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Article
Publication date: 18 June 2020

Donnie Adams, Ashley Ng Yoon Mooi and Vasu Muniandy

The purpose of this paper is to examine the Malaysian National Professional Qualification for Educational Leaders (NPQEL), a principal leadership preparation programme and the…

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Abstract

Purpose

The purpose of this paper is to examine the Malaysian National Professional Qualification for Educational Leaders (NPQEL), a principal leadership preparation programme and the Malaysian Education Blueprint 2013–2025, a comprehensive plan for a rapid and sustainable transformation of our education system through to 2025 to ensure high-performing school leaders in every school.

Design/methodology/approach

In understanding how the NPQEL operates and its effectiveness in preparing high performing school leaders, a research instrument of open-ended questions were administered to 102 principals from government-funded secondary schools, to establish how they were prepared for their leadership roles and their views of their leadership practices.

Findings

The NPQEL programme provides evidence of strong outcomes in preparing school leaders towards high-performing school leadership in Malaysia in combination of a variety of approaches with respect to its designs and competency standards. Findings indicate that the NPQEL contributes towards the development of the school leaders' attributes or skills for their leadership roles; and the NPQEL fulfils the aspirations set out in the Malaysian Education Blueprint 2013–2025.

Originality/value

This paper explores the potential influence of Malaysian NPQEL and the Malaysian Education Blueprint 2013–2025 on preparing high-performing school leaders in every school.

Details

Asian Education and Development Studies, vol. 9 no. 4
Type: Research Article
ISSN: 2046-3162

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Article
Publication date: 10 April 2017

Alma Harris, Michelle Jones, Kenny Soon Lee Cheah, Edward Devadason and Donnie Adams

The purpose of this paper is to outline the findings from a small-scale, exploratory, study of principals’ instructional leadership practice in Malaysian primary schools. The…

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Abstract

Purpose

The purpose of this paper is to outline the findings from a small-scale, exploratory, study of principals’ instructional leadership practice in Malaysian primary schools. The dimensions and functions of instructional leadership, explicitly explored in this study, are those outlined in the Hallinger and Murphy’s (1985) model.

Design/methodology/approach

This study is part of a larger international, comparative research project that aims to identify the boundaries of the current knowledge base on instructional leadership practice and to develop a preliminary empirically based understanding of how principals conceive and enact their role as instructional leaders in Hong Kong, China, Vietnam, Malaysia, Singapore, Taiwan, and Thailand. Using a qualitative research design, semi-structured interviews were conducted with 30 primary school principals in Malaysia. The sample comprised principals from 14 Government National schools (SK), nine principals from Chinese schools (SJKC) and seven principals from Tamil schools (SJKT). The qualitative data were initially analysed inductively, and subsequently coded using ATLAS.ti to generate the findings and conclusions.

Findings

The findings showed that the Malaysian principals, who were interviewed, understood and could describe their responsibilities relating to improving instructional practice. In particular, they talked about the supervision of teachers and outlined various ways in which they actively monitored the quality of teaching and learning in their schools. These data revealed that some of the duties and activities associated with being a principal in Malaysia are particularly congruent with instructional leadership practices. In particular, the supervision of teaching and learning along with leading professional learning were strongly represented in the data.

Research limitations/implications

This is a small-scale, exploratory study involving 30 principals.

Practical implications

There is a clear policy aspiration, outlined in the Malaysian Education Blueprint, that principals should be instructional leaders. The evidence shows that principals are enacting some of the functions associated with being an instructional leader but not others.

Originality/value

The findings from this study provide some new insights into the principals’ instructional leadership practices in Malaysia. They also provide a basis for further, in-depth exploration that can enhance the knowledge base about principals’ instructional leadership practices in Malaysia.

Details

Journal of Educational Administration, vol. 55 no. 2
Type: Research Article
ISSN: 0957-8234

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