Empowering voices: Unpacking teacher agency in assessment reform within Malaysian primary schools.

Abstrak

This academic paper presents a compelling qualitative exploration of how teachers in primary schools across Malaysia perceive and engage with the National Education Assessment System (NEAS) reform. Moving beyond traditional assessment practices, this study delves into the dynamic strategies adopted by educators to align with NEAS goals, which emphasize holistic learning, school-based assessment, and student readiness over standardized testing. The research focuses on two contrasting case studies SAGA Primary School, recognized for its exemplary implementation, and WIRA Primary School, still navigating challenges to uncover the key factors influencing teacher agency and ownership in educational change. Through semi-structured interviews and observations, the study reveals that successful NEAS implementation is closely tied to strong leadership, positive teacher beliefs, collaborative relationships, and a supportive work culture. Conversely, challenges such as low morale, resistance to change, and lack of training hinder progress in other settings. This paper not only contributes to the discourse on assessment reform but also highlights the critical role of teacher empowerment in driving sustainable change in primary education systems.