Jurnal Kepimpinan Pendidikan (JuPiDi) (eissn: 2289-9669) is a quarterly double-blind peer-reviewed refereed journal which is published in the months of January, April, July, and October every year in Bahasa Melayu. This journal publishes empirical, conceptual and review papers of exceptional quality that contribute to the enrichment of educational leadership thinking and practices. It provides a forum for deliberations and exchange of knowledge among academics, researchers, planners, and the practitioners who are concerned with educational leadership including educational management and administration. Our editorial policy is to see that the journal serves the profession by publishing significant new scholarly research in educational leadership discipline that meets the highest quality standards. Jurnal Kepimpinan Pendidikan (JuPiDi) (eissn: 2289-9669) merupakan sebuah jurnal berwasit Bahasa Melayu yang dinilai secara double-blind. Jurnal ini diterbitkan setiap empat bulan dalam setahun iaitu pada bulan Januari, April, Julai, dan Oktober. Jurnal ini juga menerbitkan artikel berbentuk empirikal, konseptual dan mengulas kertas kerja berkualiti tinggi bagi memperkayakan pemikiran dan amalan dalam kepimpinan pendidikan. Justeru, jurnal ini menyediakan sebuah forum untuk perbincangan dan pertukaran pengetahuan dalam kalangan ahli akademik, penyelidik, perancang, dan pengamal yang prihatin dengan kepimpinan pendidikan yang juga melibatkan pengurusan dan pentadbiran pendidikan. Dasar penerbitan jurnal kami adalah untuk menyumbang kepada pihak pemegang taruh dalam pendidikan khususnya dengan menerbitkan penyelidikan ilmiah baru yang penting dalam bidang kepimpinan pendidikan serta mempunyai standard kualiti yang tinggi. JuPiDi's scopes include the following sub-themes. However, it is not limited to the following list and can be expanded: (a) Business entrepreneurship in education; (b) Creativity in educational management; (c) Educational law in education; (d) Financial management; (e) Educational planning; (f ) Educational policies; (g) Governance in education; (h) Human resource management in education; (i ) Information system management in education; (j ) Innovation in educational management; (k) Managerial communication in education; (m) Philosophy of management in education; (n) Sport management in education; (o) Strategic management in education (p) Sustainable development in education (q) Technology management in education (r ) Total quality management in education; (s ) Transformation in education; and (t) Innovation sub-themes of authors' choice related to educational leadership are also solicited.
PERANAN PEMIMPIN SEKOLAH DALAM MENINGKATKAN PENGAJARAN GURU BAHASA INGGERIS BUKAN OPSYEN DI SEKOLAH RENDAH KEBANGSAAN: SATU KAJIAN AWAL
The obligation of non-option English teachers to teach English as a Second Language (ESL) has become a critical challenge for educational leadership in primary schools experiencing shortages of specialist teachers. Despite growing concern, limited research has examined how school leadership supports and enhances the instructional practices of non-specialist teachers. This study explores the instructional practices of non-option English teachers in Malaysian national primary schools and investigates the role of school leadership in improving teaching effectiveness. A qualitative study was conducted involving four non-option primary English teachers assigned to teach English. Data were collected through semi-structured interviews and classroom observations and analysed using thematic analysis. The findings reveal that non-option English teachers adopt adaptive instructional practices to support pupils’ foundational understanding, particularly among low-proficiency learners. These practices include instructional simplification, first-language support, structured lesson delivery, flexible activity adjustments, and the use of interactive strategies to enhance engagement. The study further finds that school leadership plays a critical role in shaping teaching effectiveness. Supportive leadership practices, including pedagogical guidance, collaborative culture, mentoring structures, and flexibility in instructional supervision, enable non-option English teachers to refine and adapt their classroom practices. In contrast, inconsistent or limited formal support may constrain pedagogical innovation, particularly in lower-ability classes. The study concludes that improving the teaching of non-option English teachers depends not only on individual capability but also on the strength of instructional leadership and organisational support structures within schools. The findings underscore the strategic role of school leaders in fostering collaborative environments and building teacher capacity to sustain instructional quality in primary schools facing shortages of specialist English teachers.
PENGARUH PENGALAMAN TEKNOLOGI DAN LITERASI DIGITAL TERHADAP KEPIMPINAN DIGITAL PEMIMPIN PENDIDIKAN DI MALAYSIA: ANALISIS MODEL PERSAMAAN STRUKTUR
The rapid development of digital technology has triggered significant changes in the landscape of educational leadership. Alongside the emergence of increasingly sophisticated artificial intelligence technologies capable of rivaling human cognitive abilities, educational leaders now face new challenges in strategically integrating digital technologies into their leadership practices. However, reports indicate that some educational leaders remain inconsistent in their use of digital platforms for school administration and management purposes. Accordingly, this quantitative study was conducted to identify the relationships and contributions of technological experience and digital literacy to digital leadership among educational leaders. A total of 1,878 respondents participated in the study, and the data were analyzed using Structural Equation Modeling. The results revealed a moderate and significant relationship between technological experience and digital leadership, while the relationship between digital literacy and digital leadership was significant but weak. In addition, both independent variables were identified as significant predictors of digital leadership, with technological experience and digital literacy collectively accounting for 29.4% of the variance in educational leaders’ digital leadership. The findings of this study are expected to serve as a foundation for stakeholders in designing more targeted professional development initiatives to produce digitally fluent educational leaders. To further strengthen the understanding of digital leadership, future research is recommended to examine other factors that may potentially influence the development of digital leadership in educational contexts.
PENGAPLIKASIAN TEKNOLOGI MAKLUMAT DAN KOMUNIKASI DALAM PENGAJARAN GURU SEKOLAH BERPRESTASI TINGGI: SATU KAJIAN AWAL
The rapid advancement of digital technology has significantly transformed educational systems worldwide, particularly in relation to the integration of Information and Communication Technology (ICT) in teaching and learning processes. However, previous studies have shown that increased access to technology does not necessarily lead to improved learning outcomes if technology is not effectively integrated into pedagogical practices. Therefore, understanding how ICT is applied in teaching practices, particularly in high-performing schools, remains an important area of investigation. This study aims to examine the level of ICT integration in teaching among teachers in high-performing schools and to identify the challenges faced by teachers in applying technology during teaching sessions. The study employed a quantitative research approach using a survey design. A total of 30 teachers from six high-performing schools in Kelantan, Terengganu, and Kedah were selected through purposive sampling. Data were collected using a structured questionnaire and analysed using descriptive statistics, including mean and standard deviation, through SPSS. The findings indicate that the overall level of ICT integration in teaching is moderately high (M = 3.64), suggesting that teachers generally incorporate technology into their teaching practices. Teachers demonstrate proactive attitudes towards improving their technological knowledge and utilise digital tools to enhance students’ understanding of learning content. However, certain aspects, such as the use of technology to develop higher-order thinking skills and collaborative knowledge sharing among teachers, remain at a moderate level. In addition, the findings reveal that the level of challenges faced by teachers in integrating technology is relatively low (M = 2.18). Nevertheless, the need for additional time to prepare technology-based teaching materials was identified as the main challenge.
A QUALITATIVE STUDY OF INSTRUCTIONAL LEADERSHIP AND THE IMPLEMENTATION OF SUPERVISION BY TAMIL SCHOOL PRINCIPALS
This study analysed the role of principals’ instructional leadership in enhancing teacher supervision in Johor Tamil schools. The conceptual framework for this study integrates Hallinger’s Model (2000) for instructional leadership and Lovell’s Teacher Teaching Supervision Behaviour Process Model (1978) for supervision. Using a qualitative approach, semi-structured interviews were conducted to explore teachers’ experiences, perceptions, and perspectives regarding instructional leadership and supervision practices. Ten teachers were purposively selected as participants. Data were analysed thematically using Braun and Clarke’s (2006) six-phase framework to identify key patterns and insights. Findings indicate that principals’ instructional leadership significantly contributes to effective teacher supervision through systematic evaluation of teaching, curriculum coordination, and monitoring of student progress. However, challenges such as teachers’ emotional responses and inconsistent supervision practices were also identified. The study recommends strengthening instructional leadership through continuous professional development, emotional support for teachers, and policies that facilitate systematic and effective teacher supervision. These findings provide practical implications for school leaders, policymakers, and educational stakeholders in improving teaching quality and student outcomes in school settings.
NEGOTIATION ROLES OF PRINCIPALS AND ASSISTANT PRINCIPALS
The purpose of this study is to determine the negotiation roles of principals and to determine the opinions of principals working in primary, secondary, and high schools in Düzce regarding their negotiation roles according to various variables. This study will be important for the current and future principals in terms of conflict specific to Düzce province, the negotiation roles of principals in conflict management, and ending the conflict through the negotiation roles of principals. In the study, phenomenology pattern, one of the qualitative research methods that is thought to reflect the nature of the research most accurately, was used. The data collection tool of the research consists of the demographic characteristics of the principals (gender, age, professional seniority, years of service in the administration, and the type of school held). The population of the research consists of ten principals working in these schools at a total of ten educational levels, including three secondary schools, two primary schools, two primary-secondary schools, and three high schools in Düzce in the 2024-2025 academic year. As a result of the research, it is understood that all principals view disagreements or disputes between school shareholders (teachers, students, parents, etc.) that disrupt the school’s functioning as a conflict. Principals try to play a negotiating role in these conflicts. Although in-school and out-of-school factors vary among schools, the rate of common issues in which principals play a negotiating role is quite high. The result of this study reveals how important it is for the school climate for principals to intervene as negotiators in times of conflict, to have effective communication skills, and to undertake this role.
PENGARUH PENCAPAIAN AKADEMIK PRA-KEMASUKAN (SPM) TERHADAP PRESTASI AKADEMIK DAN KUALITI GURU LULUSAN INSTITUT PENDIDIKAN GURU SELEPAS SETAHUN BERKHIDMAT DI SEKOLAH
Teacher quality is widely recognised as a key determinant of educational effectiveness, leading many education systems to impose stringent academic entry requirements as an initial screening mechanism for prospective teachers. In Malaysia, academic achievement in the Sijil Pelajaran Malaysia (SPM) examination serves as one of the primary criteria for admission into the Institute of Teacher Education (ITE). However, empirical evidence examining the extent to which pre-entry academic achievement influences academic performance during teacher training and subsequent teacher quality remains limited. This study examines the influence of pre-entry academic achievement per SPM on final-semester academic performance at the Institute of Teacher Education, as well as its relationship with teacher quality after one year of service in schools. A quantitative correlational design employing a cross-sectional approach was utilised, drawing on secondary administrative data. Data were obtained from official records of the Malaysian Examinations Syndicate and the Assessment and Certification Centre of the Institute of Teacher Education Malaysia and were matched with school administrators’ evaluations of teacher quality. The sample comprised 2,252 graduates of the Bachelor of Teaching Programme (PISMP) from the June 2015 cohort. Pearson correlation and multiple regression analyses were conducted to examine the relationships among the study variables. The findings indicate that pre-entry academic achievement in SPM is positively and significantly associated with final-semester academic performance at the Institute of Teacher Education (r = .258, p < .001). Final-semester academic performance also demonstrates significant positive relationships with all dimensions of teacher quality after one year of service (r = .145 to .209, p < .01). However, results from multiple regression analysis reveal that only final-semester academic performance emerges as a significant predictor of teacher quality (β = .528, p < .001). Meanwhile, pre-entry academic achievement based on SPM does not exhibit a significant direct contribution (β = −.025, p > .05). In conclusion, the findings suggest that while pre-entry academic achievement plays a meaningful role in predicting academic performance during teacher training, teacher quality in the early years of service is more strongly shaped by the learning experiences and professional training received throughout the teacher education programme. This study supports the relevance of academically selective admission policies while underscoring the critical importance of high-quality teacher education programmes in developing competent and professional teachers.
HUBUNGAN ANTARA KEPIMPINAN TRANSFORMASI PENGETUA DENGAN KOMPETENSI GURU DI SEKOLAH MENENGAH ATAS DI KABUPATEN BIMA, NUSA TENGGARA BARAT, INDONESIA
This study investigates the relationship between the transformational leadership of principals and teacher competence in Senior High Schools within the Bima Regency of West Nusa Tenggara, Indonesia. Employing a descriptive quantitative approach, the research utilized a questionnaire as the primary data collection instrument. The respondent pool consisted of 169 certified teachers or Civil Servants (PNS) from ten Senior High Schools, selected through cluster sampling techniques. Data were analyzed using descriptive statistics and inferential analysis (Pearson Correlation Test) via SPSS version 22. Descriptive statistics were used to identify the levels of transformational leadership, while the Pearson Correlation Test assessed the relationship between the two variables. The findings indicate a significant, moderately strong positive relationship between the transformational leadership of principals and teacher competence (r = 0.650, p < 0.01). These results suggest that transformational leadership effectively enhances the quality and proficiency of teachers, encouraging them to carry out their professional responsibilities with greater integrity and dedication.
MENERAJUI REFORMASI PERSEKITARAN KONDUSIF MESRA OKU: SINERGI FIZIKAL DAN DIGITAL BAGI KEPIMPINAN PEMIMPIN PENDIDIKAN KHAS CEMERLANG DI MALAYSIA
The effectiveness of leadership within the context of Special Education necessitates the ability of school leaders to provide an environment that is not only safe but also highly responsive to the unique needs of Students with Special Educational Needs. This study aims to develop the content for the domain "Leading a Conducive School Environment" by synergizing physical and digital elements for Excellent Special Education Leaders in Malaysia. This research adopts the Design and Development Research (DDR) approach, focusing specifically on the design and development phase through the Fuzzy Delphi Method (FDM). A panel of 21 local experts, who are policy-makers and implementers in Special Education, participated in the consensus process. The findings indicate an exceptionally high expert consensus (100%) for the two primary subdomains: leading a disability-friendly physical environment and supporting digital (ICT) development. A total of 34 items were validated for this domain, all achieving a threshold value (d) of ≤ 0.2 and a consensus percentage of ≥ 75%. The discussion highlights the critical role of leaders in ensuring high-quality physical infrastructure and integrating assistive digital technologies to facilitate a sustainable, inclusive learning reform. These findings are pivotal in aligning school leadership competencies with the aspirations of the Malaysia Education Blueprint 2026-2035, ensuring an equitable and barrier-free educational ecosystem that upholds the principle of Human Dignity (Karamah Insaniah).
AMALAN KEPIMPINAN LESTARI PENTADBIR DAN HUBUNGANNYA DENGAN PENGETAHUAN GURU TERHADAP PENDIDIKAN ALAM SEKITAR
Environmental pollution has become an increasingly critical issue as communities demonstrate diminishing concern for environmental preservation and possess limited knowledge about the sustainable use of natural resources. School leaders play a pivotal role in supporting teachers to deliver environmental knowledge to students through teaching and learning processes, starting as early as the primary school level. Early exposure to Environmental Education can help instill effective behaviours and attitudes necessary for long-term environmental sustainability. This concept paper aims to explore the practice of Sustainable Leadership among school leaders and examine its relationship with teachers’ knowledge of Environmental Education. The methodology employed in this paper is a systematic literature review, based on the analysis and synthesis of existing literature related to the factors and challenges influencing sustainable leadership practices and educators’ environmental knowledge. The selection criteria for the articles in this study encompass publications that examine aspects of administrators’ leadership practices, environmental education, and the challenges faced by teachers in delivering instruction related to this field in schools. The articles included were published between 2017 and 2024. The sources were obtained from major academic databases and journals, including the Journal of Educational Leadership, the Malaysian Journal of Society and Space, and Semantic Scholar. Additionally, the paper proposes strategies to enhance both leadership practices and environmental awareness among teachers. The findings of this concept paper are expected to assist educators, particularly school leaders and teachers, in increasing environmental knowledge and cultivating a sense of environmental responsibility among students. Ultimately, fostering sustainable attitudes, values, and knowledge from an early age is crucial in nurturing a generation committed to environmental stewardship.
KEPIMPINAN PENYELIAAN DAN KOMPETENSI GURU SEBAGAI PEMACU PENGINTEGRASIAN TEKNOLOGI DALAM PENDIDIKAN SEKOLAH RENDAH DI MALAYSIA
The development of 21st-century education demands that school leaders actively drive ICT integration to ensure teaching and learning (T&L) remain relevant, interactive, and effective. However, the implementation of ICT integration in Malaysian primary schools continues to face several challenges, particularly concerning limited professional training for teachers, inadequate digital infrastructure, and supervisory practices that emphasize routine monitoring rather than reflective guidance. Accordingly, this study aims to examine how school leaders’ supervisory practices strengthen Arabic language teachers’ competence based on the TPACK model and its implications for the effectiveness of digital pedagogy. This study employed a quantitative survey design involving 384 Arabic language teachers in primary schools across Peninsular Malaysia. A Likert-scale questionnaire was used to measure three main constructs: school supervisory leadership, teacher competence, and ICT integration. Data were analysed descriptively to assess the mean, standard deviation, and overall levels of each construct. The findings revealed that all three constructs were at a high level. However, further analysis indicated moderate performance in two aspects: the use of ICT for interactive learning and supervisory mentoring for novice teachers. These findings confirm that reflective instructional guidance and transformational leadership practices that provide motivation can enhance teachers’ confidence in integrating ICT meaningfully. The implication of this study highlights the need for school leaders to adopt a hybrid supervisory approach that combines instructional and transformational elements to build a sustainable digital learning ecosystem and support the aspirations of Malaysia’s digital education agenda.
HUBUNGAN KEPIMPINAN DISTRIBUTIF PENGETUA TERHADAP AMALAN KOMUNITI PEMBELAJARAN PROFESIONAL (KPP) DI SEKOLAH MENENGAH, PULAU PINANG
This research was conducted to examine the relationship between principals’ distributive leadership and the implementation of Professional Learning Community (PLC) practices among teachers in secondary schools, Pulau Pinang. A quantitative research design was employed, involving teachers currently working in secondary schools. Distributive leadership and PLC practices were measured using structured questionnaires adapted for the study. A total of 200 teachers from various secondary schools in Pulau Pinang were selected as respondents. The data were analysed using the Statistical Package for the Social Sciences (SPSS) version 27. The findings indicate that principals’ distributive leadership was implemented at a high level, and that teachers’ engagement in PLC practices was also high. Additionally, a significant positive correlation was found between principals’ distributive leadership and teachers’ participation in PLC practices, suggesting that effective distributive leadership contributes to stronger professional collaboration among teachers. This study provides evidence that principals’ leadership practices play an important role in fostering a school climate that emphasizes collaboration, shared responsibility, and continuous professional development.
KOMPETENSI KEPIMPINAN GURU BESAR: PEMANGKIN PEMBANGUNAN PROFESIONALISME BERTERUSAN GURU DI SARAWAK
The issue of teachers’ Continuous Professional Development (CPD) has gained increasing attention as part of efforts to strengthen the quality of education, in alignment with the nation’s educational aspirations. The leadership competencies of headteachers play a crucial role as a key catalyst in enhancing teachers’ professionalism, ensuring they remain responsive to the demands of 21st-century education. Accordingly, this study aims to examine the effect of headteachers’ leadership competencies on teachers’ CPD in Sarawakian national schools. Employing a quantitative research design, the study involved 743 teachers as respondents, selected through cluster sampling. The Leadership Competency Instrument (LCI) developed by the Razak School of Government (2017) and the Malaysian School Leadership Competency Standard (KOMPAS 2.0) were combined to assess headteachers’ leadership competency levels, while teachers’ CPD was evaluated using the Teacher’s Continuous Professional Development at Work (TCPD@Work) instrument developed by Evers et al. (2015). Data were analyzed descriptively (mean and standard deviation) using Statistical Package for Social Science (SPSS) version 29, while inferential analysis was conducted using Smart Partial Least Squares Structural Equation Modeling (SmartPLS SEM) 4.0 to test the relationships between variables. The findings revealed that both headteachers’ leadership competency and teachers’ CPD were at very high (6.123) and high levels (5.667), respectively. Furthermore, headteachers’ leadership competency demonstrated a significant positive effect on teachers’ CPD. Overall, this study establishes an empirical model that underscores leadership competency as a pivotal catalyst for enhancing teachers’ CPD in the local educational context. The findings imply that continuous enhancement of headteachers’ leadership competencies can further strengthen the implementation of teachers’ CPD in schools. Future research is recommended to investigate potential mediating or moderating factors, such as organizational culture or community support, to understand the mechanisms underpinning this relationship better.
PENGARUH KEPIMPINAN TRANSFORMASI PEMIMPIN SEKOLAH TERHADAP PENGGUNAAN TEKNOLOGI DIGITAL DALAM PENDIDIKAN
The rapid advancement of digital technology in 21st-century education demands that school leaders play a strategic role in ensuring the effective integration of technology in teaching and learning. However, previous studies indicate that transformational leadership and digital competence among educators have not been fully examined, particularly within the Malaysian primary school context. Therefore, this study aims to assess the level of transformational leadership practices among headteachers, evaluate teachers’ digital competence, and analyse the empirical relationship between these two variables in the implementation of educational digital transformation. This study employed a quantitative survey design involving 210 teachers from high-performing primary schools in Kuala Lumpur. Data were collected using a structured questionnaire and analysed in SPSS version 28 using descriptive, Pearson’s correlation, and simple linear regression. The findings reveal that the level of transformational leadership among headteachers was high (overall mean = 4.40, SD = 0.56) and that teachers’ digital competence was also high (overall mean = 4.27, SD = 0.70). Pearson correlation analysis indicates a significant positive relationship between headteachers’ transformational leadership and teachers’ digital competence (r = 0.350, p < 0.01), while regression results show that transformational leadership contributed 12.3% (R² = 0.123) to the variance in teachers’ digital competence. The findings underscore that transformational leadership among headteachers serves as a critical driver in enhancing teachers’ digital skills and pedagogical innovation, thereby supporting the implementation of Malaysia’s Digital Education Policy and the School Transformation Plan 2025 (TS25). The study recommends continuous professional development and digital leadership training programmes to strengthen school leaders’ capacity in sustaining Malaysia’s educational digital transformation effectively.
HUBUNGAN PENGARUH PENGUPAYAAN GURU BESAR DAN AUTONOMI PROFESIONAL GURU: SATU TINJAUAN AWAL
This study examines the relationship between principal empowerment and teacher professional autonomy using a quantitative survey approach. Data were collected from 160 participants across ten primary schools in Terengganu using the School Participant Empowerment Scale (SPES) and the Teacher Autonomy Scale (TAS), and then analysed using SPSS version 31. Results demonstrated that principals practiced high-level empowerment (M=3.81, SD=0.49), with autonomy achieving the highest dimension score (M=4.22, SD=0.39) and decision-making recording the lowest (M=3.57, SD=0.87). Teachers exhibited high professional autonomy (M=4.06, SD=0.44), with curriculum autonomy scoring highest (M=4.17, SD=0.49) and general autonomy lowest (M=4.04, SD=0.46). Statistical analysis revealed a significant moderate positive correlation (r=0.309, p<0.001) between principal empowerment and teacher professional autonomy. Principal empowerment explained approximately 9.6% of the variance in teacher professional autonomy. Both research instruments demonstrated strong reliability, with Cronbach's Alpha coefficients of 0.942 for Principal Empowerment and 0.911 for Teacher Professional Autonomy. The findings suggest that teacher professional autonomy can be enhanced through effective principal empowerment practices. Principals should strategically strengthen decision-making involvement and develop robust collaborative mechanisms to build teacher confidence in exercising professional autonomy. This research contributes to educational leadership literature significantly by specifically examining principal empowerment as distinct from general teacher empowerment within the Malaysian primary education context. The study provides foundational insights to improve school leadership effectiveness and support teacher professional development, and offers practical implications for educational administrators seeking to foster autonomous teaching environments.
INDIKATOR SIKAP TERHADAP PEMBELAJARAN BAHASA ARAB DALAM KALANGAN PELAJAR MUSLIM MINORITI DI DUA BUAH SEKOLAH ISLAM DI KEMBOJA
Learning is an inseparable part of education. Its existence is what drives the success of education, including language mastery. Effective learning supports effective language acquisition. However, various factors may contribute to the failure of language mastery among students, such as student attitudes, environmental support, and, even more so, when the language in question is a second language in a country where Muslims are a minority. Therefore, this study aims to identify students’ attitudes toward learning Arabic in a Muslim minority country, namely Cambodia. This study employed a quantitative approach involving two schools representing two provinces—Kampot as a rural area and Phnom Penh as an urban province. A questionnaire survey was administered randomly to 112 students from Form 3 to Form 6. The findings reveal that Muslim minority students in Cambodia demonstrated a positive attitude toward learning; they enjoy learning and are motivated to continue learning (M = 4.02). However, the overall level (M = 3.92), categorised as moderately high, is still influenced by attitudes and perceptions of difficulty regarding the Arabic language. Thus, this finding serves as an indicator that should be taken seriously by all educational stakeholders in Cambodia and other countries, particularly those with minority Muslim populations.
AMALAN KEPIMPINAN LESTARI GURU BESAR SEKOLAH RENDAH DI DAERAH SIMUNJAN, SARAWAK
In navigating globalisation and the Fourth Industrial Revolution (IR 4.0) towards the realisation of Society 5.0, educational institutions are confronted with numerous complex challenges. The present education system should demonstrate greater resilience and adaptive capacity to remain relevant and responsive to rapid societal transformations. Within this context, school leadership constitutes is pivotal in ensuring effective school governance and organisational excellence. The ability of headteachers to lead with clarity of vision and strategic foresight is crucial in translating institutional missions and aspirations into tangible educational outcomes. Accordingly, this study seeks to examine the level of sustainable leadership practices among headteachers in primary schools within the Simunjan District, Sarawak. Employing a quantitative research design through the survey method, data were collected from a randomly selected sample of 50 primary school teachers. The data were analysed using the Statistical Package for the Social Sciences (SPSS) Version 29.0.
DARI REFLEKSI KE KUALITI: PERANAN QUICK WINS DALAM PEMBUDAYAAN KAJIAN TINDAKAN OLEH GURU BESAR SEKOLAH RENDAH
The culture of action research led by head teachers (Reflective Instructional Leadership, KI-reflektif) is a key strategy for enhancing teacher professionalism and instructional quality. Although transformational leadership has been widely studied, the role of the Quick Wins dimension within reflective leadership remains underexplored. This study aims to develop and validate an empirical model explaining the relationship between head teachers’ action research culture and primary school teacher quality in Malaysia. Through a quantitative survey with a correlational design, data were collected from 481 teachers across 50 primary schools selected through stratified multistage sampling. The 45-item instrument was developed based on Kotter’s (1996) Change Management Theory, Schon’s (1983) Reflective Practice Theory, Allen and Meyer’s (1991) Commitment Model, and Spencer and Spencer’s (1993) Competency Theory, validated through Rasch and Confirmatory Factor Analysis (CFA) using SmartPLS 4.1.1.2. Findings from Partial Least Squares Structural Equation Modeling (PLS-SEM) revealed that only the Quick Wins dimension had a significant positive influence on teacher quality (β = 0.129, p < 0.001; R² = 0.226). Hence, early success in action research is a catalyst for professional reflection and competency growth. Theoretically, this study integrates Kotter’s Change Management Theory and Schon’s Reflective Practice Theory, while practically reinforcing Malaysia’s SKPMg2, KOMPAS 2.0, and SGM 2.0 standards. It is recommended that Quick Wins be institutionalized as a reflective leadership strategy in the training of head teachers by the Aminuddin Baki Institute (IAB) and in continuous professional development (CPD) initiatives under the Ministry of Education Malaysia (MOE).
HUBUNGAN DAN PENGARUH PEMBELAJARAN DIGITAL PENDIDIKAN KEUSAHAWANAN KOLEJ VOKASIONAL DI SELANGOR
This study analyses the relationship and influence of digital learning on entrepreneurship education among students in vocational colleges in Selangor. The rapid advancement of the Fourth Industrial Revolution (IR4.0) and the implementation of Malaysia’s Digital Education Policy (2023) have underscored the necessity of embedding digital competencies into Technical and Vocational Education and Training (TVET). Employing a quantitative research design, data were obtained from 154 students across three vocational colleges using a structured questionnaire adapted from validated models. Statistical analyses using Pearson correlation and multiple regression were conducted via SPSS version 29. The results revealed a statistically significant but weak positive correlation between digital learning and entrepreneurship education (r=0.361, p<0.001). Furthermore, the regression model was found to be significant (F=2.715, p=0.017), explaining 14% of the variance in entrepreneurship education. However, none of the six individual digital learning dimensions demonstrated a significant predictive effect. These findings suggest that the contribution of digital learning to entrepreneurship education is collective rather than attributable to a single factor. The study provides important implications for policymakers and educators, emphasizing the adoption of an integrated and holistic approach that combines technological integration with social support, learner motivation, and infrastructural readiness to strengthen entrepreneurship education within TVET institutions.
PERSEPSI PEMIMPIN SEKOLAH KAWASAN BANDAR DAN LUAR BANDAR MENGENAI KEPIMPINAN GURU: SATU PERBANDINGAN
The demand for efficient and effective school leaders is a necessity in education. However, this need is more focused on the concept of leadership based on modern approaches rather than traditional ones. For instance, traditional leadership is often tied to position or authority, whereas modern leadership emphasises efforts to transform educational practices. Therefore, this study aimed to examine the perceptions of school leaders in both urban and rural areas regarding the modern concept of teacher leadership. Data were collected from four school leaders in urban areas and four school leaders in rural areas. The data were then analysed using thematic analysis. The findings revealed no significant differences in perception between urban and rural school leaders regarding teacher leadership. Both groups agreed on four main themes related to best practices in teacher leadership: teacher leaders as role models, teacher leaders as key supporters of competency development, teacher leaders as builders of collaborative culture, and teacher leaders as key supporters in providing educational resources. The implications of this study highlight the awareness among educational stakeholders that local school leaders share a perception of teacher leadership aligned with environmental changes, particularly within education.
HUBUNGAN ANTARA KEPIMPINAN DISTRIBUTIF DENGAN PROSES PENGURUSAN SEKOLAH DALAM KALANGAN GURU-GURU SEKOLAH RENDAH DI SARAWAK
The distributive leadership approach is more systematic and can produce quality education while also enhances the effectiveness of school management. Management and subordinates experience increased trust and execute their responsibilities more efficiently. This demonstrates that the practice of distributive leadership has a positive effect on school management. Furthermore, distributive leadership style can also facilitate and bridge the gap between leaders and employees. This distributive leadership is more systematic and can also improve the quality of education. The practice of distributive leadership can have a positive effect on the organisation through the loyalty it demonstrates and the sense of belonging it fosters within the organisation. Although distributive leadership confers numerous benefits to school organisations, research on distributive leadership among teachers is insufficient and remains under-explored by researchers. This study aims to investigate the relationship between distributive leadership and the school management process. The research employed a survey methodology, utilising questionnaires for data collection. A total of 450 primary school teachers in Sarawak participated as survey respondents. The sample selection was conducted using the cluster random sampling technique. Data analysis was performed using Smart PLS version 4.0. The analysis revealed a significant relationship between distributive leadership and the school management process. The findings of this study have practical implications for the Ministry of Education and Culture, particularly the Board of Inspectors, in assessing efficiency and ability by incorporating factors that contribute to the enhancement of the school management process among primary school teachers in Sarawak. Furthermore, this research contributes to the understanding of the relationship between distributive leadership and the school management process in shaping effective management of school organisations.
PENGARUH GAYA KEPIMPINAN DAN PERSONALITI PENGETUA TERHADAP KEPUASAN KERJA GURU DI MAKTAB RENDAH SAINS MARA (MRSM) DI MALAYSIA
A good principal’s leadership can create a positive culture and increase teacher job satisfaction and organizational effectiveness, which ultimately contributes to the progress of student achievement in schools. Therefore, the leadership style and personality of the principal are among the two main elements that involve issues in education as an initiative to look at increasing teacher job satisfaction and educational effectiveness in schools. There are several studies conducted either domestically or internationally related to the influence of leadership style and personality of organizational leaders on employee job satisfaction. However, there are still a few studies conducted on the influence of leadership style, principal personality and teacher job satisfaction at the MARA Junior Science College (MRSM). This study aims to examine the influence of dimensions in leadership style (consideration and initiating structure) and personality (openness, conscientiousness, extraversion, agreeableness and neuroticism) as exogenous variables with teacher job satisfaction as an endogenous variable based on the perceptions of teachers at MRSM in Malaysia. Using a stratified random sampling method, this survey study was conducted involving (n = 398) study respondents, consisting of teachers at MRSM. The study data were analyzed using SPSS 27.0 to analyze descriptive statistics, while SmartPLS 4 was used to analyze the structural equation model (SEM). The descriptive study findings showed that all dimensions of the principal's leadership style and personality were high except for the low-level neuroticism dimension, and the study findings on teacher job satisfaction were high. The inferential study findings showed that the principal's leadership style had a significant direct influence on teacher job satisfaction (ß = 0.847, t =16.461, p = 0.001, CI = 0.739, 0.939). The same findings were also obtained on the principal's personality with teacher job satisfaction, which had a significant influence (ß = 1.42, t = 3.306, p = 0.001, CI = 0.065, 0.232). In addition, both predictor variables in this study had predictive relevance to the endogenous variables based on the Q2 value exceeding zero.
AMALAN GURU BESAR MENGURUS PERSEKITARAN DAN KEMUDAHAN FIZIKAL UNTUK PROGRAM PENDIDIKAN KHAS INTEGRASI: SATU KAJIAN KES
The lack of systematic leadership support in managing conducive physical environments for students with special educational needs (SEN) has hindered the effective implementation of quality teaching in inclusive programs such as the Special Education Integration Program (SEIP). This study aims to explore the practices of headteachers in managing the school environment and physical facilities in primary schools with SEIP classes. Using a qualitative case study approach, five headteachers from different zones in Besut district, Terengganu, were interviewed through semi-structured protocols. Data were analysed manually through thematic analysis. Based on the interview findings, the subthemes identified regarding how headteachers manage the school environment and physical facilities are planning, collaboration, and monitoring. Financial constraints and limited teaching resources for inclusive students emerged as major challenges. Additionally, the study identified three essential leadership elements required for effective facility management: the ability to communicate ideas clearly, competence in sourcing relevant information, and critical thinking skills. The study recommends that the Ministry of Education Malaysia develop specific guidelines and provide targeted training to enhance the leadership capacity of headteachers in managing schools that serve students with special needs.
KEBOLEHGUNAAN MODEL KOMPETENSI RENO (RESEARCH & INNOVATION) DALAM MENINGKATKAN KOMPETENSI PENYELIDIKAN DAN INOVASI PENSYARAH IPG
Research and innovation is crucial in maintaining the credibility of educational institutions, including the Institute of Teacher Education (ITE). Preliminary findings from the Study on the Competency of ITE Lecturers in research, innovation, and writing indicate that these aspects are at a moderately high level. Therefore, there is a need to develop a model that serves as a guideline to foster a culture of research, innovation, and writing among ITE lecturers. In response to this need, the ReNo Competency Model (Research & Innovation) was developed using a Design and Development Research (DDR) approach. The developed ReNo Model was tested and evaluated for usability using the Modified Nominal Group Technique (NGT). A total of 38 participants, comprising lecturers from IPG Kampus Darul Aman and IPG Kampus Perlis, were involved in the model's usability evaluation phase. The findings indicate that the ReNo Model, which includes elements such as Spirituality, Attitude, Impact, Bureaucracy, Guidance, Support, Finance, Integrity and Ethics, Recognition, and Collaboration, is deemed suitable for use, with expert consensus exceeding 70%. In conclusion, the ReNo Competency Model produced is highly significant as a guideline to enhance the research and innovation competencies of ITE lecturers.
HUBUNGAN KEPIMPINAN TRANSFORMASIONAL GURU BESAR DAN MOTIVASI GURU DI SEKOLAH KEBANGSAAN DI DAERAH SIBU SARAWAK
Leadership is critical in shaping teacher motivation, which is essential to sustain school effectiveness and improve student outcomes. Transformational leadership has been recognized as a leadership approach that can significantly influence teachers’ professional commitment and motivation. However, findings from previous research on the correlation between leadership and motivation have been inconsistent. This study aims to examine the relationship between transformational leadership practices of head teachers and teacher motivation in national primary schools in the Sibu district of Sarawak. Specifically, it seeks to identify the level of transformational leadership demonstrated by head teachers, assess the level of teacher motivation and determine the correlation between the two variables. This descriptive quantitative study involved 250 teachers selected through simple random sampling. Data were obtained through the Multifactor Leadership Questionnaire (MLQ) as well as the Work Extrinsic and Intrinsic Motivation Scale (WEIMS) and were analyzed using descriptive statistics alongside Pearson’s correlation. Results indicated that both transformational leadership (M = 4.15) and teacher motivation (M = 3.71) were high. A significant positive correlation (r = 0.486, p < 0.01) was identified between transformational leadership and teacher motivation, suggesting a moderately strong relationship. These findings endorse the initiative to adopt transformational leadership approaches in multicultural contexts. It reinforces the case for incorporating transformational leadership approaches in the Malaysian school leadership development initiatives.
AMALAN KEPIMPINAN FUTURISTIC DALAM KALANGAN PENGETUA SEKOLAH MENENGAH KEBANGSAAN AGAMA ZON TIMUR SEMENANJUNG MALAYSIA
Malaysia’s Ministry of Education now expects every principal to serve as a future-ready change leader, embedding creativity, digital dexterity, and ethics in alignment with the Malaysia Education Blueprint 2013–2025. However, leaders of National Religious Secondary Schools (SMKA) on the East Coast, i.e., Kelantan, Terengganu, and Pahang, face additional challenges, including rural–urban disparities, increasing enrolment, and the dual responsibility of preserving Islamic values while integrating Education 4.0 technologies. Recent studies indicate that SMKA principals continue to prioritise routine administrative tasks over forward-looking initiatives, limiting both teachers’ use of ICT and students’ acquisition of 21st-century skills. These gaps reinforce the urgent call for a futuristic leadership model. This study investigates the current level of futuristic leadership practices among SMKA principals in Kelantan, Terengganu, and Pahang. Employing a survey research design, 300 teachers from 14 SMKAs completed the Futuristic Leadership Practices Scale (FLPS), adapted from Saiful Adli Abd Rahim et al.’s (2022) study. The instrument measures seven domains: professional futuristic leadership, cultivation of a collaborative culture, self-competency development, creation of a conducive school environment, enrichment through school data, stakeholder engagement, and respect for diversity. Descriptive statistics were used to assess the effectiveness of these leadership practices and to profile respondents. Findings indicate that the overall level of futuristic leadership among SMKA principals was high, as evidenced by a mean score exceeding 3.50 across all domains. These results support the Ministry of Education’s ongoing shift toward competency-based principal preparation. It is recommended that NPQEL 2.0 incorporate digital innovation labs and data analytics modules specifically tailored for SMKA leadership. In the East Coast context, structured mentoring networks pairing high-performing Terengganu principals with their counterparts in Kelantan and Pahang may facilitate the diffusion of effective practices while safeguarding the schools’ Islamic identity. At the national level, embedding Society 5.0 value-integration models into leadership standards could help reconcile religious faith, ethical values, and future-oriented transformation in Malaysia’s religious secondary school sector.
AMALAN KEPIMPINAN DIGITAL DALAM KALANGAN PENTADBIR TERHADAP KOMPETENSI DIGITAL GURU GEN ‘Y’
Today's educational landscape demands mastery of digital technology. The role of school administrators is becoming increasingly vital in promoting the digitalisation of education within their schools. Teachers' digital competence is also essential for integrating digital technology into the classroom. This study examines the level of digital leadership among school administrators and its relationship with the digital competence of Gen ‘Y’ primary school teachers in the state of Perak. Teachers were selected from each district and from various school locations to respond to a prepared questionnaire. The findings reveal that both the digital leadership level among school administrators and the digital competence level of Gen ‘Y’ teachers are high. A significant relationship was found between digital leadership and teachers’ digital competence. School administrators provide strong support and motivation to teachers in enhancing their digital competence, enabling the effective integration of digital technology into pedagogy. The implications of this study offer valuable insights and opportunities for stakeholders, including school administrators and teachers, to further strengthen digital education in today's learning environment.
PENGURUSAN KESIHATAN MENTAL BAGI GURU DI MALAYSIA: PEMBANGUNAN DAN KONSEPTUALISASI SKALA PELBAGAI DIMENSI
The well-being of teachers is critical to the overall effectiveness of educational institutions. To address the multifaceted nature of psychological health management among educators, we propose a comprehensive measurement tool designed specifically for teachers. This tool encompasses five key scales: the Self Symptom Scale, Source of Teacher Pressure, Emotional Intelligence Scale, Teacher's Spiritual Scale, and Physical Health Scale. The Self Symptom Scale assesses the personal symptoms and mental health status of teachers, providing insights into their psychological well-being. The Source of Teacher Pressure scale identifies and categorizes various stressors that teachers encounter in their professional environment. The Emotional Intelligence Scale evaluates the emotional awareness, regulation, and interpersonal skills of teachers, which are crucial for effective stress management and professional interactions. The Teacher's Spiritual Scale measures aspects of spiritual well-being, including purpose, connection, and inner peace, which contribute to overall mental health. Lastly, the Physical Health Scale examines the physical health status of teachers, recognizing the integral role of physical well-being in maintaining psychological health. This conceptual paper outlines the theoretical foundations and intended applications of each scale within the measurement tool. By integrating these diverse aspects of psychological health, the proposed tool aims to provide a holistic assessment framework that can inform targeted interventions and support strategies for teachers.
PENGGUNAAN TELEFON PINTAR DALAM PROSES PENGURUSAN STRATEGIK SEKOLAH
This study examines the influence of technology acceptance factors, namely performance expectations, effort expectations, social influence, facilitating conditions, hedonic motivation, price value and habits on behavioral intentions, and the actual use of smartphones in strategic school management. This study involved a group of primary and secondary school administrators totaling 300 respondents in the Segamat district of Johor. This survey study involved 24 secondary schools and 85 primary schools. Data was analyzed using Statistical Package for Social Science (SPSS) version 26. The findings of this research demonstrate that all factors in the smartphone technology acceptance in the process of strategic school management by the group of school administrators in Segamat district in the state of Johor are at a high level, which is between the mean score value of 4.28 (SP .563) and the mean score value of 4.07 (SP .585). Meanwhile, the level of smartphone use in the school's strategic management process is also high: between the mean score value of 3.98 (SP .621) and the score value of 3.90 (SP .390).
KEPIMPINAN INSTRUKSIONAL DAN PELAKSANAAN PENYELIAAN OLEH GURU BESAR SEKOLAH TAMIL DI NEGERI JOHOR
The Ministry of Education Malaysia has called on school leaders to practise instructional leadership as one of the models in leading schools in the country. Recognising this importance, an analysis of instructional leadership in teacher supervision practised by Tamil school headmasters in Johor was done. A study was conducted to analyse instructional leadership. The conceptual framework used in this study is based on a combination of the Hallinger and Murphy (1985) models and the Hallinger Model (2000) for the scope of instructional leadership, while for the scope of supervision, the study was carried out with a combination of two models, namely the Teacher Teaching Supervision Behaviour Process Model by John T. Lovell (1978) and the Stoner and Wenkel Operating System Model (1985). This study was designed by quantitative method. A modified 50-item questionnaire based on the Principal Instructional Rating Scale (PIMRS) by Philip Hallinger (2000, 2011) was used to measure the instructional leadership of headmasters. Meanwhile, another 50 questionnaire items were used to implement teacher supervision in the classroom, which was modified based on a questionnaire set built by Ahmad Kamal (2016). Three hundred teachers from Tamil schools throughout the state of Johor were involved in obtaining quantitative data in the form of descriptive statistics and inferences using SPSS software. The data was analysed using descriptive statistics such as mean scores and standard deviations. The findings showed no significant difference in the level of instructional leadership or the implementation of headmaster supervision in Tamil schools. Based on the study's implications, the Ministry of Education in Malaysia should prioritise a balanced development of the teaching profession and strengthen the quality of headmaster leadership and supervision, adapting to current educational developments.
PELAKSANAAN PENGURUSAN KEWANGAN SEKOLAH DALAM MEMENUHI KEPERLUAN SARANA DAN PRASARANA PENDIDIKAN
This research seeks to explore how school financial management is implemented to meet the needs of educational facilities and infrastructure, focusing on the planning and execution of financial management at Muhammadiyah Mlati High School. A qualitative method with descriptive analysis was used, involving the principal, school treasurer, and vice principal responsible for facilities and infrastructure as the main subjects. Data collection techniques included interviews, observations, and document analysis, with data validity ensured through triangulation of sources and methods. The data were analyzed through reduction, presentation, and verification. The findings indicate that financial management planning and execution for facilities and infrastructure at Muhammadiyah Mlati High School have been effectively carried out, as demonstrated by the availability of facilities and infrastructure that meet the required standards for secondary schools. The financial management process adhered to principles of transparency and public accountability.