The purpose of this study is to compare the principals’ and the teachers' perception of aborigine’s pupils leading learning factors. The leading learning factors include school climate, principals' role, teacher leadership, teacher behaviour, student motivation, and parental commitment. This study provides an overview of the factors that need to be taken into consideration by principals, teachers, and policymakers to better plan and make decisions for the betterment of aborigine’s pupils. A total of nine principals and 113 teachers from nine aborigines primary schools participated in this study. Data were collected using questionnaires and analysed using descriptive statistics. The findings documented that the principals' mean score levels relatively higher than the teachers' score. There was no difference in the priority factor based on the mean score values between the principals and the teacher. The respondents agree that the role of the principals is most important, followed by the school climate, teacher leadership, student motivation, teacher behaviour, and ultimately, parental commitment. This study also discusses the implications and suggestions for improving the role of the leading learning factor of aborigine’s pupils.
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In-Text Citation: (Yusof, Jalil, Noor, & Awang, 2019)
To Cite this Article: Yusof, H., Jalil, N. A., Noor, M. A. M., & Awang, M. (2019). Learning Leading of the Aborigine Pupils: Comparative Perceptions between Principals and Teachers in Primary Schools Malaysia. International Journal of Academic Research in Business and Social Sciences, 9(11), 1244–1260.
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