English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Tools annual

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Presents the access of premium content as premium feature

Premium Content

Global: Zendy Plus annual

Global: Zendy Free Plan

Competency is the basis for the combination of teachers' skills, knowledge, and behaviors that must strive to enhance their ability in the education world. Each component should be integrated holistically to support the teachers' effectiveness, administration, and school excellence. Therefore, this study focused on the relationship between school leaders' instructional leadership and teachers' functional competency. It also identified which factors in instructional leadership contributed to teachers' functional competency in Malaysia context. A total of 225 teachers from the high-performance school in the state of Kedah were selected as participants. Meanwhile, the instrument in this research was adapted from the Principal Instructional Management Rating Scale (PIMRS) to measure school leaders' instructional leadership. In contrast, the instrument for teachers' functional competency was adapted from the Integrated Assessment Module for Education Officers (PBPPP) and developed by the MOE Curriculum Development Division. The findings showed that there was a very strong and positive relationship between school leaders' instructional leadership and teachers' functional competency (r=.956, p=.00). At the same time, multiple regression analysis revealed that there were three components of the independent variable explaining the variance as 15.1% of teachers' functional competency (r2=.151, F (2, 214)=80.74, p<0.01). Admittedly, the School Learning Climate Promoting component had the most significant impact on teachers' functional competency, followed by Managing the Curriculum and Teaching and ending with the Defining School Mission. In conclusion, the role of instructional leadership has proven to enhance the teachers' functional competency through the current stream of education, teaching, and learning processes. Sustainable leaders can influence teachers towards improving school excellence together to face the 21st century educational challenges.

universal journal of educational research

The Great Challenge of Malaysian School Leaders' Instructional Leadership: Can It Affect Teachers' Functional Competency across 21&lt;sup&gt;st&lt;/sup&gt; Century Education?