Don, Yahya
Universitas Muhammadiyah Sidoarjo

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The Effectiveness of Teacher Leadership and Students Involvement in Co-Curricular Activities in Malaysia Secondary School Don, Yahya; Ibrahim, Ibrahim
Borneo International Journal of Islamic Studies Borneo International Journal of Islamic Studies, Vol.1(2), May 2019
Publisher : IAIN Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (500.225 KB) | DOI: 10.21093/bijis.v1i2.1502

Abstract

This paper aimed to identify the effectiveness of teacher leadership and student’s commitment with their involvement towards co-curricular activities in developing the soft skills among the Malaysian secondary school students.  This study uses a quantitative approach in cross-sectional survey. The population of this study are the secondary school students from two states in Malaysia. The stratified random sampling is used to select 500 samples from the research population. The instruments used in this research are Organizational Commitment Qustionaire (OCQ) Mowday, Steers & Porter (1979), Leadership Practices Inventory (LPI) (Kouzes & Posner, 1995), and Soft Skills adopted by Razzaly Wahid et al. (2006).  This result of this study shows that there is a significant and positive relationship between teacher’s leadership, student’s commitment and involvement with co-curricular activities, and student’s soft skills. Thus, the school leadership should play an important role in enhancing the invovement of the school co-curriculum activities to enhance the student’s soft skills. In addition, the school leadership should also look into the two important indicators which is the effectiveness of the leadership practice and the commitment of the students’s involvement as the outcome enshrined in the National Education Philosophy.
Development Social Welfare and Justice: 21st Century Education Devise Don, Yahya
PEDAGOGIA: Jurnal Pendidikan Vol 7, No 1 (2018): Febuari 2018
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/pedagogia.v7i1.1615

Abstract

This procedures is discussed about development social welfare and justice through education transformation in the 21st century. The development of social welfare and justice particularly in the context of education transformation within the framework of the modern education system demand leadership of teachers and leaders adaptable with the changes and existing condition in the social welfare and justice recognize the needs to be effective education Leaders. In accordance to development social welfare and justice, the requirements to familiar with research findings on the knowledge, skills, implementation tools, methods, and strategies useful for formulating vision direction and positive learning in the 21st century are necessities. This paper also discussed an emerging role and challenging of the 21st century education teachers and leaders required to transform the social welfare and justice. Major transformations required the 21st century leader to be a powerful learner, visionary, instructional and influential people. The 21st century leader is essential to have tools and methods to expect, inspect, direct, respect and reflect. The development social welfare and justice will need to concentrate on curriculum development, formative assessment, instruction, technology adaptability, culture and climate, professional development as well as effective supervision to make a massive improvement in development social welfare and justice