The Effect of Mobile Leadership towards Teachers’ Communication, Daily Job Performance and Motivation in Malaysia

Hubungan Kepimpinan Teragih Pengetua Terhadap Kompetensi Guru di Sekolah Menengah Kebangsaan

“…Apabila mengkaji topik tentang hubungan kepimpinan teragih terhadap kompetensi guru di sekolah menengah kebangsaan, didapati bahawa terdapat jurang kajian yang ketara di antara pengkaji dalam negara dan luar negara. Terdapat banyak kajian antaranya masih bertumpu kepada peranan kepimpinan seorang pengetua dalam mencapai matlamat organisasi (Day et al, 2009;Siva et al, 2014), kepimpinan teragih guru besar dan komitmen guru di sekolah kebangsaan (Ramathevi & Ahmad, 2021), gaya kepimpinan teragih guru besar terhadap efikasi kendiri guru di prasekolah (Sinirah & Aida, 2021;Vasuki & Zahari, 2021;M Puspanathan & Mahaliza, 2020), gaya kepimpinan teragih pengetua terhadap autonomi guru dalam pembelajaran dan pemudahcaraan (PdPC) sekolah amanah di Kuala Lumpur (Raziah & Mohamed Yusoff, 2022) dan keberkesanan kepimpinan teragih guru besar terhadap kepuasan kerja guru (Nur Syukri & Mohd Izham, 2020;Zoolaiha et al, 2017;Chin & Jamalul, 2018).…”

The impact of distributed leadership on teacher commitment: The mediation role of teacher workload stress and teacher well‐being

“…However, it seems that little research has explicitly investigated the mediation role of workload stress of teachers between distributed leadership and teacher well-being. Nevertheless, several studies that have been conducted on the effect of school leadership on job stress (Rabindarang et al, 2014), job satisfaction (Dou et al, 2017) and teacher well-being (Windlinger, 2021) are relevant to our purposes here. For instance, Rabindarang et al (2014) proposed that distributed leadership is able to reduce job stress.…”

“…Nevertheless, several studies that have been conducted on the effect of school leadership on job stress (Rabindarang et al, 2014), job satisfaction (Dou et al, 2017) and teacher well-being (Windlinger, 2021) are relevant to our purposes here. For instance, Rabindarang et al (2014) proposed that distributed leadership is able to reduce job stress. In addition, Windlinger (2021) found that school leadership is associated with different types of teacher well-being (e.g., leading to a positive impact on the work engagement of teachers).…”

“…The impact of distributed leadership on teachers' organisational commitment in various contexts has been confirmed (Hulpia et al, 2009a(Hulpia et al, , 2009bLiu & Werblow, 2019;Thien et al, 2021). For example, distributed leadership has a significant influence on teachers' organisational commitment (Berkovich & Bogler, 2021) and job stress (Rabindarang et al, 2014). The question has been raised, while the relationships among four constructs-school leadership, workload stress, teacher well-being and teacher commitment-have not been understood together in a single study.…”

“…Research has shown that distributed leadership in particular has been diagnosed as being crucial to schools' working conditions and teachers' work attitudes, such as professional commitment and satisfaction (Leithwood & Mascall, 2008; Liu, Bellibaş, et al., 2021, Liu, Keeley, et al., 2021). There is also evidence that distributed leadership might reduce teachers' job stress (Rabindarang et al., 2014) and support their well‐being (Windlinger, 2021). The evidence, however, is lacking with regard to the role of teachers' stress and well‐being in the relationship between distributed leadership and teacher work attitudes, especially from the international perspective, although research attention to teacher stress and well‐being has blossomed since the COVID‐19 pandemic (Alves et al., 2021; Billaudeau et al., 2022; Pressley et al., 2021).…”