Browsing by Author "Mohd Burhan Ibrahim"

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This quantitative study aimed to investigate the impact of professional training (PT), strategic direction of organization (SDO), and strategic leadership of academic leaders (SLAL) on the staff performance (SP) of the State Islamic Higher Education institutions in Aceh Indonesia. Of the 826 targeted participants, 526 lecturers from five institutions (UIN Ar-Raniry, IAIN Langsa, IAIN Lhoksemawe, IAIN Takengon, and STAIN Tgk Dirundeng) participated. The study utilized descriptive statistics, using SPSS version 22.0, Confirmatory Factor Analysis (CFA), and Structural Equation Modeling (SEM) using AMOS version 23.0 to analyze the data and test the research hypotheses. CFA results confirmed the validity and reliability of the constructs of PT, SDO, SLAL, and SP, which were represented by five, four, nine, and four distinct factors, respectively. The study found significant direct causal effects between PT and SP (standardized direct effect of 0.35) and between SDO and SP (also 0.35), aligning with prior research emphasizing the importance of training and strategic direction in enhancing employee performance. Furthermore, SLAL was found to mediate the relationships between both PT and SP and SDO and SP, underscoring the critical role of strategic leadership in improving staff performance. The implications of this study suggest that leadership development and strategic direction should be prioritized in higher education to improve staff performance. Limitations include the absence of external variables that may influence performance and the need for longitudinal data to observe changes over time. Further research is recommended to delve deeper into the constructs of PT and SDO, particularly their impact on staff performance in higher education settings. The findings have significant implications for the Ministry of Education in Indonesia, providing insights to enhance leadership practices and professional development within state Islamic higher education institutions.

This study aimed to examine the impact of Maldivian school principals' instructional leadership practices on teacher commitment and performance. By addressing a key research gap, it explored how instructional leadership influences both factors, particularly within the Maldivian context. Given the country's unique characteristics, the study seeks to offer valuable insights into effective leadership practices that can enhance educational outcomes in the region. The study employed a quantitative cross-sectional survey method, collecting data from 396 teachers across eight schools in Malé, the capital of the Maldives. A structured questionnaire measured teachers' perceptions using 59 items rated on a 5-point Likert scale, assessing three key variables. Principals’ instructional leadership was evaluated using the Principal Instructional Management Rating Scale (Hallinger & Murphy, 1985), teacher commitment was measured through the Three-Component Model of Employee Commitment Survey (Meyer & Allen, 2004), and teacher performance was assessed using the Teacher Job Performance Questionnaire (Atsebeha, 2016). Data analysis involved descriptive statistics, followed by an exploratory factor analysis and a confirmatory factor analysis, which confirmed that both the measurement models and the full structural model fit the data collected from Maldivian teachers. Additionally, the analysis provided evidence of convergent and discriminant validity, as well as composite reliability, demonstrating the adequacy of all measurement models. The descriptive statistics indicated that the mean score for principals’ instructional leadership (PIL) was high (M = 3.9063), while both teacher commitment (TC) (M = 4.0503) and teacher performance (TP) (M = 4.3785) were very high. Regarding the evaluation of the measurement model, the hypothesized model demonstrated a strong fit with the empirical data. Hypothesis testing revealed that Maldivian principals' instructional leadership practices had a significant impact on teacher commitment (β = 0.459) and teacher performance (β = 0.382). Additionally, the results indicated that teachers' demographic characteristics had no significant effect on their perception of principals' instructional leadership practices. This study contributes both theoretically and practically to understanding the impact of instructional leadership on teacher performance and commitment, particularly in the Maldivian context. It recommends that policymakers implement ongoing training programs for principals, while school administrators prioritize teacher motivation. Additionally, teachers should receive specialized training, and schools should establish effective communication channels with parents to enhance student learning outcomes.

The study examines the impact of the strategic leadership practices of educational leaders attached to secondary schools in Malaysia on the reputation of the secondary schools with the student academic performance serving as a mediating variable. It is aimed to validate both the strategic leadership model and the secondary school reputation model contextualized within the Malaysian education system. The student academic performance in secondary schools of Malaysia is measured based on national quality standard outlined by Ministry of Education. Based on the population size, the sample of 379 respondents consist of secondary school educational leaders are participated in the study. The stratified random sampling technique is applied and 6 – point Likert scale questionnaire is used as the instrument in data collection process. The data are analyzed using the Partial Least Squares Structural Equation Modeling (PLS – SEM) via SMARTPLS. The results have confirmed that both strategic leadership practice model and secondary school reputation are valid and reliable. The findings also have revealed that there is a strong and significant direct relationship between the strategic leadership practice and secondary school reputation (total effect = 0.681, p value = 0.000). The strategic leadership practice is also measured to have a strong and significant relationship with student academic performance (total effect = 0.519, p value = 0.000). The mediating role of student academic performance is also supported, showing a specific indirect effect of 0.231. Primarily, it is optimistic that the study contributes to the practical and managerial implications for the leadership practices in schools especially in the aspects of organizational activities and individual abilities of the strategic school leaders in enhancing both student outcomes and institutional reputation.

This study investigates the influence of Organizational Culture (OC) and Teacher Performance (TP) on the Quality of Education (QE) in Pesantren institutions in South Sumatra, Indonesia. The research was motivated by the persistent challenges faced by Pesantren in enhancing educational quality, particularly in the face of global educational competitiveness and internal structural and cultural limitations. The study employed a quantitative research design, utilizing a survey methodology. A total of 344 Pesantren teachers participated, drawn through stratified random sampling from 17 districts across South Sumatra. The research instrument underwent content and face validity assessments, followed by a pilot study to verify reliability and normality. Confirmatory Factor Analysis (CFA) and Structural Equation Modelling (SEM) were utilized for data analysis using SPSS and AMOS version 24. The theoretical framework underpinning this study integrates Robbins' model of organizational culture and Supardi's model of teacher performance, while the Indonesian National Education Standards guide the quality of education. The findings reveal that OC has a significant and direct influence on QE = 0.59, and TP also has a direct and significant influence on QE = 0.47. All constructs demonstrated acceptable levels of reliability and validity. These findings suggest that the cultural dynamics and teacher effectiveness within Pesantren play critical roles in educational outcomes. The study contributes theoretically by contextualizing established educational models within Islamic educational institutions. Practically, it provides actionable insights for Pesantren leaders and policymakers to reinforce organizational culture and enhance teacher performance as strategic efforts to improve academic quality. Future research is recommended to examine these variables across broader regions and with comparative models. Keywords: Organizational Culture, Teacher Performance, Quality of Education, Pesantren, Structural Equation Modelling, South Sumatra, Indonesia