Amalan Kepimpinan Distributif Guru Besar Terhadap Efikasi Kendiri dalam kalangan Guru Prasekolah

Kepimpinan distributif guru besar yang diamalkan di sekolah adalah seiring dengan usaha Kementerian Pendidikan Malaysia (KPM) bagi melaksanakan Pelan Pendidikan Pembangunan (PPPM 2013-2025) dan terkandung dalam bab 5 untuk menyediakan pemimpin sekolah dan guru yang berkesan. Selaras dengan itu, kajian ini bertujuan untuk mengenal pasti tahap amalan kepimpinan distributif guru besar dan tahap efikasi kendiri guru serta hubungan kepimpinan distributif guru besar dengan efikasi kendiri dalam kalangan guru prasekolah daerah Tawau. Kajian ini adalah bersifat kuantitatif yang mengadaptasi dan menyesuaikan soal selidik Distributed Leadership Survey (DLS) dan Teacher’s Sense of Efficacy Scale mengikut kontes kajian. Sampel kajian terdiri daripada 80 orang guru-guru prasekolah daerah Tawau, Sabah yang berkhidmat di 48 buah prasekolah. Perisian SPSS versi 26 digunakan untuk menganalisis data kajian dan objektif kajian dapat dicapai melalui kaedah analisis deskriptif dan infrensi (korelasi pearson). Hasil daripada kajian menunjukkan bahawa tahap amalan kepimpinan distributif guru besar berada pada tahap tinggi (min=4.12, SP=.576). Tahap efikasi kendiri dalam kalangan guru prasekolah juga berada pada tahap tinggi (min=4.19, SP=.451). Analisis korelasi pearson yang menjelaskan hubungan kepimpinan distributif dengan efikasi kendiri guru prasekolah daerah Tawau pula mencatatkan korelasi yang signifikan (r=.435**, p˂.05) pada tahap sederhana. Dapatan daripada kajian ini menunjukkan bahawa kepimpinan pendidikan masa kini melihat guru besar tidak lagi berperanan sebagai pemimpin tunggal namun telah berarah kepada perkongsian tanggungjawab yang melibatkan guru-guru dalam organisasi sekolah. Amalan kepimpinan distributif guru besar memberikan implikasi terhadap efikasi kendiri guru untuk berubah dengan menyediakan guru dengan program yang dirancang melalui sokongan emosi dan kemahiran untuk mencapai visi, misi dan matlamat bersama

The feasibility of 12-year compulsory education policy in Malaysia from the perspective of B40 parents

Compulsory education in Malaysia is limited to primary education within 6 years compared to the international level (8 to 12 years). There is concern that because other levels of education are still optional, enrolment will fall. It is suggested to prolong compulsory education to a total of 12 years to ensure that students obtain preschool and secondary education. As a result, a survey of 278 B40 parents or socioeconomic parents with household income less than RM4850 in urban and rural primary schools was conducted to determine the level of understanding, readiness, and acceptance of the feasibility of implementing the 12-year compulsory education policy. A valid and reliable questionnaire instrument was administered online and subsequently analyzed using SPSS Version 26. The study’s results revealed that the level of understanding (M=3.564, SD=0.462), readiness (M=3.529, SD=0.491), and their acceptance (M=3.568, SD=0.495) were very high and there were no significant differences for each dimension based on location. In principle, this indicates that B40 parents support the intention to expand our country’s policy on compulsory education. Policymakers could employ this finding to modify the current compulsory education policy in the future

The validity and reliability of professional learning community instruments in small schools peninsular Malaysia

A professional learning community (PLC) instrument was developed to determine the level of PLC practice in small schools in Peninsular Malaysia. This study was conducted in Perak and Negeri Sembilan to determine the instrument's reliability and validity. Exploratory factor analysis (EFA) and item reliability analysis were used to determine the questionnaire’s reliability and validity. Next, the average congruence percentage (ACP) is used to determine the reliability test between expert assessors. Experts approved the validity and reliability of the instrument before the EFA test was conducted. All five constructs have high-reliability index values between 0.86–0.95. Next, the EFA analysis shows five dimensions in the PLC instrument with factor loadings ranging from 0.61–0.84. The findings also show that the variance explained in the data is 68.99% with an Eigenvalue greater than 1. This result indicates that all items are received with high approval. In addition, a very high-reliability coefficient value, α=0.96. The results prove that this PLC instrument has high validity and reliability and can measure the level of PLC implementation practices in small schools in Peninsular Malaysia

Culturally responsive leadership in Malaysian small schools context: a preliminary survey

Principals and headteachers are leaders in schools. Various past studies showed that the leadership of school leaders may influence students’ achievement. These past studies demonstrated that the leaderships of school leaders also influence the actions and achievements of the teachers in schools. Thus, as stated in the fifth Malaysia Education Development Plan 2013-2025 (MOE, 2012), the Ministry of Education Malaysia (MOE) decided to place high-performing leaders in schools. This study discussed culturally responsive leadership. It examined the background, culturally related issues in Malaysia, and dimensions of culturally responsive leadership in the small school context in Malaysia based on past studies in external and domestic contexts related to culturally responsive leadership. This study was a preliminary survey that aimed at confirming the appropriateness of the dimensions found in the culturally responsive leadership framework introduced by Khalifa, Gooden, and Davis (2016) derived from the literature review. The data for this study was collected using semi-structured interviews involving two headteachers and two teachers from small schools. The findings from the interview were analysed and discussed further in this study, with the support of secondary data. In conclusion, the dimensions found in this framework are suitable as culturally responsive leadership practices in Malaysia and to be used as a basis in the implementation of further studies related to culturally responsive leadership in small schools in Malaysia

Sustainable leadership practices among school leaders and their relationship with school climate

Sustainable leadership practices ensure that the mission and vision of a school continue despite changes and challenges. Such a practice can build the capacity of the organization based on the environment, especially in shaping a better school climate. Past studies have found a significant link between school leadership practices and the school climate. However, there has been little discussion about the phenomenal relationship the in rural national secondary school (SMK) context. Hence, this study aimed to identify the level of sustainable leadership practices of principals and their relationship with the school climate in rural SMK in Malaysia. A total of 450 teachers were selected to participate in the study using proportionate random sampling and questionnaires were adopted as the research method. Due to the COVID-19 pandemic and the research population located in rural areas, data were collected through the mail. The findings showed that the level of sustainable leadership practices of the principals was high (M=4.18, SD=0.52), along with a high level of the school climate (M=4.14, SD=0.51). Sustainable leadership practices were also positively associated with school climate (r=0.607, p<0.05). These findings can be used by the Ministry of Education Malaysia to enhance sustainable leadership practices in the national education leaders professional qualifications designed specifically for future school leaders in Malaysia. In this regard, it is hoped that these findings will enrich the literature on sustainable leadership practices and the school climate

A scoping review on mapping the digital leadership constructs for educational settings: what we can learn?

Another style of leadership utilized in the field of education, notably digital leadership, has become more prevalent. Studies on digital leadership are receiving more attention, but there has not been much focus on scoping reviews. To determine the constructs of digital leadership, this study undertakes a scoping review. Accordingly, a scoping review on human-influenced and non-human-influenced constructs in measuring digital leadership was carried out in this study. This scoping review follows six processes: i) identification of the research question; ii) literature research; iii) selection of relevant studies; iv) charting the information; v) collating, summarizing, and reporting of study results; vi) discussion of the results and implications for future research. A scoping review was conducted via the Web of Science, Scopus, and Google databases to identify empirical studies on constructs in digital leadership since 2014. Next, the titles and abstracts for selected full-text articles were screened manually. Data from the included articles were charted and summarized. To develop specific and empirical data for measuring digital leadership, the study found that 22 constructs were influenced by humans and three constructs were non-human-influenced. Interpersonal and intrapersonal skills were separated from the constructs that were influenced by humans, with 15 constructs constituting intrapersonal skills and seven constructs constituting interpersonal skills. The results will help identify the crucial components of successful digital leadership. Future research is warranted in creating programs such as workshops, training, and conferences to promote digital leadership and further improve the study

Keberkesanan Kaedah Main Peranan dalam Penguasaan Kemahiran Bertutur Subjek Bahasa Inggeris Pelajar Tingkatan 2 di Sebuah Sekolah di Daerah AsajayaSadong Jaya

Kajian ini bertujuan mengenalpasti keberkesanan kaedah main peranan terhadap pencapaian pelajar dalam kemahiran bertutur Bahasa Inggeris. Kajian ini turut bertujuan mengenalpasti kesan kaedah main peranan terhadap motivasi pelajar untuk bertutur dalam Bahasa inggeris. Kajian ini menggunakan rekabentuk kuasi-eksperimen. Sampel kajian terdiri daripada 63 orang pelajar lelaki dan perempuan Tingkatan 2 yang dipilih menggunakan kaedah persampelan bertujuan di salah sebuah sekolah di daerah Asajaya/Sadong Jaya. Pengumpulan data dilakukan melalui Ujian Bertutur Bahasa Inggeris pra dan pasca kajian, temubual pra dan pasca kajian dan borang pemerhatian. Markah Ujian Bertutur Bahasa Inggeris pra dan pasca kajian dianalisis secara diskriptif bagi mendapatkan min dan sisihan piawai seterusnya membuat perbandingan antara pra dan pasca kajian. Dapatan temubual dan borang pemerhatian pula dianalisis menggunakan kaedah analisis kandungan. Dapatan menunjukkan bahawa terdapat perbezaan yang signifikan antara pencapaian markah pelajar kumpulan eksperimental dan pelajar kumpulan kawalan. Selain itu, berdasarkan dapatan daripada temubual pasca kajian dan borang pemerhatian, didapati bahawa kaedah main peranan dapat meningkatkan motivasi murid-murid untuk bertutur dalam Bahasa Inggeris. Melalui hasil kajian ini, guru-guru boleh mengaplikasikan kaedah main peranan untuk meningkatkan kemahiran bertutur dalam subjek bahasa

The validity and reliability of culturally responsive leadership practice instruments in small schools peninsular Malaysia

A culturally responsive leadership instrument was developed to determine the level of culturally responsive leadership practice of headmasters in small schools in Peninsular Malaysia. This study was conducted in Perak and Negeri Sembilan to determine the instrument’s reliability and validity. Exploratory factor analysis (EFA) and item reliability analysis were used to determine the questionnaire’s reliability and validity. Next, the average congruence percentage (ACP) is used to determine the reliability test between expert assessors. Experts approved the validity and reliability of the instrument before the EFA test was conducted. All four constructs have high-reliability index values between 0.88–0.93. Next, the EFA analysis shows four dimensions in the culturally responsive leadership instrument with factor loadings ranging from 0.62–0.88. The findings also show that the variance explained in the data is 65.16% with an eigenvalue greater than 1. This result showed that all items are received with high approval. In addition, the reliability coefficient α=0.93 is very high. The results prove that this culturally responsive leadership instrument has high validity and reliability and can measure the level of culturally responsive leadership implementation practices in small schools in Peninsular Malaysia

Reliability of self-employment intentions instrument among international students in Indonesian university

This paper examines the validation instrument used to measure the psychometric status of the self-employment intentions. Self-employment intentions are crucial to identify the university students in order to confirm their decision making. They are a questionnaire to measure graduation in university to start choice on their careers. This instrument is composed of 11 items and was carried out to 115 international students studying in one Indonesian higher education. There were 49 male and 66 female respondents involved in this study. The Cronbach's Alpha value was .94 which strongly suggest that the instrument has an excellent reliability. This study points out that self-employment intentions are suitable to be used by college personnel and counselors to examine and identify self-employment inten-tions among international students in Indonesian higher education. Implications for future study will also be discussed