“I Employed My Own Strategy”: Exploring Primary Headteachers’ Organisational and Professional Socialisation

Tahir, Lokman Mohd; Yusof, Sanitah Mohd; Ali, Mohd Fadzli; Hassan, Zainudin; Hamid, Mohd Zolkifli Abd

doi:10.32890/mjli2018.15.1.9

Cited by 4 publications

(9 citation statements)

References 17 publications

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“…According to Savita et al (2017), Tahir et al (2018), and Wong et al (2021), collaboration skills between educators and students are crucial for fostering positive relationships and encouraging mutual engagement in the teaching and learning process in the classroom. Administrators need to address problems like incompetent teachers and disruptive student behaviour immediately to prevent further degradation of the final product.…”

Section: Data Abstraction and Analysismentioning

confidence: 99%

“…Information Literacy is the skills needed to find, retrieve, analyse, and use information. Literacy skill is a basic and must-have skill for students in primary school (Fadzil & Saat, 2014Husin et al, 2017Hwang et al, 2021;Kho & Chen, 2017;Mohamad et al, 2013;Razak et al, 2019;Siew et al, 2014;Singh et al, 2020;Tahir et al, 2018;Wasriep & Lajium, 2019).…”

Section: Data Abstraction and Analysismentioning

confidence: 99%

“…Although they are important skills for students and educators, the government's effort to impart knowledge concerning these skills is still challenging. Twenty articles highlighted these issues (Alalwan et al, 2020;Fadzil & Saat, 2014;Hendrik et al, 2020;Husin et al, 2017;Hwang et al, 2021;Ismail et al, 2013;Julius et al, 2018;Kasinathan et al, 2018;Kho & Chen., 2017;Masril et al, 2021;Mohamad et al, 2013;Razak et al, 2019;Saif et al, 2021;Savita et al, 2017;Siew et al, 2014;Singh et al, 2020;Singh et al, 2021;Tahir et al, 2018;Wasriep & Lajium, 2019;Wong et al, 2021).…”

Section: Data Abstraction and Analysismentioning

confidence: 99%

“…However, several issues arose, including lack of support as the main theme and sub-themes, namely lack of funding and resource support, insufficient training support, and lack of collaboration among stakeholders. There were 20 out of 22 studies that displayed issues concerning a lack of support in primary schools (Abdullah et al, 2020;Alalwan et al, 2020;Azhar & Azman, 2021;Husin et al, 2017;Hwang et al, 2021;Ismail et al, 2013;Julius et al, 2018;Kasinathan et al, 2018;Masril et al, 2021;Mohamad et al, 2013;Razak et al, 2019;Saif et al, 2021;Savita et al, 2017;Siew et al, 2014;Singh et al, 2020;Singh et al, 2021;Tahir et al, 2018;Wasriep & Lajium, 2019;Wong et al, 2021).…”

Section: Lack Of Supportmentioning

confidence: 99%

“…Additionally, some materials do not appear appealing to the pupils and fail to adjust to educational settings or experiences (Alalwan et al, 2020;Wong et al, 2021). Similarly, intended money for rural schools showed that there are fewer facilities offered, no technical support is offered to address issues that arise during the class, ICT tools are poorly managed, and they require continual maintenance to ensure that teaching and learning proceed smoothly every day in the schools (Abdullah et al, 2020;Alalwan et al, 2020;Hwang et al, 2021;Ismail et al, 2013;Masril et al, 2021;Mohamad et al, 2013;Razak et al, 2019;Savita et al, 2017;Siew et al, 2014;Tahir et al, 2018).…”

Section: Inadequate Funding and Resourcesmentioning

confidence: 99%

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Issues and Challenges of Primary Education Toward Implementing Technical and Vocational Education Training to Meet the Fourth Industrial Revolution Demand: A Systematic Literature Review

Mohd Ali,

Kamarudin,

Maidin

et al. 2024

JSSH

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The present wave of the fourth industrial revolution (4IR) technology and trends is drastically affecting nearly every economic sector and preparing for profound changes in people’s lives. The benefits of the technology include higher safety, better decision-making, increased productivity, efficiency, and quality in processes, as well as increased competitiveness. Thus, every effort towards raising awareness of the 4IR should begin early in primary education. This study critically evaluated the literature on the issues and challenges of implementing Technical Vocational Education and Training (TVET) preliminary courses in primary education in Malaysia towards raising awareness of the future 4IR. Using two databases, namely Scopus and Web of Science, the review was conducted in accordance with the ROSES (Reporting Standards for Systematic Evidence Syntheses) publishing standard. The findings showed that the role of primary education in facilitating skills development for socio-economic and technological development for the students was significant. Based on the thematic analysis, two primary themes emerged: a lack of 21st-century skills and support, supplemented by six sub-themes. In addition, the issues and challenges of other countries’ primary education in meeting the 4IR demand are also discussed. The paper offered solutions for the issues that arose to fulfil the objective of TVET preparatory courses: to increase pupil awareness of the present 4IR in elementary education in Malaysia.

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Section: Data Abstraction and Analysismentioning

confidence: 99%

Section: Data Abstraction and Analysismentioning

confidence: 99%

Section: Data Abstraction and Analysismentioning

confidence: 99%

Section: Lack Of Supportmentioning

confidence: 99%

Section: Inadequate Funding and Resourcesmentioning

confidence: 99%

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Issues and Challenges of Primary Education Toward Implementing Technical and Vocational Education Training to Meet the Fourth Industrial Revolution Demand: A Systematic Literature Review

Mohd Ali,

Kamarudin,

Maidin

et al. 2024

JSSH

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Supporting beginning principals to survive and thrive in the role: a systematic review of literature

Watts

2022

School Leadership & Management

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Influencing beginner teachers' autonomy: the impact of mentorship in fostering self-directed learning

Mokoena,

van Tonder

2024

IJEM

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PurposeThis paper aims to determine the impact of mentorship on the development of self-directedness among beginner teachers in their initial years of teaching.Design/methodology/approachThe researcher adopted a positivist paradigm to explore the situation of concern. Quantitative research was conducted, involving the collection and analysis of numerical data. Two closed-ended structured questionnaires were utilised, derived from the 40-item self-directed learning readiness scale (SDLRS) developed by Fisher and King, and a pre-determined questionnaire by Glazerman focused on the first-year teaching experience, induction and mentoring of beginner teachers.FindingsBeginner teachers merely relying on the knowledge obtained from their studies is insufficient to achieve a satisfactory level of self-directedness when starting a teaching career. Most beginner teachers faced significant challenges in their early years of teaching due to the absence of mentoring support. In addition, most indicated that they resume their teaching duties and rely on their district for general support, guidance and orientation. Finally, the results have shown that mentoring positively impacts beginner teachers’ self-directedness.Research limitations/implicationsThe first limitation was that this study was narrowed to one South Africa University part-time B.Ed honours students working as beginner teachers in different provinces at primary and secondary schools. As a result, the findings of this research might be interpreted by some critics as one-sided and not representative of the views of most beginner teachers in South Africa who are working. The second limitation of this study is the sample size. In this study, 222 responses were received. As a result, the findings of this research might be considered not representative of the target sample size.Practical implicationsThe presence and effective implementation of mentoring programmes in schools can positively impact beginner teachers' professional development and retention during their first years of teaching.Social implicationsWe contend that our research holds significance for international readership as it aims to garner attention towards potential research endeavours in diverse settings concerning mentorship programs for beginner teachers, specifically promoting self-directed learning. Our research offers opportunities to compare our findings with studies conducted in more comprehensive, comparative contexts and foster research possibilities in broader, contrasting contexts.Originality/valueBased on the findings of this research, the availability and effective use of mentoring programmes would significantly affect beginner teachers' self-directedness, improve their retention rate and alleviate their teaching challenges. This study was the first research on the perceptions of the influence of mentoring on the self-directedness of beginner teachers.

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“I Employed My Own Strategy”: Exploring Primary Headteachers’ Organisational and Professional Socialisation

Cited by 4 publications

References 17 publications

Issues and Challenges of Primary Education Toward Implementing Technical and Vocational Education Training to Meet the Fourth Industrial Revolution Demand: A Systematic Literature Review

Issues and Challenges of Primary Education Toward Implementing Technical and Vocational Education Training to Meet the Fourth Industrial Revolution Demand: A Systematic Literature Review

Supporting beginning principals to survive and thrive in the role: a systematic review of literature

Influencing beginner teachers' autonomy: the impact of mentorship in fostering self-directed learning

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