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Article
Publication date: 2 March 2021

Lei Mee Thien, Donnie Adams and Hai Ming Koh

This study aims to investigate the relationships between distributed leadership, teacher academic optimism and teacher organisational commitment with the contextual…

Abstract

Purpose

This study aims to investigate the relationships between distributed leadership, teacher academic optimism and teacher organisational commitment with the contextual influence of gender and teaching experience.

Design/methodology/approach

This study employed partial least squares structural equation modelling for data analysis. This study has selected 421 teachers from 18 secondary schools in Penang.

Findings

Distributed leadership has a positive direct effect on teacher academic optimism and organisational commitment. The relationship between distributed leadership and teacher academic optimism was stronger for male teachers and senior teachers who have more than ten years of teaching experience. However, gender and teaching experience have no significant moderating effects on the relationship between distributed leadership and teacher organisational commitment.

Research limitations/implications

The reason for the non-existent relationship between distributed leadership and teacher organisational commitment across gender and teaching experience remains unknown. In-depth investigation using interview method is required for further exploration.

Practical implications

This study complements and extends prior research on the relationships between distributed leadership, teacher organisational commitment and teacher academic optimism by providing evidence from Malaysia on how they contribute to the organisational conditions of their school.

Originality/value

This study has its originality in investigating the relationships between distributed leadership, teacher organisational commitment and academic optimism with the contextual influence of gender and teaching experience in the non-western society.

Details

International Journal of Educational Management, vol. 35 no. 4
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 8 April 2020

Sock Beei Yeap, Abdul Ghani Kanesan Abdullah and Lei Mee Thien

This study aims to examine the influence of transformational leadership and mindfulness on lecturers' commitment to teaching entrepreneurship with mediating effect of…

Abstract

Purpose

This study aims to examine the influence of transformational leadership and mindfulness on lecturers' commitment to teaching entrepreneurship with mediating effect of readiness for change in polytechnics.

Design/methodology/approach

The study used the cross-sectional survey method. The sample participants were 171 lecturers from polytechnics. Data were analysed by using partial least squares–structural equation modelling (PLS-SEM) approach.

Findings

Findings indicated that readiness for change mediated the relationship between transformational leadership and commitment to teaching entrepreneurship. Transformational leadership and mindfulness had no significant influence on commitment to teaching entrepreneurship. Readiness for change did not mediate the relationship between mindfulness and commitment to teaching entrepreneurship.

Practical implications

Higher education should be aware of the importance of lecturers' readiness for change. This is because readiness for change is the mediator of the relationship between transformational leadership and commitment to teaching entrepreneurship.

Originality/value

The study sheds light on the explanation of mediating effect of readiness for change to influence the relationship between transformational leadership and lecturers' commitment to teaching entrepreneurship in the Malaysian polytechnic context.

Article
Publication date: 29 October 2021

Lei Mee Thien, Mi-Chelle Leong and Fei Ping Por

This study aims to examine the relationship between undergraduates' course experience and their deep learning approach and to identify areas of improvement to facilitate…

Abstract

Purpose

This study aims to examine the relationship between undergraduates' course experience and their deep learning approach and to identify areas of improvement to facilitate students' deep learning in the private higher education context.

Design/methodology/approach

Data were collected from 844 Malaysian undergraduate students who studied in six private higher education institutions (HEIs) in Penang and Selangor. This study used partial least squares structural equation modelling (PLS-SEM) for data analysis.

Findings

The findings revealed that good teaching and appropriate assessment have no significant relationship with deep learning. Generic skills, clear goals and standards, appropriate workload and emphasis on independence are positively related to deep learning. Generic skills and emphasis on independence are two domains that deserve attention to enhance deep learning among undergraduates.

Practical implications

Lecturers need to focus on to the cultivation of generic skills to facilitate students' deep learning. Student autonomy and student-centred teaching approaches should be empowered and prioritised in teaching and learning.

Originality/value

The current study has its originality in providing empirical findings to inform the significant relationship between dimensions of course experience and deep learning in Malaysian private HEIs. Besides, it also identifies the areas of improvement concerning teaching and learning at the private HEIs using importance-performance matrix analysis (IPMA) in a non-Western context.

Details

Journal of Applied Research in Higher Education, vol. 14 no. 4
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 1 February 2016

Lei Mee Thien and Mei Yean Ong

– The purpose of this study is to examine the applicability of Course Experience Questionnaire (CEQ) in a Malaysian university context.

Abstract

Purpose

The purpose of this study is to examine the applicability of Course Experience Questionnaire (CEQ) in a Malaysian university context.

Design/methodology/approach

The CEQ was translated into Malay language using rigorous cross-cultural adaptation procedures. The Malay version CEQ was administered to 190 undergraduate students in one Malaysian public university. Statistical analyses were used to examine the reliability and factor structures of the Malay version CEQ scales using IBM SPSS version 20.0.

Findings

Findings raised serious questions about the reliability and construct validity of the CEQ for a Malaysian university sample. Findings revealed that only two out of five scales of CEQ showed satisfactory level of reliability. Six items failed to load on the intended scales.

Research limitations/implications

The sample size is small with 190 university students and covered respondents from one local university, while the other 17 local universities were not included due to geographical distance.

Practical implications

The findings are particularly important for higher education policymakers to optimise and allocate the resources to improve university quality teaching. More attention should be paid toward how to furnish the university teaching staff to provide a high level of teaching quality that contributes to students’ generic skills for their employment in future. Researchers could extend the applicability of the Malay version CEQ in primary and secondary school context.

Originality/value

The vast majority of CEQ-related research has been undertaken in the Western context, thus raising the question of the applicability of CEQ for a Malaysian university context. The fall in the Times Higher Education and QS World University rankings as well as the limited research in assessment-related higher education has also accelerated the needs to examine the applicability of CEQ23 in Malaysian university context. This study has provided fundamental cross-validation empirical evidence to propose improvement in future studies.

Details

Quality Assurance in Education, vol. 24 no. 1
Type: Research Article
ISSN: 0968-4883

Keywords

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