title: Modelling of teachers leadership competencies and its relationships with principals developmental leadership behavior and teachers commitment to changecreator: Kho, Fanny, Chee Yuetsubject: L Education (General)subject: LB Theory and practice of educationdescription: The main purpose of this study is to develop an empirically substantiated Teacher Leadership Competency Model (TLCM). The study also aspired to identify the relationship between Teachers Leadership Competencies (TLC) and Principals Developmental Leadership Behavior (PDLB), PDLB and Teachers Commitment to Change (TCC). Further, the study also intended to ascertain the relationships among TLC, PDLB and TCC. Structural Equation Modeling was applied to test the model. A total of 928 teachers from 58 High Performing Secondary Schools in Malaysia completed the survey. The analysis yielded a four-factor TLC Model, namely Fostering a Collaborative Culture; Facilitating Improvement and Establishing Standards for Student Behavior, Modelling Leadership Attributes and Skills; and Performing as Referral Leader. The finding shows that TLC Model will benefit school principals in developing effective teacher leadership among teachers in schools. Meanwhile, the TLC Scale with 16 items offers a promising new measure for examining TLC. The result of the study also shows that TLC is significantly related to PDLB. PDLB is also significantly related to TCC; and PDLB not only mediated the relationship between TLC and TCC, but indeed a partial mediator. As the findings confirmed that the quality of TLC matters in determining PDLB and TCC, it is a sine quo non for school teachers to equip themselves with adequate and sufficient TLC so as to implement school change successfully. Also as PDLB plays a critical role in governing the relationship between TLC and TCC, in-depth focus on PDLB is lthe most effective way to increase the likelihood of school principals to initiate school change. The finding encourage a fresh look at teacher leadership development and alter the traditional approach of teachers in implementing change.date: 2017type: Thesistype: NonPeerReviewedformat: textidentifier: http://pustaka2.upsi.edu.my/eprints/2657/1/MODELLING%20OF%20TEACHERS%20LEADERSHIP%20COMPETENCIES%20AND%20ITS%20RELATIONSHIP%20WITH%20PRINCIPALS%20DEVELOPMENT%20LEADERSHIP%20BEHAVIOR%20AND%20TEACHERS%20COMMITMENT%20TO%20CHANGE.pdfidentifier: Kho, Fanny, Chee Yuet (2017) Modelling of teachers leadership competencies and its relationships with principals developmental leadership behavior and teachers commitment to change. PhD thesis, Universiti Pendidikan Sultan Idris. relation: http://pustaka2.upsi.edu.my/eprints/2657/

title: Validation of teaching and learning guiding principles elements for Malaysian teacher education programme creator: Masuwai, Azwanisubject: LB Theory and practice of educationsubject: LB2361 Curriculumdescription: This study aimed to validate the elements of Teaching and Learning Guiding Principles. The descriptive survey research design was employed using instrument named Teaching and Learning Guiding Principles Instrument (TLGPI) which composed of six construct with a total of 67 items. The constructs were Intellectual Excitement, Quality Learning, Constructive Alignment, International Cultural, Climate of Inquiry and Good Values. A total of 350 teacher educators from ten Malaysian higher teacher education institutions were selected using cluster sampling technique involved in this study. The values of Cohens Kappa Index (CKI), Content Validity Index (CVI) and analysis of Structural Equation Modeling (SEM) were used to determine face validity, content validity, convergent validity and discriminant validity of TLGPI. The results revealed that the value of CKI yielded 70% inter-rater agreement for face validity and 0.950 of total proportion favorable in CVI for content validity involving five experts. The result also showed that all six models of TLGPI had approached acceptable fits with final total item of 30. In addition, all CFA models achieved convergent validity with Average Variance Extracted above 0.50 and the value of construct reliability exceeded 0.70. These indicated that all constructs could measure the same traits. For Overall Measurement Model, the discriminant validity showed that all correlation coefficient values were less than 0.90 which indicated that all constructs were different. In conclusion, six constructs with 30 items symbolized the valid and reliable six principles of teaching and learning in which each of them is unique. The implication of the study is that the TLGPI provides a valid and reliable instrument based on theoretical and empirical evidence as well as a useful instrument in providing guidance to educators in delivering effective teaching and learning.date: 2017type: Thesistype: NonPeerReviewedformat: textidentifier: http://pustaka2.upsi.edu.my/eprints/2669/1/VALIDATION%20OF%20TEACHING%20AND%20LEARNING%20GUIDING%20PRINCIPLES%20ELEMENTS%20FOR%20MALAYSIAN%20TEACHER%20EDUCATION%20PROGRAME.pdfidentifier: Masuwai, Azwani (2017) Validation of teaching and learning guiding principles elements for Malaysian teacher education programme. Masters thesis, Universiti Pendidikan Sultan Idris. relation: http://pustaka2.upsi.edu.my/eprints/2669/

title: Pembangunan Dan Pelaksanaan Modul Pembelajaran Berasaskan Inkuiri Dalam Pentaksiran Berasaskan Sekolah Dalam Kalangan Pelajar Tingkatan Satu creator: Amir Hamzah, Azlinasubject: LB Theory and practice of educationdescription: Kajian ini bertujuan membangun dan melaksanakan modul bagi topik 'Sel sebagai Unit Asas Kehidupan'. Kajian ini juga membuat perbandingan kesan Pembelajaran Berasaskan Inkuiri (PBI) dengan Pembelajaran Tradisional (PT) melalui Pentaksiran Berasaskan Sekolah (PBS) serta membandingkan Pentaksiran Berasaskan Sekolah (PBS) dengan Pentaksiran Konvensional (PK). Keberkesanan PBI bagi pencapaian akademik, kemahiran sosial (Domain Afektif), kognitif (Domain Kognitif), kemahiran manipulatif (Domain Psikomotor) serta gabungan kemahiran sosial, kognitif dan kemahiran manipulatif (KMS) turut dikaji. Reka bentuk kajian merupakan eksperimen kuasi. Teknik persampelan bertujuan digunakan bagi memilih 60 orang pelajar daripada dua buah kelas Tingkatan 1 di sebuah sekolah di Pulau Pinang. Dua instrumen digunakan; iaitu ujian pencapaian dan rubrik Penilaian Kerja Amali (PEKA). Data dianalisis menggunakan ujian-t, MANOVA dan korelasi Pearson. Hasil kajian mendapati PBI memberikan kesan signifikan terhadap pencapaian akademik (t(29) = -4.886, p