Study of Instructional Management and Institutional Effectiveness in Relation to Age and Experience of School Principals

The present investigation intends to assess instructional management and institutional effectiveness concerning the age and experience of school principals. The sample comprised twenty schools of Jalandhar and Kapurthala. The researchers used Hallinger’s Instructional Management Rating Scale and a self-prepared Institutional Effectiveness Rating Scale for the investigation. The result of the study reveals that in schools with younger principals, teachers exhibit better behaviour on coordinating the curriculum, protecting instruction time and developing academic standards of instructional management than teachers in schools with older principals. In schools with more experienced principals, teachers exhibit better behaviour concerning instructional management on co-ordinating the curriculum, protecting instruction time, providing incentives for teachers, protecting professional development, developing academic standards, and providing instructions for learning than the teachers in schools with less experience. In schools with older and more experienced principals, teachers exhibit better behaviour on supervising and evaluating instruction dimension of instructional leadership than the teachers in schools with older and less experience, younger and more experienced and younger and less experienced principals. There is no significant difference in the institutional effectiveness of schools with young and old aged principals. There is no significant difference in institutional effectiveness of schools with more and less experienced principals.

Bhutanese School Principals’ Discernments towards Instructional Leadership Practices

The authors report a study in which they examined how the principals utilize to analyze the level and contrast of principals’ discernments towards instructional leadership practices based on individual and institutional factors along with identification of hindrances to leadership practice in Bhutan. The quantitative and qualitative approaches were deployed for this research. Three instructional leadership dimensions of, managing instructional programs, defining the school mission and promoting a positive school learning environment were used as measurement of criteria. The data were collected through Principals Instructional Management Rating Scale questionnaires and semi-structured interviews and analyzed using mean, standard deviation, t-test, and content analysis. The respondents consisted of 31 principals. These 31 principals are the representative of Instructional leadership from one of the districts in Bhutan. The findings of this study revealed principals’ high-level practices of instructional leadership and consistency among the personal and institutional factors. The result showed that all the 10 instructional leadership functions (Principals Instructional Management Rating Scale) almost at high level and overall mean generated was also high (3:58). Distinguished obstacles to instructional leadership were various roles, time limitations, work over-burden, lacking guidelines resources, shortages of teacher, restricted bolster for professional advancement, jumble between expectations and priorities. Within the light of the above findings, researcher would like to conclude that building learning culture not only depends on individual academic qualification but also the working environment and attitude of the academic committee towards student centered learning beneath the supervision of effective instructional leadership.

Pengaruh Kepimpinan Instruksional, Kecerdasan Emosi dan Personaliti Guru Besar Terhadap Prestasi Kerja Guru Sekolah Rendah di Sabah

Kajian ini bertujuan untuk mengenal pasti hubungan dan pengaruh kepimpinan instruksional, kecerdasan emosi dan persoaliti guru besar terhadap prestasi kerja guru sekolah rendah di negeri Sabah. Seramai 419 orang responden telah dipilih dalam kalangan guru dari lima puluh buah sekolah rendah di negeri Sabah yang dipilih secara rawak menggunakan kaedah pensampelan rawak berstrata. Data Kajian diperoleh menggunakan soal selidik tertutup mengandungi 88 item yang diubah suai daripada instrumen Principal Instructional Management Rating Scale (PIMRS), Emotional Quotient Inventory (EQ-I), Trait Emotional Intelligence Questionnaire – Short Form (TEIQue-S), Emotional Spiritual Quotient (ESQ), Emotional Intelligence Scale (EIS), NEO Five-Factor Inventory (NEO FFI) dan prestasi kerja oleh Iran Herman dan Fatimah Wati Halim. Data kajian dianalisis menggunakan perisian Statistical Packages For Social Sciences. Ujian Korelasi Pearson bagi ketiga-tiga variabel menunjukkan wujud hubungan signifikan secara positif dengan prestasi kerja guru. Analisis regresi menunjukkan ketiga-tiga variabel turut memberi pengaruh yang signifikan terhadap prestasi kerja guru. Berdasarkan data empirikal yang dibincangkan, kajian ini boleh dijadikan panduan oleh semua pihak yang terlibat secara langsung atau tidak langsung dalam bidang pendidikan dan penyelidikan dalam meningkatkan prestasi kerja guru di sekolah rendah. Abstract This study aimed to identify the relationship and effects of instructional leadership, emotional intelligence and headmaster’s personality towards primary schools teachers’ job performance in Sabah. A number of 419 respondents from 50 primary schools in Sabah were chosen randomly using Stratified Random Sampling method. The results gained using closed questionnaire that contained 88 items which was modified from Principal of Instructional Management Rating Scale (PIMRS), Emotional Quotient Inventory (EQ-I), Trait Emotional Intelligence Questionnaire – Short Form (TEIQue-S), Emotional Spiritual Quotient (ESQ), Emotional Intelligence Scale (EIS), NEO Five-Factor Inventory (NEO FFI) and job performance by Iran Herman and Fatimah Wati Halim. The data was analysed using Statistical Packages For Social Sciences. Thus, Pearson Correlation Test for the variables showed that there are significant positive connection with teacher’s job performance. The regression analysis also showed that all the variables has significantly affect the teacher’s job performance. In regard of the empirical data as discussed, this study could be used as a guide by party of interest in the field of educations or studies to improve teacher’s job performance in primary school.

Amalan Kepimpinan Instruksional Guru Besar dan Hubungannya dengan Tanggapan Sokongan Organisasi Guru-Guru Sekolah Jenis Kebangsaan Tamil

Kewibawaan pemimpin dan sokongan organisasi merupakan faktor asas kecemerlangan sesebuah organisasi pendidikan. Oleh itu, kepimpinan instruksional dikaji di seluruh dunia dan semakin popular dalam dunia pendidikan. Kementerian Pendidikan Malaysia (KPM) juga telah menyeru agar pemimpin sekolah untuk mengamalkan kepimpinan instruksional sebagai salah satu model dalam menerajui sekolah-sekolah di negara ini. Menyedari akan kepentingan ini, kajian ini dilaksanakan bertujuan untuk memahami amalan kepimpinan instruksional guru besar dan tanggapan sokongan organisasi di Sekolah Jenis Kebangsaan Tamil (SJKT). Kajian ini menggunakan reka bentuk tinjauan jenis kuantitatif yang menggunakan Principal Instructional Management Rating Scale (PIMRS) dan Survey of Perceived Organizational Support (SPOS) untuk mengumpul data. Seramai 210 orang guru terlatih yang berkhidmat di 19 buah SJKT di negeri Pulau Pinang telah mengambil bahagian dalam kajian ini. Data kajian dianalisis menggunakan perisian Statistical Package for Social Sciences (SPSS) versi 26. Dapatan kajian menunjukkan bahawa amalan kepimpinan guru besar dan tanggapan sokongan organisasi guru berada pada tahap tinggi. Ujian-t sampel bebas mendedahkan bahawa terdapat perbezaan dalam amalan kepimpinan instruksional guru besar berdasarkan jantina guru dan lokasi sekolah. Manakala, ujian ANOVA sehala pula tidak menunjukkan sebarang perbezaan berdasarkan umur guru. Seterusnya, tanggapan sokongan organisasi guru SJKT pula, menunjukkan wujud perbezaan skor min dalam jantina guru dan lokasi sekolah. Dapatan ujian korelasi Pearson turut mendedahkan bahawa tidak ada hubungan antara amalan kepimpinan instruksional guru besar dengan tanggapan sokongan organisasi guru-guru SJKT. Secara keseluruhannya, dapat disimpulkan bahawa amalan kepimpinan instruksional guru besar bukan faktor mutlak yang menentukan tanggapan sokongan organisasi guru-guru SJKT negeri Pulau Pinang. Faktor-faktor lain masih berpengaruh dalam menentukan tahap tanggapan sokongan organisasi guru-guru SJKT.

The Project-based Learning Management Process for Vocational and Technical Education

This research is an analysis and a synthesis of research papers and case studies concerning the project-based learning management. The brainstorming among experts as well as their opinions on learning management process are utilized to define an appropriate learning process for students in vocational and technical education in Thailand. The results of this research reveal that the project-based learning management process for vocational education consists of 5 steps, i.e. preparation, topic definition, creation and test, presentation, and evaluation. This is compliant with the concepts of experts, aligning the teacher and student roles in the same direction, which can be used as a learning management process as to the vocational curricula. Thus, the project-based learning management is an approach of instructional management that is in consistence with the development of vocational students in Thailand. The objective thereof is to provide learners with skills in creating inventions and innovations in the form of projects. Also, learners are encouraged to have attributes and skills of presentation, talk and communication with others, originality, critical thinking, creative thinking, and ability to work well with others; all of these are in accordance to the 21st century skills.

An Investigation of the Teaching Needs of Faculty Members with regard to Technology

To integrate technology in teaching and learning, the need arises to investigate the teaching needs of educators making the transition from a traditional to technology mediated environment. This qualitative study selected a convenience sample of 120 faculty and administrators. Using an interview guide, interviewers met with 100 participants. Data was transcribed, and entered into a database for analysis. Findings reported were technology in teaching. Concluding statements report that participants use technology in their teaching. However, many faculty members are not integrating technology in their teaching or assessment strategies, or using technology in instructional management. Faculty members are interested in learning how to incorporate technology in their teaching and their comments suggest their need to combine technology with principles of pedagogy, andragogy, and constructivism.

Chatbot Designed for Graduate Students’s Guidance Service

The main purpose of this study aimed to develop the chatbot designed for the graduate students’ guidance services, which were divided into two major phases: Phase 1: The development of chatbot designed for the graduate students’ guidance service, and Phase 2: The effects of chatbot’ s implementation for the graduate students’ guidance service. The data were statistically analyzed using mean, standard deviation and content analysis. The development of chatbot designed for graduate students’ guidance services conceptualized with the theory of design and the development of machine learning process together with the theory of flat “dialogflow”-called flat form technology taken from Google. In academic collaborations with graduate students studying at the master's and doctoral levels, as well as the measurement and evaluation-related experts considered the suitability of the chatbot-oriented question and answer structures. Specifically, the educational technology and information technology-related experts’ tryout and evaluation were all implemented for its effectiveness of chatbots. The findings of the study revealed that all the aspects of the applications of chatbot, with its 𝑥 of 4.66 were rated at a very effective level as compared to all the aspects, it showed that the experts’ similar opinions toward the graduate students’ guidance services were mostly found. On the other hands, the graduate students’ satisfactions on their graduate students’ chatbot services, with its 𝑥 of 4.52 were all rated at a very high level as compared to each aspect, it showed that the experts’ similar opinions toward the graduate students’ guidance services were mostly found. The results of the study have shown that the chatbots designed to provide the graduate students’ advices were only one essential element that helped promote its research processaccording to comparing the correlations of thesis progress and the frequency use of chatbots. Also, in terms of designing the structures of questions with its answers, all the aspects of graduates’ instructional management should be extensively manifested for making them more effective.