Best Practices of Promoting a Positive School Learning Climate among Principals of Cluster Secondary Schools Towards Realization of Education Blueprint 2013-2025 Malaysia

Salleh, Mohamad Johdi; Hatta, Muhammad

doi:10.14738/assrj.58.2505

Cited by 5 publications

(17 citation statements)

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“…The Education Blueprint 2012 declares that MOE aspires to halve the current urban rural, socioeconomic and gender achievement gaps by 2020 (Salleh, 2014;Salleh & Hatta, 2018). It is the practice of cluster secondary schools in Malaysia to offer a place of study to students from various socioeconomic backgrounds as long as they perform academically in public examination conducted by MOE.…”

Section: Discussionmentioning

confidence: 99%

“…Therefore, additional assessments that address the relevant dimensions of quality in the Malaysian context should be included in the Blueprint. MOE admits transforming the teaching profession into a profession of choice (Salleh, 2014;Adams et al, 2018). It remains committed to its long standing policy of strengthening the teaching profession to make it a vibrant, rewarding, and prestigious profession in Malaysia.…”

Section: Discussionmentioning

confidence: 99%

“…As declared in the Blueprint 2012, MOE should establish a performance management system that sets high expectations for individual teachers by establishing clear KPIs. This system will invest in capability building to help individual teachers achieve their targets (Salleh & Hatta, 2018;Harris et al, 2019). Moreover, the performance management system must include reinforcement strategies; it should reward top performance and should address poor performance without creating a culture of blame.…”

Section: Discussionmentioning

confidence: 99%

“…In this situation, the principal is required to be a professional leader who takes appropriate action. Salleh and Hatta (2018) stated that an effective leader is always visible in school surroundings, focuses on the teaching and learning processes, monitors classrooms and gives feedback. The principal should provide a positive learning environment for excellent academic achievement as well as balanced and holistic personality development and should also pave the way for a harmonious and welladjusted society as stipulated in the National Philosophy of Education, Malaysia.…”

Section: Role Of Principalmentioning

confidence: 99%

“…This, however, will require the active participation of school principals to facilitate change by motivating their staff and students, by reaching out to the community, and by indulging in continuous improvement of their schools. The assumption inherent here is that effective leaders manage and lead and more importantly, indulge in capacity building and professional development to prepare future educational leadership to meet national needs (Salleh, 2014(Salleh, , 2017. Thus, there are many researchers who found and documented the functions of instructional, strategic and transformational leadership in order to improve the quality of education within schools and to enhance student achievement and teachers' professional development for maximum commitment and excellent performance (Hallinger et al, 2015;Day et al, 2016;Haris et al, 2017).…”

Section: Role Of Principalmentioning

confidence: 99%

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Best Practices for Promoting Teachers’ Professional Development in Malaysia

Salleh

Hatta²

2019

UER

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Cluster schools in Malaysia were formed to employ best teachers to achieve educational outcomes corresponding to the 4 th industrial revolution (IR). This study examines the best practices of promoting teachers' professional development prevalent among principals of cluster secondary schools in Malaysia. The Principal Instructional Management Rating Scale (PIMRS) was used as the data collection instrument. A diverse sample of 871 respondents belonging to both genders, different ethnicities and types of schools, and having various designations at schools was drawn randomly using cluster sampling. The researcher employed descriptive statistical procedures involving frequency count and percentage distribution as the means to analyze the collected data. The use of such data is a standard practice in Malaysia which is employed to plan professional development among principals of cluster secondary schools. The study indicated that the best practice of developing teacher professionalism among principals of cluster secondary schools in Malaysia according to principals' and teachers' perceptions was 'setting aside time at faculty meetings for teachers to share ideas about instruction or information from in-service activities.' The findings will effectively assist the process of promoting a positive school learning climate among the principals and teachers of secondary schools in Malaysia in the wake of meeting the goals of National Philosophy of Education, Vision 2020 and the aspirations of the Malaysia Education Development Plan 2013-2025 in the era of IR 4. Other school principals may use the outcomes of this research to facilitate and improve students' academic performance in their respective schools and join hands in the collective effort of raising the work force capable of meeting national goals at par with international standards.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Role Of Principalmentioning

confidence: 99%

Section: Role Of Principalmentioning

confidence: 99%

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Best Practices for Promoting Teachers’ Professional Development in Malaysia

Salleh

Hatta²

2019

UER

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Teacher Education in Malaysia: Preparation, Practices, and Future Directions

Adams

Lok

2022

Handbook of Research on Teacher Education

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Review of conceptual models and methodologies in research on principal instructional leadership in Malaysia

Hallinger

Adams

Harris

et al. 2017

JEA

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Purpose Over the past several decades, instructional leadership has gradually gained increasing currency as a key role of school principals throughout much of the world. This is also the case in Malaysia where educational research, policy and practice have brought the instructional leadership role of the principal front and center. The purpose of this paper is to assess the conceptual models, research methods, and foci of scholars in the study of principal instructional leadership in Malaysia over the past 30 years. Design/methodology/approach Systematic methods were used to identify all studies conducted in Malaysia that had used the Principal Instructional Management Rating Scale (PIMRS) (Hallinger, 1982/1990/2015) as the data collection instrument. This search yielded a database of 120 studies completed between 1989 and 2016 written in both English and Bahasa Malay. Common data were extracted from the 120 research reports, coded and entered into a MS Excel spreadsheet for analysis. Quantitative methods were employed to analyze modal trends and synthesize patterns in the data across the studies. Findings The search identified 120 PIMRS studies, 90 percent of which had been conducted since 2005. This represented a surprisingly large corpus of studies. Over 75 percent of the Malaysian studies of principal instructional leadership had been conducted as graduate (master and doctoral) theses, relatively few of which had achieved publication in journals. The authors’ analysis found that most studies had used lower order (i.e. bivariate, direct effects) conceptual models and relied heavily on descriptive and simple correlational statistical tests. The lack of consistent results within the database of studies was attributed largely to limitations in research design and quality. Research limitations/implications The 120 PIMRS studies conducted in Malaysia comprise a surprisingly large corpus of research on principal instructional leadership. Indeed, the Malaysian corpus is second only to the USA in terms of the number of PIMRS studies of principal instructional leadership. Nonetheless, limitations in the research models and methods employed in these studies suggest a need for stronger methodological training before Malaysian scholars can achieve the goal of contributing useful knowledge to the local and global knowledge base. Specific recommendations are offered for strengthening the quality of research. Social implications The recent expansion of higher education in Malaysia – like other developing societies – has yielded progress in the scope of research production. However, numerous challenges remain in transforming the potential for useful knowledge production from graduate research into reality. Originality/value This is the first review of research on principal leadership conducted in Malaysia. The review follows efforts by scholars to systematically identify the boundaries of knowledge in educational leadership and management within East Asian societies (e.g. China, Singapore, Vietnam, Taiwan and Hong Kong). Moreover, this is the first review of research that examines the use of the PIMRS in a single society.

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Best Practices of Promoting a Positive School Learning Climate among Principals of Cluster Secondary Schools Towards Realization of Education Blueprint 2013-2025 Malaysia

Cited by 5 publications

References 2 publications

Best Practices for Promoting Teachers’ Professional Development in Malaysia

Best Practices for Promoting Teachers’ Professional Development in Malaysia

Teacher Education in Malaysia: Preparation, Practices, and Future Directions

Review of conceptual models and methodologies in research on principal instructional leadership in Malaysia

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