Thursday, July 27, 2017

Jiwa Educator

THE PRIMARY SCHOOL ADMINISTRATORS’ UNDERSTANDING OF THE  CONCEPT OF THE JIWA EDUCATOR

Sazali Yusoff (Ph.D)
Ahmad Sukari Mohamad (Ph.D)
Siti Rohani Mohd Zain (Ph.D)
Abdul Razak Othman (Ph.D)


  Every teacher should possess an attribute of the jiwa educator corresponds to the aspiration stipulated in the National Philosophy of Education and mission statement of Teacher Education Institute in Malaysia. This is to ensure the sustainability of a more excellent education. Studies have shown that a teacher who is responsible and facilitates learning process with her mind and soul has greater impact on student learning compared to someone who merely teaches for monetary purpose. Based on experiences as a teacher and an administrator in primary schools, this article attempts to explore deeper the understanding of the concept and practices of the jiwa educator among school administrators. Semi-structured and structured interviews were carried out to school headmasters and senior assistants in Penang to elicit responses related to understanding and practices of the jiwa educator. The result shows that the school headmasters were positive towards the concept of jiwa educator. The practices of the jiwa educator can be observed from the perspectives of professional skills and distinctive personality characteristics such as competent in teaching methodology and content knowledge, levels of commitment and consistency in performing tasks and duties, being conscientious, willingness to sacrifice, communicate caring towards students,  be a role model of positive behaviors, ability to guide and effectively instill good manners in students. This study also highlights the importance of spiritual values as a fundamental basis for the development of the jiwa educator.


 Key words: jiwa educator, primary school administrator, spiritual values

CLiPLAS

CLASSROOM IMPROVEMENT PROGRAM : LECTURER ATTACHMENT SCHEME (CLIPLAS)

Sazali Yusoff, Mohamad Nasir Othman, Auzait Shamsudin 

Institute of Teacher Education Tuanku Bainun Campus (IPGKTB) 

Penang Malaysia


Abstract

The aim of this study was to explore indigenous knowledge in learning theory. The study employs an action research approach whereby a group of lecturers of Malaysian Institute of Teacher Education were the subjects and also as researchers. The program was conducted in three phases namely school background study, lesson plan preparation and classroom teaching. Lecturers were attached to schools for about two months to conduct the study. In the first phase, lecturers were assigned to gather as much information on the school background including the pupils and teachers attributes and learning styles. Second phase was merely focusing on preparing a lesson plan with lesson study technique. Third phase of the study was teaching in the classroom conducted by lecturers themselves. The study used qualitative method in collecting the data such as interviews, observation and focused discussion.

Keywords : CLIPLAS, Indigenous knowledge, Lecturer Attachment Scheme & lesson study

This paper was presented at 4th ELLTA 2017 Conference which was held on 25 - 27 July 2017 at Asian Institute of Technology, Bangkok, Thailand

4th ELLTA 2017 - Bangkok

4th Exploring Leadership and Learning Theories in Asia (ELLTA) 2017 Conference. 
25 - 27 July 2017
Asian Institute of Technology, Bangkok

Institute of Teacher Education Malaysia Tuanku Bainun Campus delegates comprise of 4 lecturers presented two research papers.

1.  THE PRIMARY SCHOOL ADMINISTRATORS’ UNDERSTANDING OF THE CONCEPT OF THE JIWA EDUCATOR.

2.  CLASSROOM IMPROVEMENT PROGRAM : LECTURER ATTACHMENT SCHEME (CLIPLAS) 


L-R:  Dr. Nasir, Dr. Rohani, me, Dr. Razak and Dr. Auzait




A group photo after chairing the session





With Dr. Jonathan Shaw, AIT Executive Director

Monday, May 22, 2017

LEADERSHIP DEVELOPMENT FOR EDUCATIONAL LEADERS : AN INTEGRATED MODEL

LEADERSHIP DEVELOPMENT FOR EDUCATIONAL LEADERS :
AN INTEGRATED MODEL
By
Suzana Abd Latif
Sazali Yusoff

Institut Aminuddin Baki
Ministry of Education Malaysia

The rapid expansion of globalization during the past decades has inevitably led to the dissemination of new knowledge and information within the educational sphere across countries and continents. As knowledge workers in today’s competitive global market, educational leaders need to think through the organization’s mission, set its aims, lead and manage the resources for the achievement the organization has to contribute. They need to be able to deal with increasingly challenging national and global issues which inevitably point to the monumental obligation of acquiring crucial competencies to keep abreast of or even ahead from the current competitive global environment. The constant, accelerating, unpredictable change in today’s global competitive environment demands better leadership to be employed in order to provide right courses of direction and action through uncertain and challenging times. As we believe that leadership process is dynamic, the ‘force’ underlying any leadership process, indisputably, is the leader. It is our belief that educational leaders are indeed the centripetal and centrifugal forces responsible for the enhancement of their leadership repertoire. It is with this awareness that we attempt to transform the conscious of many into perceiving leadership process as involving dynamic entities who affect and are affected by their environmental determinants. Thus, this paper attempts to offer a more potent approach through the conceptualization of an integrated model of leadership. We posit that in order for the educational leaders to develop their leadership competency, they need to be aware of their position as defined and determined within the multiple socio-organizational structures as well as their role-relations with the others and their functions in the organization. In addition, within this systemic framework we also attempt to highlight the integration of leadership capacity and leadership capability as fundamentals of leadership competency, of which every educational leader needs to be aware of and work on. 


Keywords :  Leadership, development, competency, capacity, capability

This paper was presented at 1st International Conference on Exploring Leadership and Learning Theories in Asia (ELLTA). Penang, Malaysia on 15 -17 February 2011

KuBU IAB




Capacity-Building Group (KuBU) : An approach to enhance professionalism among Institut Aminuddin Baki (IAB) lecturers

Sazali Yusoff, Ph.D.
Malaysia



-->
In cognizant of multiple approaches in enhancing professionals in various institutions or organizations, and with regard of that every institution is unique in their business and entity, this paper attempts to conceptualize the approach of enhancing the capacity of IAB lecturers. Capacity-Building Group (KuBU) is an approach rooted in team-building theory which is then expanded and used in Professional Learning Community, Lesson Study and other forms of group work. KuBU is conceptualized as a culture of peer-assistance in enhancing their capacity. There are three elements that constitute capacity in KuBU, they are competency, capability and self-efficacy. Hence, KuBU is a process for a continuous learning, working collaboratively, and allowing knowledge being disseminated professionally and systematically among its members. Preliminary findings through observation and conversation found that KuBU members were satisfied with the initiative and believe they have benefited meaningfully. Their confidence in delivering lecture has also increased dramatically albeit measurement of their competency, capability and self-efficacy has yet to be done scientifically.


This paper was presented at The 2nd International Conference on Management in 21st Century. St. Aloysius College, Mangalore, India on April 2016

Saturday, May 20, 2017

M.Sc. (management)

Abstract of my master thesis

Keberkesanan Konsep Kesejawatanan dalam Pengurusan Sekolah Rendah - Satu Kajian ke atas 35 Buah Sekolah di Negeri Perak


The aim of this research was to study the effectiveness of the "Excellent Neighbourhood" programme which was implemented by Perak State of Education Department in all National Primary Schools in Perak. This programme consists the elements of collegiality and aimed at its practicality among the headmasters. The effectiveness of this programme was measured by the job satisfaction of the teachers in the schools involved. Survey method was used in this research by which the researcher himself developed the questionnaires. There were 35 headmasters and 121 teachers from 35 schools taking part in this research. Generally the finding of this research can be summarised as follows: i) Headmasters had benefited from "Excellent Neighbourhood" programme; ii) There was a significant increase in teachers' job satisfaction during this programme was implemented; iii) There was a significant relationship between collegiality concept practised by the headmasters and the teachers' job satisfaction.


source :  http://etd.uum.edu.my/1515/

Tuesday, May 16, 2017

Readiness - India

International Conference on Elevating Learning 3-4 Dec 2011

Principalship readiness among Malaysian senior teachers

Abstract

The aim of this study was to investigate the readiness of senior teachers to
assume school principal post and its relationship with their demographic variables. Principalship readiness was conceptualized as individual’s perceived self-efficacy in school management. A total of 310 aspiring principals from northern states of Malaysia were involved in the study. ‘Malaysian School Principalship Self-efficacy Scale’, MaSPSES (Sazali, 2006) was used to measure the principalship readiness. MaSPSES is a Likert-type scale with 0 to 5 points and has six dimensions which measure an array of school management activities. The dimensions are managing Academic success, managing staff, managing pupil affairs, managing school facilities, managing school finance, and managing school-community affairs. Cronbach alpha coefficients for each dimension were from .719 to .987. Statistics used in the study were t-test, one-way anova, mean and standard deviation. It was found that the means of the aspiring principals’ self-efficacy and it’s dimensions were at ‘moderate upper’ level (3.49 to 3.82). None of the demographic variables (gender, age, academic qualification, professional developments) were associated significantly with respondents’ self-efficacy except the school enrolment factor. It was found that respondents from small schools have higher self-efficacy than those from big schools.

Saturday, May 13, 2017

IPSI - ITALY. JULY 2005

International Conference on Internet, Processing, System, Interdisciplinary Research (IPSI),
Pescara, Italy

Presenters from USA, Republic of Czech, India and New Zealand


At the conference venue, Castello Chiola Hotel, Loretto Aprutino, Pescara

Loretto Aprutino

At the hotel

Presenting a paper with a title, The influence of headmasters’ self-efficacy and emotional intelligence toward teachers’ collective efficacy and school climate

A central point of transportation in Rome - train, bus and taxi

At Roma Termini

Thursday, May 11, 2017

Nagoya & Tokyo. 10 -13 April 2017

 Professional Visit to Nagoya and Tokyo organized by Malaysian Society for Educational Administration and Management (MSEAM)
 1. Graduate School of Education, Nagoya University
2. Hara Junior High School, Nagoya
     3. Malaysian Embassy, Tokyo

At Embassy of Malaysia. (Sitting L-R). Me, Prof. Emeritus Dato' Dr. Ibrahim Bajunid (President MSEAM), Mohd Ishrin Mohd Ishak (First Secretary), Dr. Shahri (Deputy Head of Delegation), Abdul Ghani (First Secretary - Education)


Graduate School of Education, Nagoya University, Nagoya. Sitting (L-R): Me, Dr. Shahri, Prof. Dr. Nishino Setsuo, Prof. Emeritus Dato' Dr. Ibrahim Bajunid, Prof. Dr. Mina Hattori, Assoc. Prof. Andy

Professional Discussion between GSE Nagoya University with MSEAM




Cherry blossom at Nagoya University


Exchange of souvenirs between MSEAM and Hara Junior High School
Form One students watching their seniors promoting their clubs and sports. 
Various clubs and sports were demonstrated to Form One students before they make a decision which club or sport they wanted to join. Beside popular sports such as football, baseball, basketball there is also Japanese famous martial art, bushido, for their option.
Map of Nagoya University



At Hara Junior High School

Landmark of Japan, Mt. Fuji

The oldest temple in Tokyo, Sensoji Temple





Friday, December 2, 2016

JIWA PENDIDIK

Paper presented at 3rd International Conference on Teacher Learning and Development 2016

Venue : Cititel Hotel, Penang, Malaysia
Date : 28 -30 Nov 2016

MODEL OF JIWA EDUCATOR: A NEW PERSPECTIVE

Sazali bin Yusoff (Ph.D)
Ahmad Sukari bin Mohamad (Ph.D)
Abdul Razak bin Othman (Ph.D)
Siti Rohani binti Mohd Zain (Ph.D)


Studies have shown that the impact of teacher effectiveness on student outcomes is linked with teacher attributes. This has led to a growing interest among educators, the need to identify the attributes that has powerful influence on student outcomes. One of the issues consistently discussed is teacher attributes, particularly the distinctive attributes that distinguish between an ordinary teacher and a teacher with the jiwa of an educator. Hence, this article aims to propose a model of jiwa educator relevant to today’s context. Based on comparative analysis of literature and research work from scholars in the education field as well as interviews with experienced in-service teachers and teacher educators; essential dimensions of teacher knowledge, skills, attributes and values that shape the jiwa of an educator were identified and expanded. Although the core dimensions and elements as conceptualized in the model can be described separately, it is the interactions of all the dimensions and elements within a teaching context that influence and shape the actions and decisions of a teacher who places his/her heart, soul and mind to teaching-- the jiwa educator. In the model, two values namely humaneness and spirituality are highlighted as central to the core attributes of the jiwa educator.

3rd International Conference on Teacher Education and Development 2016

28 Nov 2016 to 30 Nov 2016
Venue : Hotel Cititel Penang, Malaysia

The conference was organised by Institute of Teacher Education Malaysia (IPGM) in collaboration with Malaysian Society for Educational Administration and Management (MSEAM). IPG Tuanku Bainun Campus was entrusted to lead the organising committee.

Datuk Dr. Amin Senin (Deputy Director-General of Education Malaysia) officiating the opening ceremony

There were more than 250 presenters/participants attended this conference whereby internationals accounted for 25 % of them.

1st Keynote Speaker : Datuk Dr. Amin Senin, the Deputy Director-General of Education Malaysia


2nd Keynote Speaker : Emeritus Prof. Dato' Dr. Ibrahim Bajunid, President of MSEAM
Mesmerising speech by Emeritus Prof. Dato' Dr. Ibrahim which lasted about 2 hours and a half. 

3rd Keynote Speaker : Prof. Alma Harris, Director of Institute of Educational Leadership, University of Malaya


4th Keynote Speaker : Prof. Fuji, Tokyo Gakugei University, Japan


5th Keynote Speaker : Assoc. Prof. Dr. Wang Xiao Ling, Beijing Institute of Education, China



Presenter from the UK: Mr. Roy Andersen


Presenter from Pakistan : Prof. Abdul Hameed from University of Management and Technology, Lahore


Presenter from the USA, Brianna Rogers


Presenters from Australia, Maldives and Malaysia


Audience in one of the Keynote sessions


Audience in one of the parallel sessions


Presenting a paper. Title : Jiwa Educator


Keynote Speakers, MSEAM Committee member, Datuk Yaccob and Directors of IPG Campuses


MSEAM top Management : L-R : Dr. Amer Hamzah (Treasurer), Emeritus Prof. Dato' Dr. Ibrahim Bajunid (President), Dr. Sazali Yusoff (Secretary-General)