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UPSI Digital Repository (UDRep)
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| Abstract : Universiti Pendidikan Sultan Idris |
| This study aims to develop and validate the Teacher Leadership Knowledge Model in order to determine the key factors of teacher leadership knowledge among Malaysian teachers. This study applied a quantitative approach using survey research strategy and questionnaires as the research instrument. A total of 413 trained teachers from schools in Petaling Perdana district, Selangor were selected using proportional stratification sampling and simple random sampling. Data in this study were analysed using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) to test the validity of the Teacher Leadership Knowledge Model. The EFA yielded a three-factor sub constructs namely Collaborative Culture In and Beyond School, Improvement in Instructions and Student Learning and Organizational Development with the acceptable Cronbach Alpha values that were .926, .817 and .827 respectively. The study also found that, in the First Order CFA the goodness-of-fit indexes indicated that the model achieved the required level and fit the data (Normed Chi-square = 3.339, RMSEA = .076, CFI = .921 and IC < .90). In the Second Order CFA, the model was confirmed when the data showed a good fit statistics with acceptable construct reliability and validity (Normed Chi-square = 4.153, RMSEA = .089, CFI = .902, AVE ;::;.50 and CR ;::;.70). Overall, there were only three key factors namely Collaborative Culture In and Beyond School, Improvement in Instructions and Student Learning and Organizational Development that were able to explain teacher leadership knowledge through 14 measurable items. The implication of this study is to provide additional information and knowledge for teacher leadership development in Malaysian educational context, individually or organizationally by contributing to the understanding of teacher leadership and served as guiding principles in preparing teacher leadership in the future. |
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