School Participation Empowerment Scale (SPES) Adaptation for Teachers in Malaysia

Yusoff, Suhaili Mohd; Ariffin, Tengku Faekah Tengku; Zalli, Mohd Muslim Md

doi:10.13189/ujer.2020.080518

Cited by 4 publications

(3 citation statements)

References 23 publications

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“…Another interesting finding is that well-equipped learning facilities can help teachers improve the quality of their teaching [31]. Therefore, learning facilities in schools need to be sufficient and well maintained [32], so that they could be used at an optimal level and in-line with the latest development of time as well as may increase teachers' empowerment at school [33]. Teachers also need to be more creative and innovative in order to provide the most current and interactive teaching aids, as well as to ensure their classrooms are conducive for learning, for a better development of TMUA students [34].…”

Section: Discussionmentioning

confidence: 99%

Examining the teachers’ pedagogical knowledge and learning facilities towards teaching quality

Haron

Zalli

Othman

et al. 2021

IJERE

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<p>The purpose of this study was to examine the relationship between teachers’ pedagogical knowledge, learning facilities and the teaching quality of teachers in the Ulul Albab Tahfiz Model (TMUA) schools in Malaysia. The data were collected using a set of questionnaires which probed on the respondents’ demographic information as well as on their pedagogical knowledge, learning facilities and teaching quality. The respondents comprised of 144 teachers from three schools involved in TMUA program. The data obtained were processed and analysed through the Partial Least Squares Structural Equation Modelling (PLS-SEM) using SmartPLS 3.0 software. The results show that there is a significant relationship between teachers’ pedagogical knowledge, educational facilities and the quality of teaching. The implication of this study is that teachers are aware of the importance of pedagogical knowledge in improving teaching quality when implementing the TMUA program.</p>

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Section: Discussionmentioning

confidence: 99%

Examining the teachers’ pedagogical knowledge and learning facilities towards teaching quality

Haron

Zalli

Othman

et al. 2021

IJERE

Self Cite

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“…The six continuously scaled themes of the SPES are decision making, professional growth, status, self-efficacy, autonomy, and impact (1992). The SPES has been used in recent research to measure teacher empowerment, including studies conducted by Hammond (2018), Oo and Myint (2020), Pinchevsky and Bogler (2014), Salisu (2021), Snodgrass Rangel et al ( 2020), Yu andKim (2021), andYusoff et al (2020).…”

Section: Instrumentsmentioning

confidence: 99%

An Examination of Servant Leader Faculty Chairs Empowering Faculty During a Crisis

2022

JIR

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The ability to flourish during a crisis requires a unique skill set focused on emotional, psychological, and social well-being. As COVID-19 swept the nation, academic administrators faced many difficult decisions surrounding emergency remote learning as well as the health and safety of students and faculty. While some leaders found themselves able to guide their teams and lead them to success despite the pandemic that surrounded them, others stumbled. This quantitative study surveyed traditional full-time faculty (FTF) (n = 29) and online full-time faculty (OFTF) (n = 51) at a Southwestern university to examine the relationship between faculty self-empowerment, faculty flourishing, and faculty chair servant leadership during the COVID-19 pandemic. An analysis of all faculty found a significant correlation between all variables. An examination of just the FTF respondents found a significant correlation between chair servant leadership and faculty flourishing as well as between faculty self-empowerment and flourishing, but it did not find a correlation between chair servant leadership and faculty self-empowerment. An analysis of the OFTF respondents found a significant correlation between all variables. These results indicate that higher levels of faculty chair servant leadership are linked with faculty self-empowerment and faculty flourishing. As such, promoting a servant leadership mindset in faculty chairs may be pivotal in promoting faculty effectiveness via increased self-efficacy (which may be of increased importance during times of educational turmoil such during the pandemic). Notably this relationship may be even more important in the online context, while outside sources may play a greater role in empowering faculty on campus.

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“…An adapted version of the School participation Empowerment Scale (SPES) by Yusoff et al (2020) was used to measure the construct. This instrument consists of 35 items spread into six dimensions, validated via Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA).…”

Section: Instrumentsmentioning

confidence: 99%

Looking After Teacher Wellbeing: Does Teacher Empowerment Matter?

Yusoff¹,

Tengku-Ariffin²

2020

MOJEM

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It is well acknowledged that teachers' wellbeing has an impact on teachers' work and play a deciding role in the achievements and improvement of both students and schools. A positive internal environment will ensure that teachers are happy and enjoy their work. This study focuses on the relationship between teacher empowerment (TE) and teacher wellbeing at the workplace (TWB). It examines the various subscales of TE to determine the subscales that best predict TWB. The study tool consists of the adapted instrument, the School Participant Empowerment Scale (SPES) that measures teachers' perceived empowerment and a modified version of the Workplace Wellbeing Index that measures TWB. This study was a cross-sectional survey involving 371 schoolteachers selected via multi-stage sampling in one of the states in Malaysia. Results showed no significant difference in TWB based on the demographic factors (gender and age). Results also indicated significant positive correlations between TE and TWB (r=.64, p<0.01) and TE explained as high as 60% of the variance in TWB (r2=.60, F=91.187). Separate analysis of the TE dimensions witnessed only the Decision-Making dimension positively and significantly predicted TWB (β=0.65, p<0.05).

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School Participation Empowerment Scale (SPES) Adaptation for Teachers in Malaysia

Cited by 4 publications

References 23 publications

Examining the teachers’ pedagogical knowledge and learning facilities towards teaching quality

Examining the teachers’ pedagogical knowledge and learning facilities towards teaching quality

An Examination of Servant Leader Faculty Chairs Empowering Faculty During a Crisis

Looking After Teacher Wellbeing: Does Teacher Empowerment Matter?

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