Best Practice of Principals’ Communicating the School Goals and Evaluating Instruction in Generating Quality Teaching

Mohamad Johdi Salleh, Nurul Zafirah Kamaruddin

Abstract


This study aims to analyse the principals’ best practice of Communicating the School Goals and Evaluating Instruction in generating Quality Teaching at Excellent Secondary Schools Malaysia. The Principal Instructional Management Rating Scale (PIMRS) modified by Hallinger and Murphy (1985), Latif (2006), Salleh and Abu Bakar (2018), Salleh and Hatta (2018), and Kamaruddin (2019) was used as the data collection instrument through survey questionnaire. There were 436 teachers of excellent secondary schools in Malaysia were selected and participated as the respondents of the study. The data gathered from the survey was analysed using descriptive and inference statistics of the SPSS-Versions 22.0 programme. The results show that dimension Communicating the School Goals achieved a ‘Very High’ level of practice, while task Supervising and Evaluating Instruction acquired a ‘High’ level of practice by principals of excellent secondary schools Malaysia. The highest score in Communicating the School Goals was item “Discuss the school’s goals related to school and learning with teachers at teachers’ meetings” achieved mean 4.2543 and standard deviation 0.8265. While the highest score in Supervising and Evaluating Instruction was item “Meet the teachers and helpers to ensure that they are working toward the same goals” mean 4.1192 and standard deviation 0.8534. It is hope that the findings of the study will be useful to effectively inspired and aspired the practice among principals of all secondary schools in generating quality teaching of high performance school towards realisation of education Blueprint 2013-2025 and achievement of Malaysia as developed nation by 2030.

Keywords: Principals’ leadership, Quality teaching, Excellent Secondary Schools


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Copyright (c) 2020 Mohamad Johdi Salleh, Nurul Zafirah Kamaruddin

Copyright CC BY © European Modern Studies Journal 2017-2021   ISSN 2522-9400

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