Teaching Profession in Malaysia
Content
Transforming the Teaching Profession in Malaysia Abdul Mutalib bin Osman Teacher Education Division Ministry of Education Malaysia Dr Haji Ahmad Rafee bin Che Kassim Institut Aminuddin Baki, Genting Highlands Branch Ministry of Education Malaysia
Introduction The teaching profession in Malaysia is currently undergoing a major transformation as a result of a comprehensive review of the education system in October 2011 and the launch of the Malaysia Education Blueprint 2013-2025 (Preschool to PostSecondary Education) in September 2013. The Blueprint stipulates a strategic and operational change at all levels to better prepare the children of Malaysia for the 21 st century. In the context of Malaysia and this paper, the teaching profession encompasses not only those who work directly at classroom level but also those in the school leadership role in government educational institutions. Thus, the discussion in this paper will focus on classroom practitioners as well instructional leaders. This paper starts with a brief overview of the historical background to the teaching profession and subsequently, the changes that have taken place over the years in the Teacher Education System. The main focus of the paper will be on the current practices and the directions in which the teaching profession is moving within the Ministry. This is in line with the effort to improve the quality of teachers and the delivery system in relation to the Malaysia Education Blueprint 2013-2025. Early Development of the Teaching Profession The early development of the teaching profession in Malaysia was very much influenced by the rich and diverse social, political and religious identity of the country. Under the British colonial rule, schools were set up separately either by the Colonial Government or the respective communities for the Malays, Chinese and Indians with the vernacular languages as the medium of instruction. English schools were established by the Colonial Government for the mixed urban population with the English language as the medium of instruction (Tunku Ismail Jewa, 1991).
The training of teachers was geared towards fulfilling the needs of these respective schools. Separate training courses were organised for teachers in Malay, Chinese, Tamil and English schools by different stakeholders. However, in 1955 at the verge of Independence, in order to bring about national consciousness in a multimulti ethnic society, recommendations were made by the country’s first Minister of Education, Dato’ Abdul Razak, towards the establishment of a national education system. A report known as the Razak Report formed the basis of the present day national education system. The Razak Report stipulated that the Minister of Education would be responsible for teacher training and that the teaching profession be reorganised (Tunku Ismail Jewa, 1991). This was the beginning of the establishment of teacher education system with a more structured training for the teaching profession in the country. An Overview of Teacher Education System The National Education System was established in 1957 through the Education Ordinance 1957 and overseen by the Ministry of Education Malaysia. Currently, the Ministry of Education comprises two sectors namely, the Education Sector and the Higher Education Sector. Under the Education Sector of the Ministry, there are 33 divisions responsible for different aspects of the education system (Ministry of Education Malaysia, 2014a). The three main divisions responsible for teacher education and teacher training are the Teacher Education Division (TED), the Institute of Teacher Education (ITE) and Institut Aminuddin Baki (IAB). The Teacher Education Division (TED) in principle is responsible for policy decisions decisions related to teacher quality and professional development at pre-service and in-service levels. Working closely together with ITE and IAB, TED plans the implementation for teacher training to fulfill the need for teachers in schools nationwide. The training of prospective teachers rests under the responsibility of ITE while the training in school leadership is under the expert purview of IAB. In 1982, the philosophy of teacher education was formulated to determine the direction of teacher education. The philosophy gives emphasis to the desire to educate and produce teachers who are noble and caring, knowledgeable and skilful, creative and innovative, resilient and competent, scientific in outlook, committed to upholding the aspirations of the nation, proud of their heritage and dedicated to the development of the individual and preservation of a united, progressive, and disciplined society (Ministry of Education Malaysia, 2014b). This underlying philosophy is translated in principle to the teacher training curriculum, which encourages the development of balanced, well-rounded individuals, who are trained and skilled individuals who will ensure that the Ministry’s aspirations are met.
Teacher Standard The guiding principle for professional development and training for all teachers, teacher educators, administrators and managers, as well as teacher training institutions and agencies in Malaysia is the Standard for Malaysian Teachers (SGM) developed by the TED. The standard help to identify the level of the teachers’ professional competence; the level of teacher readiness and the implementation of training needs; and the policies and development strategies for teacher education that emphasize on the practice of the values of the teaching profession, knowledge and understanding, and teaching as well as learning skills (Standard for Malaysian Teachers, 2009). SGM is based on the following framework and model as shown below:
Diagram 1: SGM Framework and Model The framework and model for SGM comprises three standards: Standard 1: The Practice of Teaching Professionalism which details the practice of the professionalism competency based personal domain, profession, and social, should be available to the teacher; Standard 2: Knowledge and Understanding which specifies the competencies of knowledge and understanding of subject specialization, science education, curriculum and co-curriculum should be available to the teacher, and Standard 3: Teaching and Learning Skills which stipulates the competencies of teaching and learning skills that should be mastered by a teacher. The framework and model also specify the different requirements such as entry requirement to teacher training, curriculum, evaluation and assessment requirement, collaboration with different stakeholders, infra and info-structure requirement, and quality assurance. The framework and model is based on the National Mission, National Education Philosophy, Teacher Education Philosophy, the Teaching of Professional Ethics and the Ministry of Education Work Ethics.
Pre-Service Teacher Education As mentioned above, Institute of Teacher Education (ITE) is responsible for the training of prospective primary school teachers. As a note, the training for secondary school teachers is under the jurisdiction of the Higher Education Sector of the Ministry. The training of these pre-service teachers is done on 27 ITE campuses located throughout the country. Currently, the campuses offer a Bachelors of Teaching with honours degree programme (PISMP) in various academic disciplines. These include Malay Language, Teaching English as a Second Language (TESL), Physical Education, Special Education (Hearing Impairment), Special Education (Visual Impairment), Special Education (Learning Disabilities), Chinese Language, Tamil Language, Islamic Education, Science, Social Studies, Mathematics, Design and Technology, Early Childhood, Visual Art, Music and Arabic. This degree programme is accredited by the Malaysian Qualifications Agency, Department of Public Service and Education Service Commission. To enter the degree programme, a candidate needs to acquire a distinction in any five (5) subjects, at least a credit in Malay Language and History and a pass in English Language in the Sijil Pelajaran Malaysia (SPM) or Malaysian Certificate of Education Examinations which is equivalent to the O-Level Examinations. The candidate is also required to undergo several screening tests such as Teacher Eligibility Test (Ujian Kelayakan Calon Guru) consists of three components which are Teaching Personality Inventory; Self-Validation Index; and Physical Fitness Test/Practical Test of Physical Education (applicable to Physical Education Candidates only). The candidate will also have to attend an interview before he or she is offered the degree programme. Until September of 2014, a total of 35,551 students are studying at the 27 campuses with 3,535 lecturers where 338 of them are PhD holders. Under Wave 1 (2013-2015) of the implementation of the Malaysia Education Blueprint 2013-2025, ITE aspires to offer high quality and dynamic teacher development programmes in all its 27 campuses towards a world-class education to produce the highest quality and competent teachers as well as educators. The effort towards materialising this aspiration is in progress through strengthening teacher recruitment channels to ensure that the top 30% of the recruitment into preservice training are candidates with excellent results in the Sijil Pelajaran Malaysia (SPM) or Malaysian Certificate of Education Examinations; strengthening ITE curricula; improving the quality of leadership ITE; improving the quality of lecturers; upgrading the infrastructure; enhancing research and innovation activities; and increasing the profile of ITE.
Teacher Recruitment The current practice in teacher recruitment is requiring graduates who have completed their studies in the field of education in public and private universities or ITE campuses to submit online application through the official website for the employment of government services at a portal known as jobsmalaysia.gov.my . The applications are processed by the Education Service Commission or Suruhanjaya Perkhidmatan Pelajaran Malaysia (SPP). Eligible candidates are then called for an interview. Only successful candidates will be appointed as education officers or Pegawai Perkhidmatan Pendidikan (PPP) after which they will be posted to schools throughout the country based on vacancies and needs of the schools. Teacher Responsibilities Like in many other countries, the role Malaysian teachers’ or specifically classroom practitioners’ encompasses many activities. The teachers do not only spend time on instructional activities such as lesson planning, classroom interaction and grading homework, they also carry out tasks such as running extra curriculum activities, attending or facilitating professional development activities, handling student’s affairs, and engaging parents and the community. They also engage in administrative duties related to teaching and learning such as filling out student report cards and tracking student attendance in class. In 2007, the Ministry of Education conducted a review on Teacher Duties and Responsibilities. On average, teachers spend 66.24 hours weekly to carry out duties and responsibilities before and after class activities as shown in the diagram below.
Diagram 2: Roles and responsibilities of teachers
The review shows that teachers spend 48.32 hours on managing curriculum activities such as conducting instructional activities (lesson planning, classroom interaction and evaluation and assessment), sitting for relief classes, attending and managing professional development (meetings, trainings and research), handling student’s activities (extra classes, motivational talk, student’s workshop and academic co-curriculum) and engaging with parents and teachers academic meetings. The detailed time spent on each activity is shown below.
Diagram 3: Time spend on curriculum activities Salaries With reference to salaries, Malaysian teachers earn salaries which are comparable to those working in other public and private sectors in the country like lawyers, accountants and IT executives (MEB, 2013). In this respect, the teaching professional offers an attractive remuneration.
Diagram 4: Average starting salaries of teachers in comparison to o ther professions in Malaysia Starting 1st January 2014, a new salary scheme was introduced for teachers joining the teaching profession with masters and doctoral degrees. The starting salary for those with a master’s degree is MYR 2,733.98 and for those with doctoral qualifications is MYR 3040.60. This new salary scheme however does not apply to serving teachers with the masters or doctoral degree. Welfare and Benefits Teachers in Malaysia are civil servants who work under the purview of the Ministry of Education. The benefits for teachers are no different from the other civil servants in various government agencies in terms of annual leave and medical benefits. Those serving at school levels can enjoy the school breaks and are also given 7 days leave. Those in the administrative positions such as school principals can enjoy a maximum of 35 days of annual leave. As for medical benefits, the spouse and children of the teacher are eligible to receive free m edical care. For those who opt for a pension scheme, even after retirement the government covers the retirees’ medical expenses.
Reference Ministry of Education Malaysia. (2012). Malaysia Education Blueprint 2013-2025 (Preschool to Post-Secondary Education). Ministry of Education Malaysia Tunku Ismail Jewa. (1991). Teacher Education: Then, Now and for the Future in Regional Seminar 1991, Teacher Education, The Challenges of the 21 st Century. Proceedings. Plenary Paper, 17-24. School of Educational Studies University Science Malaysia, Penang, Malaysia. Bahagian Perancangan dan Penyelidikan Dasar Pendidikan. 2006. Laporan kajian penilaian graduan NPQEL. Putrajaya: Kementerian Pelajaran Malaysia. Bolam, R. 1999. Understanding leadership: developing headteachers. Dlm. Bush, T., Bell, S., Bolam, R., Glatter, R. & Ribbins, P. (pnyt.). Educational Management: redefining theory, policy and practice, hlmn. 77 - 89. London: Paul Chapman Bush, T. & Jackson, D. 2002. A preparation of school leadership: international perspectives. Education Management and Administration 30(4):417-429. Council of Chief State School Officers (CCSSO). 1996. Interstate school leaders licensure consortium: standards for school leaders. Washington: CCSSO. C Guskey, T. R. 2002. Evaluating professional development. California: Corwin Press, Inc. Kamaruzaman Moidunny, Akma Abdul Hamid & Nor Asmah Othman. 2010.Keberkesanan program kelayakan pemimpin pendidikan kebangsaan.Genting Highlands: Institut Aminuddin Baki. Kamaruzaman Moidunny. 2009. Keberkesanan program kelayakan profesional kepengetuaan kebangsaan (NPQEL). Disertasi Doktor Falsafah. Universiti Kebangsaan Malaysia. Kementerian Pelajaran Malaysia. 1979. Laporan jawatankuasa kabinet mengkaji pelaksanaan dasar pelajaran. Male, T. 2001. Is the national professional qualification for headship making a difference? School Leadership and Management, 21(4), 463 -477. Menter, I., Holligan, C. & Mthenjwa, V. 2005. Reaching the parts that need to be reached? the impact of the Scottish qualification for Headship.School Leadership and Management, 25(1), 7-23. Mohamad Najib Abdul Ghafar. 1999. Penyelidikan pendidikan. Skudai: Penerbit Universiti Teknologi Malaysia Nur Anuar Abdul Muthalib, Faridah Abu Hassan, Rohana Zulkifli, Md. Monoto Kosnan & Nur Fakhriyyah El-Emin Muhardi. 2006. Kajian penilaian graduan NPQH. Kertas Kerja Seminar Nasional Pengurusan dan Kepimpinan Pendidikan ke-13. Anjuran Institut Aminuddin Baki, KPM. Genting Highlands, 4-8 Disember Oppenheim, A. N. 1996. Questionnaire design and attitude measurement. London: Heinemann. Ribbins, P. 1999. Educational administration, leadership and management: towards a research agenda. Dlm. T. Bush, L. Bell, R. Bolam, R. Glatter, and P.
Ribbins (pnyt). Educational Management: Redefining Theory, Policy and Practice. hlmn. 77-89. London: Paul Chapman Publishing Rohaya Hassan, Rosnarizah Abdul Halim & Sharifah Sebra Jamila Syed Imam. 2006. Penilaian program latihan Institut Aminuddin Baki: satu tinjauan terhadap program NPQH kohort 9/2005. Kertas Kerja Seminar Nasional Pengurusan dan Kepimpinan Pendidikan ke-13. Anjuran Institut Aminuddin Baki, KPM. Genting Highlands, 4-8 Disember. Sharma, S. Sun, H. & Kannan, s. )2012) A comparative analysis of school leadership in China, Malaysia and India. International Online Journal of Educational Sciences 2012-4(3), 536-543. Singh, G.B.S. 2009. The national professional qualification for headship (NPQH) programme for secondary school headteachers in Malaysia: an avaluative case study. Disertasi Ijazah Kedoktoran: University of Birmingham. Teacher Training Agency (TTA). 1998. National standards for headteachers. London: Teacher Training Agency. Urus Setia NPQEL. 2011. Jumlah peserta NPQH/NPQEL mengikut tahun dan ambilan. Genting Highlands: Institut Aminuddin Baki. Wan Zawawi Wan Ismail et al. 2011. Leadership transition pre to post NPQH: a qualitative analysis. Genting Highlands: Institut Aminuddin Baki
Introduction The teaching profession in Malaysia is currently undergoing a major transformation as a result of a comprehensive review of the education system in October 2011 and the launch of the Malaysia Education Blueprint 2013-2025 (Preschool to PostSecondary Education) in September 2013. The Blueprint stipulates a strategic and operational change at all levels to better prepare the children of Malaysia for the 21 st century. In the context of Malaysia and this paper, the teaching profession encompasses not only those who work directly at classroom level but also those in the school leadership role in government educational institutions. Thus, the discussion in this paper will focus on classroom practitioners as well instructional leaders. This paper starts with a brief overview of the historical background to the teaching profession and subsequently, the changes that have taken place over the years in the Teacher Education System. The main focus of the paper will be on the current practices and the directions in which the teaching profession is moving within the Ministry. This is in line with the effort to improve the quality of teachers and the delivery system in relation to the Malaysia Education Blueprint 2013-2025. Early Development of the Teaching Profession The early development of the teaching profession in Malaysia was very much influenced by the rich and diverse social, political and religious identity of the country. Under the British colonial rule, schools were set up separately either by the Colonial Government or the respective communities for the Malays, Chinese and Indians with the vernacular languages as the medium of instruction. English schools were established by the Colonial Government for the mixed urban population with the English language as the medium of instruction (Tunku Ismail Jewa, 1991).
The training of teachers was geared towards fulfilling the needs of these respective schools. Separate training courses were organised for teachers in Malay, Chinese, Tamil and English schools by different stakeholders. However, in 1955 at the verge of Independence, in order to bring about national consciousness in a multimulti ethnic society, recommendations were made by the country’s first Minister of Education, Dato’ Abdul Razak, towards the establishment of a national education system. A report known as the Razak Report formed the basis of the present day national education system. The Razak Report stipulated that the Minister of Education would be responsible for teacher training and that the teaching profession be reorganised (Tunku Ismail Jewa, 1991). This was the beginning of the establishment of teacher education system with a more structured training for the teaching profession in the country. An Overview of Teacher Education System The National Education System was established in 1957 through the Education Ordinance 1957 and overseen by the Ministry of Education Malaysia. Currently, the Ministry of Education comprises two sectors namely, the Education Sector and the Higher Education Sector. Under the Education Sector of the Ministry, there are 33 divisions responsible for different aspects of the education system (Ministry of Education Malaysia, 2014a). The three main divisions responsible for teacher education and teacher training are the Teacher Education Division (TED), the Institute of Teacher Education (ITE) and Institut Aminuddin Baki (IAB). The Teacher Education Division (TED) in principle is responsible for policy decisions decisions related to teacher quality and professional development at pre-service and in-service levels. Working closely together with ITE and IAB, TED plans the implementation for teacher training to fulfill the need for teachers in schools nationwide. The training of prospective teachers rests under the responsibility of ITE while the training in school leadership is under the expert purview of IAB. In 1982, the philosophy of teacher education was formulated to determine the direction of teacher education. The philosophy gives emphasis to the desire to educate and produce teachers who are noble and caring, knowledgeable and skilful, creative and innovative, resilient and competent, scientific in outlook, committed to upholding the aspirations of the nation, proud of their heritage and dedicated to the development of the individual and preservation of a united, progressive, and disciplined society (Ministry of Education Malaysia, 2014b). This underlying philosophy is translated in principle to the teacher training curriculum, which encourages the development of balanced, well-rounded individuals, who are trained and skilled individuals who will ensure that the Ministry’s aspirations are met.
Teacher Standard The guiding principle for professional development and training for all teachers, teacher educators, administrators and managers, as well as teacher training institutions and agencies in Malaysia is the Standard for Malaysian Teachers (SGM) developed by the TED. The standard help to identify the level of the teachers’ professional competence; the level of teacher readiness and the implementation of training needs; and the policies and development strategies for teacher education that emphasize on the practice of the values of the teaching profession, knowledge and understanding, and teaching as well as learning skills (Standard for Malaysian Teachers, 2009). SGM is based on the following framework and model as shown below:
Diagram 1: SGM Framework and Model The framework and model for SGM comprises three standards: Standard 1: The Practice of Teaching Professionalism which details the practice of the professionalism competency based personal domain, profession, and social, should be available to the teacher; Standard 2: Knowledge and Understanding which specifies the competencies of knowledge and understanding of subject specialization, science education, curriculum and co-curriculum should be available to the teacher, and Standard 3: Teaching and Learning Skills which stipulates the competencies of teaching and learning skills that should be mastered by a teacher. The framework and model also specify the different requirements such as entry requirement to teacher training, curriculum, evaluation and assessment requirement, collaboration with different stakeholders, infra and info-structure requirement, and quality assurance. The framework and model is based on the National Mission, National Education Philosophy, Teacher Education Philosophy, the Teaching of Professional Ethics and the Ministry of Education Work Ethics.
Pre-Service Teacher Education As mentioned above, Institute of Teacher Education (ITE) is responsible for the training of prospective primary school teachers. As a note, the training for secondary school teachers is under the jurisdiction of the Higher Education Sector of the Ministry. The training of these pre-service teachers is done on 27 ITE campuses located throughout the country. Currently, the campuses offer a Bachelors of Teaching with honours degree programme (PISMP) in various academic disciplines. These include Malay Language, Teaching English as a Second Language (TESL), Physical Education, Special Education (Hearing Impairment), Special Education (Visual Impairment), Special Education (Learning Disabilities), Chinese Language, Tamil Language, Islamic Education, Science, Social Studies, Mathematics, Design and Technology, Early Childhood, Visual Art, Music and Arabic. This degree programme is accredited by the Malaysian Qualifications Agency, Department of Public Service and Education Service Commission. To enter the degree programme, a candidate needs to acquire a distinction in any five (5) subjects, at least a credit in Malay Language and History and a pass in English Language in the Sijil Pelajaran Malaysia (SPM) or Malaysian Certificate of Education Examinations which is equivalent to the O-Level Examinations. The candidate is also required to undergo several screening tests such as Teacher Eligibility Test (Ujian Kelayakan Calon Guru) consists of three components which are Teaching Personality Inventory; Self-Validation Index; and Physical Fitness Test/Practical Test of Physical Education (applicable to Physical Education Candidates only). The candidate will also have to attend an interview before he or she is offered the degree programme. Until September of 2014, a total of 35,551 students are studying at the 27 campuses with 3,535 lecturers where 338 of them are PhD holders. Under Wave 1 (2013-2015) of the implementation of the Malaysia Education Blueprint 2013-2025, ITE aspires to offer high quality and dynamic teacher development programmes in all its 27 campuses towards a world-class education to produce the highest quality and competent teachers as well as educators. The effort towards materialising this aspiration is in progress through strengthening teacher recruitment channels to ensure that the top 30% of the recruitment into preservice training are candidates with excellent results in the Sijil Pelajaran Malaysia (SPM) or Malaysian Certificate of Education Examinations; strengthening ITE curricula; improving the quality of leadership ITE; improving the quality of lecturers; upgrading the infrastructure; enhancing research and innovation activities; and increasing the profile of ITE.
Teacher Recruitment The current practice in teacher recruitment is requiring graduates who have completed their studies in the field of education in public and private universities or ITE campuses to submit online application through the official website for the employment of government services at a portal known as jobsmalaysia.gov.my . The applications are processed by the Education Service Commission or Suruhanjaya Perkhidmatan Pelajaran Malaysia (SPP). Eligible candidates are then called for an interview. Only successful candidates will be appointed as education officers or Pegawai Perkhidmatan Pendidikan (PPP) after which they will be posted to schools throughout the country based on vacancies and needs of the schools. Teacher Responsibilities Like in many other countries, the role Malaysian teachers’ or specifically classroom practitioners’ encompasses many activities. The teachers do not only spend time on instructional activities such as lesson planning, classroom interaction and grading homework, they also carry out tasks such as running extra curriculum activities, attending or facilitating professional development activities, handling student’s affairs, and engaging parents and the community. They also engage in administrative duties related to teaching and learning such as filling out student report cards and tracking student attendance in class. In 2007, the Ministry of Education conducted a review on Teacher Duties and Responsibilities. On average, teachers spend 66.24 hours weekly to carry out duties and responsibilities before and after class activities as shown in the diagram below.
Diagram 2: Roles and responsibilities of teachers
The review shows that teachers spend 48.32 hours on managing curriculum activities such as conducting instructional activities (lesson planning, classroom interaction and evaluation and assessment), sitting for relief classes, attending and managing professional development (meetings, trainings and research), handling student’s activities (extra classes, motivational talk, student’s workshop and academic co-curriculum) and engaging with parents and teachers academic meetings. The detailed time spent on each activity is shown below.
Diagram 3: Time spend on curriculum activities Salaries With reference to salaries, Malaysian teachers earn salaries which are comparable to those working in other public and private sectors in the country like lawyers, accountants and IT executives (MEB, 2013). In this respect, the teaching professional offers an attractive remuneration.
Diagram 4: Average starting salaries of teachers in comparison to o ther professions in Malaysia Starting 1st January 2014, a new salary scheme was introduced for teachers joining the teaching profession with masters and doctoral degrees. The starting salary for those with a master’s degree is MYR 2,733.98 and for those with doctoral qualifications is MYR 3040.60. This new salary scheme however does not apply to serving teachers with the masters or doctoral degree. Welfare and Benefits Teachers in Malaysia are civil servants who work under the purview of the Ministry of Education. The benefits for teachers are no different from the other civil servants in various government agencies in terms of annual leave and medical benefits. Those serving at school levels can enjoy the school breaks and are also given 7 days leave. Those in the administrative positions such as school principals can enjoy a maximum of 35 days of annual leave. As for medical benefits, the spouse and children of the teacher are eligible to receive free m edical care. For those who opt for a pension scheme, even after retirement the government covers the retirees’ medical expenses.
Reference Ministry of Education Malaysia. (2012). Malaysia Education Blueprint 2013-2025 (Preschool to Post-Secondary Education). Ministry of Education Malaysia Tunku Ismail Jewa. (1991). Teacher Education: Then, Now and for the Future in Regional Seminar 1991, Teacher Education, The Challenges of the 21 st Century. Proceedings. Plenary Paper, 17-24. School of Educational Studies University Science Malaysia, Penang, Malaysia. Bahagian Perancangan dan Penyelidikan Dasar Pendidikan. 2006. Laporan kajian penilaian graduan NPQEL. Putrajaya: Kementerian Pelajaran Malaysia. Bolam, R. 1999. Understanding leadership: developing headteachers. Dlm. Bush, T., Bell, S., Bolam, R., Glatter, R. & Ribbins, P. (pnyt.). Educational Management: redefining theory, policy and practice, hlmn. 77 - 89. London: Paul Chapman Bush, T. & Jackson, D. 2002. A preparation of school leadership: international perspectives. Education Management and Administration 30(4):417-429. Council of Chief State School Officers (CCSSO). 1996. Interstate school leaders licensure consortium: standards for school leaders. Washington: CCSSO. C Guskey, T. R. 2002. Evaluating professional development. California: Corwin Press, Inc. Kamaruzaman Moidunny, Akma Abdul Hamid & Nor Asmah Othman. 2010.Keberkesanan program kelayakan pemimpin pendidikan kebangsaan.Genting Highlands: Institut Aminuddin Baki. Kamaruzaman Moidunny. 2009. Keberkesanan program kelayakan profesional kepengetuaan kebangsaan (NPQEL). Disertasi Doktor Falsafah. Universiti Kebangsaan Malaysia. Kementerian Pelajaran Malaysia. 1979. Laporan jawatankuasa kabinet mengkaji pelaksanaan dasar pelajaran. Male, T. 2001. Is the national professional qualification for headship making a difference? School Leadership and Management, 21(4), 463 -477. Menter, I., Holligan, C. & Mthenjwa, V. 2005. Reaching the parts that need to be reached? the impact of the Scottish qualification for Headship.School Leadership and Management, 25(1), 7-23. Mohamad Najib Abdul Ghafar. 1999. Penyelidikan pendidikan. Skudai: Penerbit Universiti Teknologi Malaysia Nur Anuar Abdul Muthalib, Faridah Abu Hassan, Rohana Zulkifli, Md. Monoto Kosnan & Nur Fakhriyyah El-Emin Muhardi. 2006. Kajian penilaian graduan NPQH. Kertas Kerja Seminar Nasional Pengurusan dan Kepimpinan Pendidikan ke-13. Anjuran Institut Aminuddin Baki, KPM. Genting Highlands, 4-8 Disember Oppenheim, A. N. 1996. Questionnaire design and attitude measurement. London: Heinemann. Ribbins, P. 1999. Educational administration, leadership and management: towards a research agenda. Dlm. T. Bush, L. Bell, R. Bolam, R. Glatter, and P.
Ribbins (pnyt). Educational Management: Redefining Theory, Policy and Practice. hlmn. 77-89. London: Paul Chapman Publishing Rohaya Hassan, Rosnarizah Abdul Halim & Sharifah Sebra Jamila Syed Imam. 2006. Penilaian program latihan Institut Aminuddin Baki: satu tinjauan terhadap program NPQH kohort 9/2005. Kertas Kerja Seminar Nasional Pengurusan dan Kepimpinan Pendidikan ke-13. Anjuran Institut Aminuddin Baki, KPM. Genting Highlands, 4-8 Disember. Sharma, S. Sun, H. & Kannan, s. )2012) A comparative analysis of school leadership in China, Malaysia and India. International Online Journal of Educational Sciences 2012-4(3), 536-543. Singh, G.B.S. 2009. The national professional qualification for headship (NPQH) programme for secondary school headteachers in Malaysia: an avaluative case study. Disertasi Ijazah Kedoktoran: University of Birmingham. Teacher Training Agency (TTA). 1998. National standards for headteachers. London: Teacher Training Agency. Urus Setia NPQEL. 2011. Jumlah peserta NPQH/NPQEL mengikut tahun dan ambilan. Genting Highlands: Institut Aminuddin Baki. Wan Zawawi Wan Ismail et al. 2011. Leadership transition pre to post NPQH: a qualitative analysis. Genting Highlands: Institut Aminuddin Baki
