




































American International Journal of Education and Linguistics Research 

Vol. 4, No. 1; 2021 

ISSN 2641-7987   E-ISSN 2641-7995 

Published by American Center of Science and Education, USA 

 

18 

 

THE EFFECTS OF COACHING AND MENTORING ON 

METACOGNITION KNOWLEDGE AMONG MALAY 

LANGUAGE TEACHERS IN SABAH, MALAYSIA 
 

Asnia Kadir Kadir 

School Improvement Specialist Coaches  

The Education office of Tuaran District, Sabah, Malaysia 

E-mail: eraasnia.ea@gmail.com 

 

 Dr. Gunasegaran Karuppannan  

Associate Professor 

 Faculty of Education and Social Science 

University of Selangor, Shah Alam, Malaysia 

E-mail: drguna@unisel.edu.my 

 

Dr. Mohammad Abdur Rahman 

Assistant Professor 
Department of Business Administration, 

Faculty of Business and Entrepreneurship  

Daffodil International University, Dhaka, Bangladesh 

E-mail: rahman@diu.edu.bd 

 

Dr. Mokana Muthu Kumarasamy 

Lecturer  

Faculty of Business and Accountancy  

University of Selangor, Shah Alam, Malaysia 

E-mail:  mokana@unisel.edu.my 
 

ABSTRACT 

This study was conducted to examine the relationship between coaching and mentoring 

guidance and the levelof  metacognition among Malay language teachers. In 2013, the 

Ministry of Education Malaysia implemented the District Transformation Programme as a 

pilot project before it was expanded nationwide in the following year.This step was taken to 

empowerteachers through the School Improvement Specialist Coaches (SISC) programmethat 

develop the teachers’ competencies, metacognition and expertise. Using a quantitative 

approach, the study analysed data were collected from 186 teachersteach in the Tuaran 

district, Sabah. Study data were analyzed using descriptive and inference analysis. Overall, 

the findings show that the level of coaching and mentoring is high, thus illustrating that 

teachers are ready to receive coaching and mentoring guidance in order to develop 

metacognition ability as well as to improve their teaching and learning performance. Although 

not entire coaching and mentoring items have a significant relationship in terms of teachers’ 

metacognition, there is a significant relationship between coaching and mentoring guidance 

and teachers’ metacognition in terms of declarative knowledge element. 

 

mailto:rahman@diu.edu.bd
mailto:mokana@unisel.edu.my


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Keywords: Coaching and Mentoring, School Improvement Specialist Coaches Programme, 

Education System Malaysia, Teachers’ Metacognition. 

 

INTRODUCTION 

The District Transformation Program (DTP) (2015) was introduced under the Malaysia 

Education Blueprint (MEB) 2013-2025 to empower District Education Officers (DEOs) so that 

they could guide and provide supports to accelerate the improvement of school performance. In 

2013, DTP was implemented as a pilot project in the states of Kedah and Sabah and then was 

expanded nationwide from January 2014. This scheme was implemented to empower teachers 

through the School Improvement Specialist Coaches (SISC) programme to develop 

competencies, metacognition and expertise among teachers to enable them to carry the trust as 

the main driver of educational transformation. 

The role of SISC experts is as a transformation agent for the implementation of teacher 

professionalism development programmes in schools.The best education system in the world has 

shown that professional development practices will continue to be more effectiveif led by 

educators themselves compared to those provided and driven by the organisation. Educators 

should realize that the development of professionalism is not an option, instead it is a 

requirement that must be met to remain relevant as a professional educator who can have an 

impact on student achievement (Malaysia Education Blueprint, 2013). 

In this regard, the Ministry of Education Malaysia (MoE) hopes that coaching and 

mentoring guidance by SISC expertsshould be able to provide metacognitive changes among 

coachees who have undergone coaching and mentoring training. The SISC programme is a 

school-based Training for Teachers that using coaching and mentoring approach to encourage 

and enable collaborative learning among subject panel heads, teachers and other school 

communities. 

 

RESEARCH BACKGROUND 

The MoE's initiative in introducing the SISC programme to guide teachers is seen to be able to 

produce highly skilled educators in-line with current developments that is focusing on the 21st 

century learning environment. Coaching and mentoring guidance isimplemented as a training 

and education programme designed to develop the potential of a person or group of people who 

lack knowledge and experience. This step is challenging because SISC experts are required to 

guide teachers to understand their responsibilities, to familiarize themselves with techniques, 

share experiences, meet personal needs and care about all aspects of pedagogy and teaching 

(Harun, 2016). 

SISC expertsis a new position created under the MEB to achieve the objectives of the 

DTP and it is among the principal position in the District Education Office (DEO). The task of 

SISC expertsis to provide coaching and mentoring services to teachers in implementing 

interesting, creative and innovative pedagogy to provide a more effective impact. They serve as 

buddy who are helpsto convey information about MoE’s policies and to strengthen teaching 

standards towards 21st century pedagogy, including information technology skills and life skills. 

Coaching and mentoring is a process of guidance and monitoring that involves healthy 

communication relationships, leading towards behavioral changes or improved metacognition 

of guided teachers related to school pedagogy and curriculum. Therefore, the field of coaching 

and mentoring as well as two-way feedbacks between SISC experts and the guided teacherswill 

then encourage the sharing of content knowledge and pedagogical knowledge. By having a 



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good understanding, SISC expertscould guide the teachersmore effectively. In addition, SISC 

experts  will make observations and provide support to teachers who are not meeting their 

performance target, so that the classroom learning and teaching process is more effective. SISC 

expertswill act as mentors while teachers as mentees. Reporting will also be made by SISC 

expertsto the head of DEO after going through the observation process as well as coaching and 

mentoring the teachers. Follow-up actions and interventions also will be carried, for example 

through the Professional Learning Community (District Transformation Programme, 2015). 

Coaching and mentoring tasks are given to SISC expertswho have undergone courses 

and trainings, and assigned to monitor and guide the teachers in low performing schools and 

those are in band 4 to band 7 groups.Within a year, they need to return to the school they are 

supervising at least three times for the purpose of identifying problems faced by the school 

involved and also to think of intervention/rehabilitation programmes that can be carried out at 

the school with the cooperation of administrators and teachers (Abdul Razak, 2014). 

Under this initiative, supports and assistanceto improve teachers’ metacognition and 

also its impact on students’ performance can be identified strategically and be more focused. In 

the meantime, school leaders such as headmasters, senior assistants and school organisations 

also need to act as mentors, develop and use best practices in order to meet the professional 

standards to be achieved (Ministry of Education Malaysia, 2014). 

The relationship between coaching and mentoring practices is supported by cognitive-

based theories. The principles articulated by Bandura (2013) which explains that an individual's 

mental ability in understanding what is learned in a learning programmecould enhance the self-

confidence to improve individual’s behavior, especially psychosocial ascpet. In the context of 

coaching and mentoring practices, these cognitive theory explains that communication and 

participation are learning techniques that are capable of enhancing the new knowledge, skills 

and abilities to improve academic performance. 

 

PROBLEM STATEMENT 

This study focuses on the relationship between coaching and mentoring guidance on the 

teachers' metacognition. Researcher examined the relationship between coaching and mentoring 

and the level of metacognition among the teachers who teachsMalay language.Although the 

programme has been implemented for almost five years, the targeted level of teaching and 

learning is still not successfully realised in-line with the MoE's inspiration towards 21st century 

learning (Ministry of Education Malaysia, 2014). 

 Although there are basically many other factors that can be examined related to the 

aspects of coaching and mentoring, but the metacognition of school teachers is seen as more 

potential to be studied because the need for teachers' way of thinking is very important in 

determining the academic achievement of schools.In addition, this study is also carried out to 

examine whether there is any relationship in terms of gender and teaching experience on the 

level of teachers’ metacognition as a result of coaching and mentoring guidanceamong the 

Malay languageteachers in primary schools in Tuaran district in Sabah, Malaysia. 

            These two constructs are also believed to be interrelated with each other and are 

predicted to provide a clear picture of the study related to coaching and mentoring guidance as 

well as metacognition of the teachers. The study looked at the overall guidance of coaching and 

mentoring effect on the metacognition level among teachers who teach Malay language.  

Researcher think that coaching and mentoring will be able to have a positive impact and 

it is very important to identify and confirm the relationship between coaching and mentoring and 



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teachers' metacognition. According to Ismail and Ridzuan (2013), the development of work 

process as well as interpersonalskills of teachers will be enhanced with the availability of 

integrated and structured guidance. It also acts as a tool to build the potential of individuals or 

groups in carrying out responsibilities or learning new things. 

Therefore, the objectives of this study are: 

 To determine the level of coaching and mentoring practices among Malay language 

teachers in the Tuaran district. 

 To determine whether there is difference in terms of the level metacognition based 

on gender among Malay language teachers in the Tuaran district. 

 To assess the relationship between metacognition level and teaching experience 

among Malay language teachers in the Tuaran district.  

 To assess the relationship between performance of coaching and mentoring 

guidance, and metacognition level in terms of elements of declarative knowledge, 

procedural knowledge, conditional knowledge, planning, monitoring and evaluation 

among Malay language teachers in Tuaran district. 

 

IMPORTANCE OF THE STUDY 

Since this study involves a number of important aspects of coaching and mentoring guidance, it 

is researcher’s hope that the findings could have an impact on the increase of metacognition 

among Malay language teachers. It is hoped that this study will be able to provide benefits to 

various parties, especially to the MoE which has created the position of SISC experts in order to 

help subject teachers to strengthen the 21st century learning environment. The State Education 

Department, DEO, principals, headmasters, committee heads, subject panel heads as well as 

interested members of the public could utilise the findings as a reference. In addition, the role of 

SISC experts is expected to assist the teachers in improving students’ performance. Teachers are 

also expected to use the outcome  of the study to help towards improving the knowledge and 

metacognition of teachers. 

 

RESEARCH METHODOLOGY 

In-line with the purpose of the study, this is a descriptive survey and suitable for use because the 

concepts of the study can be expressed using questionnaires (Chua, 2006; Creswell, 2012; 

Mokhtar, 2011). Researcher used quantitative method and therefore, relied on questionnaire form 

as an instrument, by sending it to the respondents for them to fill out. The population of study 

consisted of a total of 330 teachers who teach Malay language in six zones in Tuaran district: 

Mengkabong (75), Sulaman (50), Kiulu (59), Tamparuli (60), Tenghilan (58) and Nabalu (28). 

The district consists of 73 primary schools. The significance level of this study is p <.05 with 

reference to the sample size determination table of Krejcie and Morgan (1970). Systematic 

random sampling was used to select sample where this selection only requires a list of names of 

the population and it does not necessarily require a Random Number Table as mentioned by 

Chua (2006). The researcher retrieved the survey forms after a few weeks. A total of 234 sets of 

questionnaires were returned and since the study only required 186 samples, the total set of 

questionnaires required was randomly selected for analysis purpose. 

The questionnaire consists of three parts, namely Part A (demographic of respondents), 

Part B (Coaching and Mentoring Guidance) and C (Teacher Metacognition). Section B 

represents 20 items where answers are measured using eight questions that were modified from 

the mentoring system literature and 10 questions were adapted from coaching and mentoring 



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instruments in education, concepts, roles and processes (Abdul Razak, 2014). Meanwhile, in 

Section C, respondents were asked to answer questions related to teachers' metacognition which 

includes six items, namely declarative knowledge, knowledge procedures, conditional 

knowledge, planning, monitoring and evaluation. The questions were adapted from the 

Metacognitive Awareness Inventory for Teacher (MAIT) questionnaire, developed by Schraw 

and Dennison (1995) and redeveloped by Bacikanli (2011). For the purpose of instrument 

reliability, researcher reviewed the questions with the help of experts from the Aminuddin Baki 

Institute, an agency under the MoE. For items related to metacognition that was adapted from 

MAIT Journal, the items were translated "back to back" by linguists from Universiti Malaysia 

Sabah. Some questions related to the metacognitive aspect had to be dropped because it did not 

fit the philosophy and value of education in Malaysia. 

           Taking into consideration of Cohen (2004) and Creswell (2012), a pilot study was carried 

out among Malay language teachers in five primary schools in the nearby district of Kota 

Kinabalu. This selection was made based on the location and environment of the schoolsas they 

are close to the actual respondents of the study. A total of 30 teachers were involved in the pilot 

study. The findings of the pilot study show that validity and reliability are very important aspects 

and should be considered in the development of research instrument. 

 

FINDINGS 

General Information 

Of the 186 respondents who were analyzed, 68 people (36.6 percent) are male teachers and the 

remaining 118 people (63.4 percent) are female. It shows that the number of female teachers who 

are teaching Malay language is more than male. The unbalanced scenario may be due to the 

number of female teachers in Tuaran district more than twice compared to male teachers. It is 

also possible that male teachers are more interested in less stressful subjects. In terms of basic 

teaching training qualification, a total of 18 or 9.7 percent respondents have a Malaysian 

Diploma in Education (DPM), 16 or 8.6 percent of the respondents have attended Postgraduate 

Teaching Course (KPLI), 39 or 21 percent have a Diploma in Postgraduate Education (DPLI), 

113 or 60.8 percent are Bachelor of Education (B. Ed) holders. In short this development shows 

that teachers are also concerned about their academic improvement as they are preparing to adapt 

with the changing educational ecosystem at present. It also shows that teachers selected by the 

administrator to teach Malay language subject are those who hold a degree, at least a 

bachelordegree. A total of 149 or 80.1 percent of respondents are teachers who are majoring in 

language studies and the balance 37 or 19.9 percent are those majoring in social science studies. 

 

Item Analysis 

Coaching and Mentoring Guidance 

Item analysis on coaching and mentoring guidance shows item No. 11: "Does the mentor choose 

the mentoring methods that suit the teacher”, has recorded the highest mean value of 10.00 with 

a standard deviation value of 0.00 while the item that recorded the lowest mean value is item No. 

3:  "Does the mentor give exposure to the concept of continuous learning to the coachee" with a 

mean value of 9.12 with a standard deviation value of 0.517. The high mean value indicates that 

the item is an option to the respondents of this study. In this study, the questionnaire uses a 

distance scale (interval) which represents 10 scales, starting with 1 to 5 means "strongly 

disagree" and 6 to 10 means "strongly agree". The purpose of using the distance scale is to 

measure from one point to another. The distance scale is a numerical scale where we know that 



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not only the data are arranged in sequence, but also the exact differences between the values 

(Steve, 2017). 

Table 1 shows with respect to the analysis on item No. 1, where there are no 

respondents who marked scale 1 to 6. However, two respondents marked scale 7, while 17 

respondents (9.1 percent) have chosen scale 8. A total of 27 teachers marked scale 9 

representing 14 percent of total number of respondents. These findings as a whole indicate that 

teachers agree that mentors can help improve their knowledge on the classroom teaching. On 

the other hand, a total of 140 respondents marked a scale of 10 representing 75.3 percent. This 

shows that the respondents expressed agreement that the presence of mentos in the school is not 

a form of interference, but rather a kind of support that can improve the knowledge of the 

supervised teachers. The mean value result for this item is 9.64 and the standard deviation value 

is 0.693. 

 

      Table 1. Item Analysis for Coaching and Mentoring Guidance Study Tools 

 

 

 

Item 1 on 

Coaching and 

Mentoring 

Guidance 

 

Strongly Disagree 

 

Strongly Agree 

  

 

1 

 

2 

 

3 

 

4 

 

5 

 

6 

 

7 

 

8 

 

9 

 

10 

 

Min 

 

S.P 

 

Can mentors help to 

improve knowledge 

of teaching in the 

classroom? 

 

 

0 

 

0.0 

 

% 

 

0 

 

0.

0 

 

% 

 

0 

 

0.

0 

 

% 

 

0 

 

0.

0 

 

% 

 

0 

 

0.0 

 

% 

 

0 

 

0.

0 

 

% 

 

2 

 

1.

1 

 

% 

 

17 

 

9.1 

 

% 

 

27 

 

14. 

 

5% 

 

140 

 

75. 

 

3% 

  

 

0.693 
 

 

9.64 

 

 

 

 

 

Inference Analysis 

For inference analysis, the researcher has used the correlation test to see the relationship between 

experience and teachers’ metacognition level and also to see the relationship between coaching 

and mentoring and teachers' metacognition. In the meantime, independent sample t-tests were 

used to identify the variables involved according to the order of the study questions. 

 

 Objective: To determine whether there is difference in terms of the level 

metacognition based on gender among Malay language teachers in the Tuaran district. 

 

The results of the independent sample t-test showed no significant differences with 

respect to teachers' metacognition level by gender (t = 1.763, p> .05). This indicates that there is 

no difference in terms of gender in determining changes or improvements in the metacognition 

of teachers who have received coaching and mentoring guidance (Table 2). 

 

 



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   Table 2. Teacher Metacognition Differences by Gender 

 

Gender N Min Standard deviation T Sig. 

MaleFemale 68 

118 

220.41 

219.88 

1.797 

2.072 

 

1.763 

 

0.080 

 Objective: To assess the relationship between metacognition and teaching experience 

among Malay language teachers in the Tuaran district. 

 

         Table 3. Relationship Between Teachers' Metacognition and Teaching Experience 

 

Metacognition of Teachers Attending Coaching and Mentoring Guidance 

Pearson Correlation 0.119 

Sig. (2-tailed) 0.106 

N 186 

 

The results show that there is no significant relationship between teachers' metacognition 

and teaching experience (r = 0.119, p> 0.05). These findings indicate that experience is not an 

important factor in the improvement or change of teachers' metacognition (Table 3). 

 

 Objective:To assess the relationship between performance of coaching and mentoring 

with teachers’ metacognitive elements of declarative knowledge, procedural knowledge, 

conditional knowledge, planning, monitoring and evaluating among Malay language 

teachers in the Tuaran district. 

 

The findings show that there is a significant relationship between aspects of coaching and 

mentoring guidance and teachers' metacognition in terms of  declarative knowledge element (r = 

.161, p <0.05). Relationships are positive and weak. Therefore, the results of the study found that 

if the coaching and mentoring guidance score increases, then the teachers' metacognition level 

from the perspective of declarative knowledge element will also increase and vice versa (Table 

4). 

Furthermore, the results of the study also show that there is a significant relationship 

between the elements of coaching and mentoring guidance and metacognition of teachers in 

terms of conditional knowledge element (r = 0.144, p <0.05). This relationship is also positive 

and weak. Thus, if the coaching and mentoring guidance scores increase, then the teachers' 

metacognition scores for the conditional knowledge element will also increase and vice versa. 

In addition, the results of the study show that there is a significant relationship between 

aspects of coaching and mentoring guidance and metacognition of teachers in terms of 

monitoring element (r = 0.221, p <0.01). Relationships are positive and weak. However, the 

results of other elemental studies indicate that there is no significant relationship between 

coaching and mentoring guidance on the teachers' metacognition from the perspectives of 

knowledge procedure element, planning elements (r = 0.137, p> 0.05) and evaluating element (r 

= -0.011, p> 0.05). 

 

 

 

 



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Table 4. The Relationship Between Coaching and Mentoring Guidance From the 

Perspective of Various Elements in Teachers' Metacognition 

 

Metacognition of Teachers Attending Coaching and Mentoring Guidance 

 Pearson Correlation 0.161* 

Declarative knowledge Sig. (2-tailed) 0.029 

 N 186 

 Pearson Correlation .b 

Knowledge procedures Sig. (2-tailed) . 

 N 186 

 Pearson Correlation 0.144* 

Conditional knowledge Sig. (2-tailed) 0.049 

 N 186 

 Pearson Correlation 0.137 

Planning Sig. (2-tailed) 0.063 

 N 186 

 Pearson Correlation .221** 

Monitoring Sig. (2-tailed) .002 

 N 186 

 Pearson Correlation -.011 

Evaluation Sig. (2-tailed) .877 

 N 186 

p<0.05* 

p<0.01** 

 

DISCUSSIONS 

This study was conducted to identify the level of coaching and mentoring guidance among new 

teachers, identify metacognition level differences based on demographic factors and examine 

relationship between coaching and mentoring guidance on teachers' metacognition in terms of 

declarative knowledge, knowledge procedures, conditional knowledge, planning, monitoring 

and evalution elements among the Malay language teachers in the district of Tuaran, Sabah. 

First, the findings show that the coaching and mentoring sessions could reduce the level 

of work stress among the teachers because they have experts who can help to provide ideas and 

solve problems in the teaching and learning process, especially to teachers who teach Year 

Six,which is the year of examination. The teachers agreed that the SISC experts applying 

appropriate methods for the betterment of the teachers. This is in-line with the fact that teachers 

are able to improve work skills related to job performance due the exposure to teaching 

methods of cooperative learning, collaborative and entertaining learning. According to DTP 

(2015), the job of SISC experts is to help and guide the teachers so that they will apply 

interesting, creative and innovative pedagogy in the hope that it will have an effective impact. 

Through this study, guided teachers are in dire need of SISC experts in strengthening their 

duties, but due to time constraints, visits to schools could not be carried out more regularly. 

Some teachers who were guided found that the coaching sessions provided were not 

implemented continuously to the teachers involved. This is because there are 74 schools in 



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Tuaran that need to be given guidance by SISC experts.The issue of time constraints and 

rotation in each supervised school are the most obvious reasons why coaching sessions could 

not be held continuously. Overall, the study also shows that the SISC experts have been able to 

assist teachers in providing appropriate methods to be used in teaching and learning sessions. In 

addition, their presence also have contributed to reduce the feeling of stress among teachers 

because they have the supports of experts in the field of pedagogy from time to time, unlike in 

the past where knowledge gained only through courses or even while studying at the teaching 

training institutions. 

Second, independent sample t-test results showthat there is no significant difference 

between teachers' metacognition by gender (t = 1.763, p> 0.05). This indicates that there is no 

significant difference in the metacognition of teachers whether they are male or female. 

Regardless of gender each teacher is able to accept changes in terms of knowledge or 

metacognitive knowledge skills after being exposed to coaching and mentoring guidance. 

Perhaps other factors can be considered if one wants to see the differences in teachers' 

metacognition. Previously, the study of Memnun and Akkaya (2009) also showed that gender 

factors do not play any significant role in determining the improvement of a person's 

metacognitive level.In addition, these findings are also in line with the study of Dilek and 

Memnuna (2009). 

Teachers' metacognition is more prominent with a change in a teacher's knowledge, 

knowledge sharing as a result of coaching and mentoring. In the current era of information and 

communication technology, a teacher's metacognitive knowledge depends on the individual's 

ability to gain new knowledge and prepare to improve their respective metacognition.Several 

factors have been identified, among them the determination of teachers to acquire knowledge 

and skills, but not due gender factorof teachers.The teachers involved are taking such steps to 

improve their knowledge and skills as drastic changes are needed to cope with the 21st century 

PdP environment, and not because they are male or female teachers. 

Third, the correlation test shows that there is no significant relationship between 

teachers' metacognition and teaching experience (r = 0.119, p> 0.05). In-line with the results of 

Ananda (2009) study, the findings of this study indicate that the relationship is insignificant and 

the positive level is weak. It is clear that teaching experience has nothing to do with teachers' 

metacognition. Whether they are a new teacher or an experienced teacher as all teachers are 

ready to receive coaching and mentoring guidance towards changing or improving the 

metacognition level. Researcher found that effective teachers need a variety of techniques or 

methods to identify the strengths and weaknesses of their students, plan various activities for 

students from various backgrounds and understand their needs. This finding coincides with the 

opinion of Kram and Chandler (1991) that teachers are able to improve work skills related to 

job performance because with the exposure to cooperative learning methods, collaborative and 

entertaining learning. Only the skills and diversification of methods that are a strength for the 

improvement of teachers’metacognition. This is in contrast to the opinion of Brown (1987) who 

said that teachers will be more adept at using their metacogeneous knowledge as they serve 

longer. 

Finally, there are three elements of metacognition that have a significant relationship to 

coaching and mentoring guidance namely declarative knowledge, conditional knowledge 

elements and monitoring elements. The results of the correlation test analysis showed that there 

is a significant relationship between coaching and mentoring guidance and teachers’ 

metacognition in terms of declarative knowledge elements (r = .161, p <0.05). Relationships are 



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positive and weak. Declarative knowledge means knowing what is being done in more detail 

(Shraw & Dennison, 2001). This includes the individual’s acceptance of the work structure, 

cognitive purpose and abilities. This significant relationship indicates that teachers know what 

is being done in the classroom as a result of receiving coaching and mentoring guidance from 

SISC experts.Teachers know the skills they need to become capable teachers.This is also 

reinforced by Darling-Hammond et al. (2007). Theory which says that all these types of 

intelligence work together in complex, evolving through education, a meaningful environment 

and that intelligence can be learned, shaped, enhanced and constantly changed throughout life. 

In conclusion, teachers' metacognition can be developed through the guidance of expets who 

often come to school to guide teachers. Thus there is a significant relationship between 

coaching and mentoring guidance on the metacognition of declarative knowledge element. 

Furthermore, the results of the study show that there is a significant relationship 

between coaching and mentoring guidance and the level of metacognition of teachers for the 

persepctive of conditional knowledge element (r = .144, p <0.05). In addition, the results of the 

study also show that there is a significant relationship between coaching and mentoring 

guidance with teachers' metacognition in terms of monitoring element (r = .221, p <0.01). 

According to a study of coaching and mentoring conducted by Ismail (2009), the practice of 

communication between mentors and mentees done actively, planned and honest will be able to 

form positive individual attitudes and behaviors. Teachers who are always mentored in the field 

will be more receptive to change and easier to communicate with mentors.Teachers who are 

always mentored by SISC  experts will be more receptive to change and easier to communicate 

with mentors. The monitoring carried out by experts is more of a supervisory and guidance and 

not aimed at monitoring and evaluating the teachers involved. This approach makes teachers 

feel comfortable when experts come to the school and carry out monitoring or even guidance in 

the classroom. According to Ramizi (2005) that guidance is a form of assistance given to an 

individual to determine short-term and long-term goals, plan ways to act and improve attitudes 

and behaviors in necessary aspects. Teachers are ready to be monitored because they think the 

help and guidance needed can help in implementing the goals of the education system 

effectively. 

In conclusion, there are three elements that have a significant relationship on the 

coaching and mentoring guidance, namely the declarative knowledge, the conditional 

knowledge and  and the monitoring elements. Overall, the findings have shown the presence of 

experts have an impact in terms of increasing knowledge and skills of metacognition Malay 

language teachers in Tuaran. 

 

IMPACT OF RESEARCH FINDINGS IN TERMS OF MODELS AND THEORIES 

The most important coaching and mentoring-related model in this study is GROW, which is a 

specific model that shows the steps taken by a mentor so that the session presented is effective. 

GROW is an original coaching model pioneered by Whitmore (2009). The findings show that 

the question of experience does not have a significant relationship on the metacognition of 

teachers although in Western countries the experience of teachers plays an important role and 

has a significant relationship on the metacognition of teachers.The Flavell (1992) model divides 

metacognition into metacognitive knowledge and metacognitive experience. According to the 

findings of the study, the relationship of coaching and mentoring with metacognition found that 

only the declarative knowledge and conditional knowledge are elements that have a significant 

relationship on the coaching and mentoring aspects.  



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This development shows that teachers are easily overwhelmed by the knowledge of 

coaching and mentoring and have an impact on teachers' metacognition.Meanwhile, according 

to the Flavell (1992) Model, a person's ability to perform learning activities is influenced by the 

metacognitive experience used in a teaching and learning and metacognitive knowledge. 

Through the findings of this study, the correlation test on teacher experience also shows that 

there is no significant relationship of experience to teachers’ metacognition. The findings of 

this study seem to refute the opinion in the Flavell (1992) Model. It is possible that these 

findings are no longer relevant to the model that has existed for a long time and the results of 

these findings also indicate that a new thing where experience has no significant relationship on 

the teachers' metacognition. In fact, the experience or how long a teacher has been teaching 

may no longer matter because teaching strategies are becoming more sophisticated, where the 

education system requires creative and innovative teachers. 

 

SUGGESTIONS FOR FUTURE STUDY 

This study has provided a fairly interesting and dynamic finding. Even so, researcher hope 

thatfurther studies will examine coaching and mentoring items, especially items that record the 

lowest mean value, including aspect related to "does the mentor give exposure to the concept of 

continuous learning to the coachee". Research should also be seen on metacognitive items, 

especially from the point of view of the element that recorded the highest mean value, namely 

the second element - "knowledge procedure". Future studies should also avoid districts where 

the researchers are the SISC experts to ensure the integrity of the data collected. Further studies 

should also cover secondary schools or other institutions of higher learning to see the 

improvement of teachers' metacognition at their environment. 

 

CONCLUSION 

This study shows that the level of coaching and mentoring guidance is at a high level. This 

illustrates that teachers are ready to receive coaching and mentoring guidance to develop 

teachers metacognition, while being able to improve teachers' teaching and learning 

performance. Although not all coaching and mentoring items have a significant relationship in 

terms of teachers' metacognition, there is still a significant relationship between coaching and 

mentoring guidance with the level of metacognition in terms of declarative knowledge. 

For teachers of Malay language in Tuaran district specifically for those participated in 

this study,the finding of the existence of a significant relationship between mentoring and 

coaching and mentoring teachers metacognition in terms of declarative knowledge element 

indicates the importance of knowledge in order to improve teachers' metacognitive abilities. 

Accordingly, the relationship should be taken into account in planning and teaching program 

that aims to enhance the ability of metacognition among Malay language teachers in Tuaran in 

the future. 

 

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