Muslim post-graduate students’ self-leadership skills and productivity during remote teaching and learning
The study aims to investigate the impact of self-leadership on Muslim postgraduate students’ achievement or productivity during remote teaching and learning in Malaysian higher education institutions. The research instrument was a Likert questionnaire that measured the dimensions of self-leadership...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Faculty of Tarbiyah and Teacher Training, The State Islamic Institute of Ponorogo (IAIN Ponorogo), Indonesia
2023
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| Online Access: | http://irep.iium.edu.my/109400/2/109400%20Muslim%20Post-Graduate%20Students%E2%80%99%20Self-Leadership%20Skills%20and%20Productivity%20during%20Remote%20Teaching%20and%20Learning.pdf http://irep.iium.edu.my/109400/ https://jurnal.iainponorogo.ac.id/index.php/cendekia/article/view/5518 |
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| Institution: | Universiti Islam Antarabangsa Malaysia |
| Language: | English |
| Summary: | The study aims to investigate the impact of self-leadership on Muslim postgraduate students’ achievement or productivity during remote teaching and learning in Malaysian higher education institutions. The research instrument was a Likert questionnaire that measured the dimensions of self-leadership and productivity. The study employed principal component analysis (PCA) and path analysis using AMOS. The findings supported self-leadership as a multidimensional construct with five underlying dimensions comprising self-determined goals, self-reward, self-punishment, self–observation and self-cueing. Several latent variables further supported each dimension. In addition, the results showed that the dimensions of self-leadership and productivity are psychometrically sound regarding divergent and convergent validity. The average variance explained for each variable was (> .05), and the values for composite reliability of the constructs ranged from (.887 and .910). Furthermore, the study found that the dimensions of self-leadership, i.e. self-goal, self-reward, self-punishment, self–observation and self-cueing, positively predicted Muslim students’ productivity during remote teaching and learning, with a p-value of less than 0.00. The study recommends promoting self-leadership strategies to enhance students’ productivity and, in turn, their overall educational performance. |
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