Transformational leadership and innovation in teaching and learning activities: the mediation effect of knowledge management
| Pages | 242-250 |
| Published date | 18 November 2019 |
| Date | 18 November 2019 |
| DOI | https://doi.org/10.1108/IDD-05-2019-0040 |
| Author | Sugunah Supermane |
| Subject Matter | Library & information science |
Transformational leadership and innovation in
teaching and learning activities: the mediation
effect of knowledge management
Sugunah Supermane
Department of Technic and Vocational Education, Institut Pendidikan Guru Kampus Temenggong Ibrahim, Johor Bahru, Malaysia
Abstract
Purpose –Education institutions persist by transforming leadership skills to manage their knowledge resources efficiently as well as enhance
the lecturer’s teaching and learning innovation capabilities. Therefore, the purpose of this study is to investigate whether knowledg e
management plays a role of mediator between transformational leadership and teaching and learning innovation in teacher education.
Design/methodology/approach –A cross-sectional survey design was used to collect the primary data from 359 teacher educators across
Malaysia. Self-administered questionnaires were distributed to all the samples, and the collected data was analysed using structural equation
modelling approach.
Findings –The data analysis indicated that knowledge management did not play the role of a mediator in this study because the direct effect of
transformational leadership on teaching and learning innovation was stronger than the indirect effect of transformational leadership through
knowledge management.
Practical implications –From the aspect of implications on the practice, it was suggested that all lecturers and head of departments attend clinical
training and workshops on knowledge management to further understand the knowledge management processes that could enhance the quality of
teaching in teacher education institutes.
Originality/value –This study is perhaps the first study to investigate the role of knowledge management as a mediator between transformational
leadership and teaching and learning innovation in teacher education.
Keywords Transformational leadership, Information management, SEM, Knowledge management, Teacher education,
Teaching and learning innovation
Paper type Research paper
Introduction
When facing ever-changing globalisation,the education system
is an effective mediumused to enhance the competitiveness of a
country at the international level. Hence, transformation of the
education system is implemented in linewith the current wave
of change as a dynamic step towards achieving the above
objective. Factors such as international teaching standards,
the needs of younger generation in twenty-first centuryand the
increase of technology utilisation are the main catalysts in
transforming the Malaysian education system (Ministry of
Education, 2013). In relation to this, various proactive actions
have been planned by the education ministry to encounter the
transformation.
The teachers training institute is a part of an aggregation of
institutions for higher learning in Malaysia that plays an
important role in churning out teachers who could help in
realizing the country’s vision. In line with these efforts to
enhance the quality of teacher’s education, the focus of
education ministry is to transform the role of teachers training
institutes. The MalaysianTeachers Training Institute (IPGM),
which is also known as a centre for administration, has
introduced the New IPG-Learner CenteredUniversity concept to
provide comprehensive training for the future teachers. The
new concept was introduced to enhance the personality of all
the lecturers in terms of work culture, competency and
administration. This action was intended to produce more
competent teachers who possess quality and dynamism
(Malaysian TeachersEducation Institute-IPGM, 2011).
Besides that, the nation also needs qualified teachers to
implement various activities during teaching and learning
sessions (Malaysian Teachers Education Institute-IPGM,
2011). This would offer an opportunity for lecturers to think
creatively and critically, especially from the aspect of planning
their various teachingand learning activities in teachers training
institutes (Supermane and Tahir, 2017b). Each teaching and
learning activity produces a new experience that is capable of
increasing knowledge and enhancing lecturer’s teaching skills.
This proactive action is in line with the findings of Yeh et al.
(2012) who stated that diverse teaching and learning activities
could specificallyenhance the lecturer’s skills and will definitely
give a good impact on students’achievements. This was later
supported by Chawla and Lenka (2015) who found that
The current issue and full text archive of this journal is available on
Emerald Insight at: www.emeraldinsight.com/2398-6247.htm
Information Discovery and Delivery
47/4 (2019) 242–250
© Emerald Publishing Limited [ISSN 2398-6247]
[DOI 10.1108/IDD-05-2019-0040]
Received 20 May 2019
Revised 29 July 2019
22 September 2019
Accepted 29 September 2019
242
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