Rahmad Sukor Bin Ab Samad

Understanding the Implementation of Knowledge Management in High- Performance Schools in Malaysia

This study intends to assess the implementation of policies in high-performance schools (HPS). One hundred fifty-two administrators in 52 HPS were selected using full sampling. Only two factors serve as contributors in knowledge management model for high-performing schools in Malaysia, which were school culture and school strategy. Whereas the correlation indicated that all 10 factors, namely, mission and vision, school strategy, school culture, intellectual modal, learning organization, leadership management, teamwork and learning community, knowledge sharing, new knowledge generation, and digital advancement, have significant relationships with the understanding of knowledge management, at different levels.

CONTRIBUTION OF HEADMASTER TRANSFORMATIONAL LEADERSHIP TOWARDS TEACHERS’ SENSE OF EFFICACY IN UNDER-ENROLLED PRIMARY SCHOOLS IN PORT DICKSON

The purpose of this study was to investigate the contribution of headmasters’ transformational leadership towards teachers’ sense of efficacy. Purportedly, headmasters’ transformational leadership is known to enhance teachers’ sense of efficacy and indirectly increase student achievement. A questionnaire adapted from MLQ5x (Multifactor Leadership Questionnaire) and TSES (Teacher Sense of Efficacy) was used in conducting this research. The total sample consisted of 293 primary school teachers from under-enrolled schools in Port Dickson district, selected by using purposive sampling. The results showed that headmasters’ intellectual stimulation (β = .336, p ≤ 0.05) significantly predicted the students’ engagement in learning. Again, headmasters’ intellectual stimulation (β = .291, p ≤ 0.05) was also found to significantly predict classroom management. Furthermore, headmasters’ idealized influence (β = .310, p ≤ 0.05) significantly predict the instructional strategies. Overall, the research result can impact headmasters in underenrolled primary schools to review and enhance their leadership and provide a better understanding of the dimensions of headmasters’ transformational leadership behavior toward teachers’ sense of efficacy that promote high-quality teaching and learning classroom in future.