Development of Teacher Leadership Guiding Principles in Preparing Teachers for the Future

Norwani, Norlia Mat; Yusof, Hamidah; Mansor, Mahaliza; Daud, Wan Norhayate Wan

doi:10.6007/ijarbss/v6-i12/2503

Cited by 5 publications

(4 citation statements)

References 9 publications

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“…Since this study involves students and educational game, the type of validity is selected based on this category. There are four types of validity in educational research which are criterion-related validity, construct validity, content validity and face validity [42]. This study will use content validity to ensure that the items in the questionnaire that addressed each of EDUGX elements will be evaluated.…”

Section: Resultsmentioning

confidence: 99%

EDUGXQ: User Experience Instrument for Educational Games’ Evaluation

Nagalingam¹,

Ibrahim²,

Yusoff³

2020

IJACSA

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A significant increase in research on educational computer games in recent years has proven that the demand for educational games has increased as well. However, production of incompatible educational games not only cost wastage of money but also energy and time for game designers and game developers. To produce a suitable educational game, it is important to understand the user's need as well as the educational need. Therefore, this study aims to develop a User Experience (UX) framework for educational games (EDUGX) based on UX elements and psychometrically validate a new instrument, EDUGX questionnaire (EDUGXQ) that is appropriate to evaluate educational games. Based on literature review, six main UX elements were identified which are Flow, Immersion, Player Context, Game Usability, Game System and Learnability to construct the framework. In this paper, we first discussed the development process of EDUGX framework followed by EDUGXQ. This study will also review and discuss several UX questionnaires for educational games in UX design evaluation which at the same time supports the framework's elements to develop the EDUGXQ.

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Section: Resultsmentioning

confidence: 99%

EDUGXQ: User Experience Instrument for Educational Games’ Evaluation

Nagalingam¹,

Ibrahim²,

Yusoff³

2020

IJACSA

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“…The idea of teacher leadership as a powerful force in school reform is not new (Moore, Latimer, & Villate, 2016). In a literature review conducted by Norwani, Yusof, Mansor, & Daud (2016) to understand the leadership practices among teachers in Malaysian schools, they showed that although there are various types of leadership models, one of the common elements exhibited by the models is that teachers are leaders of educational organizations with the attitude and capability to provide ideas, innovations and manage change through evidence-based practices. In addition, teachers foster continual outreach programmes with diverse communities and capitalize on opportunities through networking to provide a sense of belonging and responsibility to the local and global communities.…”

Section: Meaning Of Teacher Leadershipmentioning

confidence: 99%

Characterizing Proficient Teachers as Teacher-Leaders in a Public Secondary School of Leyte Division

Manito

2021

Preprint

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This case study determines the ability of the classroom teachers of becoming teacher-leaders in school reform in the absence of highly proficient teachers and department heads in the institution. This study aimed to explore and characterize proficient teachers as teacher-leaders at Manlilisid National High School, Javier II District, Leyte Division. This study used mixed method investigative paradigm as its research design. Quantitatively, data were gathered using the Teacher Leadership Self-Assessment (TLSA) by Katzenmeyer and Katzenmeyer (2004). It was randomly distributed to thirteen proficient teachers. Qualitatively, a semi-structured interview was done to three proficient teachers who got highest ratings in the survey. The respondents granted permission to the researcher to use the data obtained. Data were then analyzed using descriptive statistics and thematic analysis. Upon the analysis, the characteristics of the proficient teachers as teacher-leaders are evident in self-awareness, diversity, and instructional proficiency. The school can also foster teacher leadership through the determined themes - initiative and independence, partnership engagement and teamwork, and positive school environment. This study can also be a subject for further research to analyse if there is a significant difference between these types of leadership behaviour, and use the same method and instrument but is implemented in a larger population.

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“…In the effort to prepare quality teachers for the future, it is also important to have a leadership model. Thus, apart of investigating leadership factors through the six guiding principles established earlier (Norwani, Yusof, Mansor, & Daud, 2016), this study also aim to develop a teacher leadership model for the purpose to educate teachers in Malaysia as trained teacher leaders, who in turn will enhance schools' excellence.…”

Section: Problem Statementmentioning

confidence: 99%

“…Besides that, in this study, the framework which was built by Smith (2014) has been adopted and modified. Therefore, the focused variables of this study are the six guiding principles, namely; leading by facilitating improvements in instructions and students learning, leading through modelling, leading through collaborate culture, leading through organizational development, leading through partnership with the community and leading through exemplary contributions (Norwani, Yusof, Mansor, & Daud, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

Teacher Leadership Factors and Teacher Leadership Model Based on the Six Guiding Principles

Mansor¹,

Yusof²,

Yusof³

et al. 2018

IJARPED

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The purpose of this study is to explore teachers' leadership factor and to develop a teacher leadership model based on the six guiding principles proposed. To address the objectives, this study employed a quantitative approach using a descriptive design. A total of 196 respondents; whom are comprised of teachers pursuing their post graduate studies at UPSI, using purposive sampling technique. The exploratory factor analysis and confirmatory factor analysis have been used to obtain construct validity. Data from the survey is used to test and confirm factors expressed in the proposed model. The findings of this study which are tested on future teacher leaders have revealed significant results of the six guiding principles namely; "Leading by facilitating improvements in instructions and students learning'', "Leading through modelling" ,"Leading through collaborative culture", "Leading through organisational development" ,"Leading through partnership with the community" and "Leading through exemplary contribution". The findings of this study provide important information for the undergraduates, lecturers, university administrators, and the community at large regarding to a new teacher leadership model in preparing quality teachers for the future. Besides that, it will broaden the literature on training and development of new teachers. Thus, this study also contribute a new paradigm in the area of teacher leadership.

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Development of Teacher Leadership Guiding Principles in Preparing Teachers for the Future

Cited by 5 publications

References 9 publications

EDUGXQ: User Experience Instrument for Educational Games’ Evaluation

EDUGXQ: User Experience Instrument for Educational Games’ Evaluation

Characterizing Proficient Teachers as Teacher-Leaders in a Public Secondary School of Leyte Division

Teacher Leadership Factors and Teacher Leadership Model Based on the Six Guiding Principles

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