School Leadership and Mathematics Performance
This research investigated the relationships between domains of school leadership and UPSR mathematics performance. It also determined the differences in school leadership and UPSR mathematics performance based on the types and locations of the schools. This research used the cross-sectional s...
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| Main Author: | |
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| Format: | Final Year Project Report / IMRAD |
| Language: | en |
| Published: |
Universiti Malaysia Sarawak, (UNIMAS)
2009
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| Subjects: | |
| Online Access: | http://ir.unimas.my/id/eprint/46564/1/Chieng%20Yi%20Shin%20ft.pdf http://ir.unimas.my/id/eprint/46564/ |
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| Summary: | This research investigated the relationships between domains of school leadership
and UPSR mathematics performance. It also determined the differences in school
leadership and UPSR mathematics performance based on the types and locations of
the schools. This research used the cross-sectional survey, with comparative and
correlational designs. Seventy-seven teachers from eight primary schools were the
samples for this study. A questionnaire was administered once to the samples and the
UPSR mathematics performance for year 2007 was obtained from the school
management. Pearson-product moment correlations were used to measure the
relationships between domains of school leadership and UPSR mathematics
performance while independent t-tests were used to determine the differences in
school leadership and UPSR mathematics performance based on the types and
locations of the schools. The results showed that all the domains of school leadership
were interrelated except the relationships between transformational leadership and
teachers' commitment to school-community partnerships, collective teacher efficacy
and teachers' commitment to school as a professional learning community, and
collective teacher efficacy and teachers' commitment to school-community
partnerships. The results also showed that only two domains of school leadership,
which were transformational leadership and teachers' commitment to school as a
professional learning community, were positively correlated with UPSR mathematics
performance. Moreover, these two domains also showed significant differences in
school leadership based on the types of schools. However, only collective teacher
efficacy showed significant difference in school leadership based on the locations of
the schools. Other results indicated that there was significant difference in UPSR
mathematics performance based on the types of schools but not on the locations of
the schools. |
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