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Dr. AZLIN MANSOR
Universiti Kebangsaan Malaysia (The National University of Malaysia)

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0 Educational Administration
0 Educational Leadership
0 Educational Management
0 Teaching and Learning
0 Educational change

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Journal article
Published: 19 February 2021 in Sustainability
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The unprecedented disruption in education due to the COVID-19 pandemic has forced teachers worldwide to adapt to online teaching and the immediate implementation of home-based learning (HBL). However, little is known regarding teacher readiness for HBL. Thus, there is a pressing need to develop an instrument to measure teachers’ readiness for online teaching, which can provide feedback to guide policymakers and school leaders in planning strategic interventions and support for implementing HBL. This study aimed to refine and validate the HBL Teacher Readiness Scale and to ascertain the view of secondary school teachers on aspects of their readiness to implement HBL. A total of 931 from a population of 3826 secondary school teachers were selected using random sampling, from the state of Selangor, Malaysia. The validity and reliability of the HBL Teacher Readiness instrument were tested using exploratory factor analysis and reliability analysis. As a result of the analysis, the scale remained at 26 items across four factors, namely efficacy in technology, attitude, perceived behaviour control, and subjective norms. The Cronbach Alpha coefficient for the entire scale was 0.94. Demographic analysis revealed that, overall, the in-service teachers’ level of readiness was at a high level across all dimensions, although the highest was in attitude and the lowest was in subjective norms. Based on this initial sample, the HBL Teacher Readiness Scale was shown to be a suitable instrument to measure teacher readiness for change in the context of the implementation of HBL, although further testing should be conducted on more diverse groups.

ACS Style

Azlin Mansor; Nur Zabarani; Khairul Jamaludin; Mohamed Mohd Nor; Bity Alias; Ahmad Mansor. Home-Based Learning (HBL) Teacher Readiness Scale: Instrument Development and Demographic Analysis. Sustainability 2021, 13, 2228 .

AMA Style

Azlin Mansor, Nur Zabarani, Khairul Jamaludin, Mohamed Mohd Nor, Bity Alias, Ahmad Mansor. Home-Based Learning (HBL) Teacher Readiness Scale: Instrument Development and Demographic Analysis. Sustainability. 2021; 13 (4):2228.

Chicago/Turabian Style

Azlin Mansor; Nur Zabarani; Khairul Jamaludin; Mohamed Mohd Nor; Bity Alias; Ahmad Mansor. 2021. "Home-Based Learning (HBL) Teacher Readiness Scale: Instrument Development and Demographic Analysis." Sustainability 13, no. 4: 2228.

Journal article
Published: 13 February 2021 in Sustainability
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In Malaysia, sixth form is a post-secondary education that is comparable to pre-university programs such as A-level and Foundation qualifications. Enrolment in sixth forms has dwindled over the past ten years due to assumptions that the curriculum is difficult and because it is offered in regular secondary schools. Thus, the sixth form transformation program was introduced in 2015 with the purpose to rebrand sixth form education to a new setting comparable to other pre-university education, with a focus on improving the school climate and increasing teacher self-efficacy. Therefore, this study was conducted to identify the level and relationship of the school climate on teacher self-efficacy. This survey was carried out using a questionnaire instrument, involving 695 sixth form teachers currently in Selangor. The findings showed that the level of school climate and teacher self-efficacy in all sixth form centers were at a high level. There was also a strong positive relationship between the school climate and sixth form teachers’ self-efficacy. Social and academic dimensions contributed significantly to the teacher self-efficacy of 38%. Hence, further studies looking at aspects that suggestively contribute to the school climate should be given due attention to ensure that transformation planning can be implemented as intended.

ACS Style

Azlin Mansor; Mohd Nasaruddin; Aida A. Hamid. The Effects of School Climate on Sixth Form Teachers’ Self-Efficacy in Malaysia. Sustainability 2021, 13, 2011 .

AMA Style

Azlin Mansor, Mohd Nasaruddin, Aida A. Hamid. The Effects of School Climate on Sixth Form Teachers’ Self-Efficacy in Malaysia. Sustainability. 2021; 13 (4):2011.

Chicago/Turabian Style

Azlin Mansor; Mohd Nasaruddin; Aida A. Hamid. 2021. "The Effects of School Climate on Sixth Form Teachers’ Self-Efficacy in Malaysia." Sustainability 13, no. 4: 2011.

Journal article
Published: 24 August 2018 in International Journal of Engineering & Technology
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Principals’ instructional leadership practices have proved to be an imperative predictor to teachers’ self-efficacy. Yet, educators are concerned about the ability to adapt to new instructional leaderships due to unspoken principal-teacher expectations. This paper discusses the extent of instructional leadership practices by two newly transferred principals at two different schools. The purpose of this quantitative study was to examine how their instructional leadership practices affected the self-efficacy of the teachers. Through the use of a cross-sectional survey, responses made by 64 teachers employed in one public school and one privately-run school, were compared. The Principal Instructional Management Rating Scale (PIMRS) Teacher Short Form and the Teachers’ Sense of Efficacy Scale (TSES) were used for data collection. The findings showed a high level of instructional leadership practices and self-efficacy in both schools. The test results indicated a strong and positive relationship between the principals’ perceived instructional leadership practices and the teachers’ self-efficacy. Some of the details even suggested that newly transferred principals enforce specific school goals as their main agenda. Nevertheless, the areas of significance identified by this study may help district school superintendents develop the right knowledge to support newly transferred principals in their instructional leadership, thus enhancing teachers’ self-efficacy at the school level.

ACS Style

Nitce Isa Medina Machmudi Isa; Azlin Norhaini Mansor; Jamalul Lail Abdul Wahab; Bity Salwana Alias. Principals’ Instructional Leadership towards Teachers' Self-Efficacy. International Journal of Engineering & Technology 2018, 7, 449 -452.

AMA Style

Nitce Isa Medina Machmudi Isa, Azlin Norhaini Mansor, Jamalul Lail Abdul Wahab, Bity Salwana Alias. Principals’ Instructional Leadership towards Teachers' Self-Efficacy. International Journal of Engineering & Technology. 2018; 7 (3.30):449-452.

Chicago/Turabian Style

Nitce Isa Medina Machmudi Isa; Azlin Norhaini Mansor; Jamalul Lail Abdul Wahab; Bity Salwana Alias. 2018. "Principals’ Instructional Leadership towards Teachers' Self-Efficacy." International Journal of Engineering & Technology 7, no. 3.30: 449-452.

Journal article
Published: 14 January 2015 in Asian Social Science
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Problem-based learning (PBL) is an instructional method in which students work in collaborative groups to identify what they need to learn through facilitated problem solving. PBL can be very challenging to implement, as it requires a lot of planning and hard work. This qualitative research reports on the challenges in practicing PBL at one local institute in Malaysia. Data was collected using interviews and focus group involving one teacher and ten students’. Findings show that work overload, lack of training, role changes, wide curriculum coverage, attitudes and inadequate resources are some of the challenges identified. Most often the problems are not exhaustive, but if they are not dealt with, they may undermine the benefits that PBL offers. A survey type of research is foreseeable involving other PBL practitioners, in order to identify which problems pose the greatest challenge and thus address these problems.

ACS Style

Azlin Norhaini Mansor; Nabilah Ooi Abdullah; Jamalullail Abd Wahab; Mohamad Sattar Rasul; Mohamed Yusoff Mohd Nor; Rose Amnah Raof. Managing Problem-based Learning: Challenges and Solutions for Educational Practice. Asian Social Science 2015, 11, 1 .

AMA Style

Azlin Norhaini Mansor, Nabilah Ooi Abdullah, Jamalullail Abd Wahab, Mohamad Sattar Rasul, Mohamed Yusoff Mohd Nor, Rose Amnah Raof. Managing Problem-based Learning: Challenges and Solutions for Educational Practice. Asian Social Science. 2015; 11 (4):1.

Chicago/Turabian Style

Azlin Norhaini Mansor; Nabilah Ooi Abdullah; Jamalullail Abd Wahab; Mohamad Sattar Rasul; Mohamed Yusoff Mohd Nor; Rose Amnah Raof. 2015. "Managing Problem-based Learning: Challenges and Solutions for Educational Practice." Asian Social Science 11, no. 4: 1.