This study proposed to investigate the influence of teachers’ self-directed professional learning in enhancing Teachers’ Leadership Competency (TLC) through teachers’ Action (ACT), Thinking (THI), Feeling (FEE), Accessing (ACC) in Facilitating Improvement and Establishing Standards (FIES), Modeling Leadership Attributes and Skills (MLAS), Participating in Organizational Development (POD), Fostering a Collaborative Culture (FCC), and Performing as Referral Leader (PRL) as well. The data will be collected from 301 teachers from 12 sample schools through self-administered of Teacher Learning and Competency Scale (TLCS) survey instrument. The samples will be selected through proportionate random sampling procedure. The collected data will be analyzed using SPSS software package. The pilot-test data will be analyzed utilizing Exploratory Factor Analysis (EFA). The Second Order Confirmatory Factor Analysis (CFA) or known as Pooled Measurement Model will be employed to assess the model fit of TL and TLC latent constructs. The Structural Equation Modeling (SEM) will be employed to analyze the final data. Theoretically, this study contributes to the literature on the influence of teachers’ self-directed professional learning towards teachers’ leadership competency in Malaysia.
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In-Text Citation: (Fanny & Mansor, 2019)
To Cite this Article: Fanny, K. C. Y., & Mansor, M. (2019). The Influence of Self-Directed Professional Learning in Enhancing Leadership Competency: A Concept Paper. International Journal of Academic Research in Business and Social Sciences, 9(2), 795–803.
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