Teachers’ Perspectives toward Schools Diversity in Malaysia
Abdul Razaq Ahmad, Norhasni Zainal Abiddin, Zalizan Mohd Jelas, Anisa Saleha

Abstract
The purpose of this study is to investigate teachers’ perspective towards schools diversity. Schools diversity refers to teachers’ factors such as gender, race, teaching experience and position. A set of questionnaires is used as the main survey method in this study involving 161 teachers in the districts of Temerloh, Maran and Kuantan, in Pahang State of Malaysia. An instrument of 12 domains based on the School Diversity Inventory developed by Gottfredson and Jones (2001) was adapted and revised to be used for the purpose of this study. A pilot test was conducted to determine the reliability of the instrument. From the pilot test conducted earlier, the reliability of the instrument based on the Alpha Cronbach found to be high (0.8−0.9). The data were analyzed based on descriptive and inferential statistical techniques in terms of means, t-tests, and ANOVA. Findings of the study as related to schools diversity showed that the mean scores of teachers’ perspectives found to be average (2.98). The ANOVA analysis of teachers’ perspectives on teaching experience found to be significantly difference in terms of races, places of living and the family socio-economic status. The implication of the study reveals that schools diversity does exist. Thus, it is recommended that the Ministry of Education should improve the level of acceptance in schools diversity among teachers in order to uphold the quality of education without prejudice among Malaysian citizens.

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