<PROGRAM >

MAY 2023 SEMESTER

HPGD2203

EDUCATIONAL MANAGEMENT

NO. MATRIKULASI : <NO MATRIKULASI>

NO. KAD PENGENALAN : <NO. KAD PENGENALAN>

NO. TELEFON : <TELEFON>

E-MEL : <EMEL ID>

PUSAT PEMBELAJARAN : <PUSAT PEMBELAJARAN

1
 Table of Contents

PART 1.......................................................................................................................................................2

QUESTION 1 : ARTICLE REVIEW......................................................................................................2

1.0 ABSTRACT...................................................................................................................................3

2.0 INTRODUCTION.........................................................................................................................3

3.0 LITERATURE REVIEW.............................................................................................................4

5.0 FINDINGS.....................................................................................................................................7

6.0 DISCUSSION.................................................................................................................................8

QUESTION 2...........................................................................................................................................10

1.0 INTRODUCTION.......................................................................................................................10

2.0 INFORMANT BACKGROUND................................................................................................11

3.0 FINDINGS...................................................................................................................................12

4.0 IMPLICATIONS OF FINDINGS..............................................................................................14

5.0 CONCLUSION............................................................................................................................15

REFERENCES........................................................................................................................................16

APPENDIX..............................................................................................................................................17

PART II : OCP........................................................................................................................................20

2
PART 1

QUESTION 1 : ARTICLE REVIEW

Teachers’ perceptions of school principals’ role in tackling the pandemic crisis

By Antonios Kafa Open University of Cyprus, Latsia, Cyprus

1.0 ABSTRACT
In this paper, the purpose, design/methodology/approach, findings, research
limitations/implications, originality/value, keywords and paper type are properly described.
Reading the abstract will give the reader first information about this article.

From the abstract, we know that the purpose of this paper is a qualitative study explores teachers'
perspectives on school principals' role during the pandemic crisis in Greece, focusing on
communication and leadership aspects.

19 teachers from Greece's elementary and secondary schools were included in the focus group
interviews that were used to gather the data. The pandemic crisis-related circumstances required
the use of the Zoom software environment for the interview procedure. A standard semi-
structured interview technique created especially for this study based on the most recent
theoretical sources on school administrators' roles in addressing the pandemic issue was one of
the data gathering instruments.

Meanwhile, the findings tell that pandemic crisis highlights important aspects of trust,
collaboration, and positive climate, with school principals addressing external dimensions and
technological equipment obstacles. The research limitations are because the study using
convenience sampling. In addition, the data gathered during pandemic and lockdown.

2.0 INTRODUCTION
The COVID-19 crisis significantly impacted the global educational process, introducing distance
learning and teaching modes. These changes revealed the unpreparedness of education systems
in terms of infrastructure and staff training, affecting almost 1.6 billion learners in over 200
countries.

3
During the pandemic crisis, teachers faced challenges in transforming conventional teaching into
an online environment, putting pressure on both teachers and school principals. They faced
adjusting to new circumstances and meeting students' needs remotely while maintaining high
academic expectations. School principals also played a significant role in influencing students'
learning outcomes. This statement supported by statement from WHO (2020), COVID-19
pandemic leads to worldwide closure of institutions, affecting 1.5 billion students. During
Movement Control Order (MCO) on March 18, 2020 in Malaysia, transitioning 1,805,706
secondary school students and teachers to cyberspace education.

Author stated that school principals maintained their leadership dynamic during the pandemic
crisis, navigating with guidance and support. However, no research data exists on teachers'
perspectives on how principals dealt with the crisis and the extent of support provided. Scholars,
people who work in education, and people who make policy all agree that school leaders'
leadership is the most important factor in improving school performance and making the system
work well (Fullan, 2007; Harris, 2013; Leithwood K. and Jantzi, 2005).

This study focuses on the role of school principals during crises and uncertainty, highlighting
their redefined role during the pandemic crisis. The study highlights the perspectives of teachers
in various Greek school organizations, but its findings cannot be generalized due to convenience
sampling. Thus, several research questions will be answered from data gathered which are:

(1) How did school principals communicate with teachers in tackling the pandemic
crisis?

(2) What kind of leadership aspects were promoted in tackling the pandemic crisis from
teachers’ perspective?

(3) What were the main obstacles that school principals had to face during the pandemic
crisis from teachers’ perspective?

3.0 LITERATURE REVIEW

School Principals’ Role In Crisis Tackling: Insights From The Literature

Author stated that the pandemic crisis significantly altered the education landscape, redefining
the role of school principals and teaching staff. Teachers played an important role in supporting

4
the teaching and learning process, causing negative impacts on their work. Managers and leaders
play a crucial role during crises, enabling organizations to be more creative and adapt to change.
Leaders have the opportunity to deviate from the status quo and be innovative in addressing
crises. However, confusion between actual crises and school problems remains a significant issue
in school organizations.

Some of authors agree that school principals play a crucial role in crisis management, addressing
predictable events and challenges in school organizations. However, crises often refer to
problems occurring within the organization, rather than urgent situations like the COVID-19
pandemic. Effective leadership in crisis situations requires understanding the importance of
information, collaboration, and immediate response. School principals must promote adequate
practices to address the crisis, rather than repeating good leadership practices, as these may result
in inadequate response.

Meanwhile, other authors also stated that during a crisis, school principals must prioritize
emotional stability, external collaboration, communication, trust building, and accountability.
Collaborating with external stakeholders, including the community, is crucial for success.
Effective communication and trust building are essential for a supportive work environment and
increased employee satisfaction. Wang, Zhang and Yang emphasizes the importance of teachers
applying suitable teaching strategies and considering external factors for online teaching success.
Different phases of online teaching require different competencies, including preparing,
planning, and designing lessons before, during, and after.

Twyford and Le Fevre (2019) found that trust between teachers and principals is crucial for
sharing vulnerability and taking risks in uncertain situations. A concrete decision-making process
during a crisis is essential for effective crisis management. A leader's ability to address crises
effectively depends on their decision-making process and system. School principals should
navigate accountability, autonomy, equity, excellence, individual and collective well-being, and
workload during crisis situations.

The Case of Greece During the Pandemic Crisis

The Greek educational system faced a pandemic crisis in March 2020, leading to the closure of
all public and private institutions. The Greek Ministry of Education responded by developing a

5
distance learning environment, offering free e-learning platforms and tools to all primary and
secondary schools. This program included synchronous and asynchronous learning, as well as
educational TV programs. The closures aimed to minimize the risk of spreading the virus.

School organizations in Greece faced organizational and structural problems when transitioning
from traditional to online teaching environments. Principals were mandated to work with
authorities during closures. The centralized education system and central government's role
facilitated the crisis, allowing school organizations to use their autonomy effectively and
innovatively.

Despite the pandemic crisis, school leaders continued to act as a guiding force and source of
support. HoTeachers were anticipated to be able to use the online learning platforms right away
during the abrupt shift to online education (Zhang et al., 2020). Teachers did note that they
lacked the knowledge and abilities to distribute offline (hardcopy) resources on internet
platforms as online (softcopy) materials. Teachers lacked the necessary online teaching abilities
since they had little experience. However, there is little study on teachers' opinions of how
principals handled the situation and the level of assistance they gave. Thus, they faced challenges
in preparing teaching materials that can cater to students of different levels, creating suitable
methods for all students, and preparing synchronous lessons. ..............................................................................

4.0 METHOD

This research study utilized a qualitative approach to examine the role of school principals in
addressing the pandemic crisis. The study aimed to capture insights into the crisis phenomenon,
either as it unfolds or retrospectively. Two focus group interviews were conducted with
experienced educators in Greece during the pandemic crisis, under the supervision of school
principals. The study utilized a narrative methodological design to interpret the stories people
tell.

The study involved 19 active school teachers who participated in two focus groups during the
pandemic crisis. The first group included nine primary education teachers, while the second
group included 10 secondary education teachers. The participants were all active teachers, both
in primary and secondary education, who volunteer to participate. The study was conducted
during the lockdown of the 2nd wave, and it focused on teachers' views on school leadership

6
during the pandemic crisis. However, the study is not directly related to school principals,
resulting in the absence of data from school principals. ..........................

Focus groups are an extended form of the traditional qualitative interview process, with
participants being knowledgeable and experienced school teachers. The data collection tools
used in this study included a semi-structured interview protocol based on current theoretical
sources on school principals' role in tackling the pandemic crisis. The interview protocols
consisted of 21 open questions about school principals' communication with teachers during the
crisis, leadership aspects, and the main obstacles faced by teachers. The first research question
focused on trust and cooperation during the pandemic, while the second question asked about
support for professional training and development in distance education, resources for
insufficient technological equipment, and clear decisions about pandemic-related issues. The
third research question asked about difficulties faced by school principals during the crisis, as
well as the difficulties faced between the director and the Ministry of Education during
information and communication about pandemic issues. ....................................................

. . In March 2021, data was collected through a Zoom online meeting. The focus groups were
transcribed and coded into themes and patterns based on three research questions. The data was
analyzed using open and detailed coding, creating tables and themes. An inductive coding
process was used to create a three-fold coding frame (CF) based on the three research questions:
school principals' communication, leadership practices, and main obstacles. Codes were added
based on participants' responses, and the main findings were presented.

5.0 FINDINGS
School principals’ communication aspects with teachers in tackling the pandemic crisis

School teachers expressed uncertainty and anxiety about school principals' sudden closures due
to lack of guidelines in IJEM 37. The uncertainty was mainly related to the number of days for
closures, as the Ministry of Education did not inform principals. This led to a disorganized
environment in school organization and principals. Principals were informed through official
emails, phone calls, or media sources, which lacked information for teachers. Additionally,
school teachers believed that principals did not have a clear plan or guidelines for transforming

7
traditional teaching and learning into a remote one. Principals did not take initiative to address
challenges, waiting for official guidelines and updates. ........................................................................................................

The study found that school principals took initiatives to communicate with teachers during the
pandemic, including sending informative emails to parents and using social media and phone
applications like Facebook, Viber, and WhatsApp. Nine principals used these tools to find
solutions to problems, while Skype software was used for initial communication. Some
principals with limited digital capacity used email and phone for communication. ..........................

School principals’ leadership aspects in tackling the pandemic crisis from teachers’ perspective

The study found that 16 teachers, particularly 16 of them, maintained leadership under the
Ministry of Education's legislation. They were advised to "work and keep everything by the
law," ensuring students' interests were taken into account. The leadership aspect emphasized
trust and collaboration between principals and teaching staff during the crisis. Teachers,
particularly 13 of them, found that trust and closed collaboration, even by distance, supported
emotional aspects and allowed teachers to work effectively. ............................................................................................................................................................

During the crisis, school principals demonstrated collaboration and strong organization,
influencing students. They created smaller groups to address problems and address pedagogical
aspects. They promoted an external leadership dimension, with 17 teachers supporting the
principals by contacting local stores and businesses to assist students with technological
equipment and collaboration with local communities. This external dimension supported the
crisis in their organizations.

School principals’ main obstacles in tackling the pandemic crisis from teachers’ perspective

The third research question focuses on the main obstacle faced by school principals in online
teaching environments. Primary education teachers face more challenges due to lack of
computers and tablets, while secondary students use mobile phones. Primary principals must
address technological infrastructure barriers, connectivity issues, lack of WebEx software
training, and in-house training for teaching staff. Additionally, students with special needs and
other groups face challenges in handling and addressing these obstacles.

8
6.0 DISCUSSION
This research explores the role of school principals during the pandemic crisis from a different
perspective. It focuses on the digital/technological aspect and the impact of teacher influence on
decision-making during the crisis. The findings support Papazoglou and Koutouzis' notion that
the change in Greek schools has brought innovation. However, school principals faced
challenges in communication and guidance between the Ministry of Education and principals,
similar to the Cyprus centralized education system. A centralized education system provides
structure and guidance, but the Greek context faced challenges in communication and guidance.

The centralized education system in Cyprus has led to confusion due to the large number of daily
circulars. School principals and teachers utilized various communication tools, such as social
media and phone applications, to keep in touch and organize their steps during the crisis.
However, Argyropoulou et al. (2021) found that communication between teachers, parents, and
students was done through telephone, email, and teleconferences. Communication is an
important leadership aspect during a crisis, and this study revealed that school principals
promoted trust, collaboration, emotional support, and a positive climate within their
organizations. These competencies support leaders' efforts to address crises, such as the COVID-
19 crisis.

A study in Greece highlights the importance of support, trust, and collaboration among school
organization members during the COVID-19 crisis. This finding is connected to research on
school principals' roles in various contexts, including Sweden, Cyprus, and England. The study
also highlights the importance of external leadership, including outreach to local communities,
parents, and private organizations, which has been supported in literature.

The literature highlights the importance of school principals' relationships with local
communities and entrepreneurial leadership skills, which are linked to collaboration with
stakeholders and resource acquisition. During the pandemic crisis, principals faced technological
obstacles, such as students' lack of equipment. To address this, they promoted external leadership
dimensions, such as the Ministry of Education, rather than focusing on external leadership.
Teachers also argued about the lack of training on Webex software, and some principals
designed in-house training for teaching staff. This approach promotes professional development
leadership style and fosters collaboration among stakeholders.

9
7.0 CONCLUSION AND IMPLICATION

The pandemic crisis has highlighted the crucial role of school principals in maintaining
leadership and guidance during the crisis. Future steps in developing skills and capacity building
for principals must be considered, drawing from both theoretical and empirical perspectives in
the educational leadership field. This paper presents findings from teachers' perspectives on the
role of school principals in tackling the crisis, highlighting the following pillars as potential
developmental skills for effective leadership in the post-pandemic era.

The first pillar of the framework focuses on school principals' digital and technological skills,
promoting them as digital coordinators and pedagogical leaders. The second pillar emphasizes
entrepreneurial leadership, which can help principals navigate crises and uncertainties. The third
pillar emphasizes the development of holistic leadership skills, such as trust and communication
systems, which can help principals address crises effectively. These pillars can be crucial
training for practitioners and education policymakers to support principals' development in crisis
handling during the post-pandemic era. To enhance school principals' capabilities, governments
and policymakers worldwide should rethink their role in the post-COVID-19 era. These skills
will ultimately support school leadership in the coming years.

Implementing training, seminars, and professional development series for school principals can
be achieved through collaboration with governmental and private bodies. For example, higher
education institutes in Italy provided professional development for primary and secondary
education, while the Cyprus Pedagogical Institute collaborated with the Ministry of Education
and Research, Innovation, and Digital Policy to implement e-learning across Cyprus. In case of a
crisis, governments and educational policymakers should adjust budget allocation to support
school organizations. Further research is being proposed to generalize findings and support the
implications for educational policy and school principals.

Collaboration with governmental and private bodies can help implement training, seminars, and
professional development for school principals. Italy's higher education institutes provided
professional development for primary and secondary education, while Cyprus's Pedagogical
Institute partnered with the Ministry of Education to implement e-learning. In crisis situations,
governments should adjust budget allocation to support school organizations. Further research is
needed to generalize findings and support educational policy and principals.

10
QUESTION 2

1.0 INTRODUCTION
Highly effective and committed school leaders should possess the ability to implement changes,
raise student achievement, and improve school performance. The Malaysian Ministry of
Education (MoE) is fully dedicated to implementing the goals outlined in the Malaysian
Education Development Plan (PPPM) 2013-2025. One of the key objectives of this plan is to
ensure that all schools in the country meet or exceed national benchmarks by appointing highly
qualified principals and school administrators. Consequently, enhancing the selection and
training processes for school leaders has become a primary concern in order to elevate the
effectiveness of school leadership.

The Ministry of Education (MoE) firmly believes that through this transformation, principals can
not only serve as exceptional head administrators, but also as effective instructional leaders who
lead the faculty, drive change, and contribute to their schools and communities. Therefore, it is
imperative for the headmaster, as the leader of the school, to act as a motivator, mentor, and
supervisor of teachers in order to raise and maintain the standard of education provided.
Scholars, education professionals, and policymakers all unanimously agree that the leadership of
school leaders is the most crucial factor in improving school performance and ensuring the
success of the education system (Fullan, 2007; Harris, 2013; Leithwood K. and Jantzi, 2005).

They have also concluded that effective school leadership leads to better overall school
performance and improved academic outcomes for students (Day et al., 2008; Hallinger and
Heck, 1996; Leithwood K. et al., 2008). Bogler (2005) and Waters et al. (2003) have both
explored the connection between school leadership and students' academic success, highlighting
how a school leader's style can impact various aspects of the school environment, such as teacher
and staff morale, teaching and learning practices, and students' overall academic performance.

11
2.0 INFORMANT BACKGROUND
Effective principal leadership in a school can produce better end-of-year results on state and
local exams, build a stronger and more positive campus culture, and create inspired child
learners. Interviewing is one of the first steps in acquiring a school principal position, and
exuding professionalism is important to present yourself in a way that highlights your best
attributes. For this paper, two principals and one vice principles were interviewed to get the
information about the role of school principals in schools. Here is the background of each
respondent:

Principal 1:

Sex : Female

Age : 48 years old

Experience : 22 years

Position : Principal

Principals 2 :

Sex : Male

Age : 52 years old

Experience : 26 years

Position : Principal

Principals 3

Sex : Female

Age : 41 years old

Experience : 19 years

Position : Vice Principal

Here is the question asked to the respondents.

 What is your educational background?

12
  What is your greatest accomplishment?

 What are your greatest strengths?

 Why do you feel you are a good candidate for this role?

 Please describe your leadership style.

 How have you dealt with challenges, and what are some ways you have resolved them?

 How do you work under pressure?

 What is your areas of duty?

3.0 FINDINGS
According to principals 1, the concept of leadership development has been focused on the
interpersonal development, skills and attributes which contributes to organizational performance
improvements. It has been evidenced by the research that the organizations that invest in
leadership development results in a positive impact on the business performance vis-à-vis on
student performance. This is agreed by principals 2 where he said that effective principals use a
variety of techniques to develop productive climates and to motivate students’ learning. One of
such techniques for effective classroom management is supervision of instruction.

Meanwhile, vice principals said the principal as an instructional leader is responsible for
maintaining and improving the quality of instructional program for the effective and efficient
attainment of the set educational objectives of the school. According to Litchfield (2003) has
identified the functions of the school principal as an instructional leader. These functions include
managing curriculum and instruction and supervision of classroom instruction, among other
functions. In managing curriculum and instruction, the principal must assume responsibilities
and leadership functions concerning the curriculum that is foremost in establishing an effective
instructional program.

According to her experience, principals 1 said that the principal plays the role of the team leader
in relation to curriculum development. Supervising classroom instruction involves the principal
observing a teacher and analyzing his or her classroom practice and the teaching and learning

13
process. This is a situation where the teacher is working directly with the learners and the
principal is present as a witness to observe systematically classroom events.

Vice Principals which experience in monitoring lesson plans stated when effective teaching is
done it translates to effective learning in students and this reflects as good performance other
examinations. That is why the lesson plan is important and need to be monitored from time to
time.

In addition, principals 2 was responsible in PLCs. He said in PLCs, the fundamental questions
teachers explore are: “What do we want students to learn?” and “How will we know if they have
learned it?” These questions are foundational to any PLC, as they require teachers to come to a
common understanding of the learning as well as common assessments that check for
understanding.

Principals 1 shared about PLC which is a new term among educators in Malaysia. She is recently
taking control of this activities and see many benefits from it. This program allows all educators
together to learn, plan, implement and discuss to produce a good teaching and learning activities
in classroom.

4.0 IMPLICATIONS OF FINDINGS

In Malaysia, the leadership and behavior practices of a head teacher are an integral basis for
consideration before appointment into the position. The country has a stringent program which
forces the head teachers to undergo regular training and skills appraisal on the leadership and
behavior management. They are always supposed to act as good role models to the teachers and
a high premium is attached to the position (Slarhabi, 2011). This is a key attribute which has
forced the head teachers to be adept and keen to the performance of the instructional supervisory
roles to the optimum as a yardstick of their output. ................................

Supervision of instructional practices incorporates all assignments by which educational

supervisors pronounce leadership in enrichment of teaching and learning such as classroom
observation of instructions, overseeing of teachers' meetings and of individual and group
conferences (Olembo, Wanga, and Karagu, 1992). The leader in school should oversee, assess,
evaluate and direct all teachers and staff to meet the stated goals via observation and evaluation

14
of the lesson, documentation of teacher’s performance and advising on areas of improvement
(Gregory, 2010). ................................

Monitoring is an activity that involves continuous and systematic checking and observing of a
program or a project. Evaluation on the other hand is judging, appraising or determining the
worth, the value and quality of a program. It involves comparing the present situation with the
past in order to find out the extent to which the laid down objectives have been achieved
(Handbook for inspection of educational institutions, 2000). ................................

Monitoring and evaluation is done in the education sector to monitor programs like quality of
education. In education two activities take place these are teaching done by the teachers and
learning by the students. Teachers who teach in secondary schools are usually degree or diploma
holders in education. During training the teachers go through methodologies of teaching and are
therefore well versed with good teaching practices. The principal is responsible for monitoring
and evaluation at the school level to ensure effective teaching and learning is going on
(Williams, 2000). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Meanwhile, lesson plan is a written description of education process in which it is shown what,
when, where and with which method learners should learn and how they should be assessed.
Lesson plan is one of the key factors in the educational process. Monitoring lesson plan is one of
important task by the leaders in school. It will determine the successful of teaching and learning
activities in classroom.

Professional Learning Community (PLC) is a new term amongst educators in Malaysia.

However, at international level, PLC has been numerously debated and discussed among
educators and the community (DuFour, 2016). PLC is defined as collaborative initiatives by a
group of teachers who are committed to work as a team to enhance the quality of teaching
and learning (T&L), for example, doing action research to create an intervention that will give
positive effect towards students’ learning and enhancing their academic achievement (DuFour,
DuFour, & Eaker, 2008).

The second advantage is that PLC is capable to cultivate positive and dynamic school culture
(DuFour & Fullan, 2013). Moreover, many literature reviews supported the idea and perception
that PLC can enhance students’ academic achievement and promote professional development

15
among teachers (DuFour, DuFour, & Eaker, 2008; Lieberman & Miller, 2011; Newmann &
Wehlage, 1995; Senge, 1990). PLC also focuses on teachers’ initiative collectively towards
students’ learning and teachers’ development itself, in which this has been positively accepted
and widely applied to government policy makers, researchers and leadership practitioners around
the world. Thus, this program should be a priority among principals to ensure that benefits can be
maintained at all times.

5.0 CONCLUSION
School is an institution in which all the aspirations of the community for a brighter future
existence are educated. Education is one of the initiatives schools should make as an
institution where individual people strive for a better life in the future. Science and
technology advancement affects the social life of the society, and further raises the need
for the needs of the community's social life. The assurance of education is hope, because
the community believes that education will face the different inequalities that arise and foresee
themselves. The principal's leadership plays an important role in overseeing the operation of
education to efficiently and effectively meet school goals. As a chief, the head of the school must
have the correct plan as a basis for decision-making to achieve objectives.

A principal, as a leader who can handle the school well, influences the performance of a school.
Good organizational skills and high job stimulation from the principal are principals who can
provide encouragement and concentration was increased in educators to explore new
opportunities well. Initiatives to strengthen the quality of education are therefore a joint
responsibility, especially as the principal is the highest leader in the school. In schools, a
competent principal with thorough understanding of school management is needed to achieve
successful accomplishments and results. The priorities and outcomes that will be accomplished
in enhancing the standard of the school are responsible for developing and executing and
execution based on the vision, impact on project success that have been decided within a certain
period of time events to accomplish school goals are carried out on the basis of vision, purpose

16
and educational objectives, initiatives and activities using all the skills of the school and the
society around the school.

REFERENCES
Akbulut, M., Şahin, U., & Esen, A. C. (2020). More than a virus: How COVID 19 infected
education in Turkey? Journal of Social Science Education, 19(1), 30–42.
https://doi.org/10.4119/jsse-3490

Awang, H., Aji, Z. M., Yaakob, M. F. M., Osman, W. R. S., Mukminin, A., & Habibi, A. (2018).
Teachers’ intention to continue using Virtual Learning Environment (VLE): Malaysian context.
Journal of Technology and Science Education, 8(4), 439–452. https://doi.org/10.3926/jotse.463

Cheok, M. L., Wong, S. L., Ayub, A. F., & Mahmud, R. (2017). Teachers’ perceptions of
elearning in Malaysian secondary schools. Malaysian Online Journal of Educational Technology,
5(2), 20-33

Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of
Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018

17
APPENDIX
Principal 1

1. What is your educational background?

I am graduated from University Utara Malaysia around 1998.

2. What is your greatest accomplishment?

My greatest accomplishment when my students got excellent result in their important

exams.

3. What are your greatest strengths?

My experience.

4. How have you dealt with challenges, and what are some ways you have resolved them?
I always come up with plan. I find out the main issues, and plan the solutions.

5. How do you work under pressure?

I always think positive. Then everything will always in positive way.

6. What are your best practices in one of these areas, instructional supervision, monitoring
lesson plan and Supporting Professional Learning outcomes (PLC)?

18
 I was in charge of PLC. From my opinion, PLC is a very good method to make learning
and teaching activities more effective and efficient. Even though it is still new among
educator in Malaysia, but I can see the potential. And I will make sure it will be
implemented in many schools.

7. Do you have anything to say about leadership?

The concept of leadership development has been focused on the interpersonal
development, skills and attributes which contributes to organizational performance
improvements. In school management, it has to be the responsibility of all educators.

Principal 2

8. What is your educational background?

I am graduated from Universiti Malaya around 1994.

9. What is your greatest accomplishment?

When my school got the best school in town.

10. What are your greatest strengths?

My experience and my ideas.

11. How have you dealt with challenges, and what are some ways you have resolved them?
I like to try variety of techniques to develop productive climates and to motivate my
students to learn.

12. How do you work under pressure?

For me, under pressure doesn’t mean you need to feel the pressure. So what I did is to
handle it with calm and thinking the best way out from the situation.

13. What are your best practices in one of these areas, instructional supervision, monitoring
lesson plan and Supporting Professional Learning outcomes (PLC)?

19
 I implemented supervision of instruction as one of the techniques to improve the
effectiveness of the classroom.

14. Do you have anything to say about leadership?

As I said before, as a leader, we have to have creativity. With that, we have to develop
techniques as many as we can to improve our performance.

Vice Principal

1. What is your educational background?

I am graduated from Universiti Perguruan Sultan Idris around 2005.

2. What is your greatest accomplishment?

The moment all my students got excellent result in their exams.

3. What are your greatest strengths?

My endurance to all challenges.

4. How have you dealt with challenges, and what are some ways you have resolved them?
First of all, I will clear my mind. After that, I will look for the root issues. Then I will
plan for the solutions as well as the alternatives.

5. How do you work under pressure?

To think positive.

6. What are your best practices in one of these areas, instructional supervision, monitoring
lesson plan and Supporting Professional Learning outcomes (PLC)?

20
 I was in charge of monitoring lesson plan. I can see that when the educators plan an
effective teaching, will result a great performance in exams.

7. Do you have anything to say about leadership?

The principal as an instructional leader is responsible for maintaining and improving the
quality of instructional program for the effective and efficient attainment of the set
educational objectives of the school.

PART II : OCP
(a) Are teachers considered professionals in the teaching profession? Explain with relevant
examples.

21
(b) Why do teachers need to participate in decision-making in schools?

22
(c) Discuss the challenges that teachers encounter in implementing School-Based
Assessment.

23