The Malaysian education system is undergoing significant reforms, transitioning from traditional exam-based assessments to School-Based Assessment (SBA). This shift, part of the National Education Blueprint 2013-2025, aims to reduce rote learning and enhance critical thinking, problem-solving, and analytical skills among students. This study explores teachers' perspectives on the implementation of SBA in a primary school in Subang, focusing on their attitudes, the challenges they face, and the effectiveness of school management strategies in supporting SBA. The findings reveal that the majority of teachers view SBA positively, recognizing its potential to enhance student learning. However, they face substantial challenges, including increased workload, insufficient professional development, and the need for clearer guidelines. While administrative support is generally adequate, resource availability remains a critical issue. The study is limited by its relatively small sample size and focuses on a single school, which may affect the generalizability of the findings. Additionally, the use of self-reported data through questionnaires may introduce response biases. Theoretically, the study contributes to the understanding of SBA implementation through the lens of the Theory of Planned Behavior (TPB). Methodologically, it highlights the value of using structured questionnaires for quantifying teachers' perspectives. Practically, the findings suggest the need for ongoing professional development, clearer guidelines, and better resource allocation to support SBA. The study aligns with Sustainable Development Goal 4 (Quality Education) by promoting an assessment system that fosters holistic education and prepares students for future challenges. This study provides original insights into the implementation of SBA in primary education, highlighting the perspectives and challenges of teachers. The findings offer valuable recommendations for policymakers and educational authorities to enhance SBA practices and support teachers more effectively.
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