As the economy of Malaysian government has transformed from a typical economy to human capital economy, the demand for Technical and Vocational Education & Training (TVET) institutions as a platform to develop human capital is also increasing. TVET based institutions in Malaysia are known as formal and informal learning sector which provide youthful people with the expertise and skills needed in the work sector. However, TVETbased qualifications and careers in Malaysia are perceived poorly and does not receive recognition in the workplace in terms of employability. These institutions cannot achieve their predetermined goals without effective leadership as the success and failure of the objectives depend on lecturers. Over the last three decades, transformational leadership has achieved legitimacy that has been showed to be an effective and influential enabler especially in developing employees' attitudes and behaviours. Thus, the aim of present research is determining the role of lecturer's transformational leadership in effecting students' employability. This study was conducted in ten (10) Technical and Vocational Education & Training (TVET) institutions located at Peninsular Malaysia, Sabah and Sarawak. A total of 350 final year students were involved in this research which used the quantitative research design approach. Pearson correlations, linear regression and multiple regressions analysis were used to analyse the collected data. The findings indicated that lecturer's transformational leadership significantly and positively correlated with students' employability. In addition, the result also indicated that students' employability can be affected by role of lecturer's transformational leadership style. Based on the findings, it is indicated that lecturers must display an effective inspirational motivation, idealized influence, individualized consideration and intellectual stimulation which will then stimulate employability development among students especially in TVET institutions.
The quality of higher education (HE) is one of the key areas the higher education system of the Maldives focuses on to develop and expand the sector. Two of the factors that contribute to and influence the quality of HE are professional development (PD) and lecturers’ competency. However, in the context of Maldives, although efforts are made in the area of PD, little to no research has been conducted in this area. Hence, the purpose of this study is to examine the relationship between lecturer PD activities and their competencies in Maldives’ higher education institutes. A quantitative research design was adopted, which conducted a cross-sectional survey by administering a structured online questionnaire. A total of 171 lecturers participated, which included both full-time and part-time lecturers from two public and two private institutions. Data analysis revealed that there is a weak positive correlation between PD activities and lecturers’ competency; rs(129)=0.232, p=0.008. It is also possible that PD activities conducted do not cater for the needs of lecturers, and a culture where structured and individual PD activities are supported and encouraged is not efficiently established. In light of these findings, it is important to strengthen and expand the existing PD policies and focus on providing effective PD sessions on topics and areas that are most needed for lecturers, rather than on generic topics. This study contributes to the empirical literature on PD in the context of Maldives and to the overall development of the HE sector.
Perubahan kaedah pengajaran guru sejak dunia dilanda pandemik Covid-19 memberi kesan yang besar kepada sistem pendidikan negara. Para guru perlu melaksanakan pengajaran dan pembelajaran (PdP) teradun melalui penggunaan media digital dengan kaedah tradisional secara dalam talian sebagai mekanisme utama penyampaian ilmu. Oleh itu, kajian ini dilaksanakan bagi mengupas cabaran guru dan inisiatif kerajaan dalam pelaksanaan PdP. Reka bentuk kajian ini menggunakan kaedah kualitatif dengan menganalisis dokumen melalui sumber data kajian-kajian lepas, catatan perkembangan pembelajaran teradun daripada kumpulan-kumpulan e-didik di bawah KPM, telegram, laman web, petikan dan berita dari seluruh Malaysia dan luar negara. Cabaran utama yang ditemui adalah berkaitan dengan capaian internet terutama bagi mereka yang tinggal di kawasan pedalaman. Cabaran lain pula ialah terdapat keluarga yang kurang berkemampuan dan sukar menyediakan kemudahan data dan gadget kepada anak-anak untuk meneruskan PdP secara maya. Antara inisiatif KPM terhadap murid yang tidak mempunyai capaian internet untuk melayari Google Classroom (GC), mereka boleh menggunakan WhatsApp. KPM dan Uniceff juga menyediakan bahan pengajaran yang dibina menggunakan Google Slide bagi murid bermasalah pendengaran dan pembentangan boleh dibuat dengan sarikata. Selain itu, kerajaan juga memudahkan penggunaan GC melalui penubuhan akaun email e-didik. Kajian ini memberi implikasi kepada guru-guru agar memantapkan pengajaran teradun melalui teknologi digital secara kreatif dan inovasi dengan menghadiri kursus dan latihan dalaman secara talian. Ibu bapa dan guru juga perlu melakukan anjakan paradigma untuk menguasai ilmu pengetahuan terknologi terkini bagi menangani masalah ini. KPM perlu menggubal atau menambah baik kurikulum pendidikan sesuai dengan pembelajaran teradun ini. The change in teachers' teaching methods since the world was hit by the Covid-19 pandemic has had a significant impact on the country's education system. Teachers need to implement blended teaching and learning (T&L) through the use of digital media with traditional online methods as the main mechanism of knowledge delivery. Therefore, this study was conducted to examine the challenges of teachers and government initiatives in the implementation of T&L. The design of this study uses qualitative method by analyzing documents through data sources of previous studies, the records of learning development blended e-learning groups under MOE, telegrams, websites, quotes and news from Malaysia and abroad. The main challenge used is related to internet access for those living in rural areas. Other challenges are also found in underprivileged families and it is difficult to provide data facilities and gadgets to children for T&L virtually. MOE provides initiative for students who do not have internet access to browse Google Classroom (GC), they can opt to use WhatsApp. MOE and Uniceff also provide teaching materials that use Google Slides for students with hearing problems and presentations that can be made with subtitles. In addition, the government also uses GC through the establishment of e-learning email accounts. This study has implications for teachers to strengthen blended teaching through digital technology creatively and innovative with live courses and training. Parents and teachers need to make a paradigm shift for the latest technological knowledge for this problem. Hence, MOE needs to formulate or improve the education curriculum in accordance with this blended learning.
The role of social support at workplace become one of the most important variables that can give impact on employee’s attitude. Closely related to employee’s performance, many studies have confirmed the role of social support in enhancing employee’s job satisfaction. The aims of this research is two-folds. First, to investigate the differences and second to compare the effect of social support on job satisfaction among academicians in Malaysia. Overall, a total of 420 samples were obtained, wherein 210 participants withdrawn from each setting. Data was collected using self-administrated questionnaire, and analyzed using SPSS version 22. The finding suggested that social support levels (i.e. supervisor support and co-worker support) are higher among academicians in private university. Level of job satisfaction, otherwise is higher among public university. Overall, the mean values indicated high level of social support and job satisfaction among academicians in both university. Analysis of t-Test revealed that there is no significant differences in terms of social support, however the significant being observed in terms of job satisfaction between academicians in Malaysia public and private university. This study also ascertained the positive impact of social support on job satisfaction to both samples. Implication of this study includes empirical contribution and deliberation on social support and job satisfaction. Suggestion from this study includes improving social support to enhance overall academicians’ job satisfaction.
Innovative work behavior has gained considerable attention in the organisational behavior literature. Research on an integrated framework that cover personal predictors of innovative work behavior is still limited specifically among Malaysia government school teachers. This research incorporated the components of an individual’s behavioral (behavior-focused), cognitive (constructive thought pattern and natural reward) and physiological (physical vitality) approach as self-leadership strategies that serve as predictors of innovative work behavior. This research used Revised Self-Leadership Questionnaires (RSLQ) to measure teacher’s self-leadership strategies and Innovative Behavior Scale by Robert and Christopher (2001) was used to measure individual’s innovative behavior. This research utilized quantitative approach where questionnaires were distributed to 250 government school teachers as a sample of the research. Overall, 234 completed questionnaires were usable for data analysis. The data was analyzed by using IBM Statistical Package for Social Science 22 statistical. The findings indicated that behavior focused strategies, constructive thought pattern strategies, natural reward strategies and physiological strategies significantly affected innovative work behavior of government school teachers. The findings of the study may help organizations to increase teachers’ innovative work behavior by improving teachers’ self-leadership strategies at the workplace. Abstrak Tingkah laku kerja inovatif telah mendapat perhatian dalam literatur tingkah laku organisasi. Kajian berkaitan modellengkap yang memberikan penekanan kepada elemen tingkah laku kerja inovatif masih terhad khususnya dalam kalangan guru sekolah kerajaan Malaysia. Kajian ini menggabungkan komponen pendekatan tingkah laku (tingkah laku berfokus), kognitif (corakpemikiran konstruktif dan ganjaran semula jadi) dan fisiologikal (kecergasan fizikal) sebagai strategi kepemimpinan diri yang berfungsi sebagai peramal kepada tingkah laku kerja inovatif. Kajian ini juga menggunakanRevision Self-Leadership Questionnaires (RSLQ) untuk mengukur strategi kepemimpinan diri dan Innovative Behavior Scale oleh Robert danChristopher (2001) digunakan untuk mengukur tingkah laku inovatif individu. Kajian ini menggunakan pendekatan kuantitatif di mana borang soal selidik diedarkan kepada 250 guru sekolah kerajaan sebagai sampel kajian. Secara keseluruhan, 234 soal selidik yang lengkap diterima dan digunakan untuk analisis data. Data dianalisis dengan menggunakan IBM Statistical Package for Social Science (SPSS) versi 22. Hasil kajian menunjukkan bahawa strategi tingkah laku berfokus, strategi corak pemikiran konstruktif, strategi ganjaran semula jadi dan strategi fisiologikal mempengaruhi tingkah laku kerja inovatif guru sekolah kerajaan. Penemuan kajian ini dapat membantu organisasi untuk meningkatkan tingkah laku kerja inovatif dalam kalangan guru dengan meningkatkan strategi kepemimpinan diri di tempat kerja. Kata kunci: Kepimpinan diri, tingkah laku kerja inovatif, guru.
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