Model hubungan antara kepimpinan guru besar, beban tugas dan kepuasan kerja guru Program Pendidikan Khas Integrasi (PPKI)

Beban tugas guru merupakan isu yang berpanjangan bagi guru-guru di seluruh Malaysia amnya dan bagi guru-guru Program Pendidikan Khas Integrasi (PPKI) khasnya. Isu ini masih membelenggu dan belum menemui jalan penyelesaiannya. Antara faktor utama yang menyebabkan isu ini berlaku adalah kepimpinan guru besar. Keadaan ini memberikan kesan kepada kepuasan kerja guru-guru PPKI. Kajian ini bertujuan untuk membangunkan Model Hubungan Antara Kepimpinan Guru Besar, Beban Tugas dan Kepuasan Kerja Guru PPKI bagi mengatasi isu beban tugas guru PPKI. Reka bentuk kajian yang digunakan ialah Sequential Exploratory Design (SED) yang melibatkan kaedah kualitatif (temubual) dan kuantitatif (soal selidik). Pada fasa pertama, pendekatan kualitatif digunakan. Temubual dijalankan dan dianalisis secara analisis tematik. Pada fasa kuantitatif, elemen-elemen yang diperoleh melalui analisis tematik, digunakan untuk membangunkan set soal selidik. Seterusnya, kajian rintis dilakukan dan dianalisis menggunakan Model Pengukuran Rasch dengan perisian Winstep. Soal selidik yang telah dikemaskini diedarkan kepada 400 orang guru-guru PPKI dalam negeri Johor mengikut daerah. Data kajian tersebut dianalisis menggunakan pendekatan Structural Equation Modelling (SEM) dengan perisian AMOS 21. Hasil analisis menunjukkan setiap item dan dimensi mencatatkan nilai factor loading >0.5 serta memenuhi kriteria kesepadanan bagi membina Model Hubungan Antara Kepimpinan Guru Besar, Beban Tugas dan Kepuasan Kerja Guru PPKI. Dapatan juga menunjukkan bahawa kepimpinan guru besar mempunyai pengaruh positif yang signifikan terhadap beban tugas guru. Manakala beban tugas guru mempunyai pengaruh positif yang signifikan terhadap kepuasan kerja guru. Namun, konstruk kepimpinan guru besar mempunyai pengaruh positif tetapi tidak signifikan terhadap kepuasan kerja guru. Implikasi pembangunan Model Hubungan Antara Kepimpinan Guru Besar, Beban Tugas dan Kepuasan Kerja Guru PPKI ini adalah untuk dijadikan rujukan kepada pihak guru besar di PPKI dalam mengamalkan kepimpinan yang bersesuaia

Regression between headmaster leadership, task load and job satisfaction of special education integration program teacher

Managing school is a daunting task for a headmaster. This responsibility is exacerbated when it involves the Special Education Integration Program (SEIP). This situation requires appropriate and effective leadership in addressing some of the issues that are currently taking place at SEIP such as task load and job satisfaction. This study aimed to identify the influence of headmaster leadership on task load and teacher job satisfaction at SEIP. This quantitative study was conducted by distributing 400 sets of randomized questionnaires to SEIP teachers across Malaysia through google form. The data obtained were then analyzed using Structural Equation Modeling (SEM) and AMOS software. The results show that there is a significant positive effect on the leadership of the headmaster and the task load of the teacher. Likewise, the construct of task load and teacher job satisfaction has a significant positive effect. However, for the construct of headmaster leadership and teacher job satisfaction, there was no significant positive relationship. This finding is very important as a reference to the school administration re-evaluating their leadership so as not to burden SEIP teachers and to give them job satisfaction. In addition, the findings of this study can also serve as a guide for SEIP teachers to increase awareness of the importance of managing their tasks. This study also focused on education leadership in general and more specifically on special education leadership

Organizational commitment of Vocational College Teachers in Malaysia

This study aimed to validate factors related to organizational commitment among teachers in vocational colleges in Malaysia. As we know, the commitment given to the organization will make the organization manageable. However, there are issues regarding the commitment given by the teachers in vocational colleges, which has led to poor performance of college organizations. Some studies have found that factors such as narrative commitment, affective commitment and ongoing commitment cause the overall commitment to the organization to be disrupted. In this study, a fully quantitative approach is used to determine factors in the organization commitment of vocational college teachers. The questionnaire was administered to 264 vocational college teachers in three states in Malaysia namely Negeri Sembilan, Melaka and Johor. The data obtained were then analyzed using Structural Equation Modeling (SEM) using AMOS 21 application. Confirmatory Factor Analysis was performed to obtain factor loading for each element obtained namely narrative commitment, affective commitment and continuous commitment. The analysis results show that the factors reflect the appropriate fit and meet all the criteria for validation. Therefore, the findings of this study can further confirm previous findings on this issue

Special elements and values needed in leadership for special education

Educational leadership is very important in determining the success of an educational organization, especially in schools. Effective leadership is more needed when it involves more challenging and diverse situations such as in special education. Many competent school leaders have succeeded in making the school organizations they lead as successful. Nevertheless, the same leaders are seen to be less effective on leadership in special education. Therefore, this study was conducted to explore the elements and added value that a leader must have to lead special education effectively. This qualitative study was conducted by involving an interview session with 20 special education teachers in the state of Johor, Malaysia. Their perceptions and opinions are analyzed to obtain the relevant elements and added value. As a result of the thematic analysis conducted, there are five additional elements that need to be practiced by special education leaders in schools in each situation, namely loving, caring, sensitive, friendly and cooperative network. These five elements were agreed upon by the respondents involved and should be given attention in every decision made by leaders in special education. It is hoped that the findings of this study can help special education leaders in schools to practice effective leadership and in turn lead the continued success of special education

Meta analysis for special education leadership in Malaysia

The leadership of the headmaster as the school's chief administrator is crucial in determining the school's direction of success. Practiced leadership also reflects school culture and teachers' performance. This will help to ensure the success of the students. School leadership is synonymous with a variety of styles such as autocratic, democratic, Laissez Faire, transformational, distributive, instructional and many other styles of leadership. All of these leadership styles also occur in the community of schools with special education programs and special needs students. This meta-analysis was conducted to explore previous studies on special education leadership in Malaysia from 2011 to 2020. Although there are many studies on special education leadership abroad, there are still few studies in Malaysia. Based on the search, there are only seven studies published on special education leadership in Malaysia. The analysis conducted for these seven studies found that there are certain elements in explaining special education leadership in Malaysia. These studies also found that special education teachers in primary and secondary schools involved. In addition, this study also focused on the main findings of each study conducted. This study also examines the methodology of the study used. The findings of this study are intended to help future researchers conduct research on special education leadership in Malaysia. In addition, this analysis also suggests some ideas for further research

Vocational College teachers in Malaysia: confirmatory factor analysis for job attitude

This study aimed to validate elements of job attitudes that influence organizational commitment among vocational college teachers in Malaysia. Job attitude is often seen as something that makes a teacher successful or u nsuccessful in carrying out his or her job at school. Negative job attitudes reflect that a teacher's commitment to the school organization is not as expected. Previous studies have found that cognitive, affective and behavioral elements are strongly associated with job attitudes. Therefore, this quantitative study was conducted to confirm the elements related to job attitude among vocational college teachers. The questionnaire was administered to 264 vocational college teachers in Malaysia randomly. The data obtained were then analyzed using Structural Equation Modelling (SEM) using AMOS 21 software. Confirmatory Factor Analysis was performed to obtain factor loading for each element obtained namely cognitive, affective and behavior. The analysis results show that the factors reflect the appropriate fit and meet all the criteria for validation

Unique attitude? The concept of special education leadership

Understanding special education is a complex thing. It takes someone to create an alien world filled with its citizens with disabilities. Choosing to be together in the world of special education provides an indicator that preparing oneself to be as special as special education itself. Entering the world of special education, automatically everything needs to be directed to be special and unique. Can we all imagine how stressful and stressful the physical and mental condition of parents who handle their children who are categorized as disabled? Do we fantasize about how a teacher controls their class and teaching when faced with the uncertainty of MBK behavior and conversation in school? Is it worth it if we don’t become as special as possible in the world of special education? This qualitative study was conducted to explore the perceptions of special education teachers on the uniqueness that should exist in special education leadership. As a result of the thematic analysis conducted, there are five things which shows that special education leadership needs to be unique in its implementation, namely prioritizing MBK in all matters, putting love in every school decision, balancing between teachers and MBK, preferring discussion over unilateral decisions and always defending special education, These findings are expected to be a guide to relevant parties

HEADMASTER LEADERSHIP EFFECT ON TASK LOAD OF SPECIAL EDUCATION INTEGRATION PROGRAM TEACHER

Purpose of the Study: The leadership of a headmaster at the school has a major influence on school management and teacher management. These influences also impact the task load of the Special Education Integration Program (SEIP) teacher. Various studies have been conducted in Malaysia and abroad on this issue. Based on previous studies and research on existing leadership theories, five leadership factors impact the SEIP teacher's task load, namely leadership style, attitude, knowledge, experience, and qualifications. The purpose of this study is to determine whether these factors affect the task load of the SEIP teacher. Methodology: A fully quantitative method was used in this study by distributing a set of online questionnaires to SEIP teachers across Malaysia using the Google for platform. Confirmatory Factor Analysis (CFA) through AMOS software is used for data analysis purposes. Main Findings: The findings show that all the factors mentioned in the leadership style, attitude, knowledge, experience, and competency of achievement are validated as influences on the SEIP teacher's task load. There have been several studies examining the leadership factor affecting the task load of the SEIP teacher, but the application of the CFA approach using AMOS is still underdeveloped. Therefore, the findings of this study can further confirm previous findings on this issue. Application: This research can be useful for the headmaster and the SEIP teachers to give their best in school management. Novelty: It is common to read about the issue for this research is the premier school, but this research was based on the special education field

Work attitude, organizational commitment and emotional intelligence of Malaysian vocational college teachers

Emotional intelligence plays an important role in motivating a person to commit to a job. A person’s attitude while carrying out work makes emotional intelligence directed towards good productivity in the organization. This situation is also a major issue among vocational college teachers in Malaysia. There are issues where these teachers are unable to give a firm commitment to their organization due to their work attitude and emotional intelligence. This quantitative study was conducted to explore the relationship between work attitudes, organizational commitment and emotional intelligence among vocational college teachers in Malaysia. This study involved 263 respondents consisting of vocational college teachers throughout Malaysia. Analysis with Structural Equation Modelling (SEM) approach using Analysis of Moment Structures (AMOS) software was conducted. The results of the analysis show that, there is a significant positive relationship between work attitudes, organizational commitment and emotional intelligence. Therefore, this study can be used as a guide to stakeholders in managing vocational colleges, teachers and organizations properly

Vocational College teachers in Malaysia: emotional intelligence

This study aimed to validate factors related to emotional intelligence that influence organizational commitment among vocational college teachers in Malaysia. To this day, the issue of emotional intelligence remains a major cause of teacher commitment to their organization, especially among vocational college teachers. Studies have found that self-awareness, self-management, social awareness and relationship management are key elements in emotional intelligence that influence the organizational commitment of vocational college teachers in Malaysia. Therefore, this quantitative study was conducted to confirm the elements related to emotional intelligence. The questionnaire was administered to 264 vocational college teachers in Malaysia randomly. The data obtained were then analyzed using Structural Equation Modelling (SEM) using AMOS 21 application. Confirmatory Factor Analysis was performed to obtain factor loading for each element obtained namely self-awareness, self-management, social awareness and relationship management. The analysis results show that the factors reflect the appropriate fit and meet all the criteria for validation