Mohd Nihra Haruzuan Mohd Said

The Benefits of Headship Mentoring An Analysis of Malaysian Novice Headteachers’ Perceptions

In this article we examine the mentoring program for novice headteachers and what they perceive as its purposes, as well as the constraints to successfully implementing it in Malaysian schools. Using a survey research design we analysed responses from 200 newly appointed headteachers from two state departments of education, and interviewed six headteachers through two focus group interview sessions. As expected, headteachers revealed that mentoring had significantly improved their professional values as a school leader, and had led to the creation of a knowledge sharing culture that boosted their confidence level and improved their practical knowledge related to school leadership. However, headteachers also revealed that time constraints negatively impacted on the effective implementation of mentoring. The study also offers practical suggestions for the headship training system in Malaysian context.

Novice Head Teachers’ Isolation and Loneliness Experiences: A Mixed-Methods Study

Most studies in headship focus on the elements of training and head teachers’ capabilities in leading schools. The concept of isolation experienced by head teachers during the early years of their headship is, however, overlooked. This article attempts to explore the neglected aspect of headships’ experiences with isolation that later contributes to the betterment of the headship appointment. This mixed-methods study explores the experience of head teachers’ isolation in the early phase of their leadership years, and presents findings on the strategies used to overcome the isolation. Using an open-ended questionnaire, a total of 170 novice head teachers from Malaysian primary and secondary schools were asked to give their responses on experiences of isolation. Furthermore, 10 novice head teachers, who experienced isolation in the early phase of their leadership years, were interviewed. Findings revealed that the level of isolation among the head teachers was fairly low, and they perceived their isolation experience as temporary.

Primary school leadership in Malaysia: The experience of stress among deputy heads

Unquestionably, studies focusing on school leaders’ stress while managing schools have received extensive attention. However, there is still a lack of research focusing on deputies’ stress, even though deputies play an essential role in a school’s improvement process. Despite deputies’ dual roles, it is an accepted fact that deputies do experience stress while simultaneously dealing with their ‘superiors’, fulfilling their administrative tasks and helping teachers to work at their fullest capacity. Based on these two noteworthy premises, this mixed-methods study was designed to explore and address whether dealing with educational superiors causes stress to primary deputies. Regarding the sample, 120 deputies from across 45 primary public schools in two urban districts were selected as respondents for the study. Regarding the quantitative data, the non-parametric and descriptive statistics were employed in determining deputies’ views of their superiors. Further, eleven deputies were interviewed, and their anonymity was also protected to sustain the ethical considerations of the study. As expected, truculent attitudes and criticisms from school inspectors and parents were highlighted by deputies as contributing to their experiences of stress, with the levels of stress being classified as ‘moderate’ based on their demographic differences. Surprisingly, primary deputies revealed that they do not face much stress when working with their own head teachers; in fact, primary deputies informally revealed that their heads were quite open and understanding of their viewpoints and lenses.

Leadership assignation for knowledge sharing amongst Mara technical colleges directors

This study explores the nature of knowledge sharing practices in Mara technical colleges and identifies the leadership engagement of the Mara directors in supporting the knowledge sharing session in their own respective technical colleges. In addition, the study also examines various strategical approach used for knowledge sharing and factors that influence the knowledge sharing activities within Mara technical colleges. This study employed case study qualitative design approach and data were obtained using series of interviews with three directors and six instructors from selected Mara technical colleges. Previous studies indicate that informal session were much preferred by the instructors eventhough Mara technical colleges have their own formal system of knowledge sharing sessions as part of their human development training session. In investigating whether the Mara directors have practically performed their formal designation as knowledge sharing enabler, instructors mentioned in the interviews that their directors give support and encouragement for any knowledge sharing sessions and the directors also play a significant role as role model with having networking sessions with other colleges directors. As far as influencing factors are concerned, time constraints and individuals attitudes slowed the process of knowledge sharing in Mara technical colleges.