Head of Departments’ Instructional Supervisory Role and Teachers’ Job Performance: Teachers’ Perceptions
Senior Lecturer, Department of Educational Management, Planning & Policy, Faculty of Education. University of Malaya, 50603 Kuala Lumpur, Malaysia
Mohammed Sani Ibrahim
Senior Research Fellow, Department of Educational Management, Planning & Policy, Faculty of Education. University of Malaya, 50603 Kuala Lumpur, Malaysia
Keywords: Instructional supervision, Teacher’s performance, Teaching practices, Professional competency, Motivation, Job performance, Malaysia.
This study examines the effect of instructional supervisory role of the Head of Departments on teachers’ job performance. More specifically, the study was conducted to obtain an understanding on how the Head of Department supervisory role is perceived, and how it affects the instructional development and job performance of private secondary school teachers in private secondary schools in Kuala Lumpur, Malaysia. Data for this quantitative research was collected via the distribution of a questionnaire among 100 teachers from private secondary schools in Kuala Lumpur. The 5-Likert-scale questionnaire was analysed using descriptive and inferential statistics. The findings of this study indicate that there is a significant relationship between teacher’s perception on the instructional supervision role of the Head of Department and improving teachers’ job performance from various aspects including teaching practices, professional competencies and motivation. All the findings have signify positive relationship on how the good qualities and roles of the Head of Department will instill difference towards better changes in achieving better job performance among teachers in the schools. In short, this study reveals that it is important for the Head of Departments in schools to play the role of instructional leader as it possesses good characteristics in enhancing better teaching and learning for both leaders and the subordinates. In this regard, both the Head of Departments and the teachers are able to develop and create a platform for teaching and learning, and this will also indirectly develop the teachers’ teaching practices, competency and motivation. As a result, good leaders influence their subordinates and encourage them towards better job performance.