THE MEDIATING ROLE OF ASSESSMENT CONCEPTION ON LEARNING-CENTERED LEADERSHIP AND ASSESSMENT PRACTICES: EVIDENCE FROM MALAYSIAN LECTURERS

Abstract

This research focuses on the interaction between leadership that prioritizes learning and the conceptualization of assessment, exploring how these factors influence assessment practices. By examining the mediating role of assessment conception, the study seeks to enhance our comprehension of the intricate dynamics that mold educators' views on assessment practices within the larger framework of support provided by learning-centered leadership. Employing a quantitative methodology, this study utilizes Structural Equation Modeling (SEM) and relies on SPSS version 26.0 for data analysis. The research includes 400 lecturers selected from various Malaysian universities using a multistage sampling technique. These participants completed a comprehensive questionnaire evaluating their perspectives on learning-centered leadership (LCL), assessment conception, and assessment practices. The analysis incorporates SEM AMOS version 24.0 to investigate both the direct and indirect relationships among the variables. The findings suggest that assessment conception serves as a partial mediator in the relationship between learning-centered leadership (LCL) and assessment practices. Assessment practices account for 35% of the total explained variability attributed to learning-centered leadership and assessment conception. These conclusions carry substantial implications for educational institutions and policymakers alike. Recognizing the pivotal role of learning-centered leadership (LCL) and a proper understanding of assessment conception can enhance lecturers' strategies in approaching assessment practices.