Instructional Leadership Practices in International Schools in Malaysia: A Case Study

Velarde, Joseph M.

doi:10.22452/iojel.vol1no1.5

Cited by 8 publications

(9 citation statements)

References 19 publications

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“…The principals need to monitor teachers' instructional activities in the schools, solve problems and act promptly taking the right action (Velarde, 2017;Okorji, Igbokwe & Ezeugbor, 2016). The Blueprint 2012 stated that there should be an ongoing dialogue between the stakeholders about performance and its possible consequences.…”

Section: Discussionmentioning

confidence: 99%

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%

Best Practices for Promoting Teachers’ Professional Development in Malaysia

Salleh

Hatta²

2019

UER

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“…Furthermore, it is observed that collegiality has more intense predictive power and is followed by developmental focus. It is evident that leadership does not solely rely on principals or head of departments, but also other teachers working in the subject departments practice leadership to support colleague teachers (Velarde, 2017). Hence, working with colleagues is the major aspect of teacher leadership to lead within and outside the classroom (Sinha & Hanuscin, 2017).…”

Section: Discussionmentioning

confidence: 99%

Teacher Leadership and Teacher Professional Learning in Schools of Maldives

Mohamed¹,

Razak²,

Abdullah³

2018

IOJEL

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Teacher leadership in schools has become a vital area of investigation in supporting teachers' engagement in professional learning. Hence, this survey study aims to examine the influence of teacher leadership on teacher professional learning, using a sample of 371 teachers working in schools of Maldives. Teacher Leadership School Survey (TLSS) and Teacher Professional Learning Scale (TPLS) were used to collect data. The data was analysed using SPSS (Statistical Package for Social Science) version 21.0 with descriptive and inferential statistics. The results of the study indicated that teacher leadership was positively and significantly associated with teacher professional learning based on teachers' perception. The findings also revealed that only two dimensions of teacher leadership -collegiality and developmental focusfound as significant predictors of teacher professional learning. Based on the statistical results, implications of the findings were discussed in the context of teacher leadership and teacher professional learning. The areas of significance identified by this study can guide authorities to provide leadership training to foster culture of teacher leadership in schools. Consequently, recommendations and suggestions for future research were also presented.

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“…In Malaysian secondary schools, studies link high performance of students in examinations with principals who manifest traits that reflect instructional leadership ideals (Musa & Noor 2017;Suraya & Yunus 2012). In international schools in Malaysia, school leaders stress the significance of creating a clear vision and promoting a positive climate in a culturally diverse learning environment (Velarde, 2017). Moreover, Harris et al (2017) interviewed Malaysian primary school principals who were able to explain their functions and responsibilities as instructional leaders, particularly in terms of monitoring teaching and learning in their schools.…”

Section: Instructional Leadership In the Malaysian Settingmentioning

confidence: 99%

Teachers’ Perceptions of Principals’ Instructional Leadership Roles and Practices (Persepsi Guru terhadap Peranan dan Amalan Kepimpinan Instruksional Pengetua)

Ghavifekr

Radwan

Velarde

2019

JPEN

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As a part of Malaysia's education transformation, the Ministry of Education expects all principals to be instructional leaders. In response to this call, this study attempts to describe teachers' perceptions on instructional leadership roles and practices of principals, as well as examine the relationship between the teachers' gender and their perception of instructional leadership roles and practices. A total of 105 primary school teachers from five primary schools in Alor Gajah, Malaysia participated in this quantitative study. The data was collected randomly through distribution of a survey questionnaire containing 35 items adapted from the Principal Instructional Management Rating Scale (PIMRS). Both descriptive and inferential statistics were used to analyze data using SPSS (V.22). Results from teachers' responses reveal the following: 1) a moderate level of perception of instructional leadership functions related to defining the school's mission; 2) a moderate level of perception of functions related to managing instructional program; 3) a low level of perception of functions with respect to promoting a positive climate; and 4) no relationship between gender and the perception of instructional leadership. The results from this study will bring forth the current state of instructional leadership in Malaysian primary schools and keep the Malaysian government abreast with this scenario to improve training programs and make continuous training in principal leadership compulsory.

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Instructional Leadership Practices in International Schools in Malaysia: A Case Study

Abstract: The ever-growing popularity of international schools in Malaysia opens

Cited by 8 publications

References 19 publications

Best Practices for Promoting Teachers’ Professional Development in Malaysia

Best Practices for Promoting Teachers’ Professional Development in Malaysia

Teacher Leadership and Teacher Professional Learning in Schools of Maldives

Teachers’ Perceptions of Principals’ Instructional Leadership Roles and Practices (Persepsi Guru terhadap Peranan dan Amalan Kepimpinan Instruksional Pengetua)

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