Critical Success Factors of Sustainable Leadership: Evidence from High-achievement School

Aslamiah, Aslamiah; Hashim, Noor Hashimah; Yusof, Mat Rahimi; Fauzee, Mohd Sofian Omar; Aziz, Muhammad; Khun-Inkeeree, Hareesol; Habibi, Akhmad; Bing, Khuan Wai

doi:10.13189/ujer.2020.080502

Cited by 10 publications

(10 citation statements)

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“…All of this element will increase teachers' well-being. The development and dynamics of education are demanding towards more integration [33]. Integration between teacher's workload and wellbeing are always debated.…”

Section: Literature Reviewmentioning

confidence: 99%

Teachers’ well-being from the social psychological perspective

Zakaria

Don

Yaakob

2021

IJERE

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<span lang="EN-US">School is an important organizational unit in a country. School is also the foundation of every country’s education system. A harmonious working environment and a healthy relationship are very vital to ensure the high quality of teachers’ work. Issues in the workplace can lead to low performance, job dissatisfaction, loss of happiness, stress, and many other mental health issues. Teachers’ well-being is greatly influenced by comfortable, healthy, and happy conditions. Hence, this study aims to examine well-being among teachers in National Secondary Schools (SMK) and Government Funded Religious Schools (SABK) based on the quality of teachers’ working life such as psychological, social, political, and economic needs. This was quantitative research with a survey method using questionnaires as the instrument. The respondents of the study comprised 300 teachers in a district in Kelantan, Malaysia. The respondents were chosen based on a random sampling technique. The results of the study showed that the level of teachers’ well-being is high. There were no differences regarding the level of teachers’ well-being between SMK and SABK.</span>

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Section: Literature Reviewmentioning

confidence: 99%

Teachers’ well-being from the social psychological perspective

Zakaria

Don

Yaakob

2021

IJERE

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“…Studies by Thomas, [39], [44] have shown that mentoring practices are a form of support that teachers need to improve their professionalism and competence. It is also important for leaders to create and maintain a harmonious working environment so that communication and mutually supportive aspects consistently promote a more positive and effective aspect of communication [4].…”

Section: Discussionmentioning

confidence: 99%

“…In line with the above suggestions, a study by [2] also found that teachers' leadership model of teaching also contributed to teacher teaching competencies and effectiveness. The findings of [4] show that leadership is an influential process, working together as a team and setting goals together. Therefore, the role of school administrators in particular as teaching and learning supervisors is essential to ensure that the process meets the goals and achieves the desired impact while holistically improving the effectiveness of teachers and, as a result, will benefit students' learning in the classroom and school as a whole.…”

Section: Introductionmentioning

confidence: 99%

Increasing Teachers' Self-efficacy through Regular Teaching and Learning Supervision

Khun-Inkeeree¹,

Mahmood²,

Haji-Mohd-Noor³

et al. 2020

ujer

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Circular Letter No 3/1987 issued by the Ministry of Education of Malaysia makes it clear that the supervision of teaching and learning in the classroom is the responsibility of the principal or headmaster to fulfill his role as supervisor. However, school administrators are still not emphasizing this dimension of teaching and teaching supervision, as a result, there may be shortcomings in the pedagogical skills and the quality of the teaching material of teachers. Recognizing the importance of supervisory processes to enhance teacher professionalism, this study was conducted to examine the relationship between teaching and learning supervision skills and teacher self-efficacy, as well as to examine the influence of teaching and learning supervision dimensions on teaching effectiveness. This study was conducted among 211 teachers who participated in the teaching and learning supervision process in 13 primary schools selected by the Jeli District Education Office, Kelantan. The questionnaire was used to collect data and information. Correlation analysis showed that there was a significant relationship between supervisory skills and teacher self-efficacy (r=0.44, p=0.00), while regression analysis to examine the influence of teaching and learning supervision showed that the technical dimension was moderate (r=0.43, r2=0.185, p<0.05) and the knowledge dimension was also moderate (r=0.45, r2=0.200, p<0.05). This finding clearly shows that the quality of teaching and learning supervision will contribute to increased self-efficacy of teachers. The study also shows that the dimension of knowledge skills has the greatest impact on teacher self-efficiency. In summary, the quality of supervision of teaching and learning should not be neglected, as the findings of the study clearly show that these variables are related to teacher self-efficacy, which cannot be denied as a catalyst for the performance of a school.

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“…However, given the fact that leadership is one of the information areas that is also a core component in organizational literature research, much remains to be known about the impact of leadership on organizational success (Avolio., Walumbwa, & Weber, 2009). Mohd et al (2020) also demonstrate that leadership is a significant process, working together with their team, and setting goals as a unit. The role of school administrators is, therefore, essential to ensure that the process meets the objectives and achieves the necessary respect, while rebuilding the potential of teachers and, as a result, making students' learning in the classroom and in school more valuable.…”

Section: Introductionmentioning

confidence: 98%

Exploring the Influence of a Principal’s Internalized Moral Perspective towards Teacher Commitment in Malaysian Secondary Schools

Kasa

Shamsuddin

Aslamiah

et al. 2020

Journal of Education and e-Learning Research

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Authentic leadership principals are an alternative to leadership styles within an organisation intended to create more effective administration in maintaining the trust of subordinates, meeting job expectations, and being able to implement change despite facing challenges. However, authentic leadership capabilities of school-style leadership adaptations are still relatively new and unfamiliar. This study aimed to identify the authentic leadership practices applied by school principals and their relationship to the commitment of national secondary school teachers in the district of Pendang in a northern state of Peninsular Malaysia. The research method used was a quantitative survey using a standardised questionnaire. The study respondents consisted of 254 teachers randomly selected from ten national secondary schools under the leadership of principals. The instrument used was adapted from the Authentic Leadership Questionnaire (ALQ-version 1) to measure the dimensions of authentic leadership. Furthermore, the questionaire of organizational commitment was used to measure the level of teachers' commitment to the organisation. Data processing was performed using SEM-PLS 3.0. Results showed that the internalised moral perspective dimension of authentic leadership significantly influenced teacher commitment. The leaders with these attributes should combine their principles and behaviours in keeping with internal moral standards. This approach should affect the attitudes of teachers and create a changing environment.

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Critical Success Factors of Sustainable Leadership: Evidence from High-achievement School

Cited by 10 publications

References 0 publications

Teachers’ well-being from the social psychological perspective

Teachers’ well-being from the social psychological perspective

Increasing Teachers' Self-efficacy through Regular Teaching and Learning Supervision

Exploring the Influence of a Principal’s Internalized Moral Perspective towards Teacher Commitment in Malaysian Secondary Schools

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