The profound global realignments across economic, social,
and technological domains have necessitated a collective response from all
stakeholders in education. Headmasters and teachers, as pivotal agents of
change, are called to work in unison to reimagine, restore, and fortify the
education system for future resilience so that continuous learning
opportunities are provided to all students. Amidst this period of constant
transformation, teachers are pressured to continue learn new skills to adapt
and master technology-assisted teaching practices and be more creative to
ensure students remain engaged in learning. Thus, this study investigated the
influence of headmasters’ sustainable leadership practices towards teachers’
learning organisation practices at primary schools within Indigenous
communities in Malaysia.
A survey-based quantitative research methodology was
utilised in this study. A total of 518 teachers were sampled using the
Sustainable Leadership Questionnaire (SLQ) and Dimensions of Learning Organisation
Questionnaire (DLOQ) instruments. Consequently, SPSS 25.0 was utilised to
investigate the reliability, descriptive and inferential statistics for data
analysis.
The reliability of the instruments was proved by the
Cronbach's alpha value achieved for the headmasters’ sustainable leadership
practices, is 0.975, and for learning organisation practices, with a value of
0.951. The value of R Square (R2) = 0.664 proved that the sustainable
leadership practices by headmasters influenced the teacher’s learning
organisation practices at a high level of 66.4 per cent. This finding indicated
that 66.4% of learning organisation practices by teachers at primary schools
within Indigenous communities in Malaysia were influenced by the headmasters’
sustainable leadership practices. This study revealed that headmasters'
sustainable leadership practices have a significant and strong positive
influence on learning organisation practices in these schools.
The consequence of this study will help schools head,
especially headmasters, to reflect on their own leadership practices in this
volatile and ever-changing educational ecosystem, where there is a need for
educators, especially teachers, to acquire knowledge to adopt new skills and
proficiency so that they can survive and offer excellent educational services.
Implications and recommendations for future research are discussed.
Author(s) Details
K. Saraswathy
Ministry of Education, Malaysia.
Mahaliza Mansor
Ministry of Education, Malaysia.
Kumar Raman
Ministry of Education, Malaysia.
M. Palani
Ministry of Education, Malaysia.
Please see the book here :- https://doi.org/10.9734/bpi/lleru/v9/4510
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