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040			_aPPAK _beng _cPPAK _erda
082	0	4	_223 _a371.2009595112
090		0	_a371.2009595112 _bZUR _dKK
100	1		_aZuridah Hanim, Md. Akhir _cDr, _eauthor.
245	1	0	_aAMALAN TERBAIK KEPIMPINAN LITERASI PENGETUA DALAM MENINGKATKAN MOTIVASI DAN MINAT MEMBACA PELAJAR MENERUSI PROGRAM NILAM : _bKAJIAN KES DI NEGERI KEDAH / _cZURIDAH HANIM BT MD. AKHIR
264		1	_aSintok, Kedah : _bUniversiti Utara Malaysia ; _c2018
300			_axv, 388 pages ; _c30 cm
336			_2rdacontent _atext
337			_2rdamedia _aunmediated
338			_2rdacarrier _avolume
504			_aIncludes bibliographic references.
520			_aMinistry of Education Malaysia (MOE) introduced NILAM Programme in 1999 to encourage reading habits in school. Past research found that NILAM Programme not yet to achieve its objective, but there are excellent schools in NILAM activities that received recognition from MOE. Therefore, this study identifies the best practice of the principal as the literacy leader, internal and external factors which influenced the principal’s literacy leadership, and the role of the principal’s literacy leadership in increasing students’ motivation and reading interest through NILAM Programme. Research was conducted in three excellent schools in NILAM Programme. Qualitative data was collected via semi-structured interviews and document analysis. 22 respondents were involved, namely the principal, teachers, School Resource Coaches, Education Technology Officers and students. Document analysis were involved 55 school documents from 2005-2015. Data was thematically analysed through the content analysis method. Research findings showed that there are seven best practice of principal’s literacy leadership, namely the NILAM Programme leader, goal and direction setting, resource manager, change agents, encouraging the students, supporting the teachers and developing leadership. There are five internal factors that has influenced the principal’s literacy leadership, which are NILAM Programme committee, attitude, awareness and principals’ personal factors, strength of School Resource Centre, culture and reading interest, and students’ achievements. The five external factors are the role of government bodies, role of parents and Parent Teacher Association, private agencies, alumni and school recognition. Findings also showed that the principal focus on specific approaches to improving student’s motivation and reading interest. The research inputs produced the Secondary School Literacy Leadership Model as a guide to the principal. It is recommended that NILAM Programme be implemented in principal training, integrated in learning, and the principal’s role in the reading habits needs to be strengthened. Further research in various principal literacy leadership aspects has to be carried out to increase reading habits.
610			_aUniversiti Utara Malaysia _vDissertations, academic.
650			_aSchool principals _vDissertations.
650			_aEducational leadership _vDissertations.
942			_2ddc _cDIS
999			_c180771 _d180771