UPSI Digital Repository (UDRep)
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Abstract : Universiti Pendidikan Sultan Idris |
The purpose of this study was to investigate the effects of teacher efficacy (TE),
instructional leadership (IL) and professional learning communities (PLC) on student
achievement in literacy and numeracy in primary schools within Sibu division. The main objective
of this study was to determine if TE, IL and PLC could predict student achievement in
literacy and numeracy. This study utilised the Teacher Self-Efficacy model (Tschannen-Moran,
Woolfolk Hoy & Hoy, 1998), the Instructional Leadership model (Hallinger & Murphy, 1985)
and Professional Learning Communities model (Hord, 1997). Using the quantitative approach, the
data was collected using questionnaires and was analysed with the Statistical Packages for
Social Sciences. The sample was selected by using stratified random sampling technique involving
694 teachers who taught 105 primary schools. Using descriptive statistics, the study observed
levels of practice for TE, IL and PLCs. The differences between gender, teaching experience and
academic qualification were analysed using the t-test and one-way analysis of variance. The study
reported no significant differences in respondent perceptions based on gender and
academic qualification for TE, IL and PLC, except for teaching experience vis-à-vis teacher
efficacy. Here, the post hoc Tukey test revealed that efficaciousness grows with experience with F
(3, 689) =14.99, p = 0.00. Binary logistic regression was applied to predict the
independent variables’ influence on student achievement. The findings revealed that a dimension
of instructional leadership (supervising and evaluating instruction) emerged as the best predictor
of student achievement for English literacy, with the model explaining between 17.8% (Cox & R
squared) and 23.9% (Nagelkerke R squared) of the variance in IL. The result indicated that the
students were more than 17 times more likely to achieve 100% literacy rate for English
language literacy when the headmaster supervised and evaluated instruction, controlling for
all the other factors. In conclusion, supervising and evaluating instruction had a positive
influence on students’ achievement for English language literacy. This study highly
recommends active supervision and evaluation of instruction as a possible course of action for
headmasters who desire an improved outcome
with regard to English language literacy.
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