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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn)
Ambon, Josephine
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Humanities Education Library & Information Science Social Sciences Other

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The impact of continuous professional development on teaching quality: a systematic review Ambon, Josephine; Alias, Bity Salwana; Komariah, Aan; Mansor, Azlin Norhaini
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 6: December 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i6.30427

Abstract

This article explores the impact of continuous professional development (CPD) on teaching quality. The article provides a comprehensive overview of CPD, focusing on pedagogical skills, classroom problem-solving abilities, and the mediating role of leadership within educational institutions. This study used PRISMA approach by analyzing 2,432 English-language publications from 2023 to 2024 taken from the Scopus, Web of Sciences (WoS), and ERIC databases. The data were collected, reviewed, and underwent a peer-review process before a systematic literature review. This article synthesizes findings from final articles (n=24) into five main themes: student perceptions and teaching quality, professional development (PD) and teacher learning, role of leadership in teacher development, assessment and evaluation in teaching, and collaboration and community in teaching. The review reveals that CPD significantly enhances teaching quality by improving pedagogical skills and problem-solving capabilities in the classroom. Furthermore, leadership within educational institutions plays a crucial role in facilitating the positive effects of CPD on teaching quality. By fostering an environment that supports PD, collaborative learning, and reflective practice, educational leaders can amplify the benefits of CPD. This study contributes to the understanding of how CPD and effective leadership together can elevate teaching standards and outcomes, offering valuable insights for policymakers, educators, and academic leaders aiming to enhance educational quality through PD.
A significant systematic review: impact of school head leadership competencies on teacher development Ambon, Josephine; Alias, Bity Salwana; Mansor, Azlin Norhaini
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 1: February 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i1.31595

Abstract

This article critically examines the impact of school head leadership competencies on teacher continuous professional development (CPD). Utilizing the Preferred reporting items for systematic reviews and metaanalyses (PRISMA) guidelines, a comprehensive search analyze 1,041 English-language publications from 2020 to 2024 taken from the Scopus, Web of Science and Eric databases. These articles collectively underscore the transformative role of leadership in cultivating professional learning community (PLC) enhancing teacher outcomes and spearheading innovative approaches to CPD. The data were collected, reviewed, and underwent a peer-review process before a systematic review. This article synthesizes findings from final articles (n=29) into three main themes: leadership and PLCs, effects of PLCs on teacher outcomes, and innovative approaches to CPD. These themes facilitate not only the CPD of teachers but also contribute to the overall educational environment by fostering collaboration, innovation, and resilience to changes in educational standards and practices. The findings reveal that effective leadership competencies are instrumental in promoting a culture of CPD among teachers. The evidence suggests a compelling link between school head leadership competencies and significant advancements in teacher CPD. This review provides valuable insights for educational policymakers, school administrators and scholars, emphasizing the critical needs for targeted leadership training programs that enhance the efficacy of CPD initiatives.
Mapping the scholarly landscape: a bibliometric exploration of school head leadership competency Ambon, Josephine; Alias, Bity Salwana; Mansor, Azlin Norhaini
Journal of Education and Learning (EduLearn) Vol 19, No 3: August 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i3.22525

Abstract

This bibliometric study examines the trends and contributions in school head leadership competencies from 2015 to 2024, using data from Scopus and employing VOSviewer. The research aims to provide a comprehensive overview of the scholarly literature on leadership competencies in the range of a school head. The methodology involves a thorough bibliometric process, including the organization, coordination, and analysis of bibliographic data from peer-reviewed academic journals. The specific methods used to define the research area are mapping of important contributors and co-authorship patterns, document co-citation analysis, and keyword frequency analysis. Preliminary results indicate a peak in publications up to 2023, with a notable decline in 2024. The study highlights significant international collaborations, with the United States at the core of a global network involving countries like Canada, Australia, and Turkey. Keywords such as "transformational leadership," "equity," and "school climate" are prominent, reflecting a broad approach to exploring effective leadership. In conclusion, the field of school head leadership competencies is dynamic, driven by global collaboration and evolving educational challenges. The recent decline in publications signals a need for new research directions. Future studies should explore unexplored areas and integrate technological advancements to enhance school head leadership competencies effectively.
Crucial leadership competencies of school heads in effective school management: a comprehensive systematic review Ambon, Josephine; Alias, Bity Salwana; Mansor, Azlin Norhaini
Journal of Education and Learning (EduLearn) Vol 19, No 3: August 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i3.22012

Abstract

This article explores the essential leadership competencies of school heads required for effective school management. The article provides a comprehensive overview of leadership competencies as a key supporter in enhancing effective school management. This study used preferred reporting items for systematic reviews and meta-analyses (PRISMA) approach by analyzing 756 publications from 2019 to 2023 through the Scopus, Web of Science (WoS), and Eric databases. The data were collected, reviewed, and underwent a peer-review process before a systematic literature review. The expected results uncovering a set of crucial leadership competencies that are paramount in navigating the multifaceted responsibilities of school heads. These competencies encompass strategic vision, effective communication, adept decision-making, team collaboration, and adaptability to dynamic educational landscapes. The final finding data is (n=31) which review identified key themes including the leadership competencies and the roles of school heads in effective school management. The findings are divided into three themes which is: i) principals' leadership and professional development, ii) challenges and coping strategies in school leadership, and iii) leadership styles and cultural considerations. In conclusion, this article indicates the significance of leadership competencies in the effective management of schools. The insights derived from this research serve as a valuable resource for teachers, school heads, and policymakers aiming to elevate the quality of education.
The transformative power of mentorship on novice teacher success: a recent systematic literature review (2022-2024) Ping Jin, Beranda Yii; Md Zalli, Mohd Muslim; Mohd Jamil, Mohd Ridhuan; Hanis, Nik Muhammad; Ambon, Josephine
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 4: August 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i4.33492

Abstract

This study examines the transformative impact of mentorship in building resilience and enhancing success among novice teachers. By identifying effective mentorship strategies and frameworks, the research addresses critical early-career challenges, supports teacher retention, and contributes to the global aim of quality education. Using a systematic literature review (SLR) guided by preferred reporting items for systematic reviews and meta-analyses (PRISMA) methodology, the study analyzed 45 articles from Scopus and ERIC databases, covering publications from 2022 to 2024. Through qualitative thematic analysis, three main themes emerged: emotional and psychological support in mentoring, mentoring models and professional development frameworks, and cultural and contextual influences on mentoring. Findings suggest that mentorship is pivotal in helping novice teachers navigate stress, improve instructional skills, and adapt to diverse school environments. Limitations include the restricted scope to select databases, potentially omitting other relevant studies. Future research could broaden the literature base and assess mentoring’s long-term impacts across varied educational contexts. This study contributes to the field by highlighting mentorship’s essential role in fostering resilience among novice teachers, aligning with sustainable development goal 4 (SDG 4) to promote teacher retention and educational quality.
Co-Authors Aan Komariah Alias, Bity Salwana Hanis, Nik Muhammad Mansor, Azlin Norhaini Md Zalli, Mohd Muslim Mohd Jamil, Mohd Ridhuan Ping Jin, Beranda Yii