Abstract
This study focused on the influence of learning organization practice toward teacher leadership among secondary school teachers in the state of Perak. The quantitative approach of descriptive correlational design has been used in this study. The sample consists of 400 teachers from 50 secondary schools in Perak. The data were analyzed using mean and multiple regression. Findings indicate that the level of organizational learning practice (mean = 3.78) is at a high level. In addition, the results show that the learning organizational variables, which is individual learning (? = 0.57, p = 0.05) is the main influence on teacher leadership and followed by global learning (? = 0.25, p = 0.05). A total of 53 percent of variation in teacher leadership is explained by learning organizational variables. In conclusion, the practices of learning organization definitely influence teacher leadership secondary school in Perak. The implications of the study show that learning organization practice can enhance the teacher leadership and it is appropriate to be practiced in all schools for the development of the school.
Highlights
International studies show that teacher quality is the most significant school-based factor in determining student outcomes
The previous study was the study of Marsick and Watkins (2003) for the practice of learning organization and the instrument for teacher leadership was adapted from the Katzenmeyer and Moller (2009)
The use of global learning was higher at 3.98 compared with other learning, while individual learning was at the lowest level of 3.62
Summary
International studies show that teacher quality is the most significant school-based factor in determining student outcomes. There are excellent teachers in Malaysia's education system, the study of AKEPT 2011 found that only 50% of the teaching was delivered effectively (KPM, 2012). This means that the delivery of subjects does not involve the students adequately, and the teaching method is more passive and does not focus on higher-order thinking skills. This statistic shows the big challenges that will be faced, because there are approximately 60% of teachers today will continue to teach for another 20 years (KPM, 2012). These teachers are around 25 to 40 years who will still teaching for the 20 years (KPM, 2014; Ahmed, Khalid, N., Ammar, & Shah, (2017).
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