Primary School Teachers’ Transformation: Building a Paradigm of Future Science and Technology
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Abstract
his research aims to assess the proportion of teachers who have undergone a paradigm shift in the fields of science and technology at primary schools in Bogor City. The methodology employed involves hypothesis testing using a one-sample Z proportion technique. The findings reveal that the proportion of teachers who have experienced transformation does not significantly differ from the expected figure of 60%. The observed proportion stands at 0.73, indicating that a majority of teachers have achieved the anticipated transformation. However, the calculated |Z| value of 1.49 is insufficient to reject the null hypothesis (H0). These results suggest a positive trend in transformation, yet highlight the lack of adequate statistical evidence to assert a significant difference from expectations. This research offers insights into the educational conditions in Bogor City’s primary schools and their implications for the professional development of teachers in science and technology. The study underscores the critical role of educators in the digital age and emphasizes the urgent need for systemic reforms to address existing educational disparities. It is essential for the government and educational institutions to prioritise professional development programs aimed at enhancing teachers' competencies in science and technology, while ensuring that educational policies reflect the necessity for ongoing training and support in these areas
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