Ph. D. Candidates

Had a very fruitful discussion with 2 potential Ph.D. candidates. Their enthusiasm is at the highest peak now. I hope they will pursue their dream now and then.

23rd ICSEI 2010

23rd International Congress on School Effectiveness and Improvement.
Venue : Kuala Lumpur Convention Centre
Date : 4 - 8 January 2010

I was one of the participants from IAB who attended this prestigious conference. More than 500 participants from all corners of the world attended this conference either as presenters or participants. World prominent keynote speakers were line up to share their thought and expertise with the audience.

1st Regional Conference on Educational Leadership and Management (RCELAM)

10 -12 Nov 2009; Institut Aminuddin Baki Northern Branch, Ministry of Education Malaysia, Jitra, Kedah, Malaysia


Welcoming Speech by Abdul Ghani Ishak, Director of Institut Aminuddin Baki Northern Branch, Jitra, Kedah, Malaysia

With keynote speaker, Prof. Dato' Dr. Ibrahim Ahmad Bajunid,Deputy President / Deputy Vice Chancellor INTI - UC Laureate International Universities, and Professor of Management, Education and the Social Sciences.

The topic delivered by Prof. Ibrahim was Heroic Leader, Toxic Leader, Wounded Leader, The DNA of Leadership and ALL That: The Fantasy of the Quest. 

Keynote speaker; Prof. Dr. Phillip Hallinger, Institute of Education Hong Kong.

He talked on "Leadership for 21st Century Schools: From Instructional Leadership to Leadership for Learning"

Hallinger's Abstract : A legacy of the effective schools movement has been the institutionalization of the term "instructional leadership" into the vocabulary of educational leadership and management. Instructional leadership came to prominence as a paradigm for school leadership and management in the 1980s in the USA before being eclipsed by transformational leadership in the 1990s. Instructional leadership has recently reincarnated as a global phenomenon in the form of “leadership for learning”. In this lecture, I will identify the defining characteristics of instructional leadership, elaborate on the predominant model in use, report on empirical evidence about its effects on teaching and learning, and reflect on the transformation of instructional leadership in its reincarnated form of “leadership for learning”.

Dr. Khair - Director, Teacher Education Division, Ministry of Education Malaysia delivering his keynote speech

Dr. Khair's topic,  Technology- abled Innovations for Future Educational Leaders, Administrators and Managers.

His interesting introduction, .....   John Smith started the day early having set his alarm clock ( MADE IN JAPAN ) for 6am. While his coffee pot ( MADE IN CHINA ) was perking, he shaved with his electric razor ( MADE IN HONG KONG .) He put on a shirt ( MADE IN SRI LANKA ), designer jeans ( MADE IN SINGAPORE ) and tennis shoes ( MADE IN KOREA ).
After cooking his breakfast in his new electric skillet ( MADE IN INDIA ) he sat down with his calculator ( MADE IN MEXICO ) to see how much he could spend today. After setting his watch ( MADE IN TAIWAN ) to the radio ( MADE IN INDIA ) he got in his car (MADE IN GERMANY ) filled it with GAS ( from SAUDI ARABIA ) and continued his search for a good paying AMERICAN JOB. At the end of yet another discouraging and fruitless day checking his Computer ( MADE IN MALAYSIA), John decided to relax for a while. He put on his sandals ( MADE IN BRAZIL ) poured himself a glass of wine ( MADE IN FRANCE ) and turned on his TV ( MADE IN INDONESIA ), and then wondered why he can't find a good paying job in AMERICA . AND LASTLY HE'S HOPING HE CAN GET HELP FROM THE PRESIDENT ( MADE IN KENYA ) and so the story goes.

That is the tremendous force of globalization and the technology as well is not less impacted. 

Dr. Sugiarto Joeseph, President South East Asia School Principal Forum - Invited keynote speaker

Dr. Sugiarto spoke on  SCHOOL LEADERSHIP CHALLENGES TOWARDS LEARNING
FOR 21ST CENTURY. 
Excerpt from his speech - ...  There is no doubt the new millennium brings dramatic changes in all areas of life whether we are ready or not. Schools are at the edge of great democratic possibilities if educators are to play a major part in the reinvention of a fairer competitive-but-more inclusive society and it will be a time for true inspirational leadership not compliance management. The key to successful change is the improvement in relationships between all involved and not simply the imposition of top down reform. The new emphasis is educational change is based on creating the conditions to develop the 'capacity' of both organizations and individuals to learn. The focus moves away from an emphasis on structural change towards changing the culture of classrooms and schools, to an emphasis on relationships and values. The principal is the key player to develop this 'capacity' in each school. The challenge is how to share and sustain ideas about change so as to transform what is essentially a conservative system. There are at least 4 important issues need to be taken into account by school principals, namely: that leadership is for learning, leadership is for collaborative cultures, leadership is for continuous change, and leadership should be driven by vision.

Deputy Prime Minister cum Minister of Education Malaysia, Tan Sri Muhyiddin Yassin, officiating the closing ceremony

SEA SPF CONFERENCE

24 - 27 May 2009, Penang, Malaysia
South East Asia School's Principal Forum Board Members



Handing over chairmanship of SEA SPF.
Dr. Sugiarto, Indonesia to Dr. Khair, IAB Malaysia





Conference dinner at Revolving Restaurant, Bayview Hotel, Penang. With Education Deputy Director-General, Dato' Norizan and IAB's Senior Consultant, Datuk Mary Yap


Conference venue, Hydro Hotel, Penang

IAB's International Program - Indonesian Outreach 2009

Mini discussion with Director-General, Educator Quality Enhancement and Education Workforce, Departemen Pendidikan Nasional, Jakarta

SMAN 5 Bandung

Sekolah Dasar Cimanas, Puncak

Bali's Airport

Dinas, Yogyakarta

South East Asia School Principals Forum Secretariat, Jakarta

Universitas Udiyana, Bali with Malaysian Medical Students

Departemen Pendidikan Nasional, Jakarta

Sekolah Dasar Negeri, Putren, Yogya

Malaysian Embassy, Jakarta

Overnight at Probolingo on a bus journey to Bali

Leadership Conference

On behalf of the secretariat, I would like to invite you and your organization to join the 1st Regional Conference on Educational Leadership and Management (RCELAM) which will be held on 10-12 November 2009 at Institut Aminuddin Baki Northern Branch, Jitra, Kedah Malaysia.
Further details of the conference can be accessed at : www.iabu.moe.gov.my/rcelam

Konvensyen Pendidikan Rendah Kedah

Paper presented : Globalization : Issues & Challenges to Educational Leaders.
Swiss Inn, Sg Petani, Kedah : 23 October 2008.

“movement of people, ideas, goods, services, & capital across the world” Marcello, 2004

"…process of change stemming from a combination of increasing cross-border activity and information technology enabling virtually instantaneous communication worldwide" Bajunid, 2006

Challlenges:

Pupils who are able to :
Think creatively & innovatively
Seek knowledge with passion
Use ideas, abstracts & concepts independently.
Work collaboratively in a team
Organize & strategize effectively

Workshop with Omani School Principals

Genting Highlands, Malaysia. Aug 2008

Developing a competency-based training and development programme for Omani School Principals.

A group of 12 Omani senior education officers and school principals came over to IAB to have a consultation on improving school management and leadership for Omani schools.

PKPGB-UMS : Project Management Presentation

University Of Malaysia Sabah, Kota Kinabalu

Joe - Cool & be more persevere in your study









Lumbihan - I think you can do better









Salim - Worry about your health. Be serious in your study.







Raimah - Congratulation! You're the best among the group. Keep up all the effort.







Ismail - Good, put more effort in your study. You may have achieved better had you really prepared before presentation.









Ong - You too exceed my expectation. Be confident in your material.

Hj. Madrin - Politic aside, concentrate on your study. Well, your presentation was good but occassionally you're off-track.

NPQEL - Practicum

To Halimatun & Ling,

I'll be visiting both of you on the 15/9/08. Get things done before I come and if you have problems keep in touch through:
HP : 019-4342922;
email : sazaliy@yahoo.com or sazali@iab.edu.my
blog : http://sazaliyusoff.blogspot.com/

E. I. & Self-efficacy of Headmasters

Pescara, Italy, 2005

The influence of headmasters’ self-efficacy and emotional intelligence towards
teachers’ collective efficacy and school organizational climate

Abstract

This study was carried out to explore the influence of headmaster’s attributes towards effective schools. The headmaster’s attributes being studied were their self-efficacy and emotional intelligence. Whereas, the attributes of effective school being studied were teachers’ collective efficacy and school organizational climate. The unit of analysis for headmasters attributes was headmaster, and the unit of analysis for effective school attributes was school. A sample of 158 headmasters and 787 teachers from 158 primary schools in Kedah were randomly selected for this study. Primary School Management Efficacy Scale (SEPSeR) and Emotional Competency Inventory – Version 2 (ECI) instruments were administered to the headmasters. Whereas, Collective Efficacy Scale (CES) and Organizational Health Inventory – Elementary (OHI-E) instruments were administered to the teachers. CES and OHI-E scores for every teacher in each school were aggregated to give school’s scores. Factor Analysis statistic was performed to determine the number of factors of SEPSeR instrument which was specially developed for this study. Step by Step Multiple Regression statistic was used to determine the influence of headmasters’ self-efficacy and emotional intelligence towards teachers’ collective efficacy and school organizational climate. It was found that headmasters with high self-efficacy were able to influence teachers’ collective efficacy, and all aspects of school organizational climate except teacher affiliation aspect. Headmasters’ emotional intelligence was found to have influence on all aspects of school organizational climate. However, it was found that teachers’ collective efficacy was not influenced by headmasters’ emotional intelligence. Specifically, the social awareness cluster of emotional intelligence was found to have influence on institutional integrity and resource influence aspects of school organizational climate. Whereas, the social skill cluster of emotional intelligence was found to have influence on 3 out of 5 aspects of school organizational climate, that is, collegial leadership, teacher affiliation, and academic emphasis. It is proposed that future studies should measure the headmasters’ emotional intelligence from various sectors of assessor rather than from one source of self-reporting only. And also the study should focus on how the headmasters’ self-efficacy influenced the teachers’ collective efficacy and school organizational climate, and how headmasters’ emotional intelligence influenced the school organizational climate.

PKPGB-UMS : Project Management

To all my supervisees,
Madrin Yakub, Ong, K. H., Raimah, A., Lumbihan, G., Joe.,Noor Salim, S.,& Ismail, D.
Congratulations for submitting your report before the deadline. See you in mini-viva on the 27/8/08.
Questions likely to be asked:
Madrin : No 'Matlamat Projek', No 'Indikator Prestasi', Bereft of evidences.
Ong: Style of writing 'Matlamat Projek', connection between SWOT & Ishikawa, critical activities.
Raimah: Indikator prestasi, refleksi.
Lumbihan: Identifikasi projek, projek alternatif, rekleksi
Joe : 'Senarai Kandungan', urutan tajuk-tajuk bercelaru (Please check with others!)
Ismail : Refleksi, kesimpulan ; WELL DONE!

Principals' Self-Efficacy

Lisbon, Portugal, 2006

Abstract

School principals’ self-efficacy and its relationship with Schools’ and principals’ personal attributes.

sazaliy@yahoo.com

The purpose of this study was to develop a scale measuring school principal’s self-efficacy and also to explore its relationship with schools’ and principals’ personal attributes. In the first stage of the study, 40 school principals were invited to provide written description of a number of challenging and difficult tasks, problems and decisions that they had confronted in managing school. Responses from the 40 principals generated a total of 45 problem situations. These problems were then converted into 58 items likert-type scale and named as Malaysian School Principal Self-efficacy Scale (MaSPSES). Experts in the fields of psychology, measurement, and school management were invited to review and validate the scale. In the second stage of the study, the scale was administered to 110 school principals. These principals were participants of school management course conducted by Institut Aminuddin Baki, Ministry of Education Malaysia. Exploratory factor analytic procedures with varimax rotation were used to determine the structure of the scale. Six components were extracted: managing academic success, managing staff, managing pupil affairs, managing school facilities, managing school finance, and managing school-community affairs. Cronbach alpha was used to measure the reliabilities for each sub-scale. Reliability coefficients for managing academic success was r = .987, managing staff (r = .942), managing pupil affairs (r = .920), managing school facilities (r = .787), managing school finance (r = .823), and managing school-community affairs (r = .719). School’s attributes were measured by pupil enrolment and school-type. Whereas, principal’s attributes were age, tenure, number of posts held prior to principalship appointment, and peer-support. Statistics used in the study were eta, biserial, and point biserial correlations, and means comparison. It was found that pupil enrolment was related with principal’s efficacy on managing academic success (rb = - .236, p < .05), managing staff (rb = -.193, p < .05), managing pupil affairs (rb = -.311, p < .05), managing school facilities (rb = -.259, p < .05), and school-community affairs (rb = -.289, p < .05). Peer-support was found to be significantly correlated with managing school-community affairs (rpb = - .210, p < .05). While number of post held prior to principalship appointment was positively related with principal’s efficacy on managing school facilities (r = .255, p < .05). It was concluded that higher pupil population had negative impact on principal efficacy on managing academic success, managing staff, managing pupil affairs, managing school facilities, and school-community affairs. Whereby peer-support was only related to principal efficacy on handling school-community affairs. Interestingly, the number of post held prior to principalship appointment was only positively related to principal efficacy on managing school facilities, and the age of principals did not related to any of the principals self-efficacy subscale. Appeared in the Thirteenth Annual International Conference on Advances in Management Proceeding. 2006.