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Type :thesis
Subject :LB Theory and practice of education
Main Author :Sio, Jarrod Jyh Lih
Title :The effects of teacher efficacy, instructional leadership and professional learning communities of student achievement in literacy and numeracy in primary schools within Sibu division
Place of Production :Tanjong Malim
Publisher :Fakulti Pengurusan dan Ekonomi
Year of Publication :2020
Corporate Name :Universiti Pendidikan Sultan Idris
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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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