Contemporary challenges and changes: principals' leadership practices in Malaysia

Jones, Michelle; Adams, Donnie; Joo, Mabel Tan Hwee; Muniandy, Vasu; Perera, Corinne Jacqueline; Harris, Alma

doi:10.1080/02188791.2015.1056591

Cited by 37 publications

(43 citation statements)

References 27 publications

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“…Furthermore, this study is potentially important for policymakers in planning future education programmes in Malaysia. Jones et al (2015) stated that school leaders in Malaysia faced many challenges arising from the transformation agenda in education. In this context, a Malaysian premier public school with a unique history in conducting the IBDP strives to maintain the programme through transformation and continual improvements.…”

Section: Background Of Studymentioning

confidence: 99%

Challenges and Strategies of Educational Leadership to Sustain the International Baccalaureate Diploma Programme (IBDP) in a Malaysian Premier Public School

Awang¹,

Lee²,

Chua³

2020

IOJEL

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The IBDP is known worldwide as a high-standard diploma programme that aims to cultivate students with the attitudes, knowledge, and skills of the 21st-century education. In the education management aspect, this programme requires extensive planning, organising, sound leadership, and monitoring of the schools' systems to meet the standards set up by the International Baccalaureate Organisation (IBO). Due to the challenges that persist in each of the management functions, sustainability of the IBDP requires the exploration of both challenges and strategies from the perspective of leadership in relation to the context. Therefore, the purpose of this study is to explore and explain how educational leadership is practised to sustain the IBDP in a Malaysian premier public school. An in-depth qualitative approach was carried out to explore two major areas that consist of strategies and challenges, while semi-structured interviews were conducted with 20 participants comprising of top-level leaders and experienced teachers in the public IB school. These interviewees were chosen due to their instrumental roles as pioneers and leaders since the establishment of the programme in the school. Data analysis through open-coding, axial coding, and selective coding revealed that top-level leaders and experienced teachers of various subjects face various internal and external challenges in maintaining the sustainability of IBDP, such as student-related challenges, teacher-related challenges, teaching and learning processes, external assessments, school facilities, financial problems, and human resource management. Findings also listed various strategies taken by the principal to sustain the IBDP in the Malaysian premier public school. For the purpose of transferability and implication to the context of IB in a Malaysian premier public school, future leaders who are taking over the helm of leadership in the organisation would need to learn from both failures and successes of strategies in relation to their internal and external challenges to continually sustain and thrive in the future.

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Section: Background Of Studymentioning

confidence: 99%

Challenges and Strategies of Educational Leadership to Sustain the International Baccalaureate Diploma Programme (IBDP) in a Malaysian Premier Public School

Awang¹,

Lee²,

Chua³

2020

IOJEL

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“…Based on the Malaysian Review Committee Report (2006) regarding the status of education, school principals have a major part in students' academic achievement through teaching and learning activities, as well as effective supervision of the school organization. Jones et al (2015) noted that Malaysian principals primarily consider their integral role as enabling others to act in order to improve schools and students' learning outcomes. In Malaysian secondary schools, studies link high performance of students in examinations with principals who manifest traits that reflect instructional leadership ideals (Musa & Noor 2017;Suraya & Yunus 2012).…”

Section: Instructional Leadership In the Malaysian Settingmentioning

confidence: 99%

Teachers’ Perceptions of Principals’ Instructional Leadership Roles and Practices (Persepsi Guru terhadap Peranan dan Amalan Kepimpinan Instruksional Pengetua)

Ghavifekr

Radwan

Velarde

2019

JPEN

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As a part of Malaysia's education transformation, the Ministry of Education expects all principals to be instructional leaders. In response to this call, this study attempts to describe teachers' perceptions on instructional leadership roles and practices of principals, as well as examine the relationship between the teachers' gender and their perception of instructional leadership roles and practices. A total of 105 primary school teachers from five primary schools in Alor Gajah, Malaysia participated in this quantitative study. The data was collected randomly through distribution of a survey questionnaire containing 35 items adapted from the Principal Instructional Management Rating Scale (PIMRS). Both descriptive and inferential statistics were used to analyze data using SPSS (V.22). Results from teachers' responses reveal the following: 1) a moderate level of perception of instructional leadership functions related to defining the school's mission; 2) a moderate level of perception of functions related to managing instructional program; 3) a low level of perception of functions with respect to promoting a positive climate; and 4) no relationship between gender and the perception of instructional leadership. The results from this study will bring forth the current state of instructional leadership in Malaysian primary schools and keep the Malaysian government abreast with this scenario to improve training programs and make continuous training in principal leadership compulsory.

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“…Meanwhile, the quality of education cannot be separated from the attention of a madrasah principal to the performance of teachers, staff, and the school environment so that it gets the attention of stakeholders and the community. (Jones et al, 2015) in their research argued that the existence of policies carried out in Malaysia resulted in increased accountability of school principals added contemporary insights in practicing as school principals, and viewed leadership practices as transformational and distributed.…”

Section: Introductionmentioning

confidence: 99%

The Leadership Behavior of Madrasah Principals in Improving the Quality of Education in MAN 3 Medan

Zaini

Syafaruddin

2020

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This article aimed to determine the existing leadership behavior in the school as an effort to improve the quality of education by implementing programs, communication, and motivation. This research used qualitative methods in case study. The researchers used triangulation, observation, interviews, and documentation in data collecting methods. The results showed that the implementation of activity programs such as training can improve the quality and professionalism of teachers. Coaching extracurricular activities can add insight and soft skills to students. The implementation of the Adiwiyata Dimadrasah program aimed at creating awareness of loving the environment and as a place for learning. The communication applied by the principal was interpersonal communication, two-way, and feedback. The form of motivation towards madrasah citizens was exemplified by performance, professional, procedural and agents of change. Keywords: Leadership, Quality of Education, Teacher Professionalism

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Contemporary challenges and changes: principals' leadership practices in Malaysia

Cited by 37 publications

References 27 publications

Challenges and Strategies of Educational Leadership to Sustain the International Baccalaureate Diploma Programme (IBDP) in a Malaysian Premier Public School

Challenges and Strategies of Educational Leadership to Sustain the International Baccalaureate Diploma Programme (IBDP) in a Malaysian Premier Public School

Teachers’ Perceptions of Principals’ Instructional Leadership Roles and Practices (Persepsi Guru terhadap Peranan dan Amalan Kepimpinan Instruksional Pengetua)

The Leadership Behavior of Madrasah Principals in Improving the Quality of Education in MAN 3 Medan

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