ISSN: 2222-6990
Open access
This study explores the mediating role of Self-Directed Learning (SDL) in the relationship between Leadership for Learning (LfL) and Lifelong Learning (LLL) among primary school teachers in Selangor, Malaysia. Utilizing a quantitative survey approach, data were gathered from 400 teachers across 662 schools, employing validated instruments to measure LfL, SDL, and LLL. The findings indicate that while LfL significantly enhances SDL, it does not directly influence LLL. However, SDL fully mediates the relationship between LfL and LLL, highlighting SDL's crucial role in promoting continuous professional development. The study emphasizes the need for school leaders to cultivate an environment conducive to SDL, which in turn supports teachers' engagement in lifelong learning. These insights suggest that educational policies should prioritize the development of SDL competencies in teachers to enhance their ability to pursue LLL effectively. The research contributes to the growing body of literature on educational leadership by demonstrating how leadership practices indirectly affect teacher development through SDL. It offers practical recommendations for school leaders and policymakers to better support teacher growth, ultimately leading to improved educational outcomes. Further research is suggested to identify specific strategies that can enhance SDL and to assess their impact on LLL in diverse educational settings. This study provides a valuable foundation for future investigations into the interplay between leadership, SDL, and LLL in the context of primary education.
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