JuPiDi: Jurnal Kepimpinan Pendidikan

KEPIMPINAN PENYELIAAN DAN KOMPETENSI GURU SEBAGAI PEMACU PENGINTEGRASIAN TEKNOLOGI DALAM PENDIDIKAN SEKOLAH RENDAH DI MALAYSIA

2026-01-27T09:22:01+08:00

The development of 21st-century education demands that school leaders actively drive ICT integration to ensure teaching and learning (T&L) remain relevant, interactive, and effective. However, the implementation of ICT integration in Malaysian primary schools continues to face several challenges, particularly concerning limited professional training for teachers, inadequate digital infrastructure, and supervisory practices that emphasize routine monitoring rather than reflective guidance. Accordingly, this study aims to examine how school leaders’ supervisory practices strengthen Arabic language teachers’ competence based on the TPACK model and its implications for the effectiveness of digital pedagogy. This study employed a quantitative survey design involving 384 Arabic language teachers in primary schools across Peninsular Malaysia. A Likert-scale questionnaire was used to measure three main constructs: school supervisory leadership, teacher competence, and ICT integration. Data were analysed descriptively to assess the mean, standard deviation, and overall levels of each construct. The findings revealed that all three constructs were at a high level. However, further analysis indicated moderate performance in two aspects: the use of ICT for interactive learning and supervisory mentoring for novice teachers. These findings confirm that reflective instructional guidance and transformational leadership practices that provide motivation can enhance teachers’ confidence in integrating ICT meaningfully. The implication of this study highlights the need for school leaders to adopt a hybrid supervisory approach that combines instructional and transformational elements to build a sustainable digital learning ecosystem and support the aspirations of Malaysia’s digital education agenda.

AMALAN KEPIMPINAN LESTARI PENTADBIR DAN HUBUNGANNYA DENGAN PENGETAHUAN GURU TERHADAP PENDIDIKAN ALAM SEKITAR

2026-01-27T10:15:22+08:00

Environmental pollution has become an increasingly critical issue as communities demonstrate diminishing concern for environmental preservation and possess limited knowledge about the sustainable use of natural resources. School leaders play a pivotal role in supporting teachers to deliver environmental knowledge to students through teaching and learning processes, starting as early as the primary school level. Early exposure to Environmental Education can help instill effective behaviours and attitudes necessary for long-term environmental sustainability. This concept paper aims to explore the practice of Sustainable Leadership among school leaders and examine its relationship with teachers’ knowledge of Environmental Education. The methodology employed in this paper is a systematic literature review, based on the analysis and synthesis of existing literature related to the factors and challenges influencing sustainable leadership practices and educators’ environmental knowledge. The selection criteria for the articles in this study encompass publications that examine aspects of administrators’ leadership practices, environmental education, and the challenges faced by teachers in delivering instruction related to this field in schools. The articles included were published between 2017 and 2024. The sources were obtained from major academic databases and journals, including the Journal of Educational Leadership, the Malaysian Journal of Society and Space, and Semantic Scholar. Additionally, the paper proposes strategies to enhance both leadership practices and environmental awareness among teachers. The findings of this concept paper are expected to assist educators, particularly school leaders and teachers, in increasing environmental knowledge and cultivating a sense of environmental responsibility among students. Ultimately, fostering sustainable attitudes, values, and knowledge from an early age is crucial in nurturing a generation committed to environmental stewardship.

MENERAJUI REFORMASI PERSEKITARAN KONDUSIF MESRA OKU: SINERGI FIZIKAL DAN DIGITAL BAGI KEPIMPINAN PEMIMPIN PENDIDIKAN KHAS CEMERLANG DI MALAYSIA

2026-01-27T10:58:12+08:00

The effectiveness of leadership within the context of Special Education necessitates the ability of school leaders to provide an environment that is not only safe but also highly responsive to the unique needs of Students with Special Educational Needs. This study aims to develop the content for the domain "Leading a Conducive School Environment" by synergizing physical and digital elements for Excellent Special Education Leaders in Malaysia. This research adopts the Design and Development Research (DDR) approach, focusing specifically on the design and development phase through the Fuzzy Delphi Method (FDM). A panel of 21 local experts, who are policy-makers and implementers in Special Education, participated in the consensus process. The findings indicate an exceptionally high expert consensus (100%) for the two primary subdomains: leading a disability-friendly physical environment and supporting digital (ICT) development. A total of 34 items were validated for this domain, all achieving a threshold value (d) of ≤ 0.2 and a consensus percentage of ≥ 75%. The discussion highlights the critical role of leaders in ensuring high-quality physical infrastructure and integrating assistive digital technologies to facilitate a sustainable, inclusive learning reform. These findings are pivotal in aligning school leadership competencies with the aspirations of the Malaysia Education Blueprint 2026-2035, ensuring an equitable and barrier-free educational ecosystem that upholds the principle of Human Dignity (Karamah Insaniah).

HUBUNGAN ANTARA KEPIMPINAN TRANSFORMASI PENGETUA DENGAN KOMPETENSI GURU DI SEKOLAH MENENGAH ATAS DI KABUPATEN BIMA, NUSA TENGGARA BARAT, INDONESIA

2026-01-27T11:08:19+08:00

This study investigates the relationship between the transformational leadership of principals and teacher competence in Senior High Schools within the Bima Regency of West Nusa Tenggara, Indonesia. Employing a descriptive quantitative approach, the research utilized a questionnaire as the primary data collection instrument. The respondent pool consisted of 169 certified teachers or Civil Servants (PNS) from ten Senior High Schools, selected through cluster sampling techniques. Data were analyzed using descriptive statistics and inferential analysis (Pearson Correlation Test) via SPSS version 22. Descriptive statistics were used to identify the levels of transformational leadership, while the Pearson Correlation Test assessed the relationship between the two variables. The findings indicate a significant, moderately strong positive relationship between the transformational leadership of principals and teacher competence (r = 0.650, p < 0.01). These results suggest that transformational leadership effectively enhances the quality and proficiency of teachers, encouraging them to carry out their professional responsibilities with greater integrity and dedication.

PENGARUH PENCAPAIAN AKADEMIK PRA-KEMASUKAN (SPM) TERHADAP PRESTASI AKADEMIK DAN KUALITI GURU LULUSAN INSTITUT PENDIDIKAN GURU SELEPAS SETAHUN BERKHIDMAT DI SEKOLAH

2026-01-27T12:00:39+08:00

Teacher quality is widely recognised as a key determinant of educational effectiveness, leading many education systems to impose stringent academic entry requirements as an initial screening mechanism for prospective teachers. In Malaysia, academic achievement in the Sijil Pelajaran Malaysia (SPM) examination serves as one of the primary criteria for admission into the Institute of Teacher Education (ITE). However, empirical evidence examining the extent to which pre-entry academic achievement influences academic performance during teacher training and subsequent teacher quality remains limited. This study examines the influence of pre-entry academic achievement per SPM on final-semester academic performance at the Institute of Teacher Education, as well as its relationship with teacher quality after one year of service in schools. A quantitative correlational design employing a cross-sectional approach was utilised, drawing on secondary administrative data. Data were obtained from official records of the Malaysian Examinations Syndicate and the Assessment and Certification Centre of the Institute of Teacher Education Malaysia and were matched with school administrators’ evaluations of teacher quality. The sample comprised 2,252 graduates of the Bachelor of Teaching Programme (PISMP) from the June 2015 cohort. Pearson correlation and multiple regression analyses were conducted to examine the relationships among the study variables. The findings indicate that pre-entry academic achievement in SPM is positively and significantly associated with final-semester academic performance at the Institute of Teacher Education (r = .258, p < .001). Final-semester academic performance also demonstrates significant positive relationships with all dimensions of teacher quality after one year of service (r = .145 to .209, p < .01). However, results from multiple regression analysis reveal that only final-semester academic performance emerges as a significant predictor of teacher quality (β = .528, p < .001). Meanwhile, pre-entry academic achievement based on SPM does not exhibit a significant direct contribution (β = −.025, p > .05). In conclusion, the findings suggest that while pre-entry academic achievement plays a meaningful role in predicting academic performance during teacher training, teacher quality in the early years of service is more strongly shaped by the learning experiences and professional training received throughout the teacher education programme. This study supports the relevance of academically selective admission policies while underscoring the critical importance of high-quality teacher education programmes in developing competent and professional teachers.