Leading sustainable schools in the era of Education 4.0: Identifying school leadership competencies in Malaysian secondary schools

The purpose of the study was to develop an empirical School Leadership Competency Model for the era of Education 4.0 (SLCMEduc4.0) to identify school leadership competencies that facilitate and maximize effectiveness in leading sustainable schools in Malaysia. Exploratory Factor Analysis (EFA) was employed to identify the underlying factors whereas Confirmatory Factor Analysis (CFA) was applied to test the measurement models using Structural Equation Modelling. A total of 444 and 931 respondents completed the survey with usable data for EFA and CFA respectively. The results suggested that the SLCMEdu4.0 can be explained by eight factors namely; Leading for Learning, Emotional Intelligence, Critical Thinking, Communication and Ethics, Collaboration, Decision Making and Problem Solving, Digital Dexterity and Entrepreneurial with good fit statistics; normed x2=2.628, TLI=.950, CFI=.954 and RMSEA=.042. With a total of 40 items, the model also features good convergent and discriminant validity and construct reliability. The SLCMEduc4.0 is a coherent premier model that provides useful feedback for practitioners in planning, designing and evaluating future professional development programmes for school leaders. The study encourages a fresh look at educational leadership development locally and globally specifically in enhancing the leadership development of Malaysian school leaders towards productive change in the era of Education 4.0

The development and validation of the principal innovation leadership scale in Malaysian secondary schools

Scholars used multiple variables in measuring innovation leadership due to the differences in concept and understanding of this leadership in different fields. We develop the instrument to fill in the gaps in academicians’ and scholars’ assessments pertaining to the concept of innovation leadership, especially in the sense of education. This paper aims to explain the instrument development and validation process of the face and content validity for the purposed dimensions and items. All the constructs were generated through a rigorous review of the literature. There were six experts involved in validating the face and content validity of this instrument. Content validity index (CVI) and Modified Kappa statistics were used. The cut-off point of all items was 0.8 which retained as a final instrument. Therefore, from the 58 items, four were deleted as it is not reached the level of agreement between all the experts. The final instruments for further validation consisted of 54 items which fell under eight dimensions, namely: i) Creative behavior; ii) Ideal influence; iii) Effective communication; iv) Empowerment and mentoring; v) Technical skills; vi) Entrepreneurship; vii) Opening behavior; and viii) Closing behavior were identified. Therefore, this instrument could be utilized for further validation