teacher educators and subject teachers of education: Gender wise analysis. Global Regional Review, 4(4), 158-167. 

 

Zee, M., Koomen, H. M., & de Jong, P. F. (2018). How different levels of conceptualization and measurement affect the relationship between teacher self-efficacy and students’ academic achievement. Contemporary Educational Psychology, 55, 189-200. 

 

Zembylas, M., & Papanastasiou, E. (2006). Sources of teacher job satisfaction and dissatisfaction in Cyprus. Compare: A Journal of Comparative Education, 36, 229-247. 

 

Zepeda, C. D., Hlutkowsky, C. O., Partika, A. C., & Nokes-Malach, T. J. (2019). Identifying teachers’ supports of metacognition through classroom talk and its relation to growth in conceptual learning. Journal of Educational Psychology, 111(3), 522. 

 

Zhu, C., Wang, D., Cai, Y., & Engels, N. (2013). What core competencies are related to teachers' innovative teaching? Asia-Pacific Journal of Teacher Education, 41(1), 9-27. 

 

Zikmund, W. G., & Babin, B. J. (2007). Exploring marketing research. Thomson-South Western. 

 

Zin, R. M., Hong, Y. H., Ming, L. C., Khan, T. M., Dali, A. F., & Neoh, C. F. (2019). Survey of knowledge, attitudes and practice regarding adverse drug reaction (ADR) reporting among community pharmacists in Selangor, Malaysia. Journal of Pharmacy Practice and Research, 49(3), 234-239. 

 

Zukdi, I., Hayati, N., Sari, R. F., Handrianto, C., Syuraini, S., & Zulfahmi, H. B. (2022). The effect of using social media towards students` motivation and learning outcomes during the covid-19 pandemic. Al-Ta lim Journal, 29(3), 221-230. 

 

Zulkifli, H., Razak, K. A., & Mahmood, M. R. (2018). The usage of ADDIE model in the development of a philosophical inquiry approach in moral education module for secondary school students. Creative Education, 9(14), 2111-2124. 

 

 


This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials.
You may use the digitized material for private study, scholarship, or research.

Back to previous page

Installed and configured by Bahagian Automasi, Perpustakaan Tuanku Bainun, Universiti Pendidikan Sultan Idris
If you have enquiries with this repository, kindly contact us at pustakasys@upsi.edu.my or Whatsapp +60163630263 (Office hours only)