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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn)
Alias, Bity Salwana
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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 validity and reliability of instrument to evaluate the principal technology leadership: a pilot study Nawawi, Wirda; Alias, Bity Salwana; Wan Isa, Wan Mohd Khairul
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.v13i6.27282

Abstract

Rapid development of the digital environment nowadays requires a line of educational leadership, especially leaders in schools who are competent in technological leadership. Therefore, this study aims to verify the technology leadership instrument among school principals. Accordingly, a pilot study has been carried out to determine and confirm the level of instruments that have been built to identify the principal’s technology leadership practices. This pilot study was conducted on 196 samples consisting of secondary school teachers. This study examines the principal’s role as a technology leader involves five specific standards which includes the dimension of supporting digital citizenship, visionary planner, empowering leader, system designer and connected learner. This study has been conducted through three levels of validity namely face validity, content validity, and construct validity. Content validation index (CVI) is used to determine reliability between experts achieved. The construct validity is measured by exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The reliability of the instrument is measured by Cronbach alpha value. The finding of this pilot study shows that the instrument is valid and reliable. Finally, out of 50 items, 49 items are retained.
Empowering STEM education through the role of principals: a systematic literature review Talib, Sariati; Alias, Bity Salwana; Matore, Mohd Effendi Ewan Mohd; Abdullah, Abdul Halim
Journal of Education and Learning (EduLearn) Vol 19, No 1: February 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i1.21889

Abstract

Science, technology, engineering, and mathematics (STEM) education is increasingly recognized as a critical topic in today's educational landscape. This is because contemporary education outcomes need to equip students for the demands of 21st-century jobs. In this context, the role and strategic actions of school principals emerge as critical factors in the success of implementing and empowering STEM education initiatives. The roles and strategies of principals from various aspects need to be explored. Therefore, this study aims to delve deep into the roles and strategies of principals from various contexts through research conducted from 2021 to 2024. This study analyzes past research findings through the systematic literature review (SLR) method. The research findings indicate that a total of 20 articles reveal various roles and strategies of principals. These include leadership management, professional development, fostering a STEM-focused culture, and refining assessment methods. These findings underscore the importance of active involvement in optimizing the roles and strategies of principals across various aspects. Thus, effective STEM education relies on the commitment of principals in managing various aspects, shaping a conducive culture, and facilitating teacher development. Recognizing and embracing the multifaceted roles are paramount in navigating challenges and ensuring the effectiveness of STEM programs.
Validity and reliability: instruments of teacher competency in the context of small schools in Peninsular Malaysia Mohd Razali, Mohd Norlizam; A. Hamid, Aida Hanim; Alias, Bity Salwana; Mansor, Azlin Norhaini
Journal of Education and Learning (EduLearn) Vol 19, No 1: February 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i1.21574

Abstract

A teacher competency instrument was developed to determine the level of teacher competency 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 0.82–0.92. Next, the EFA analysis shows four dimensions in the teacher competency instrument with factor loadings (FL) ranging from 0.60–0.88. The findings also show that the variance explained in the data is 58.46% with an Eigenvalue greater than 1. This result indicates that all items were received with high approval. In addition, a very high-reliability coefficient value, α=0.82. The results prove that this teacher competency instrument has high validity and reliability and can measure the level of teacher competency implementation practices in small schools in Peninsular Malaysia.
Management of action research in school: a bibliometric analysis Moktar, Azlin; Alias, Bity Salwana; Rasul, Mohamad Sattar
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.v14i1.31086

Abstract

This paper employs bibliometric analysis and visualization techniques, including VOS Viewer, to scrutinize trends in managing action research in schools. Utilizing a dataset of 337 articles sourced from Web of Science (WoS) until 2023, the study adheres to PRISMA guidelines to systematically examine authorship patterns, trends, and themes. The analysis reveals a surge in publication rates and a focus on collaborative problem-solving, inclusivity, and global perspectives, with notable contributions from journals like educational action research and authors (such as Wood). Diverse author collaborations and global representation underscore interconnected research themes. Additionally, four distinct clusters—knowledge and leadership, action research and engagement, caring and impact, and empowerment and participation—emerge, encapsulating action research management in schools. However, challenges such as limited discussion platforms, resource constraints, and contextual barriers persist, necessitating enhanced reflective practices and collaborative learning. While bibliometric analysis provides quantitative insights, the study advocates for complementing such approaches with qualitative methods to ensure a comprehensive understanding of action research management in schools, guiding future strategies in educational research.
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.
Exploring teacher perceptions, commitment, and beliefs in STEM education: a systematic literature review analysis Talib, Sariati; Alias, Bity Salwana; Matore, Mohd Effendi Ewan Mohd
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.v14i1.30608

Abstract

In recent times, science, technology, engineering and mathematics (STEM) education has gained interest in preparing students to face the challenges of the modern world. STEM fields are important for nurturing and shaping a wide range of skills in society. Therefore, to ensure students acquire the necessary skills and knowledge, STEM education has become a priority in education systems around the world, with teachers playing an important role in ensuring the success of STEM education. Therefore, teachers’ perceptions, commitments and beliefs need to be explored to gain understanding, needs and challenges for teachers to implement STEM education. This study analyzed past research findings through the systematic literature review (SLR) method with the findings of 28 articles. The findings of this past study reveal the challenges, and opportunities faced by educators through their perceptions, commitments, and beliefs in STEM education for the actions of policymakers and school leaders.
Fostering integrity among school principals’ ethical leadership: a comprehensive systematic review ak Bujang, Mackencidy; Alias, Bity Salwana; Mansor, Azlin Norhaini
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.30993

Abstract

This systematic review explores the importance of promoting integrity in the ethical leadership of school principals, particularly when ethical lapses by educational leaders can impact outcomes. Increasing societal pressures and a complex educational environment highlight the importance of ethical leadership in shaping the school environment and student success. However, the lack of a complete understanding of how to effectively create ethical leadership remains a major concern. An extensive search of scholarly articles was conducted from reputable databases such as Scopus, Web of Science, and ERIC, focusing on studies published between 2020 and 2024. The flow of study based on PRISMA framework. The database found (n=19) final primary data was analyzed. The finding was divided into three themes which is academic integrity and ethics in education, leadership and integrity in educational management, and character and value education in schools. Comprehensive programs and administrative support are essential to fostering integrity in schools, while effective leadership plays an important role in shaping a conducive school environment. In conclusion, the need to foster integrity among school principals across disciplinary boundaries requires concerted efforts and innovative approaches to prepare ethical leaders to navigate the complexities of the contemporary educational landscape and inspire positive change.
Principal instructional leadership practice and its relationship with teacher job performance Yuanyuan, Xiang; Alias, Bity Salwana
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.31127

Abstract

Excellent principal leadership actions will be guidance for teachers’ high-quality teaching performance. However, the role of instructional principal is not fully utilized, and principals lack the highly effective leadership qualities necessary to promote teachers in improving teacher job performance. This study was conducted in Shenzhen, China to investigate the effect of principal instructional leadership practices on teachers’ job performance. This study employed a quantitative approach. The sample of the study was all private secondary school teachers in Shenzhen China, consisting of 297 teachers selected from 1,300 populations. To figure out the research questions, SPSS software was used with the help of descriptive and inferential analysis. The findings of this study show that both principal instructional leadership practice and teachers’ job performance are at a high level. Moreover, there was a very strong positive relationship between two variables (r=0.974). In conclusion, the findings underscore the significance of principals’ instructional leadership attributes on teacher job performance and provide implications for the government and the school principals regarding the implementation of principal training system or the improvement of educational management policy in private schools throughout Shenzhen, China.
Teacher technology usage, a catalyst for principal digital leadership practice Zhu, Rui; Alias, Bity Salwana; Hamzah, Mohd Izham Mohd; Wahab, Jamalullail Abdul
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.31914

Abstract

In the digital age, university principals and teachers share the same responsibility for improving educational digital transformation. However, their performance remains disadvantaged. This study aims to investigate the relationship between principal digital leadership and teacher technology usage, and explores how teacher technology usage contributes to principal digital leadership. The study employed a quantitative method, collecting data from 500 teachers across 25 universities in Jilin Province, China. Pearson correlation analysis examined the association between principal digital leadership and teacher technology usage, while multiple regression explored how teacher technology usage contributes to principal digital leadership practices. The results revealed a positive relationship between principal digital leadership and teacher technology usage. All four dimensions of teacher technology usage contribute to digital leadership practices, with the professional development dimension showing the greatest impact. Overall, these findings prove that teacher technology usage indeed catalyzes principal digital leadership practices, which contributes to understanding of the interaction in leadership and provides a new perspective for enhancing principal digital leadership. It implies that principals and teachers can grow together in their interactions. Therefore, strengthening teachers’ professional development can contribute to principal digital leadership practice.
Co-Authors A. Hamid, Aida Hanim Aan Komariah Abdullah, Abdul Halim ak Bujang, Mackencidy Ambon, Josephine Hamid, Mohd Rashid Ab Hamzah, Mohd Izham Mohd Mansor, Azlin Norhaini Matore, Mohd Effendi Ewan Mohd Mohd Hamzah, Mohd Izham Mohd Razali, Mohd Norlizam Moktar, Azlin Nawawi, Wirda Rasul, Mohamad Sattar Rui Zhu Talib, Sariati Wahab, Jamalullail Abdul Wan Isa, Wan Mohd Khairul Yuanyuan, Peng Yuanyuan, Xiang