TITLE:
Contribution of District Transformation Program and Change Commitment toward Development of School Leaders Capacity and Quality of Teaching
AUTHORS:
Azerai Azmi, Mohd Izham Mohd Hamzah, Mohamed Yusoff Mohd Nor
KEYWORDS:
PPD Transformation, Change Commitment, Development of the School’s Leadership, Quality of Teaching
JOURNAL NAME:
Creative Education,
Vol.10 No.12,
November
28,
2019
ABSTRACT: The Ministry of Education Malaysia has launched the Regional
Transformation Program to work with the District Education Offices to develop leaders’
professionalism in schools and quality of teaching to improve the nation’s
education performance. This research is conducted to identify the level of
implementation of the District Transformation Programme, level of change
commitment and impact on Leadership Capacity Building in Schools and quality of
teaching. A descriptive survey study was used to collect information on the
three dimensions of PPD transformation implementation and change commitment
while the inference from the survey study was used to identify the impact of
PPD’s transformation on the development of school leadership capabilities and
the impact of change commitment on the quality of teaching. A total of 400
respondents consisting of education service officers from 13 PPDs in Malaysia
were randomly selected. The findings show that the three dimensions of PPD
transformation implementation and change Commitment are at a very high level.
The findings also show that the implementation of this district transformation
program is very relevant to help improve leadership capabilities in schools
when the Re-Enculturation contributes 19.6% (β = .291; t = 5.759; p = .000). Furthermore, the Guidance and
Mentorship Management accounted for 5.1% (β = .221; t = 4.294; p = .000). Meanwhile, the restructuring
dimension contributed by 1.6% (β = .138; t = 2.967; p = .003). Change commitment is very relevant to improve the
quality of teaching, affective commitment contributes 15.7% (β = .307; t =
6.228; p = .000), normative
commitment contributes 3.4% (β = .198; t = 4.026; p = .000) and continuation commitment contributes .9% (β = -.096; t = 4.026; p = .033). Nevertheless, research on the quality of school
leadership is yet to be implemented to ensure that the government’s aim to
place high quality leaders in every school in Malaysia is realized.