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

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Journal : Journal of Education and Learning (EduLearn)

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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.
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 relationship among culturally responsive leadership and PLC practices in small schools in Peninsular Malaysia Razali, Mohd Norlizam Mohd; Hamid, Aida Hanim A; Alias, Bity Salwana; Mansor, Azlin Norhaini
Journal of Education and Learning (EduLearn) Vol 18, No 3: August 2024
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v18i3.21357

Abstract

The study's goals were to find out how much culturally responsive leadership headmasters are employed and how many professional learning community (PLC) are set up in small schools. It also looked into the relationship between these two variables by using a questionnaire in a quantitative survey design, which was administered to 546 respondents out of 754 that had been distributed. Descriptive statistics were used to study the level of perception of all variables, and inferential statistics used Pearson’s correlation coefficient to study the relationship between the variables. The findings of the study showed that school headmasters practiced a culturally responsive leadership style, and teachers also participated a lot in PLC. Teacher participation in PLC had a significant relationship with culturally responsive leadership at the 0.05 significance level. The results of the study also showed that culturally responsive leadership accounts for 48.7% of the variance in teacher participation in PLC. This finding greatly suggests that culturally responsive leadership practices are important in contributing to teachers' practices in PLC, which in turn will improve student learning.
Stakeholder management practices and education quality: a literature review using content analysis Peng, Yihong; Alias, Bity Salwana; Wan, Xinyu; Mansor, Azlin Norhaini
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 A. Hamid, Aida Hanim Aan Komariah ak Bujang, Mackencidy Alias, Bity Salwana Ambon, Josephine Hamid, Aida Hanim A Hamid, Mohd Rashid Ab Jamaludin, Khairul Azhar Mohd Razali, Mohd Norlizam Peng, Yihong Razali, Mohd Norlizam Mohd Shihui, Hua Wan, Xinyu Yuanyuan, Peng