Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn)
Azlin Norhaini Mansor
Universiti Kebangsaan Malaysia
Humanities Education Library & Information Science Social Sciences Other

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The validity and reliability of culturally responsive leadership practice instruments in small schools peninsular Malaysia Mohd Norlizam Mohd Razali; Aida Hanim A. Hamid; Bity Salwana Alias; Azlin Norhaini Mansor
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.v13i1.26274

Abstract

A culturally responsive leadership instrument was developed to determine the level of culturally responsive leadership practice of headmasters in small schools in Peninsular Malaysia. This study was conducted in Perak and Negeri Sembilan to determine the instrument’s reliability and validity. Exploratory factor analysis (EFA) and item reliability analysis were used to determine the questionnaire’s reliability and validity. Next, the average congruence percentage (ACP) is used to determine the reliability test between expert assessors. Experts approved the validity and reliability of the instrument before the EFA test was conducted. All four constructs have high-reliability index values between 0.88–0.93. Next, the EFA analysis shows four dimensions in the culturally responsive leadership instrument with factor loadings ranging from 0.62–0.88. The findings also show that the variance explained in the data is 65.16% with an eigenvalue greater than 1. This result showed that all items are received with high approval. In addition, the reliability coefficient α=0.93 is very high. The results prove that this culturally responsive leadership instrument has high validity and reliability and can measure the level of culturally responsive leadership implementation practices in small schools in Peninsular Malaysia.
Why teachers stay: the influence of faculty transformational leadership on job embeddedness Chen Xin; Azlin Norhaini Mansor; Salleh Amat
Journal of Education and Learning (EduLearn) Vol 20, No 3: August 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i3.26352

Abstract

This study examined the relationship between transformational leadership and job embeddedness among faculty members in private universities in Sichuan Province, China. Using a stratified random sampling method, data were collected from 368 respondents through a structured questionnaire. Descriptive statistics revealed that both transformational leadership and job embeddedness were perceived at relatively low levels, with only certain dimensions such as individualized consideration and sacrifice rated at moderate levels. Correlation analyses indicated significant positive associations between transformational leadership and job embeddedness. Simple regression results demonstrated that transformational leadership significantly predicted job embeddedness, while multiple regression analysis showed that inspirational motivation and individualized consideration were the most influential dimensions. Moreover, SPSS process moderation analyses revealed that no key demographic variable significantly moderated the relationship between transformational leadership and job embeddedness. This study contributes to the literature by providing empirical evidence from China’s private higher education sector and offers practical implications for strengthening leadership practices and organizational strategies aimed at enhancing faculty retention.
Stakeholder management practices and education quality: a literature review using content analysis Yihong Peng; Bity Salwana Alias; Xinyu Wan; Azlin Norhaini Mansor
Journal of Education and Learning (EduLearn) Vol 20, No 1: February 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i1.22380

Abstract

Stakeholder theory and stakeholder management models’ impact on the quality of education throughout the last ten years is investigated in this systematic literature review (SLR). It gives a summary of recent findings and points out areas that require more research. The preferred reporting items for systematic reviews and meta-analyses (PRISMA) technique was used in the study to search six databases, and 34 papers were chosen for review. Leximancer was used to refine the content analysis. The primary objective is to investigate the relationship between excellent education and efficient stakeholder management. With a detailed literature analysis identifying major themes and prospects for additional research on partnerships and stakeholder views in education, the study underlines the growing acknowledgement of the impact of stakeholder involvement on educational outcomes. Future studies on this subject could significantly raise the standard, effectiveness, and sustainability of global education. Future research could be improved by broadening the search parameters, promoting interdisciplinary work, and stressing stakeholder involvement, despite some constraints including inconsistent methodology and geographic bias.
Co-Authors Aida Hanim A. Hamid Bity Salwana Alias Chen Xin Mohd Norlizam Mohd Razali Salleh Amat Xinyu Wan Yihong Peng