The Impact of National Professional Qualification for Educational Leaders Program (NPQEL 2.0) on School Leaders

Impak Program Kelayakan Profesional Pemimpin Pendidikan Kebangsaan (NPQEL 2.0) Terhadap Pemimpin Sekolah

  • Ahamad Bin Hussin Institut Aminuddin Baki, Kementerian Pendidikan Malaysia, MALAYSIA
  • Md. Rahaimi bin Haji Yaacob Institut Aminuddin Baki, Kementerian Pendidikan Malaysia, MALAYSIA
  • Mahazi bin Si Harun Institut Aminuddin Baki, Kementerian Pendidikan Malaysia, MALAYSIA
  • Ruzina binti Jusoh Institut Aminuddin Baki, Kementerian Pendidikan Malaysia, MALAYSIA
  • Zarina binti binti Md Yassin Institut Aminuddin Baki, Kementerian Pendidikan Malaysia, MALAYSIA
  • Ashfahani binti Zakaria Institut Aminuddin Baki, Kementerian Pendidikan Malaysia, MALAYSIA
  • Noraisah binti Yusoff Institut Aminuddin Baki, Kementerian Pendidikan Malaysia, MALAYSIA
  • Yon Foi Liew Institut Aminuddin Baki, Kementerian Pendidikan Malaysia, MALAYSIA
  • Sham bin Ibrahim Institut Aminuddin Baki, Kementerian Pendidikan Malaysia, MALAYSIA
  • Faizatoen binti Zulkernain Institut Aminuddin Baki, Kementerian Pendidikan Malaysia, MALAYSIA
  • Jamelaa Bibi binti Abdullah Institut Aminuddin Baki, Kementerian Pendidikan Malaysia, MALAYSIA
  • Sathiyabama Subramaniam Institut Aminuddin Baki, Kementerian Pendidikan Malaysia, MALAYSIA
  • Maimunah binti Husien Institut Aminuddin Baki, Kementerian Pendidikan Malaysia, MALAYSIA
Keywords: competency, school leader, impact

Abstract

The professional development is crucial to produce high-performing school leaders in Malaysia. A total of 744 senior school leaders have participated in the National Professional Qualification for Educational Leaders in the first intake of 2018. This study was conducted to explore the impact of the training program on the participants and school leaders. Data were collected through questionnaires, interviews and document review. The NPQEL 2.0 has a positive impact on leaders and school such as in co-curriculum achievement, provision of school facilities, and networking. The findings of the study were used to review and improve the program.

Downloads

Download data is not yet available.

References

Abdul Aziz Md. Noor. (2003). An investigation into the headship training programme for aspiring primary school headteachers. Disertasi Doktor Falsafar, University of Bristol.

Armstrong, M. (2000). Understanding training. Human Resource Management Practice. 8th Edition. London: Kogan

Bashir.S. & Ramay. M. I. (2008). Determinants of organizational commitment: A study of information technology professionals in Pakistan. Institute of behavioral and applied management.

Brimstin, J., & Hester, A. (2015). Training evaluation: Knowing what to measure. Dimuat turun dari https://trainingindustry.com/articles/measurement-and-analytics/training-evaluation-knowingwhat-to-measure/

Brown, K. M., & Wynn, S. R., (2007). Teacher retention issues: Howe some principals are supporting and keeping new teachers. Journal of School leadership, 17(6), 664-698.

Clark, C., Rosenzweig, W., Long, D., & Olsen, S. (2004). Double bottom line project report: assessing social impact in double bottom line ventures. Center for Responsible Business Working Paper Series, Working Paper, 13.

Colakkadioglu, O., & Celik, B. (2016). The effect of decision-making skill training programs on selfesteem and decision-making styles. Eurasian Journal of Educational Research, 65, 259-276.

Cole, G. A. (2002). Personal and human resource management. 5th ed. London: York Publisher.

Davis, S. H. & Leon, R. J. (2011). How not to prepare school principals. Planning and changing, 42, 274-287.

Davis, S. H. & Darling-Hammond. (2012). Innovative principal preparation programs: what works and how we know. Planning and changing, 43, 25-45

Davis, S. L., Darling-Hammond, & D. Meyerson. (2005). Review of research school leadership study: developing successful principals. CA: Wallace Foundation

Eades, J. (2014). 3 ways organizations can improve the way they measure training effectiveness. Dimuat turun dari https://elearningindustry.com/3-ways-measure-training-effectiveness

Forret, M. L., & Dougherty, T. W. (2001). Correlates of networking behavior for managerial and professional employees. Group & Organization Management, 26, 283-311.

Gentilucci, J. L., Denti, L., & Guaglianone, C. L. (2013). New principals' perspectives of their multifaceted roles. Educational leadership and administration: teaching and program development, 24, 75-85.

Gibbon, M., Labonte, R., & Laverack, G. (2002). Evaluating capacity community. Health & Care in the Community, 106(6), 485-491.

Gordon, M. F., & Louis, K. S. (2009). Linking parent and community involvement with student achievement: Comparing principal and teacher perceptions of stakeholder influence. American Journal of Education, 11(1), 1-31.

Grissom, J. A., & Loeb, S. (2017). Assessing principals’assessments: Subjective evaluations of teacher effectiveness in low-and and high-stakes environments. Education Finance and Policy, 12(3), 369-395.

Grissom, J. A., Anna, J. E., & Constance, A. L. (2021). How principals affect students and schools: A systematic synthesis of two decades of research. New York: The Wallace

Hallinger, P., & Murphy, J. (1986). Assessing the instructional management behaviour of principals. The Elementary School Journal, 86(2), 217-247

Handford, V., & Leithwood, K. (2013). Why teachers trust school leaders. Journal of Educational Administration, 51(2), 194-212.

Hollingworth, L., Olsen, D., Asikin, G. A., & Winn, K. M. (2018). Initiating conversations and opening doors: How principal establish a positive building culture to sustain school improvement efforts. Educational Management Administration & Leadership, 46(6), 1014-1034.

Horng, E. L., Klasik, D., & Loeb, S. (2010). Principal’s time use and school effectiveness. American Journal of Education, 116(4), 491-523.

Jacobson, S. L., Johnson, L., Ylimaki, R., & Giles, C. (2005). Successful leadership in challenging

US schools: Enabling principles, enabling schools. Journal of Educational Administration, 43(6), 607-618.

James, D. & Wendy, K. (2016). Kirkpatrick’s four levels of training evaluation. Alexandria: ATD Press.

Johansson, C., & Heidi, M. (2008). Speaking of change: Three communication approaches in studies of organizational change. Corporate Communication, 13(3), 349-359.

Kamaruzaman Moidunny. (2009). Keberkesanan program kelayakan kepengetuaan kebangsaan (NPQEL). Disertasi Doktor Falsafah. Universiti Kebangsaan Malaysia.

Kamaruzaman Moidunny, Akma Abdul Hamid & Nor Asmah Othman. (2010). Keberkesanan program kelayakan pemimpin pendidikan kebangsaan (NPQEL). Genting Highlands: Institut Aminuddin Baki.

Kementerian Pendidikan Malaysia. (2006). Laporan kajian penilaian graduan NPQEL. Putrajaya: Bahagian Perancangan dan Penyelidikan Dasar Pendidikan.

Kementerian Pendidikan Malaysia. (2013). Pelan pembangunan pendidikan malaysia 2013-2025. Putrajaya: Kementerian Pendidikan Malaysia

Kementerian Pendidikan Malaysia. (2018). Panduan pelaksanaan NPQEL. Nilai: Institut Aminuddin Baki.

Kirkpatrick, D. L. (1994). Evaluating training programs: The four levels. San Francisco: BerrettKoehler Publishers.

Leithwood, K., Louis, K. S., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning. Center for Applied Research and Educational Improvement & Ontario Institute for Studies in Education.

Lindahl, R. (2006). The role of organizational climate and culture in the school improvement process: A review of the knowledge base. Educational Leadership Review, 7(1), 19-29.

Louis, K. S., Murphy, J., & Smylie, M. (2016). Caring leadership in schools: Findings from exploratory analyses. Educational Administration Quarterly, 52(2), 310-348.

Mabey, C. G. (1998). Strategic human resource management: a reader. London: Sage.

Markgraf, B. (2016). Tools to measure training effectiveness analyzing training effectiveness. Dimuat turun dari https://smallbusiness.chron.com/tools-measure-training-effectiveness-52691.html

McCain, D. V. (2005). Evaluation basics. Alexandria, VA: ASTD Press.

McNamara, C. (2016). Employee training and development: Reasons and benefits. Dimuat turun dari https://managementhelp.org/training/basics/reasons-for-training.htm

Mendels, P. & Mitgang, L. (2013). Creating strong principals. New York: The Wallace Foundation.

Menter, I., Holligan, C., & Mthenja, V. (2005). Reaching the parts that need to be reached? The impact of the Scottish qualification for headship. School Leadership and Management, 25(1), 7-23.

Mettas, A. (2011). The development of decision-making skills. Eurasia Journal of Mathematics, Science & Technology Education, 7(1), 63-73.

Mayer, R. E. (1990). Problem solving. Dalam Eysenck, W. M. (ed). The blackwell dictionary of cognitive psychology, 284-288. Basil Blackwell: Oxford.

Naik, G. P. (2007). Training and development: text, research and cases. New Delhi: Excel Books.

Naris, N. S., & Ukpere, I. W. (2009). The effectiveness of an HR code: staff development and training at the Polytechnic of Namibia. Afr. J. Bus. Manage, 3(12), 879-889.

Olaniyan D.A. dan Ojo B.l. (2008). Staff training and development: a vital tool for organizational effectiveness. European Journal of Scientific Research, ISSN 1450-216X, Vol. 24 No. 03, pp.326331.

Parry, S. B. (1997). Evaluating the impact of training: a collection of tools and techniques. Alexandria, VA: ASTD

Problem solving for tomorrow’s world. (2004). OECD: Paris

Ribbins, P. (1999). Educational administration, leadership and management: towards a research agenda. Dalam Bush, T., Bell, L., Bolam, R., Glatter, R., & Ribbins. (1999). Educational management: redefining theory, policy, and practice, halaman 77-89. London: Paul Chapman Publishing Ltd.

Ridgley, S. K. (2012). Strategic thinking skills: course guidebook. VA: The Great Courses

Rohaya Hassan, Rosnarizah Abdul Halim & Sharifah Sebra Jamila Syed Imam. (2006). Penilaian program latihan Institut Aminuddin Baki: satu tinjauan terhadap program NPQH kohort 9/2005. Kertas Kerja Seminar Nasional Pengurusan dan Kepimpinan Pendidikan ke-13, 4-8 Disember.

Rousseau, D. (1990). Assessing organizational culture: The case for multiple methods. In B. Schneider (Ed.), Organizational climate and culture (ms. 153-192). San Francisco: JosseyBass.

Ruth, S., Olivia, R., Christian, S., dan Clara, M. (2014). Methodological guideline for impact assessment. Working paper no. 01/2014. Dimuat turun daripada https://thirdsectorimpact.eu/site/assets/uploads/post/methodological-guideline-impactassessment/TSI_WorkingPaper_012014_Impact.pdf

Sackney, L., dan Walker, K. (2006). Canadian perspective on beginning principals: Their role in building capacity for learning community. Journal of Education Administration, 44(4), 341-358.

Sebastian, J., Allensworth, E., Wiedermann, W., Hochbein, C., & Cunningham, M. (2018). Principal leadership and school performance: An examination of instructional leadership and organizational management. Leadership and Policy in Schools, 1-23.

Seiler, W. J., & Beall, M. L. (2005). Communication: Making connections (6th ed). Boston: Allyn & Bacon.

Silverman, J. (2015). The key to an effective employee training plan schedule. Dimuat turun dari https://trainingstation.walkme.com/key-effective-employee-training-schedule/

Singh, G. B. S. (2009). The national professional qualification for headship (NPQH) programme for secondary school headteachers in Malaysia: an evaluative case study. Disertasi Ijazah Kedoktoran: University of Birmingham.

Stufflebeam, D. L. (1986). The CIPP model for program evaluation. Dalam Madaus, G. F., Stufflebeam, D. L. & Scriven, M. S. Evaluation models: viewpoints on educational and human services evaluation. Boston: Kluwer-Nijhoff.

Surbhi, S. (2018). Difference between training and development. Dimuat turun dari https://keydifferences.com/difference-between-training-and-development.html

Tran Municipality. (2014). Training evaluation report. Republic of Bulgaria: BEST. Dimuat turun daripada https://www.trgoviste.rs/data/documents/Training-Evaluation-Report-BEST-Final2014.pdf

UNDP. (1998). Capacity assessment and development: In a systems and strategic management context. Technical Advisory Paper No.3. Dimuat turun daripada https://www.cbd.int/doc/pa/tools/Capacity%20assessment%20and%20development.pdf

Van Houtte, M. (2005). Climate or culture? A plea for conceptual clarity in school effectiveness research. School Effectiveness and School Improvement, 16(1), 71-89.

Wainright, S. (2002). Measuring impact: A guide to resources. IN: NCVO Publications.

Wan Zawawi Wan Ismail et al. (2011). Leadership transition pre to post NPQH: a qualitative analyis. Genting Highlands: Institut Aminuddin Baki

Waters, J. T., Marzano, R. J., & McNulty, B. A. (2003). Balanced leadership: What 30 years of research tell us about the effect of leadership on student achievement. Aurora, CO: Mid-continent Research for Education and Learning.

Young, M. D., Fuller, E., Brewer, C., Carpenter, B., & Mansfield, K. C. (2007). Quality leadership matters. Policy Brief Series, Vol. 1, Issue 1. University Council for Educational Administration.

Published
2021-10-12
How to Cite
Hussin, A., Yaacob, M. R., Si Harun, M., Jusoh, R., Md Yassin, Z. binti, Zakaria, A., Yusoff, N., Liew, Y. F., Ibrahim, S., Zulkernain, F., Abdullah, J. B., Subramaniam, S., & Husien, M. (2021). The Impact of National Professional Qualification for Educational Leaders Program (NPQEL 2.0) on School Leaders. Management Research Journal, 10, 66-81. https://doi.org/10.37134/mrj.vol10.sp.6.2021