The education system in the 21st century has focused on innovation as a tool that revamps the traditional educational system. The need for quality improvement in the curriculum and the desire to produce students with 21st-century competency skills have made innovation the core emphasis in the educational context. Hence, school cultures that support innovation should be developed and encouraged extensively. However, studies on innovation cultures within the educational context are still scarce. Researchers have also yet to concur on universally agreed features of innovation cultures within education settings. Thus, this systematic literature review has been carried out to identify the norms, beliefs, values, customs and behaviours shared in educational innovation cultures. From a total of 156 studies analysed, this article reviewed 28 most relevant studies within three categories, which were organizational cultures, sociocultural norms and national cultures. Seven studies discussed involved organizational cultures, while 20 studies focused on sociocultural norms. Only one study explored national cultures. The Competing Value Framework, six building blocks of ‘Innovation Quotient’, the theory of innovation culture, the innovation-oriented culture as well as employee skills and competence had been used to explain the innovation cultures within an organization. The themes that emerged in sociocultural norms were the individual personality, interaction, collaboration and teamwork, support as well as leadership of a teacher. Meanwhile, the national innovation cultures were described through Hofstede’s cultural dimensions theory.
This study examined the relationship between teachers' interpersonal skill and academic achievement of gifted students. A quantitative study using a survey method to collect data. The study involved four Mara Science Junior Colleges (MSJC)in (Den Brok et al. 2004). Bermula dari saat itu, personaliti guru yang disenangi atau sebaliknya mula terbina.Guru yang mengamalkan tingkah laku beradab akan lebih disukai oleh pelajar (Atan 1991). Seorang guru yang memiliki personaliti menarik seperti peramah, mudah mesra, penyayang, mengambil berat, prihatin dan pandai bergurau akan lebih suka didampingi oleh pelajar. Guru yang menepati masa menghadiri kelas, sabar dalam menyampaikan pengajaran, tertib dan bertanggungjawab dalam menjalankan tugas dan berkeyakinan tinggi akan disukai dan lebih dihormati oleh pelajar.Dalam mengurus bilik darjah, seseorang guru berperanan besar bagi memastikan suasana bilik darjahnya bersifat kondusif dan selesa serta sesuai untuk proses pengajaran dan pembelajaran. Menurut Ee Ah Meng (1995), peranan guru adalah begitu rumit. Seseorang guru yang cekap pengajarannya, tetapi tidak berupaya menunjukkan kemesraan dan kasih sayang tidak akan dapat memenangi hati pelajar-pelajarnya dan boleh menjejaskan keberkesanan proses pembelajaran.Menurut Mok Soon Sang (2000), pengajaran boleh dihuraikan sebagai suatu proses yang berkaitan dengan penyebaran ilmu pengetahuan dan kemahiran supaya murid dapat mempelajari dan menguasainya dengan berkesan. Pengajaran dan pembelajaran tidak dapat dilaksanakan dengan berkesan tanpa komunikasi yang berkesan. Norzaini dan Mohamed Sani (2007) berpendapat bahawa seorang guru yang berkesan bukan sahaja mengajar mata pelajaran akademik, tetapi turut berperanan sebagai penasihat, perunding, pendorong, pakar rujuk dan mengawasi disiplin. Hal ini selaras dengan Chap 1new.indd 89
It is stated that Instructional leaders are responsible for making sure that positive attitude towards change is organised and created among members of the school. The study aimed to identify the level of Instructional Leadership practices among principals of the National Religious Secondary School in Malaysia. A total of 365 respondents from 57 National Religious Secondary Schools were selected by systematic random sampling method to answer the questionaires. Data is analyzed by using descriptive statistics identifying the mean, standard deviation and percentage to recognise the level. The result showed that the level of Instructional Leadership practices is significantly high (mean=3.85, s.d.=0.41). In conclusion, the study found that the level of Instructional Leadership Practices is high among the principals of the schools. The research implied that Instructional Leadership plays an important role and should be adopted by the principals and teachers of National Religious Secondary School to increase School Achievement. Keywords: Instructional Leadership, Principals, National Religious Secondary School, School Achievement
Teacher leadership has been widely discussed in terms of its definition, concept, frameworks, and models. Generally, teacher leadership encompasses the concept of power and influence. This paper has focused on four teacher leadership frameworks and models from Moller (2001 &, York-Barr and Duke ( 2004), Muijs and Harris (2003), and Angelle (2017). A literature review was conducted on teacher leadership definitions and concepts, the frameworks and models were collated, and common aspects were identified. The paper also critically analysed the effectiveness in developing and implementing teacher leadership practices. This paper concludes with further understanding of recognising teachers as leaders throughout the school organisation. This paper aims to provide a reference for school leaders to adapt teacher leadership that is suitable for the schools' context and capacity.
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