Tujuan utama kajian ini ialah untuk membina model struktur Budaya Sekolah (BS), Komuniti Pembelajaran Profesional (KPP) dan Kompetensi Kerja Guru (KKG). Pendekatan kuantitatif bersama reka bentuk tinjauan telah digunakan dalam kajian ini melibatkan 450 orang guru sekolah kebangsaan di Malaysia. Analisis Structural Equation Modeling (SEM) digunakan untuk menguji model, menganalisis faktor pengesahan dan menganalisis kesepadanan dan membangunkan model. Soal selidik School Cultural Elements Questionnaire (SCEQ) telah digunakan untuk BS, manakala Professional Learning Community Assessment (PLC-A) untuk KPP, dan modifikasi Penilaian Bersepadu Pegawai Perkhidmatan Pendidikan (PBPPP) untuk KKG. Dapatan kajian menemui analisis faktor penerokaan BS dibentuk oleh lima faktor iaitu; kepimpinan transformasi, berkongsi perancangan, nilai profesional, kolaborasi, dan penekanan pembelajaran. KPP pula dibentuk oleh lima faktor iaitu; perkongsian nilai visi, perkongsian sokongan kepimpinan, pembelajara.....

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This paper discusses two important aspects of Technical and Vocational Education and Training (TVET) implementation in Malaysia, namely the evolution and the role of Information and Communication Technology (ICT) in crafting the future of TVET in the Malaysian education landscape. The evolution of TVET is elaborated in seven stages, starting from the era of before the Second World War up to the present new millennium. On the other hand, the role ICT is narrated based on several contexts, such as the history behind ICT integration in TVET education, the advantages, and disadvantages, as well as the challenges and readiness to move along with rapidly shifted industrial demands. Education policies on TVET are constantly enacted and enhanced to ensure that the nation could overcome the challenges of the industrial revolution 4.0. These policies are implemented within three types of TVET institutions, which are school-based, non-school-based, and registered private entities. Therefore, this.....

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This study aims to identify critical success factors of sustainable leadership success. A total of 629 teachers were involved in answering the questionnaires that were distributed. Meanwhile, 4 school principals and 8 teachers were involved in semi-structured interviews to support quantitative findings. The findings showed that all factors of sustainable leadership namely; Focus on Pupils, Lateral Capacity Building Through Networks, Sustain Work Positive Environment, Deep Learning, Intelligent Accountability and Vertical Relationships, and Commitment to Changing Context at All Levels, were practiced at high levels in the schools. Meanwhile, the qualitative findings support three critical success factors in sustainable leadership which are Sustain Work Positive Environment, Commitment to Changing Context at All Levels and Deep Learning. Thus, this study provides information to stakeholders and contribution to the academic research field...

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