Can Multiple Intelligence Abilities Predict Work Motivation, Communication, Creativity, and Management Skills of School Leaders?

Piaw, Chua Yan; Ishak, Aribah; Yaacob, Nor Asmadi; Said, Haslina; Pee, Lee Eng; Kadir, Zulkifli Abdul

doi:10.1016/j.sbspro.2014.01.1040

Cited by 6 publications

(4 citation statements)

References 2 publications

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“…As a social unit that can help to improve mental health, the maximum focus is therefore critical in providing teachers with social support. This is due to teachers needing positive social support, encouragement and effective communication from school leaders and colleague teachers to enhance their well-being in the workplace [ 54 , 66 ].…”

Section: Literature Reviewmentioning

confidence: 99%

Psychosocial Work Environment and Teachers’ Psychological Well-Being: The Moderating Role of Job Control and Social Support

Ibrahim

Zalam

Foster

et al. 2021

IJERPH

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Nowadays, the issue of teachers’ psychological well-being causes serious concern, especially in Malaysia. Many studies related to psychological well-being have focused on students rather than on the health and well-being of teachers. Thus, the current study investigated the determinants of psychological well-being (depression, anxiety and stress) from the psychosocial work environment (job control, job demands and social support), and examined the moderating role of job control and social support in the relationship between job demands and psychological well-being among teachers. The design of this study was quantitative research through a survey questionnaire. The sample consisted of 335 high school teachers (23.3%—male; 76.7%—female) who responded to measuring scales of job demands, job control, social support, depression, anxiety and stress, and socio-demographic profile. The data were analyzed using two statistical methods, namely descriptive and inferential statistics. The hierarchical linear regression model was used to analyze the data by assisting the statistical software, i.e., SPSS-23. The results showed that job demands, job control and social support significantly predicted teachers’ psychological well-being. Furthermore, the effect of job demands on teachers’ depression and anxiety was partially moderated by job control and social support. In conclusion, this study has successfully identified the significant predictors of teachers’ psychological well-being and the role of job control and social support as a moderating variable to teachers’ psychological well-being in Malaysia. The result provides insights and contributes to the literature of teachers’ psychological well-being determinants and involves Malaysian respondents with a collectivistic eastern culture.

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Section: Literature Reviewmentioning

confidence: 99%

Psychosocial Work Environment and Teachers’ Psychological Well-Being: The Moderating Role of Job Control and Social Support

Ibrahim

Zalam

Foster

et al. 2021

IJERPH

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“…School leaders (Piaw, Ishak, Yaacob, Said, Pee, & Kadir, 2014) VL, LM, and Inter were significantly predicted of motivation; Inter alone predicted of communication skill; Intra, NAT, MR, and VS were significantly predicted for creativity; LM, Inter, VL, Intra, and NAT were significantly predicted of curriculum management skill.…”

Section: Subjectmentioning

confidence: 89%

The Implementation of Multiple Intelligence in (Science) Classroom: From Empirical Into Critical

Suprapto

Liu

2017

PED

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Abstract. Many educational researches have been done in the Multiple Intelligence (MI) perspective, both in quantitative and qualitative, and even action research. All of them offered a positive contribution to educational view. However, many researches have also found weaknesses that still need improvement both in terms of accuracy of the basic theory based on Gardner's theory, methodologies, instruments, as well as an understanding of MI theory itself. This study is part of the literature study with resources from some relevant references, authors' knowledge, observation results, and authors' experiences. Therefore, this paper describes how MI theory was used in the previous study, analyzed, and even criticized, as well as the perception of the authors. In bare, this paper analyzes some empirical studies in Multiple Intelligence, the interpretive perspective, MI in critical view, and the own-personal view about MI theory. In addition, the authors depict the lesson from implementation of the theory in school (Taiwan) in terms of compliance with the criteria of intelligence. The implementation MI theory in science domain is also exemplified.

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“…Intelligence also plays a role in producing originality of problem-solving ideas (Benedek et al, 2012). Spatial-visual intelligence as one of the predictors of significant creativity (Ahvan et al, 2016;Piaw et al, 2014). Therefore, subjects with high visual spatial intelligence can provide many answers and creative ideas, especially by using more of their spatial and visualization abilities in understanding, gathering information and finding solutions to solve problems.…”

Section: Discussionmentioning

confidence: 99%

High Visual-Spatial Intelligence Students’ Creativity in Solving PISA Problems

Triutami

Hariyanti

Novitasari

et al. 2021

JTAM

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Creativity is very necessary for learning mathematics, especially when solving geometry problems. This research aims to describe 4th year mathematics education students’ creativity in solving geometry problems. Creativity in this research is focused on fluency, flexibility, and originality of student anwer when solving geometry problems. This research is an explorative descriptive research through a qualitative approach. The participants were 7 fourth year mathematics education students of state University in Mataram, who have a high level of visual-spatial intelligence. The data was collected by written test and interview. The test consisted of two open-ended geometry problems about transforming 3-dimensional images into 2-dimensional images and making 2-dimensional images with a predetermined circumference. The problems are modification of the 2006 PISA test. The result showed that subjects with high visual-spatial intelligence levels met all indicators of creativity. In solving problems that meet the aspects of fluency, flexibility and originality, they combine mental rotation and mental visualization abilities and include using their visual experience by modifying the information obtained and the initial problem solving ideas obtained. This also enables them to produce original problem solutions. The results of this research can be used as an illustration and a guideline to assess students’ creativity with high visual-spatial intelligence level.

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Can Multiple Intelligence Abilities Predict Work Motivation, Communication, Creativity, and Management Skills of School Leaders?

Cited by 6 publications

References 2 publications

Psychosocial Work Environment and Teachers’ Psychological Well-Being: The Moderating Role of Job Control and Social Support

Psychosocial Work Environment and Teachers’ Psychological Well-Being: The Moderating Role of Job Control and Social Support

The Implementation of Multiple Intelligence in (Science) Classroom: From Empirical Into Critical

High Visual-Spatial Intelligence Students’ Creativity in Solving PISA Problems

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