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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Pedagogy and Education Science
Arumugam Raman
Universiti Utara Malaysia
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The authority of principals’ technology leadership in empowering teachers’ self-efficacy towards ICT use Siti Noor Ismail; Mohd Norakmar Omar; Arumugam Raman
International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 3: September 2021
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v10i3.21816

Abstract

The application of information technology and communication (ICT) in education has a significant impact on teachers. Administrators pressure them to use ICT to improve the quality of teaching and to learn in the classroom. However, teachers are still skeptical of the ability to embody pedagogical strategies through the use of ICT. The purpose of this study was to explore the relationship between principals’ technology leadership and teachers’ self-efficacy. The study also determined the dimensions of technology leadership that are predictors to the empowerment of teachers' self-efficacy in using ICT. There are two instruments used, namely NETS-A and TSES. The respondents of the study consisted of 376 teachers in Malaysia. The study was conducted based on a quantitative approach, and respondents were selected through multi-level sampling. The results of the t-test found no significant difference for the gender of teachers on the improvement of self-efficacy. Through correlation testing, there was a moderate relationship between technology leadership and teachers’ self-efficacy. Even so, there is 24% of the influence of technology leadership that affects teachers' self-efficacy. Two contributing dimensions are excellence in professional practice and digital citizenship. In summary, principals can generate a revival of teachers' self -efficacy if they wisely encourage them to use ICT. Principals should be role models to teachers and students in ensuring that the concept of pedagogy in the classroom is always carried out through an ICT approach.
An Empirical Study on Instructional Leadership, School Climate and Teacher Efficacy Arumugam Raman; Raamani Thannimalai; Iran Anak Jalapang
Journal of Pedagogy and Education Science Vol 1 No 02 (2022): Journal of Pedagogy and Education Science
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (430.485 KB) | DOI: 10.56741/jpes.v1i02.76

Abstract

The goal of this study is to evaluate how instructional leadership, teacher efficacy, and school climate influence students' academic performance. The study included 381 teachers from six divisions in Sarawak, Malaysia. This study used a cross-sectional survey approach. Questionnaires were used to collect data from respondents. For descriptive analysis, SPSS version 26.0 was utilised, while SmartPLS 3.0 was employed for partial least squares-structural equation modeling (PLS-SEM) analysis. By focusing on secondary school teachers, the paper adds new knowledge to literature. Surprisingly, the results of the investigation revealed that principals' instructional leadership and school climate had no substantial impact on student academic performance. Meanwhile, it was discovered that teacher efficacy has a considerable impact on student academic performance, implying that teacher efficacy is a predictor of student academic performance. Furthermore, teacher experience was not a significant moderator variable. Future research should focus on principals' self-assessment of instructional leadership and the moderating effect of school climate on student performance. The ramifications of the disparity between Asian instructional leadership and western literature should also be investigated.
Distributive leadership as predictor of 21st century teaching practices Nantah Ponnusamy; Arumugam Raman
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 1: February 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i1.26673

Abstract

The concept of distributive leadership is a vital component of 21st century teaching practices. This study aimed to identify the dimensions that influence the development and implementation of science and mathematics teaching in dual language program schools. It was conducted with the help of over 336 teachers from 93 dual language program (DLP) schools in Malaysia. The distributive leadership readiness scale and 21st century skill (4C) questionnaire was used to collect data and analyze the effects of various dimensions on the development and implementation of science and mathematics teaching in dual language program schools. The results of the study revealed that the P3 model was associated with 14.9% (=.149) increase in the variance of 21st century teaching practices. The results of the analysis revealed that the changes in the three leadership style components included in the regenerating model were significant. The shared responsibility, leadership style and the combination of these dimensions contributed to the 12.9% (=.129) increase in variance. The research also found a positive relationship between 21st century teaching practices and the distributive leadership concept. The findings support the notion that distributive leadership can be a weak factor influencing the development and implementation of 21st century teaching practices.
Co-Authors Iran Anak Jalapang Mohd Norakmar Omar Nantah Ponnusamy Raamani Thannimalai Siti Noor Ismail