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.