Assessing the school-based professional learning in Malaysian context (PART II)

Mahaliza Mansor; Masri Baharom

doi:10.31686/ijier.vol2.iss10.252

Authors

Mahaliza Mansor

Sultan Idris Education University, Malaysia
Masri Baharom

Teacher Training Institute, Malaysia

DOI:

https://doi.org/10.31686/ijier.vol2.iss10.252

Abstract

The purpose of this paper is to propose a structural equation model to investigate the relationships among school-based professional learning leaders` roles, professional learning models and teachers` practice as well as to demonstrate the direct and indirect effect of these variables. An empirical study is conducted in 41 secondary schools (N = 385) in Malaysia and the collected survey data are used to test the relationships among the three dimensions expressed in the proposed structural equation model. The source of data collected is Malaysia, hence, the results may not easily generalized to other areas or countries. However, the findings are valuable for school-based professional learning developers` reference, especially for those whose circumstances are similar to those in Malaysia. This structural equation model hopefully can provide useful information for those involved in school-based professional learning, teacher educators, teachers as well as trainee teachers.

Author Biographies

Mahaliza Mansor, Sultan Idris Education University, Malaysia

Faculty of Management and Economics
Masri Baharom, Teacher Training Institute, Malaysia

Campus Sultan Abdul Halim

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