Suchergebnisse

The purpose of this study was to identify the relationships between transformational leadership dimensions and the dimensions of teacher self-efficacy in Malaysian Chinese Independent High Schools (CIHS) in Malaysia. This study employed a cross-sectional quantitative survey research design. Data were collected from five CIHS in Pulau Pinang. A total of 384 respondents from CIHS were participated in this study. This study used partial least squares structural equation modelling (PLS-SEM) approaches for data analysis. Findings showed that the charisma dimension has significant relationship with each dimensions of teacher self-efficacy: instructional strategies (β = 0.244, p < 0.05), classroom management (β = 0.264, p < 0.05), and student engagement (β = 0.192, p < 0.05). However, dimension of motivation inspiration has no significant relationships with each dimension of teacher self-efficacy: instructional strategies (β = −0.159, p = 0.061), classroom management (β = −0.185, p = 0.066), and student engagement (β = −0.195, p = 0.068). The dimension of individualised consideration has no significant positive relationship with instructional strategic (β = 0.109, p = 0.130). However, individualised consideration has significant positive relationship with classroom management (β = 0.309, p = 0.001) and student engagement (β = 0.336, p < 0.001). The dimension of intellectual motivation has significant positive relationship with instructional strategic (β = 0.225, p = 0.016). In contrast, no significant relationships were found between intellectual motivation and classroom management (β = 0.100, p = 0.162) as well as intellectual motivation and student engagement (β = 0.336, p < 0.001). Transformational leadership contributed 16.1% variance explained on instructional strategies, 15.8% variance explained on classroom management, and 18.1% variance explained on student engagement dimension. Implications and direction for future studies were discussed.

This qualitative study aimed at gaining an in-depth understanding of the aspects that shaped pupils' satisfaction with school life in a multiethnic Malaysian context. The multiple case study design was employed to understand and elicit pupils' experiences, feelings, beliefs, thoughts and perceptions of their satisfaction with school life in three different types of Malaysian primary schools, namely national primary school (Malay-dominated), national type Chinese primary school (Chinese-dominated) and national type Tamil primary school (Indian-dominated). A total of 18 pupils with six members from each type of Malaysian primary school participated in three focus group discussions. Four themes emerged from the thematic analysis of the interview data: (1) emotional contentment; (2) curricular achievement and co-curricular achievements; (3) safe, conducive and comfortable learning environment; and (4) development of 21st-century skills. These emerging four themes from the participants' views and experiences provided a holistic perspective on satisfaction with school life in Malaysian primary schools. Practical implications that could be beneficial in leveraging life satisfying experiences of the pupils in the school were discussed. This study has contributed to the body of knowledge with regard to satisfaction with school life from a multiethnic perspective.

Despite the impact of school culture on teacher leadership was well-theorised in literature, the extent to which the principal support strengthening the relationship between school culture on teacher leadership remains unknown. This study aims to examine the influence of collaborative school culture on teacher leadership with the four dimensions of principal support (professional support, emotional support, instrumental support and assessment support) as moderators. This study used an explanatory sequential mixed-methods design. Three hundreds and sixty teachers were the samples from 45 secondary schools in the states of Kedah, Perlis and Penang. Meanwhile, 18 secondary teachers participated in the semi-structured interviews. The quantitative findings revealed a significant influence of collaborative school culture on teacher leadership. The relationship between collaborative school culture and teacher leadership was stronger when the principal's instrumental support was higher compared to its counterpart. However, there was no moderating effect of professional support, emotional support, and assessment support on the relationship between collaborative school culture and teacher leadership. The qualitative findings informed the impact of collaborative school culture on teacher leadership could be enhanced with support from the local social community, effective communication between leaders and teachers, and teacher engagement in academic and non-academic activities. Implications of the study and future studies are presented.

While the quality of school life is expected to be cultural and context-specific, fewer studies have been conducted to investigate the conceptualisation of quality of school life in a multi-ethnic and multicultural context. This study aims to compare Malay and Chinese primary school students' perceptions on the quality of school life in Malaysia. This study employed a quantitative cross-sectional survey research design. Survey data were collected from 594 Grade 5 students. Findings revealed that both Malay and Chinese students ranked the highest score on the opportunity dimension and the lowest scores on the negative affect dimension. The Malay students scored higher means in all dimensions of quality of schools than the Chinese students, except the findings revealed cultural differences in the perceptions of quality of school life.