Educational Management Leadership: Transformation through Mindset Change

By:

Ielia Osman & Nurul Fasrah Abd. Jalil

Abstract:

The purpose of this research is to look at the process of transformation in educational management and
leadership through mindset change in Malaysia education system specifically within JPN (Jabatan
Pendidikan Negeri) and PPD (Pejabat Pendidikan Daerah). We believed that sustained transformation will
occur when there is a shift in organisational culture, mindsets and beliefs. Nonetheless, the process of
doing reflections, follow up action and making improvement are still at a beginning stage within the
Malaysian district and state education organizations. Hence, through the exploration of DTP3.0 (District
Transformation Programme) guideline by Kementerian Pendidikan Malaysia in Project AMAN has led us to
strategize the empowerment and accountability of the JPN and PPD officers in making their authentic
belief in the changes of education. Referring to the idealistic and transformational leadership roles model
by Fullan, Quin, Adam,2013 and Kotter’s leadership change Model,2013, the leadership in JPN and PPD
should be more engaged and complied to the implementation process. Project AMAN has already captured
one of the key factors to sustainable best practices in an education organization by impacting on the
mindset of the leadership role. Those examples had also evident in Trust School program, GUSTO (Ground-
Up school transformation) project & GPSA (Garis Panduan Sekolah Amanah). The importance of school
leaders having a strong transformational leadership style and traits within the JPN or PPD especially in
creating the vision to guide the change through inspiration, creating the safe and trust environment,
empowering the school and other committed members of the group to have ownership and collaborate
and engage positively together. Eventually, the supporting role and the guiding process in school
management system become more professional and effective. As a result, the reformation level for quality
of teaching and learning, cultivating best practices in leadership, monitoring and evaluating, as well as
taking responsible in students’ holistic performances is well developed. Those alignment will be measured
through the accountability, collaboration and alignment made through a cycle process which defining the
responsibility, capacity and quality within the scope of SISC+, SIP+ and other PPD officers’ roles. In
summary, we are optimistic that if DTP3.0 with the AMAN variation is implement, it will be a turning point
of bringing the sustainability in education transformation process and upskilling leadership roles will be the
key drivers to ensure the on-going process are embedded successfully.