Instructional Leadership and Teachers’ Functional Competency across the 21st Century Learning

Ismail, Siti Noor; Don, Yahya; Husin, Fauzi; Khalid, Rozalina

doi:10.12973/iji.2018.11310a

Cited by 65 publications

(68 citation statements)

References 26 publications

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“…Principals have a responsibility to help teachers, improve the practice, and to hold them accountable for meeting their commitments to teaching and learning. Another research by Ismail et al (2018) findings between school leaders' instructional leadership impacts teachers' functional competency, especially in teachers' knowledge dimension. For the aspects of teachers' functional competency, teachers' skill dimensions.…”

Section: Instructional Leadership With Teacher Competencymentioning

confidence: 98%

Instructional leadership, Progressive Professional Development, Work Motivation, and the Assessment Results of Elementary School Teacher Competency

2019

JK6EM

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The purpose of this research is to describe and analyze the relationship between instructional leadership, progressive professional development, work motivation, and the results of elementary school teacher competency tests. The sample number of 120 was obtained by Proportional Random Sampling from 172 people in 22 schools at Binuang District. Data was collected using questionnaires that had passed validity and reliability tests. It was then analyzed by the product-moment correlation. The results obtained indicated a strong correlation between instructional leadership, continuing professional development, and work motivation about teacher competency test results. This research is expected to enhance teacher development and in further studies to improve education. Furthermore, it could be used by the teachers as an evaluation material, and as feedback for refinement and improvement of their ability and delivery. Also, information from this document could be used by the school principal to foster a good working environment for teachers. With good guidance, teachers would be competent enough to improve the learners' achievement. Additionally, this research provides the education stakeholders information which could be used in decision making to foster the teaching profession to achieve set goals and the quality of learning. And, it could be utilized as a reference document in future researches regarding the same subject matter.

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Section: Instructional Leadership With Teacher Competencymentioning

confidence: 98%

Instructional leadership, Progressive Professional Development, Work Motivation, and the Assessment Results of Elementary School Teacher Competency

2019

JK6EM

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“…Principal leadership also influences school environment and instructional organization related to students' achievement (Dutta & Sahney, 2016;Mestry, Moonsammy-Koopasammy, & Schmidt, 2014). Effective leadership of principal occurs when he observes and discusses students' learning progress with teachers (Burroughs, Gardner, Lee, Guo, Touitou, Jansen, & Schmidt, 2019;Ismail, Don, Husin, & Khalid, 2018;Usman, 2015). Furthermore, as instructional leadership, principal should be able to motivate teachers to work together to improve the quality of instruction (Harris, Jones, Cheah, Devadason, & Adams, 2017;Kalman & Arslan, 2016).…”

Section: The Effect Of Instructional Leadership On Teacher Performancmentioning

confidence: 99%

The Effect of Instructional, Transformational and Spiritual Leadership on Elementary School Teachers’ Performance and Students’ Achievements

Nurabadi

Irianto

Bafadal

et al. 2021

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Persistence for achievement reflected from the willingness and determination of principal to implement quality leadership will facilitate the improvement of teachers’ performance, and the two will be the determinant factors for the students’ ultimate achievement. This study aims at analyzing empirical data on the effect of instructional, transformational and spiritual leadership as independent variables, with school quality as the dependent variable. In addition, the intervening variable is teachers’ performance. This study employed the quantitative approach in which samples of 181 teachers were re taken using the proportional random sampling technique. All data were then analysed using the SEM technique with the AMOS 24 application. The findings show that: (1) there is a direct effect of instructional leadership on teachers’ performance, transformational leadership on teachers’ performance, spiritual leadership on teachers’ performance, instructional leadership on students’ achievement, transformational leadership on students’ achievement, spiritual leadership on students’ achievement, and teachers’ performance on students’ achievement. In addition, (2) there is an indirect effect of instructional leadership on students’ achievement through teachers’ performance, transformational leadership on students’ achievement through teachers’ performance and spiritual leadership on students’ achievement through teachers’ performance.

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“…The results of research showed that it was important to enhance the professional teacher/educator in learning in various kinds of the fields by utilizing technology. (Chai, Hwee Ling Koh, & Teo., 2019;Tican, & Deniz, 2019;Ismail, Don, Husin, & Khalid, 2018;Ajmain, Mahpuz, Rahman, & Mohamad, 2019;Chou, Shen, Hsiao, & Shen, 2018;Van Hong, Tuyen, & Luong, 2018). Based on the opinion, the instrument or model developed was highly recommended to benefit technology by the conditions and developments of the times.…”

Section: Computer Application For Lecturer Performance Evaluationmentioning

confidence: 99%

A Model of Lecturer Performance Evaluation: Sustainable Lecturer Performance Mapping

Retnowati¹,

Mardapi²,

Kartowagiran³

et al. 2021

INT J INSTRUCTION

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Sustainable lecturer performance mapping needed a valid evaluation model. The absence of such a model brings about lecturer performance evaluation which was neither systematic nor sustainable. The study aimed to develop a valid and reliable model of lecturer performance evaluation. This research was a development research model. The model developed in the study has two components, namely: (1) computer application containing instrument to measure the lecturer performance, scoring guide, accomplishment criteria and their syntax; and (2) the user's guide for the application. The lecturer performance instruments were analyzed using content validity and construct validity. The instrument's content validity was proven by Aiken Formula, while the construct validity by Confirmatory Factor Analysis (CFA) and the instrument's reliability was estimated by Cronbach Alpha Formula. MANOVA was used as the hypothesis test of the implementation toward the models among the faculties. The result of trials on the model showed that all items of the instrument had met the content validity standard of 0.73, the construct of the lecturer performance instrument in learning (planning, process, and assessment) was in good categories. The results showed that the lecturer performance evaluation model was valid, reliable, and comprehensive. The results also showed that the performance of the Faculty of Math and Science lecturers in learning was the highest.

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Instructional Leadership and Teachers’ Functional Competency across the 21st Century Learning

Cited by 65 publications

References 26 publications

Instructional leadership, Progressive Professional Development, Work Motivation, and the Assessment Results of Elementary School Teacher Competency

Instructional leadership, Progressive Professional Development, Work Motivation, and the Assessment Results of Elementary School Teacher Competency

The Effect of Instructional, Transformational and Spiritual Leadership on Elementary School Teachers’ Performance and Students’ Achievements

A Model of Lecturer Performance Evaluation: Sustainable Lecturer Performance Mapping

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