MOJEM: Malaysian Online Journal of Educational Management

IMPLEMENTING CONTINUOUS SCHOOL IMPROVEMENT: HOW DO SIX DIMENSIONS OF SCHOOL CULTURE PLAY A ROLE?

Nur Afiqah Mohamad Rabi — 2025-04-25

School culture plays a pivotal role in the school’s improvement in ensuring its effectiveness, continuity, and impact. Understanding school culture is an essential factor in any reform initiative that can facilitate the continuous cycle of school improvement. This study generally focuses on the relationship between school culture (SC) and continuous school improvement (CSI). It examines the various subscales of SC to determine the subscales that best predict CSI. Quantitative data for the study was collected using a survey through a structured adapted questionnaire. The cross-sectional survey method was applied in the quantitative data collection process involving 394 respondents selected from secondary schools in Kedah, Malaysia, using a systematic random sampling method. The instrument consisted of three sections: respondent demographic information, School Culture Survey, and AEL Continuous School Improvement Questionnaire. The data were then analyzed using descriptive and inferential statistics to test the research hypotheses. Findings indicate that the practice level of all six dimensions (collaborative leadership, teacher collaboration, professional development, collegial support, unity of purpose and learning partnership) in school culture is high. Results showed a significant difference in SC based on demographic factors (gender and teaching experience). Results also indicated significant positive correlations between SC and CSI and SC explained as high as 73% of the variance in CSI. The study revealed that collaborative leadership, teacher collaboration, professional development, unity of purpose and learning partnership were statistically significant factors determining continuous school improvement practices through multiple regression analysis. The research adds to the growing body of CSI research by affirming continuous school improvement roles in changes to create a good and positive school culture. The findings also can serve as guidelines for school leaders on how to implement continuous school improvement that can maintain a good school culture.

THE ROLE OF SELF-LEADERSHIP BEHAVIOR-FOCUSED STRATEGIES IN ENHANCING ACADEMIC PERFORMANCE OF STUDENTS AT HIGHER EDUCATION

Fadhilah Jamaluddin — 2025-04-25

This study explores the impact of self-leadership behavior-focused strategies on the academic performance of higher education students, with a specific focus on Science, Technology, Engineering, and Mathematics (STEM) students. The study employs a quantitative approach, surveying 436 STEM students enrolled in the Malaysian matriculation program under the Ministry of Education Malaysia for the 2023/2024 academic year. Data analysis is conducted using SPSS for descriptive statistics and SmartPLS 4 for PLS-SEM. This dual approach comprehensively explores demographic trends, variable levels, and the intricate relationships between self-leadership behavior-focused strategies and academic performance. Utilizing PLS-SEM, the research examines four key components: self-goal setting, self-observation, self-reward, and self-cueing. The findings reveal that self-goal setting is the most impactful self-leadership strategy for academic success (β=0.252,p<0.05), indicating that students who set clear academic goals tend to perform better. This is followed by self-reward (β=0.197,p<0.05), suggesting that recognizing personal achievements reinforces motivation. Self-cueing (β=0.177,p<0.05) also plays a crucial role, as using reminders and prompts helps students stay focused on their studies. Lastly, self-observation (β=0.147,p<0.05) contributes to academic performance by encouraging students to monitor their progress and adjust their learning strategies accordingly. Together, these strategies account for a moderate portion of the variation in academic performance, emphasizing the importance of self-leadership behavior-focused strategies in student success. By addressing critical gaps in the literature, the study shifts the lens of self-leadership research from organizational settings to educational contexts, dissecting the individual contributions of behavior-focused strategies. The integration of advanced analytical methods strengthens the reliability of the results and offers nuanced insights into the direct effects of these strategies on academic outcomes.

STRATEGIC LEADERSHIP IN EDUCATION: MAPPING ACADEMIC CONTRIBUTIONS AND FUTURE DIRECTIONS

Nur Diyana Zakariah — 2025-04-25

Strategic leadership is crucial for educational leaders, and studies in other fields have been implemented. However, research on strategic leadership in education remains limited. This study presents a bibliometric analysis of publications on educational strategic leadership from the Scopus database between 1982 and 2022. 992 papers were retrieved by utilising the keywords associated with strategic leadership in education found in the article title, abstract, and keywords of the study for further evaluation using various techniques. We employed Microsoft Excel for frequency analysis, VOS Viewer for data visualisation, and Harzing's Publish or Perish for citation metrics and analysis. This study presents findings utilising standard bibliometric indicators, including research productivity, titles of active sources, publication distribution by nation, the most prolific institutions, the most active authors, and citation analysis. There was a substantial increase in academic publications on strategic leadership in education. A group of 160 writers from 87 distinct countries and 160 institutions have conducted numerous research projects concerning strategic leadership in education. Various academic journals have disseminated these works. The results of this investigation and its consequences can assist scholars in comprehending the intricacies of strategic leadership in education and offer them important knowledge about contemporary studies and future developments in this domain.

THE INFLUENCE OF VISIONARY LEADERSHIP AND THE MODERATION OF SCHOOL CLIMATE ON THE EFFECTIVENESS OF INTEGRATED ISLAMIC SCHOOLS

Hamy Wahjunianto — 2025-04-25

This study investigates the influence of visionary leadership and the moderating role of school climate on the effectiveness of Integrated Islamic Schools (SITs) in Blitar Regency. Using a quantitative approach with Structural Equation Modeling (SEM), data were collected via questionnaires from 180 respondents at SIT Al-Hikmah Garum and SIT Ibadurrahman Srengat. The analysis revealed a positive but non-significant relationship between visionary leadership and school effectiveness (β=0.156, p > 0.05). School climate, however, exhibited a positive and significant relationship with school effectiveness (β=0.345, p < 0.05). The moderating effect of school climate on the relationship between visionary leadership and school effectiveness was not significant (β=0.078, p > 0.05). These findings underscore the importance of cultivating a positive school climate to enhance educational quality within SITs. A holistic approach integrating visionary leadership strategies with simultaneous improvements in school climate is recommended to maximize effectiveness. Future research should expand the sample, explore additional influencing factors, and refine the measurement of visionary leadership by focusing on indicators such as commitment, clarity of vision, and program alignment. This study contributes to a better understanding of how visionary leadership and school climate can be jointly developed to achieve school effectiveness.

STRATEGIC MANAGEMENT PRACTICES IN PESANTREN: INNOVATIONS FOR ENHANCING EDUCATIONAL QUALITY AND ORGANIZATIONAL SUSTAINABILITY

Abd Razak Zakaria — 2025-04-25

This study examines the strategic management practices at Pesantren KHAS Kempek to enhance the quality of education and maintain organizational sustainability. The qualitative method was used to obtain data through semi-structured interviews, and the Nominal Group Technique (NGT) was also used to encourage input from important stakeholders such as Pesantren leaders and educational managers. Qualitative coding and thematic categorization were conducted using NVivo 12 software for data analysis. Using Total Quality Management (TQM) and Transformational Leadership theory as a framework, the research explores the strategy formulation, implementation, and evaluation process. Specifically, three major dimensions emerged: (1) Strategic Formulation, which emphasizes a collaborative planning process aimed at enhancing traditional Islamic curricula (kitab kuning) while broadening educational offerings in response to societal demands; (2) Implementation, which highlights the importance of capacity-building among educators, technology integration, and strategic partnerships; and (3) Evaluation, which refers to the systematic process of assessing the alignment of program effectiveness with institutional objectives through regular evaluative reviews. The result is extremely employable graduates, heightened public trust, and financial sustainability. Despite these challenges, like limited infrastructure or the need for curriculum adaptation, the Pesantren directly engages with these by investing in infrastructure expansion and developing new pedagogical approaches. It presents a model for Islamic education institutions that seeks to integrate traditional Pesantren values with the demands of modern education. Notably, it finds that when such integration is done holistically and is context-sensitive, it is a successful process.