TY  - JOUR
KW  - Pre-entry academic achievement
KW  - SPM
KW  - academic performance
KW  - teacher quality
KW  -  teachereducation
KW  -  Instituteof Teacher Education.
SP  - 1
N2  - Teacher quality is widely recognisedas a key determinant of educational effectiveness, leading many education systems to impose stringent academic entry requirements as an initial screening mechanism for prospective teachers. In Malaysia, academic achievement in the Sijil Pelajaran Malaysia(SPM) examination serves as one of the primary criteria for admission into the Institute of Teacher Education (ITE). However, empirical evidence examining  the  extent  to which  pre-entry academic achievement influences academic performance during teacher training and subsequent teacher quality remains limited. This study examines the influence  of pre-entry academic achievement perSPM on final-semester  academic performance at the Institute of Teacher Education,  as well as its relationship with teacher quality after one  year of service in schools. A quantitative correlational  design employing a cross-sectional approach was utilised, drawing on secondary administrative data. Data were obtained from official records of the Malaysian Examinations Syndicate and the Assessment and Certification Centre of the Institute of Teacher Education Malaysia and were matched with school administrators? evaluations of teacher quality. The sample comprised 2,252 graduates of the Bachelor of Teaching Programme (PISMP) from the June 2015 cohort.  Pearson correlation and multiple regression analyses were conducted to examine the relationships among the study variables. The findings indicate that pre-entry academic achievement in SPM is positively and significantly associated with final-semester academic performance at the Institute of Teacher Education (r = .258, p < .001). Final-semester  academic  performance  also demonstrates significant positive relationships with all dimensions of teacher quality after one year of service (r = .145 to .209, p < .01). However, results from multiple regression analysis reveal that only final-semester academic performance emerges as a significant predictor  of  teacher  quality  (?  =  .528,  p  <  .001).  Meanwhile, pre-entry  academic achievement based on SPM does not exhibit a significant direct contribution (? = ?.025, p > .05). In conclusion, the findings suggest that while pre-entry academic achievement plays a meaningful role in predicting academic performance  during  teacher  training, teacher  quality  in the  arly  years  of  service  is  more  strongly  shaped by the  learning experiences and professional training received   throughout the teacher education programme.This study  supports  the  relevance  of  academically  selective  admission policies  while  underscoring  the  critical  importance  of  high-quality  teacher  education programmes in developing competent and professional teachers.
AV  - public
TI  - Pengaruh pencapaian akademik pra-kemasukan (SPM) terhadap prestasi akademik dan kualiti guru lulusan institut pendidikan guru selepas setahun berkhidmat di sekolah
VL  - 13
EP  - 16
JF  - Jurnal Pengurusan Dan Kepimpinan Pendidikan
Y1  - 2026/06//
SN  - 2289-9669
A1  - Sa?aban, Shamsazila
A1  - Ramanaidu, Ramesh Rao
A1  - Syed Mustapa, Syed Ismail
A1  - Ramli, Norhannan
A1  - Said, Mohd Amin
A1  - Nadzir, Yefrizal
A1  - Aziz, Azahar
PB  - Institut Pendidikan Guru Malaysia
ID  - iab_repo1681
IS  - 1
UR  - https://jupidi.um.edu.my/index.php/JUPIDI/article/view/68080/19600
ER  -