UMT Education Review (UER)

Volume II, Issue II, 2019

Research Articles

Best Practices for Promoting Teachers’ Professional Development in Malaysia

Dr. Mohamad Johdi Salleh, Muhammad Hatta

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The cluster schools in Malaysia were formed to employ best teachers to achieve educational outcomes corresponding to 4th Industrial revolution. This study examines the best practices of promoting teachers’ professional development among principals of cluster secondary schools in Malaysia. The Principal Instructional Management Rating Scale (PIMRS) was used as the data collection instrument through survey questionnaire. A diverse sample constituting 871 respondents of different gender, ethnicity, type of schools, and, designations at schools was drawn randomly using cluster sampling. The researcher employed descriptive statistical procedures involving frequency count, percentage distribution, and, means to analyze the data collected. Use of such data is one of the standard practices in Malaysia to plan for the professional development among principals of cluster secondary schools. The study indicated that the best practice of developing teacher professionalism among principals of cluster secondary schools Malaysia according to principals’ and teachers’ perceptions was ‘setting aside time at faculty meetings for teachers to share ideas on instruction or information from in-service activities.’ Findings shall effectively assist the process of promoting a positive school learning climate among the principals and teachers of secondary schools in Malaysia in wake of meeting the goals of National Philosophy of Education, Vision 2020 and aspiration of the Malaysia Education Development Plan 2013-2025 in the Era of IR 4. Other school principals may use the outcomes of research to facilitate and improve students' academic performance in their respective schools and join hands in the collective effort of raising the work force compatible to meet national goals at par with international standards.
Keywords: Principals’ best practice, teach professionalism, cluster schools in Malaysia level

Professional Life Stressors among Teaching Faculty at Tertiary Level

Mahek Arshad

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The study was designed to examine professional life stressors among the teaching faculty at tertiary level. The major objectives of the study were the identification of professional life stressors among teachers at tertiary level, finding the differences between life stressors of male and female teachers at tertiary level, and suggesting them some plausible ways to cope with stressors in their daily routine. The study was descriptive in nature. The population of the study comprised all the teachers teaching at the department of social sciences in 13 public sector universities of Islamabad. Cluster sampling technique was used to draw 200 representatives from the population of four universities. The present study concluded that both life style stressors and professional stressors are meaningful for the faculty teaching in universities of Islamabad. However, professional stress is higher than life style stress. Career development is the major stressor for the teachers teaching at tertiary level. Organizational climate and organizational discipline were also perceived as major source of stress for the teachers of tertiary level. Female teachers of tertiary level have higher levels of stress as compared to the male teachers. Relationships at work is least stressful for the faculty teaching in universities of Islamabad. Based upon the findings of the study, it is recommended that facilities such as equal opportunities of training, quality training and counseling may be provided to teachers by their institutions for their career development and organizations may improve their communication and overall management.
Keywords: Career development, organizational climate, professional life stressors, teachers’ relationships, tertiary level

Does Information Technology Experience Matter: A Case of Secondary Schools of Kaduna State Nigeria

Harun Abubakar

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The research was conducted using a survey research design using guidelines of Research Advisor (2007). The study has examined the school principals’ perceptions about satisfaction and dissatisfaction with teachers’ performance regarding students’ development. Student development has been dealt as a comprehensive construct implying teacher efforts for academic achievement and personality development of students. The respondents comprised 300 secondary school principals of Senior Secondary Schools in Kaduna State teachers. The questionnaire was used as the instrument for data collection. The data collected were analyzed by using simple frequencies, mean and standard deviation and One Way Analysis of Variance (ANOVA) was applied to test research hypotheses. All Null hypotheses were rejected and research hypotheses were accepted concluding that there were significant differences between the perceptions of school principals regarding teacher performance. Most interesting results were found about teachers’ experience; principals expressed more satisfaction with highly experienced (more than 10 years) and less experienced teachers (less than 5 years) than with the middle group (5-10 years). These findings start a serious debate whether or not the teacher experience matters. Whereas, the stakeholders of Secondary School education are baptized upon to guarantee that senior teachers are better performers and most eligible for leadership roles, the findings challenge that young teachers can also impress their principals by their performance and are equally eligible for leadership roles to work for holistic student development.
Keywords: IT experience, secondary school principals, principals’ satisfaction teachers’ performance

Teachers’ Multidimensional Attitude towards Inclusive Education

Hafsa Noreen, Faiza Intizar, Sakina Gulzar

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Inclusion in education is essential for educating students with special needs. The basic pillars of inclusive education are teachers who play a key role in the social acceptance of special children and provide them social support without any distinction. It is crucial for all teachers in inclusive education to welcome special students and provide them with equal educational opportunities and environment. The current research aimed to investigate the affective, cognitive and behavioral aspects of teachers’ attitudes, within the domain of inclusive education consisting of physical, social and curricular inclusion, using the Multidimensional Attitudes Towards Inclusive Education Scale (MATIES) developed by Mahat (2008) and their effects on special children’s learning. It was hypothesized that the general education teachers who deal with mainstream students havemore negative attitudes towards inclusive education as compared tothe special education teachers. The sample of 280 teachers was drawn from the primary and secondary inclusive schools of Punjab (Pakistan). The results were processed via SPSS-21 for the statistical analysis of the data. The study will bring forward the measurement of teachers’ multidimensional attitudes toward inclusive education.
Keywords: children with special needs, inclusive education, mainstream education, multidimensional attitude

Effects of Pedagogical Leadership on Student Achievement at Secondary Level

Fouzia Bashir, Ayesha Afzal

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This research was conducted to examine the influential role of pedagogical leadership in the secondary schools of Lahore, Pakistan. The central premise of this research was to ascertain the effects of pedagogical leadership on the life achievements of students at secondary level which they carried up to the college. The main focus was how school principals and teachers play their role as pedagogical leaders to prepare students for academic achievements and life achievements. A quantitative survey was held to conduct this study. Data was collected from students of intermediate enrolled in different colleges in the arts, science and commerce programs of the Higher Secondary School Certificate by Lahore Board, Pakistan. Six public and private colleges of Lahore (male and female) which enroll students with high academic achievements were targeted. Data was collected from 600 students using cluster sampling and each targeted college was taken as a cluster. Descriptive and inferential analyses were used to determine the relationships among various constructs of pedagogical leadership of secondary school teachers and principals used for inculcating lifelong learning skills in students and promoting the self-efficacy beliefs of achievement. The study concludes that pedagogic leadership roles played by principals and teachers are of equal importance; however, pedagogic leadership provided by principals is more effective in supportive and managerial roles. On the other hand, teachers’ pedagogic leadership is realized in their professional commitment exhibited in everyday teaching and learning. The study also identifies certain gaps in the achievement of 21st century life skills of students which are vital for survival and sustainability in the current era. .
Keywords: academic achievement, life achievements, lifelong learning skills, pedagogic leadership, secondary schools

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