Abstract
Malaysian Education Development Plan (2013 - 2025) has outlined 11 shifts that focus on the development of the Malaysian education system. The 5th shift highlights the role of principals as instructional leaders who are responsible for bringing excellence to the organization through improving teachers' knowledge and skills within teaching and learning. Accordingly, this study aimed to identify the relationship of instructional leadership (IL) towards teacher development (TD) through instructional coaching (IC) among Malaysian school leaders. The study design is a survey method with a quantitative approach using questionnaire. Total of sample involved in this study are 1265 respondents consisting of principals and head teachers, Senior Curriculum Assistant, Head of Subject Field, Head of Subject Committee, and teachers. Samples were selected based on multi-stage cluster sampling method. Data were analysed using inferential statistics (Pearson correlation and multiple regressions). Pearson correlation test shows that the relationship between instructional leadership and instructional coaching towards teacher development is significant. Whereas multiple regression analysis shows that instructional leadership and instructional coaching were correlated and contributed significantly to teacher development.
Highlights
1.1 Introduce the ProblemThe 21st century is an era of globalization which demands that we compete with developed nations in our quest for progress
To Identify the relationship between instructional leadership towards teacher development through instructional coaching among school leaders in Malaysia based on school leaders' perceptions
This indicates that there is a significant relationship between Teacher Development (TD), Instructional Coaching (IC) and Instructional Leadership (IL)
Summary
The 21st century is an era of globalization which demands that we compete with developed nations in our quest for progress. According to Hatch (2009), change is natural and uncontrollable and changes occur when economic, climate and technological developments occur. In this regard, the enacted Malaysian Education Development Plan (2013-2025) outlined 11 shifts to ensure school excellence continues to be emphasized. The emphasis of the 21st century learning environment by the MOE is to ensure that all schools in Malaysia are in line with globalization and are able to compete internationally.
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