This study aims to identify the competencies of non-option geography teachers in teaching and learning geography in Malaysian high schools. The survey method and questionnaires have been adopted while conducting this study. In the meantime, the respondents were chosen by using simple random sampling consisting of 142 non-option geography teachers who teach the subject in high schools registered under the Malaysian Ministry of Education. Several analyses are used to obtain a comprehensive outcome, including the descriptive and t-test analyses. The results show that the respondents are highly competent in the aspects of knowledge (Mean = 4.124, SD = 0.451); teaching and learning skills (Mean = 3.927, SD = 0.488) as well as professionalism values (Mean = 4.308, SD = 0.457). According to the t-test analysis, there are significant differences in knowledge competency, teaching and learning skills and professional values based on the duration of teaching experiences in geography (t = -2.38, df = 140, p < 0.05; t = -2.29, df = 140, p < 0.05; t = -2.09, df = 140, p < 0.05 respectively). To conclude, this study implies that non-option geography teachers have the ability to deliver a comprehensive knowledge due to their high competencies in teaching and learning skills in geography. The implication is that the schools as well as the Ministry of Education should encourage the development of competencies among non-option teachers through constructive programmes such as Program Intervensi Tambah Opsyen (PITO).

Topics
Educational institutions, Learning and learning models, Knowledge, Learning skills, Teaching, Schools
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