The aims of this article is to report the validity and reliability of the Teacher Leadership Self Assessment (TLSA). The sample of the study consists of 244 trained teachers who are chosen using random sampling technique from 19 secondary schools in Perak. The content validity, criterion validity and construct validity analyses have been carried out by using this set of data. The findings of this study using panel of expert views, Pearson correlation analysis and exploratory factor analysis through orthogonal rotation with varimax method has formed six factors, consisted of twenty eight-items of TLSA with factor loadings range from .52 -.74. The reliability Cronbach Alpha coefficient for the overall item is .91, meanwhile for each factor developed ranged from .66 to .83. As the conclusion, these analyses have generate a new pool of TLSA item to measure the construct of teacher leadership in Malaysian Educational context. However, the findings are valuable for the ministry of education, researchers, teachers, and teacher educators' references, which are interested more in exploring teacher leadership self assessment.

Leading change from the classroom is closely linked with the development of teacher leaders. It is considered to be the significant outcome of teachers' commitment to change their ordinary role as classroom instructional leaders to school-based teacher leaders. In this regard, it is a privilege for teacher leaders to walk with principals who portray developmental leadership behavior competently. Thus, the objective of this study is to test a theory-based model predicting teachers' leadership competencies and its relationship with principals' developmental leadership behavior and teachers' commitment to change. Data was collected from 928 respondents who served in 58 high performing secondary schools in Malaysia. Structural Equation Modeling was utilized to test the model developed. The results indicate that the teachers' leadership competencies have significant relationship with principals' developmental leadership behavior and teachers' commitment to change. In addition, principals' developmental leadership behavior was found to mediate the relationship between teachers' leadership competencies and teachers' commitment to change.

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This study focused on the influence of learning organization practice toward teacher leadership among secondary school teachers in the state of Perak. The quantitative approach of descriptive correlational design has been used in this study. The sample consists of 400 teachers from 50 secondary schools in Perak. The data were analyzed using mean and multiple regression. Findings indicate that the level of organizational learning practice (mean = 3.78) is at a high level. In addition, the results show that the learning organizational variables, which is individual learning (β = 0.57, p = 0.05) is the main influence on teacher leadership and followed by global learning (β = 0.25, p = 0.05). A total of 53 percent of variation in teacher leadership is explained by learning organizational variables. In conclusion, the practices of learning organization definitely influence teacher leadership secondary school in Perak. The implications of the study show that learning organization practice can enhance the teacher leadership and it is appropriate to be practiced in all schools for the development of the school.

Purpose-The main purpose of the study was to develop an empirically validated Teacher Leadership Competency Model (TLCM) which would enhance teacher leadership competencies in Malaysian secondary schools. There is currently no established instrument that measures teacher leadership competency, particularly in the Malaysian context. Methodology-Structural equation modeling (SEM) utilizing AMOS Version 22 was employed to develop the model. Exploratory factor analysis was utilized to identify the underlying factors, whereas confirmatory factor analysis was employed to test the construct of the TLCM. The study particularly targeted a total of 928 trained teachers from 58 high-performing secondary schools in Malaysia. It explored their perception of the notion of teacher leadership competencies and their commitment to change their initial role as classroom leaders to teacher leaders in their respective schools. Findings-The Teacher Leadership Competency Model (TLCM) was found to be a fit and reliable model with all fit statistics set well above the threshold level. The Teacher Leadership Competency Scale (TLCS), which comprised 21 items, would also benefit school principals in assessing the effectiveness of teacher leadership and teacher commitment in assuming new leadership roles in school change initiatives. The finding has also encouraged a fresh look at the implementation of teacher leadership programmes aimed at successful change in schools.