Most studies in headship focus on the elements of training and head teachers’ capabilities in leading schools. The concept of isolation experienced by head teachers during the early years of their headship is, however, overlooked. This article attempts to explore the neglected aspect of headships’ experiences with isolation that later contributes to the betterment of the headship appointment. This mixed-methods study explores the experience of head teachers’ isolation in the early phase of their leadership years, and presents findings on the strategies used to overcome the isolation. Using an open-ended questionnaire, a total of 170 novice head teachers from Malaysian primary and secondary schools were asked to give their responses on experiences of isolation. Furthermore, 10 novice head teachers, who experienced isolation in the early phase of their leadership years, were interviewed. Findings revealed that the level of isolation among the head teachers was fairly low, and they perceived their isolation experience as temporary.
Purpose -The purpose of this study is to examine the relationship between the quality culture and workforce performance in the Malaysian higher education sector. The study also aims to test and validate the psychometric properties of the quality culture and workforce performance instruments used in the study. Design/methodology/approach -A total of 267 academic staff from the International Islamic University Malaysia completed the survey questionnaires. A principal component analysis (PCA) technique was performed to extract the underlying factors, followed by the application of confirmatory factor analysis (CFA) to test factorial validity of the constructs. Findings -The analysis yielded a nine-factor-indexed quality culture construct, while the workforce construct constituted two factors. The findings of the study postulate statistically significant correlation between quality culture and workforce performance. Practical implications -The findings of the study suggest that a quality culture initiative can be used effectively in the context of the Malaysian higher education sector to enhance academic staff performance. Originality/value -The results are important since there have been few published studies on quality culture that examine its effects on academic staff performance in the Malaysian higher education sector.
The validity of teacher-made assessment remains debatable in the educational assessment process. This study investigates the content validity of teacher-made assessment in three Chinese Elementary Schools in Johor, Malaysia. It also examines teacher understanding of table of specification in the sampled schools. A questionnaire with 10 items was distributed to 30 teachers in order to collect the data on table of specification. Items 1 to 4 examine teacher understanding of the table of specification while items 5 to 10 test the content validity of teacher-made assessment. The results showed that teachers exhibited a low understanding of the table of specification. The analysis revealed that the majority of them never attended courses concerning table of specification and were unable to build a comprehensive table of specification for the subjects they teach. The findings also demonstrated that teacher-made assessment was valid in terms of content validity. However, most of the teachers did not refer to the table of specification while building instruments for assessment. This indicates that teachers lack basic knowledge in designing a standard table of specification and they lack awareness on the importance of the table of specification. Recommendations of the study for teacher-made assessment improvements were also addressed.
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