Pub Date : 2018-06-22DOI: 10.22452/MOJEM.VOL6NO3.3
Y. Siaw, D. Hassan
Inter-relationship between the principal and his/her teachers is vital in ensuring the success in school performance. Principal leadership behaviour is attributed to teachers’ job satisfaction thus may directly or indirectly, influence the achievement of school when striving for a goal or vision. The present study aims to determine the influence of principals’ leadership behaviour on teachers’ job satisfaction from the perception of a group of selected secondary schools teacher. Quantitative approach was used and questionnaires were distributed to 301 teachers for data collection. Descriptive and inferential analyses were used to analyse the data collected. Two instruments were utilized namely, (1) Leadership Behaviour Questionnaire and; (2) Teacher Job Satisfaction Questionnaire. The findings indicate that there is a significant correlation between principal leadership with teacher job satisfaction. This study also reports that the supportive and achievement–oriented leadership style influence teachers’ job statisfaction and contributed it to 30.7%. Our findings indicate that supportive leadership contributed more to the teachers’ job satisfaction compared to the achievement-oriented leadership style. This study confirms the importance of leadership behaviour on teachers’ job satisfaction. Generally, supportive and achievement-oriented leadership are the primary contributors to the satisfaction of the subordinate.
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Pub Date : 2018-06-22DOI: 10.22452/MOJEM.VOL6NO3.2
B. Kayode
The aim of this study is to investigate the relationship between communication management indicators namely communication practices, communication tools and learners' cognitive engagement in distance learning programme. A set of hypotheses concerning correlational links between constructs are derived from the literature. This study was conducted using quantitative approach. Questionnaire was used to elicit responses from 405 randomly selected distance learners from three Malaysia Public universities offering distance-learning programmes. Data analysis was conducted using Analysis of Moment Structures (AMOS) version 18 software to test the relationship between communication practices, communication tools and learners' cognitive engagement. Confirmatory Factor Analysis (CFA) was conducted to establish the validity and reliability of the items. Tests of hypotheses provided evidence of measures of fit and statistical significance of the measurement model. The findings provide evidences of model fit and that effective communication practices and communication tools have strong positive relationship with students' cognitive engagement. The study establishes the relevance of communication management in enhancing self-directed, self-motivated and self-dependent distance learners.
本研究旨在探讨远程教育中沟通管理指标，即沟通实践、沟通工具与学习者认知参与之间的关系。从文献中导出了一系列关于构念之间相关联系的假设。本研究采用定量方法进行。通过问卷调查，我们从马来西亚三所提供远程学习课程的公立大学中随机抽取405名远程学习者。数据分析采用AMOS (analysis of Moment Structures)第18版软件，检验交际实践、交际工具与学习者认知投入之间的关系。采用验证性因子分析(CFA)来确定项目的效度和信度。假设检验提供了测量模型的拟合测量和统计显著性的证据。研究结果提供了模型拟合的证据，有效的沟通实践和沟通工具与学生的认知投入有很强的正相关关系。本研究确立了沟通管理在提升自我导向、自我激励和自我依赖的远程学习者中的相关性。
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Pub Date : 2018-06-22DOI: 10.22452/MOJEM.VOL6NO3.1
S. M. Warrah, Khuan Wai Bing, H. Yusof
The main objective of this study is to establish Teacher Quality model (TQM). The study also aimed to identify the relationships between teacher quality (TQ) and students’ academic performance (SAP). Furthermore, the study also seeks to verify the relationships among TQ dimensions. Structural Equation Modeling was used to test the model. A total of 450 teachers from secondary schools in Kwara state, Nigeria completed the survey. The analysis yielded four dimensions for Teacher Quality, namely Teacher Knowledge; Communication Skills; Teacher Commitment and Classroom Management for the improvement of the students’ academic performance. The findings show that TQ model will be of benefits to teachers in schools on how these skills can be used to improve students’ academic performance. The result of the study also reveals that TQ dimensions were significant at increasing SAP. As the findings confirmed that the Teacher Quality (TQ) matters in determining students’ academic performance (SAP) it is a sine qua non (condition) for school teachers to abreast themselves with the requisite qualities the teaching requires to improve students’ academic performance which in turn increase the quality of education. The fits for the model were significant at >0.9. Also, TQ has a role to play in the school system for the realization of educational objectives. The findings encourage the school principal to establish development programme that will impacted positively on teachers’ development for the benefits of the students so that their academic performance would be achievable.
{"title":"DEVELOPING AND VALIDATING MODEL OF TEACHER QUALITY USING STRUCTURAL EQUATION MODELING (SEM) TECHNIQUE","authors":"S. M. Warrah, Khuan Wai Bing, H. Yusof","doi":"10.22452/MOJEM.VOL6NO3.1","DOIUrl":"https://doi.org/10.22452/MOJEM.VOL6NO3.1","url":null,"abstract":"The main objective of this study is to establish Teacher Quality model (TQM). The study also aimed to identify the relationships between teacher quality (TQ) and students’ academic performance (SAP). Furthermore, the study also seeks to verify the relationships among TQ dimensions. Structural Equation Modeling was used to test the model. A total of 450 teachers from secondary schools in Kwara state, Nigeria completed the survey. The analysis yielded four dimensions for Teacher Quality, namely Teacher Knowledge; Communication Skills; Teacher Commitment and Classroom Management for the improvement of the students’ academic performance. The findings show that TQ model will be of benefits to teachers in schools on how these skills can be used to improve students’ academic performance. The result of the study also reveals that TQ dimensions were significant at increasing SAP. As the findings confirmed that the Teacher Quality (TQ) matters in determining students’ academic performance (SAP) it is a sine qua non (condition) for school teachers to abreast themselves with the requisite qualities the teaching requires to improve students’ academic performance which in turn increase the quality of education. The fits for the model were significant at >0.9. Also, TQ has a role to play in the school system for the realization of educational objectives. The findings encourage the school principal to establish development programme that will impacted positively on teachers’ development for the benefits of the students so that their academic performance would be achievable.","PeriodicalId":37473,"journal":{"name":"Malaysian Online Journal of Educational Management","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48251383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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