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Confirmatory Validation of a Multidimensional Islamic Educational Leadership Model: Integrating Principals’ Instructional Practices, the Ulul Albab Paradigm, and Holistic Student Outcomes in Malaysian Secondary Schools

Author

Listed:
  • Mohd Azri Ismail

    (Department of Education, Faculty of Islamic Contemporary Studies, University Sultan Zainal Abidin, Gong Badak Campus, 21300 Kuala Terengganu, Terengganu, Malaysia)

  • Rahimah Embong

    (Department of Education, Faculty of Islamic Contemporary Studies, University Sultan Zainal Abidin, Gong Badak Campus, 21300 Kuala Terengganu, Terengganu, Malaysia)

  • Raja Norlida Raja Ahmad

    (Department of Education, Faculty of Islamic Contemporary Studies, University Sultan Zainal Abidin, Gong Badak Campus, 21300 Kuala Terengganu, Terengganu, Malaysia)

  • Zamri Chik

    (Department of Education, Faculty of Islamic Contemporary Studies, University Sultan Zainal Abidin, Gong Badak Campus, 21300 Kuala Terengganu, Terengganu, Malaysia)

  • Zuraidah Juliana Mohamad Yusoff

    (Department of Education, Faculty of Islamic Contemporary Studies, University Sultan Zainal Abidin, Gong Badak Campus, 21300 Kuala Terengganu, Terengganu, Malaysia)

  • Huda Afiqah Hashim

    (Department of Education, Faculty of Islamic Contemporary Studies, University Sultan Zainal Abidin, Gong Badak Campus, 21300 Kuala Terengganu, Terengganu, Malaysia)

  • Abdul Manan

    (Adab and Humanity Faculty of Universitas Islam Negeri Ar-Raniry, Aceh, Indonesia)

Abstract

This article presents the confirmatory validation of a multidimensional leadership model that integrates Principals’ Instructional Leadership, the Ulul Albab educational paradigm, and holistic student development outcomes within the context of Malaysian secondary education. Drawing on a sample of 384 respondents from Terengganu state schools, the research employs Structural Equation Modeling (SEM) via Confirmatory Factor Analysis (CFA) and Pooled CFA using IBM SPSS AMOS 21.0. Eight domains of instructional leadership and three foundational dimensions of the Ulul Albab framework—Quranic, Encyclopedic, and Ijtihadic—were empirically tested. All constructs met established thresholds for model fit (RMSEA 0.90; χ²/df 0.7), and discriminant validity (inter-construct correlations

Suggested Citation

  • Mohd Azri Ismail & Rahimah Embong & Raja Norlida Raja Ahmad & Zamri Chik & Zuraidah Juliana Mohamad Yusoff & Huda Afiqah Hashim & Abdul Manan, 2025. "Confirmatory Validation of a Multidimensional Islamic Educational Leadership Model: Integrating Principals’ Instructional Practices, the Ulul Albab Paradigm, and Holistic Student Outcomes in Malaysian Secondary Schools," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(7), pages 6037-6052, July.
    • Handle: RePEc:bcp:journl:v:9:y:2025:issue-7:p:6037-6052
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    References listed on IDEAS

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    1. Zamri Chik & Abdul Hakim Abdullah, 2018. "Developing and Validating Instruments for Measurement of Motivation, Learning Styles and Learning Disciplines for Academic Achievement," International Journal of Academic Research in Business and Social Sciences, Human Resource Management Academic Research Society, International Journal of Academic Research in Business and Social Sciences, vol. 8(4), pages 594-605, April.
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