Saturday, August 23, 2008

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/

Saturday, August 16, 2008

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.

Wednesday, August 13, 2008

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.