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All Journal International Journal of Evaluation and Research in Education (IJERE)
Roslizam Hassan
Universiti Teknologi Malaysia
Education

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Administrative stressors and psychological and physiological symptoms among novice primary school principals Yii Chai Ling; Lokman Mohd Tahir; Mohd Fadzli Ali; Roslee Ahmad; Siti Nisrin Mohd Anis; Roslizam Hassan
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 4: December 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i4.21994

Abstract

This study was conducted to identify whether the administrative workloads led to the stress level among novice principals in their new schools. In addition, we also explore whether the principals are experiencing the psychological and psychological symptoms from their stress issue. The data collection consisted of two major phases. In the first phase, questionnaires were administered to 70 novice primary principals who were just being appointed at their new schools. It was followed by three sessions of interviews with purposely selected 10 novice primary principals as the second phase. From the quantitative data analysis, primary principals perceived their schools’ administrative stress caused them a moderate stress level from their heavy administrative workloads. However, principals reported having psychological and physiological symptoms from the quantitative findings and interview sessions.
Validity of instrument to measure mathematics teachers’ perceptions towards problem-based learning activities Mohamad Ikram Zakaria; Mohd Fadzil Abdul Hanid; Roslizam Hassan
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.v13i1.26739

Abstract

Problem-based learning (PBL) is a proposed method for teaching mathematics in primary education in the education 4.0 era. This method enables teachers to conduct effective instruction by allowing students to explore alternative solutions to problems. This study was conducted to develop and validate an instrument for evaluating primary school mathematics teachers’ perceptions of PBL activities. This research is quantitative, and a questionnaire was employed to collect data. The data obtained were analyzed descriptively utilizing Cronbach’s alpha and exploratory factor analysis (EFA). It is determined that Cronbach’s alpha is 0.885, with a factor eigenvalue greater than 1. The Kaiser–Meyer–Olkin (KMO) value for each construct is 0.50, whereas Bartlett’s test value is statistically significant (<0.5). Each item has a factor loading of 0.50 or higher and a standard deviation of ≥60%. This study’s results indicated that this instrument can be used to investigate primary school mathematics teachers’ perceptions of PBL activities involving group division, generating ideas and learning issues, identifying problems, self-directed learning, synthesis and application, reflection, and assessment.
Co-Authors Lokman Mohd Tahir Mohamad Ikram Zakaria Mohd Fadzil Abdul Hanid Mohd Fadzli Ali Roslee Ahmad Siti Nisrin Mohd Anis Yii Chai Ling