Teachers' competence has been identified as the most effective contributor to student's achievement. Despite high expectations, diversity of backgrounds and student variations have led to the teaching and learning process to be challenging, causing teachers to be less clear to choose the best teaching method to be implemented in the classroom. This study was conducted to develop a model for determining the best constructs and skills to measure teaching competence. This crosssectional survey study involved 328 teachers of secondary schools at province of Terengganu, Malaysia. The data were collected through questionnaires and analysed using SEM-AMOS by emphasizing four main elements of measurement such loading factor, convergent validity, discriminant validity and composite reliability. This study had successfully developed a measurement model of teacher's teaching competency that contains constructs of (i) communication with students, (ii) teaching strategies, and (iii) classroom management. The findings also identified 21 behavioural skills that teachers can use to improve their teaching competence. It is recommended to all parties whether teachers or educational leaders to utilize this result towards empowering the quality of teacher's teaching, especially in terms of improving the training curriculum, teaching supervision, incentive schemes, promotions and so on.
In line with the rapid development of IR 4.0, school leaders need to seize the opportunity to transform them by integrating technology in leadership style. Hence, this study is aimed at developing a measurement model and identifying the functions and behaviors of the digital leadership of the school leaders. Using the SEM AMOS analysis, a questionnaire collected from 352 primary and secondary school principals.The confirmatory factor analysis (CFA) was carried out in ascertaining the proposed factor. The finding succeeded in developing a digital leadership measurement model. The findings also identified two dimension, nine functions and 42 behaviors practiced by principals in digital leadership practice. These two dimensions are communication and school climate, while nine functions include virtual meetings, virtual discussions, virtual information sharing, online file sharing, virtual communication, virtual teaching and learning supervision, virtual monitoring of students’ performance, virtual promotion of development and professionalism and virtual promotion of school’s goals.
Competent teachers are the most important capital in boosting the nation's education system in line with other developed countries in the world. This quantitative study aims to develop a model for measuring the teaching competency of a secondary school teacher in Malaysia. This measurement model has contained three functions namely (i) teaching and learning strategies, (ii) teacher and student communication, and (iii) teachers' professionalism value. The results of confirmatory factor analysis from the collected data through 352 respondents that were analyzed by SEM AMOS found that 17 of the 20 suggested behaviors are acceptable. This finding was verified the proposed function within the teaching competence variables. Finally, a successful teachers’ teaching competency measurement model has been developed and can be used to any responsible parties to encourage and in-crease competency among teachers.
Leader of modern school organization had faced more frequent dynamics at the workplace and situation, resulted in the difficulties to practice face-to-face leadership style. The study was conducted in order to develop a computer model of virtual leadership, intra-team communication and job performance among school leaders in Malaysia. Data of 1082 respondents were collected through the online survey and were analysed by structural equation model (SEM). The findings show the virtual leadership using mobile technology is significantly contributed to intra-team communication (CR=7.899, β=0.299, P=0.00), while the intra-team communication was also positively predicted towards job performance (CR=8.179, β=0.301, P=0.00). The findings also demonstrate the intra-team communication had fully-mediated to the relationship between virtual leadership and job performance, where the model with intra-team communication as mediator was fit better (χ2=351.889, χ2/df=3.628) than the model without mediator (χ2=507.617, χ2/df=5.127). Finally, this study has successfully developed a virtual model of leadership that can be practiced by school leaders in parallel with the rapid development of mobile technology.
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