THE CORRELATION BETWEEN SCHOOL CLIMATE DIMENSIONS AND TEACHER WELL-BEING IN MALAYSIAN INDIGENOUS SCHOOLS

Background and Purpose: Teaching at indigenous schools located in rural and outskirt areas is no small feat. Therefore, the teachers at these schools require a consistent and supportive school climate to enhance teacher well-being. As such, this study examines the relationship between the dimensions of school climate and well-being of teachers. It also discusses the application of five dimensions of school climate, namely collaboration, student relations, school resources, decision-making, and instructional innovation. Methodology: Data for this quantitative study was gathered via a set of questionnaires. A total of 291 teachers from indigenous schools along the east coast states of Peninsular Malaysia, which are Kelantan, Terengganu, and Pahang participated in this study. A descriptive analysis of the findings was performed using the Statistical Package for the Social Sciences (SPSS), while an inferential analysis was conducted using PLS-SEM. Findings: The empirical results show a significantly positive correlation between the five previously mentioned dimensions of school climate and teacher well-being. Contributions: The findings of this study affirm the relative importance of school climate and its impact on teacher well-being. This study is significant for the Ministry of Education, indigenous school administrators, teachers, as well as policymakers in developing suitable strategies to improve the school climate and teacher well-being in Malaysian indigenous schools. Keywords: Teacher well-being, collaboration, student relations, school resources, decision-making, instructional innovation. Cite as: Kamarudin, N. A., Ahmad, A., Abdul Halim, A. S., Abdullah, R., & Kamalrulzaman, N. I. (2022). The correlation between school climate dimensions and teacher well-being in Malaysian indigenous schools. Journal of Nusantara Studies, 7(1), 292-315. http://dx.doi.org/10.24200/jonus.vol7iss1pp292-315

E-Learning during COVID-19: Understanding the Nexus between Instructional Innovation, E-Psychological Capital, and Online Behavioural Engagement

This current study is to empirically validate the importance of student's behavioural engagement on online teaching during a coronavirus-2019 disease pandemic. The global spread of coronavirus-2019 disease has affected every aspect of business, including education, resulting in the shift of classroom to online teaching. Keeping in view the growing concern about students’ attentiveness, connectivity, participation, and interaction in online classes, the authors underlined the critical need for paying empirical attention to this issue. While addressing a major empirical gap, the present study tested and found the significant role of e-learning efficacy, e-learning resilience, and teachers’ instructional innovation in boosting students` online behavioural engagement. Additionally, the study found a thought-provoking direct and interacting role of teachers’ instructional innovation. Therefore, the implications of the findings indicate that leaders in educational institutions need to invest in psychological resources that emphasize innovation and creativity in instructional methods for teachers to enhance student engagement in an online environment.

Examination of Pedagogy and Instructional Innovation to Create Entrepreneurs in the Media and Technology Fields

While STEAM disciplines like engineering and the arts have made great strides in exploring pedagogical strategies for teaching entrepreneurship education, media entrepreneurship is much more in its infancy, having emerged in journalism and communication curricula in the early 2000s. These media-focused programs may teach career competencies such as digital communication, interpersonal and team skills and innovation strategies to a broad swath of interdisciplinary students, including those from engineering, arts and other STEAM disciplines. It has been a decade since Neck and Greene highlighted three “known worlds” of teaching entrepreneurship and proposed a new “method” world. Using recent syllabi solicited from media entrepreneurship, entrepreneurial journalism and journalism innovation courses, this study evaluates which of the “worlds” – entrepreneur, process, cognition, or method – is being utilized to teach entrepreneurship in the media and technology fields.

Pedagogical Challenges During COVID

Educators could not have predicted the degree of disruption that COVID-19 could cause until schools closed and forced teachers to move to online teaching. This chapter describes the use of a research-based model, Innovating Instruction, to support teachers in their transition to remote learning. Grounded in a concern for greater equity and social justice for all students, the model prepares teachers to design inquiry-based, culturally relevant projects. The development of the model is based on a critique that technology has largely failed to impact pedagogical change because of a limited sense of the scope of the change needed. Instructional Innovation brings together key aspects of a systems change effort, thus contributing to an emerging educational theory for the catalytic use of technology to promote pedagogical practices that are culturally responsive, rigorous, and engaging.

Teaching Scenario Planning in Sustainability Courses: The Creative Play Method

Sustainability management is rapidly progressing from an operational task to a strategic imperative one as environmental and social concerns shape the business environment. Scenario planning is increasingly being used by companies and governments to explore the potential impact of future challenges. Applied in a management education context scenario planning offers teachers of sustainability a tool through which they can promote creativity while developing student knowledge, skills, and abilities, preparing them for work in an increasingly dynamic market environment. Within this article, an instructional innovation is presented as a two-stage workshop designed as an experiential exercise to promote creativity and generate scenarios linked to sustainability. The first stage of the workshop utilizes LEGO to generate creativity before the second stage builds on these creative foundations guiding student teams through the construction of scenarios around sustainability challenges. An evaluation is presented for the instructional innovation reporting its success in producing skills in creative thinking within cohorts of postgraduate students at a major Australian university.