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Lesson Study is a model of professional development that has its origins in Japan. The aim of this study is to explore to what extent school administrators that is headmaster or headmistress of elementary schools support the implementation of Lesson Study. Because of teachers who are involved in Lesson Study need to collaboratively plan, deliver, observe and discuss lessons that have a particular pedagogic focus often related to difficult aspects of the subjects or focused on the learning of particular groups of pupils, therefore headmasters' support is very important to ensure a successful Lesson Study process. Qualitative data was collected through in-depth interviews with the nine elementary school administrators from three types of schools in Malaysia, namely national, national Chinese type and national Tamil type schools who have more than 5 years of administrative work experiences. Findings indicate that changes that occur in those schools before and after Lesson Study cycles are done as such teachers use alternative methods and good strategies to teach, support students' ideas, help and correct each other mistakes, loyal to school, have high expectation for excellence, improve professional growth. In addition, school administrators also provide support by release time either during the school day or after school for teachers to finalize the lesson plan, prepare materials and revise the lesson. Besides, school administrators also release time on staff development to conduct, observe and discuss the lesson as a whole team in order to allow revision of the lesson.
Ngang et al. (Thu,) studied this question.