MOJEM: Malaysian Online Journal of Educational Management

THE MANAGEMENT OF SUPERVISOR-MENTOR PARTNERSHIP TO SUPPORT PRESERVICE TEACHERS’ PROFESSIONAL IDENTITY DEVELOPMENT DURING PRACTICUM

Fatiha Senom — 2025-01-08

Producing highly competent teachers for the Malaysian education system is crucial to reinforce human capital in meeting global demands. Thus, ensuring preservice teachers’ professional identity development during practicum is vital in achieving this aspiration. Hence, this study seeks to explore the partnership management between university supervisors and mentor teachers during practicum and how it influences the preservice teachers’ professional identity development. Drawing on Pennington and Richards’ (2016) construct of ESL teacher identity as the theoretical lens, a qualitative single case study was employed, and semi-structured interviews were conducted on three preservice ESL teachers from a Malaysian public university. The data findings were analysed manually using Thematic Analysis and discussed per the existing body of relevant literature. Findings reveal that the supervisor-mentor partnership during practicum helps to further enhance preservice ESL professional teachers’ identity development in terms of their personal, contextual, and professional competence. The findings of this study recommend that relevant stakeholders provide more collaborative opportunities for supervisors and mentors to assist preservice teachers to develop their professional teacher identity further and become competent teachers.

ARAB WOMEN'S LEADERSHIP RESEARCH: A BIBLIOMETRIC ANALYSIS OF PUBLISHED ARTICLES PUBLISHED BETWEEN 2018 AND 2022

Khadija M. H. Alrashidi — 2025-01-08

This study presents a bibliometric analysis of publications on the leadership of Arab women from the Scopus database between 2018 and 2022. Based on the keywords used, which are related to women's leadership in the article title, abstract and keywords of the study, 188 documents were retrieved for further analysis using various tools. We used Microsoft Excel to conduct the frequency analysis, VOS viewer for data visualization, and Harzing's Publish or Perish for citation metrics and analysis. This study reports the results using standard bibliometric indicators such as the growth of publications, authorship patterns, collaboration, prolific authors, country contributions, most active institutions, preferred journals, and top-cited articles. The findings show a continuous growth of publications on Arab women's leadership research for the selected timeframe. The United Arab Emirates was the largest contributor to Arab women's leadership research, followed by Saudi Arabia and Jordan. The International Journal of Leadership in Education remained the foremost publication associated with Arab women's leadership research. Zayed University, United Arab Emirates, is expected to be a good candidate for collaborative research in this field.

CLASSROOM MANAGEMENT ENHANCEMENT USING GEOGEBRA IN TEACHING INTERNATIONAL POST-GRADUATE STUDENTS

Lim Swee Wen — 2025-01-08

This study aims to explore the role of GeoGebra, an interactive mathematics software, in enhancing multi-national classroom management, specifically in the context of learning mutually exclusive and non-mutually exclusive events. The key research question is how using GeoGebra in probability lessons helps teachers manage a classroom involving international students. This qualitative case study was conducted with a group of 16 students from Malaysia, China, and Japan in the Master of Mathematics Education with Technology programme at a university in Malaysia. During the study, the researchers monitored the participants' learning process as they engaged in collaborative problem-solving sessions using GeoGebra. A specific focus is placed on verbal and non-verbal communication, collaborative engagement, and managing disruptive behaviours. In addition, students' engagement with GeoGebra is recorded by an activity log, which documents the specific tools and features used throughout the problem-solving process. The findings of this study reveal that using Geo-Gebra in the teaching and learning of probability enhances the management of classroom communication, distracted students, class time, and language barriers while promoting students’ engagement with the topic, fostering classroom collaboration, and improving understanding and problem-solving abilities. This study provides insights into creating a more interactive and collaborative learning environment and offers valuable guidance for educators seeking to integrate GeoGebra into the teaching and learning of probability.

QUALITY MANAGEMENT PRACTICES WITHIN HIGHER EDUCATION INSTITUTIONS (HEIs) IN THE PROVINCE OF ORIENTAL MINDORO

Lea E. Miciano — 2025-01-08

This study identified the quality management practices within HEIs concerning instruction and curriculum, research, extension and linkages, and management of resources of middle-level managers in the province of Oriental Mindoro. This study is descriptive research utilizing a mixed-method research design through the Delphi Technique with three stages: (1) Delphi Stage 1 (Content Analysis), (2) Delphi Stage 2 (Consensus Building), and (3) Delphi Stage 3 (Final Stage: Reconsideration). The population for the study includes 12 middle-level managers or experts in key result areas and quality assurance, which were drawn through a purposive sampling technique. Results showed that continuous improvement through regular curriculum assessments and revisions is a priority for HEIs to maintain compliance with industry requirements and improve the quality of instruction. They strongly emphasize faculty members' continuous professional development and encourage research by giving money for conference attendance, team projects, and research supplies. HEIs support transdisciplinary research with outside partners and promote innovation. Extension tactics use relationships with government agencies, businesses, educational institutions and community development projects to address social needs. Transparency, equitable financial distribution, improving infrastructure, and advancing sustainability are the main goals of resource management. A quality management framework may be developed for HEIs that includes strategies to align programs, standards, and processes to ensure consistent and effective quality management practices.

EXPLORING THE IMPLEMENTATION OF CLASSROOM-BASED ASSESSMENT IN MALAYSIAN SECONDARY SCHOOLS: ALIGNMENT WITH POLICY AND TEACHER PRACTICES

Shahazwan Mat Yusoff — 2025-01-08

This study investigates the implementation of Classroom-Based Assessment (CBA) in Malaysian secondary schools, focusing on the alignment between teacher practices and national curriculum policies. Through qualitative methods, including semi-structured interviews, classroom observations, and document analysis, data were collected from four teachers in Selangor. While teachers demonstrated alignment with curriculum objectives during planning, challenges in implementation persist, largely due to an exam-centric culture, inadequate professional development, and heavy administrative workloads. These barriers hinder the transition to student-centred, formative assessments, reducing the efficacy of CBA in fostering holistic learning outcomes. The findings underscore the need for targeted policy enhancements to bridge gaps in practice and alignment. Recommendations include investing in ongoing teacher training programs to strengthen assessment literacy and equipping educators with practical strategies for adapting CBA to diverse classroom contexts. Streamlining administrative tasks through digital tools and fostering a culture shift away from exam dependency are critical. Aligning these efforts with the Malaysian Education Blueprint 2013–2025, particularly its focus on student-centred learning and continuous assessment will promote more effective implementation of CBA. Policymakers are urged to prioritise capacity-building initiatives that empower teachers and to develop resources that support the practical application of CBA policies. These steps are essential for achieving the blueprint's goals of cultivating higher-order thinking skills and students’ lifelong learning competencies. This research provides actionable insights for policymakers, administrators, and educators aiming to enhance assessment practices in Malaysia’s secondary education system.