DARI REFLEKSI KE KUALITI: PERANAN QUICK WINS DALAM PEMBUDAYAAN KAJIAN TINDAKAN OLEH GURU BESAR SEKOLAH RENDAH

Abstract

The culture of action research led by head teachers (Reflective Instructional Leadership, KI-reflektif) is a key strategy for enhancing teacher professionalism and instructional quality. Although transformational leadership has been widely studied, the role of the Quick Wins dimension within reflective leadership remains underexplored. This study aims to develop and validate an empirical model explaining the relationship between head teachers’ action research culture and primary school teacher quality in Malaysia. Through a quantitative survey with a correlational design, data were collected from 481 teachers across 50 primary schools selected through stratified multistage sampling. The 45-item instrument was developed based on Kotter’s (1996) Change Management Theory, Schon’s (1983) Reflective Practice Theory, Allen and Meyer’s (1991) Commitment Model, and Spencer and Spencer’s (1993) Competency Theory, validated through Rasch and Confirmatory Factor Analysis (CFA) using SmartPLS 4.1.1.2. Findings from Partial Least Squares Structural Equation Modeling (PLS-SEM) revealed that only the Quick Wins dimension had a significant positive influence on teacher quality (β = 0.129, p < 0.001; R² = 0.226). Hence, early success in action research is a catalyst for professional reflection and competency growth. Theoretically, this study integrates Kotter’s Change Management Theory and Schon’s Reflective Practice Theory, while practically reinforcing Malaysia’s SKPMg2, KOMPAS 2.0, and SGM 2.0 standards. It is recommended that Quick Wins be institutionalized as a reflective leadership strategy in the training of head teachers by the Aminuddin Baki Institute (IAB) and in continuous professional development (CPD) initiatives under the Ministry of Education Malaysia (MOE).