The Influence of Values-Driven Learning-Centered Leadership on Educators’ Attitudes and Professional Learning in Empowering Assessment Practices
Pengaruh Kepimpinan Berpusatkan Pembelajaran yang Dipandu Nilai terhadap Sikap Pendidik dan Pembelajaran Profesional dalam Memperkasa Amalan Pentaksiran
DOI:
https://doi.org/10.37134/mrj.vol14.2.4.2025Keywords:
Assessment Practices, Educators’ Attitudes, Learning-Centered Leadership, Professional Learning, Social Cognitive TheoryAbstract
This research investigates the influence of values-oriented learning-focused leadership (LCL) on educators’ attitudes, professional growth, and assessment practices within Malaysian universities underpinned by Bandura’s Social Cognitive Theory. Using a multistage sampling approach, feedback was collected from 400 university instructors across Malaysia through organised surveys. Structural equation modelling (SEM) demonstrates that LCL notably shapes educators’ attitudes (β = .37) and fosters professional learning (β = .35), while educators’ perspectives also strongly forecast learning (β =.54). Nevertheless, LCL insignificantly affects assessment practices (β = .09). Furthermore, both attitudes (β = .31) Professional development (β =.40) act as important indicators of successful assessment practices, emphasizing the potential, for mediating functions. The model exhibits a good fit (RMSEA = .078, CFI = .948, TLI = .933, χ2/df = 2.534) and explains 49% of the variance in evaluation methods, shaped by the impact of leadership, ongoing professional development, and perspectives. These results validate Bandura’s claim that both environmental encouragement and self-regulatory frameworks influence professional conduct in educational settings. The findings provide insights for leadership development programs and organisational policies that advance quality assessment and educator growth, aligned with the MADANI principles of integrity and accountability.
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