This study aimed to translate the questionnaire, the Perceived Organizational Support (POS) in English into Malay language. POS consists of 17 items designed to measure organizational support school administrators among teachers. POS consists of three dimensions of justice within the organization (6 items); organizational support (6 items); and the remuneration and working conditions (5 items). POS can be administered from 10 to 15 minutes. The process of translation into English using back to back translation methods proposed by Brislin, Lonner, and Thorndike (1973). POS items are translated adjusted according to the values of the local culture and by three groups of the expert panel. The first panel of experts consisting lecturer at the Teaching Institute of Malay Language. The second expert panel consisting of three teachers with excellent English and a third expert panel consisting of three outstanding teachers of the Malay language. After the modified questionnaire based on the recommendations of experts, the pilot study a questionnaire to 60 secondary school teachers was conducted. The reliability of the justice dimension in the organization (0.876); organizational support (0.924); and the remuneration and working conditions (0.862). The overall reliability of the POS is 0.887. This finding suggests that this study has been successfully translated into Malay language and get a high validity and reliability.
Arman, M., Syamsul, B. H., & Darman, M. (2016). The Effect Of School Supervisors Competence And School Principals Competence On Work Motivation And Performance Of Junior High School Teachers In Maros Regency, Indonesia. International Journal Of Environmental & Science Education, 11(15), 7309–7317.
Aziah, I., Loh, H. Y., & Abdul Ghani, K. A. (2015). Komuniti Pembelajaran Profesional Dan Efikasi Kendiri Guru Sekolah Menengah Di Pulau Pinang. Jurnal Kepimpinan Pendidikan, 2(1), 1–12.
Briggs, A., & Coleman, M. (2007). Research Methods in Educational Leadership and Management. London: Sage Publication Inc.
Brislin, R. W., Lonner, W., & Thorndike, R. M. (1973). Cross-Cultural Research Methods. New York: John Wiley & Sons.
Cooper, K. S., Stanulis, R. N., Brondyk, S. K., Hamilton, E. R., Macaluso, M., & Meier, J. A. (2016). The Teacher Leadership Process: Attempting Change Within Embedded Systems. Journal of Educational Change, 17(1), 85–113.
Creswell, J. W., & Clark, V. L. (2007). Designing And Conducting: Mixed Methods Research. USA: Sage Publication Inc.
Davis, S. (1992). Instrument Review: Getting the Most From Your Panel of Experts. Applied Nursing Research, 5, 194–197.
Deslandes, R., Barma, S., & Massé-Morneau, J. (2016). Teachers’ Views of the School Community Support in the Context of a Science Curricular Reform. Journal of Education and Learning, 5(2), 220–232.
Eisenberger, R., Cummings, J., Armeli, S., & Lynch, P. (1997). Perceived Organizational Support, Discretionary Treatment, and Job Satisfaction. Journal of Applied Psychology, 82, 812–820.
Eisenberger, R., Huntington, R., Hutchison, S., & Sowa, D. (1986). Perceived Organizational Support. Journal Of Applied Psychology, 77, 500–507.
Ghavifekr, S., & Pillai, N. S. (2016). The Relationship Between School’s Organizational Climate And Teacher’s Job Satisfaction: Malaysian Experience. Asia Pacific Education Review, 17(1), 87–106.
Hair, J. F., Black, W., Babin, B., & Anderson, R. (2009). Multivariate Data Analysis. New York: Prentice Hall.
Kim, K. Y., Eisenberger, R., & Baik, K. (2016). Perceived Organisational Support And Affective Organizational Commitment: Moderating Influence Of Perceived Organizational Competence. Journal of Internet Banking and Commerce, 37, 558–583.
Li, L., Hallinger, P., & Ko, J. (2016). Principal Leadership And School Capacity Effects On Teacher Learning In Hong Kong. International Journal of Educational Management, 30(1), 76–100.
Lynn, M. R. (1986). Determination and Quantification Of Content Validity. Nursing Research, 35(6), 382–385.
Masoumeh, P., & Muhammad, A. G. (2015). The Relationship Between School Organizational Culture And Characters Of School Stakeholders: Students’ Perceptions. Malaysian Online Journal of Educational Management, 3(2), 18–31.
McKenney, S., & Reeves, T. C. (2012). Conducting Educational Research Design. New York: Routledge.
Mehrens, W. A., & Lehman, I. J. (1991). Measurement And Evaluation In Education & Psychology (4th edition). Canada: Wadsworth & Thomson.
Mohd Ibrahim, K. A., Mohammed Sani, I., & Rosemawati, M. (2015). Kompetensi Kepemimpinan Instruksional Di Kalangan Pengetua Sekolah?: Satu Kajian Empirikal Di Negeri Selangor. Jurnal Kepimpinan Pendidikan, 2(3), 1–14.
Polat, S. (2010). The Effect Of Organizational Support?; Perception Of Teachers On Organizational Trust Perception Of Their Schools. African Journal of Business Management, 4(14), 3134–3138.
Rhoades, L., & Eisenberger, R. (2002). Perceived Organizational Support: A Review Of The Literature. Journal of Applied Psychology, 87, 698–714.
Rosnarizah, A. H., & Hussein, A. (2015). Distributed Leadership, Contextual Factor And Teachers’ Self-Efficacy In Malaysia. Malaysian Online Journal of Educational Management, 3(3), 1–12.
Rubio, D., Berg-Weger, M., Tebb, S., Lee, E., & Rauch, S. (2003). Objectifying Content Validity: Conducting A Content Validity Study in Social Work Research. Social Work Research, 27(2), 94–104.
Sekaran, U. (2003). Research Method for Business (4th.edition). New Jersey: John Wiley & Sons.
Tatlah, I. A., & Iqbal, M. Z. (2012). Leadership Styles and School Effectiveness: Empirical Evidence from Secondary Level. Procedia - Social and Behavioral Sciences, 69, 790–797.
Tee, Y. Q., Zarina, R., Zainuddin, I., See, J., Ngu, K. S., Sunitha, M., & Nabeel, A. (2015). Teachers’ Background Factors And Its Relation To Motivation. Malaysian Journal of Library & Information Science, 3(2), 1–17.
Tuytens, M., & Devos, G. (2016). The Role Of Feedback From The School Leader During Teacher Evaluation For Teacher And School Improvement. Teachers and Teaching, 1–19.
Van-Daal, T., Donche, V., & De-Maeyer, S. (2014). The Impact of Personality, Goal Orientation and Self-Efficacy on Participation of High School Teachers in Learning Activities in the Workplace. Vocations and Learning, 7, 21–40.
Rozdi, Z. M., Othman, S., Ahmad, C. N. C., & Mohamed, Z. (2017). Translation, Validity and Reliability of Perceived Organizational Support. International Journal of Academic Research in Business and Social Sciences, 7(10), 389-398.
Copyright: © 2017 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode
