Year 2014, Volume 1, Issue 2, Pages 113 - 121 2014-07-25

Investigating the Leadership Practices among Mathematics Teachers: The Immersion Programme

Nekmahtul Abdul Kani [1] , Hajah Norhakimah Hj Mohd Nor [2] , Masitah Shahrill [3] , Rosita Hj Abd Halim [4]

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This study examines the leadership practices, through its peer-mentoring programme called the ‘Immersion Programme’, specifically in a mathematics department in one of the colleges in Brunei Darussalam. The main aim of the programme was to prepare mathematics teachers to teach mathematics lessons effectively in any secondary year levels and at the pre-university levels. Data were collected through open-ended online surveys. This study involved the participation of one organiser, six mentors and three mentees. The qualitative reports indicated that teachers could have interchangeable roles that exhibit leadership qualities in multiple or overlapping ways, such as simultaneously being a mentor as well as a mentee at the same time. This programme helps to provide the mentors and mentees with the opportunity to learn from each other and share ideas and knowledge which are relevant to improving student learning in mathematics. Mentees were receptive to ideas as their main priority was to teach mathematics lessons effectively and in turn, to improve their students’ learning outcomes and success. Indirectly, these were their motivation in doing and continuing with the immersion programme. The leadership portrayed in this study strategises the professional learning experience within the context of the college.
Primary Language en
Journal Section Articles
Authors

Author: Nekmahtul Abdul Kani

Author: Hajah Norhakimah Hj Mohd Nor

Author: Masitah Shahrill

Author: Rosita Hj Abd Halim

Bibtex @ { ijcer167827, journal = {International Journal of Contemporary Educational Research}, issn = {}, eissn = {2148-3868}, address = {Mustafa AYDIN}, year = {2014}, volume = {1}, pages = {113 - 121}, doi = {}, title = {Investigating the Leadership Practices among Mathematics Teachers: The Immersion Programme}, key = {cite}, author = {Abdul Kani, Nekmahtul and Hj Mohd Nor, Hajah Norhakimah and Shahrill, Masitah and Hj Abd Halim, Rosita} }
APA Abdul Kani, N , Hj Mohd Nor, H , Shahrill, M , Hj Abd Halim, R . (2014). Investigating the Leadership Practices among Mathematics Teachers: The Immersion Programme. International Journal of Contemporary Educational Research, 1 (2), 113-121. Retrieved from http://ijcer.net/issue/16049/167827
MLA Abdul Kani, N , Hj Mohd Nor, H , Shahrill, M , Hj Abd Halim, R . "Investigating the Leadership Practices among Mathematics Teachers: The Immersion Programme". International Journal of Contemporary Educational Research 1 (2014): 113-121 <http://ijcer.net/issue/16049/167827>
Chicago Abdul Kani, N , Hj Mohd Nor, H , Shahrill, M , Hj Abd Halim, R . "Investigating the Leadership Practices among Mathematics Teachers: The Immersion Programme". International Journal of Contemporary Educational Research 1 (2014): 113-121
RIS TY - JOUR T1 - Investigating the Leadership Practices among Mathematics Teachers: The Immersion Programme AU - Nekmahtul Abdul Kani , Hajah Norhakimah Hj Mohd Nor , Masitah Shahrill , Rosita Hj Abd Halim Y1 - 2014 PY - 2014 N1 - DO - T2 - International Journal of Contemporary Educational Research JF - Journal JO - JOR SP - 113 EP - 121 VL - 1 IS - 2 SN - -2148-3868 M3 - UR - Y2 - 2019 ER -
EndNote %0 International Journal of Contemporary Educational Research Investigating the Leadership Practices among Mathematics Teachers: The Immersion Programme %A Nekmahtul Abdul Kani , Hajah Norhakimah Hj Mohd Nor , Masitah Shahrill , Rosita Hj Abd Halim %T Investigating the Leadership Practices among Mathematics Teachers: The Immersion Programme %D 2014 %J International Journal of Contemporary Educational Research %P -2148-3868 %V 1 %N 2 %R %U
ISNAD Abdul Kani, Nekmahtul , Hj Mohd Nor, Hajah Norhakimah , Shahrill, Masitah , Hj Abd Halim, Rosita . "Investigating the Leadership Practices among Mathematics Teachers: The Immersion Programme". International Journal of Contemporary Educational Research 1 / 2 (July 2014): 113-121.