The purpose of this study was to explore the commitment of visual art teacher’s of
Post Graduate Teaching Course in teaching Visual Art Education at primary school.
Those teachers had been required to take Visual Art Education as one of their optional
subjects or as a minor subject during their study at Teacher’s Institute of Education.
This study explored the teaching and learning practice of the subject done by the
teachers and the factors that influenced their commitment. The subject of the study
comprised of three primary school teachers which are two female and one male. One
of those female teacher teaches at town area, another at rural area and one male
teacher teaches at inland areas. The Conceptual of Teacher Education model was
chosen as the lens through which to view teacher commitment from a holistic
perspective. The model provided guidance to the frame work for exploring the
phenomenon of commitment with the participants which consist of the knowledge,
skill and values aspects. The documents analysis, observations, interviews and some
written questions were used to gather data related to this qualitative study. A matrix
form that was based on practicum guidelines and supervision at Teacher’s Institute of
Education was also used in the observation. The finding of this study revealed that the
teacher’s commitment at teaching practice are at moderation stage and still need
improvement. The study revealed the main factor that influenced the teachers’
commitment in teaching Visual Art Education at primary school are their environment
and due to lack of exposure to the subject.