The role of professional development as a mediator in the relationship between teacher leadership and teacher performance among generation Y teachers in MRSM
Teachers practising teacher leadership exhibited knowledge, skills and disposition worthy of highly performing teachers. Professional development with sustained and regular activities was the core constituent for improving teacher leadership and performance. Past research has revealed conflicting fi...
| 主要作者: | |
|---|---|
| 格式: | Thesis |
| 語言: | 英语 英语 英语 |
| 出版: |
2019
|
| 主題: | |
| 在線閱讀: | https://etd.uum.edu.my/8966/1/s902391_01.pdf https://etd.uum.edu.my/8966/2/s902391_02.pdf https://etd.uum.edu.my/8966/3/s902391_references.docx https://etd.uum.edu.my/8966/ |
| Abstract | Abstract here |
| 總結: | Teachers practising teacher leadership exhibited knowledge, skills and disposition worthy of highly performing teachers. Professional development with sustained and regular activities was the core constituent for improving teacher leadership and performance. Past research has revealed conflicting findings on teacher leadership
and most studies on teacher performance focused on under-performing teachers who were deprived of professional development programmes. This research aimed to explore the relationship between teacher leadership and teacher performance and the role of professional development in this relationship among the generation Y teachers in MRSM. Specifically, the researcher examined the level of teacher leadership, professional development and teacher performance. How teacher leadership influences teacher performance and the role of professional development
as a mediator in the relationship between teacher leadership and teacher performance were being studied. This quantitative study’s participants were 350 generation Y teachers in MRSM who were identified through random, stratified sampling. Data were collected via questionnaires and were analysed thematically to increase the
validity of the findings and interpretation. Research findings indicated that teacher leadership and teacher performance were at a high level among generation Y teachers in MRSM yet shown an average level for professional development. These different findings seemed to relate to the significant differences in the level of
teacher performance, professional development and teacher performance among the respondents based on several demographic aspects. The findings also revealed the domains of teacher leadership and professional development which significantly influenced teacher performance. The findings also showed professional development played the mediating role in the relationship between teacher leadership and teacher performance. Based on the findings, it is suggested that professional development programmes are implemented effectively in terms of participation, content and support to increase teacher leadership in order to enhance teacher performance among generation Y teachers in MRSM. |
|---|