Professional Documents
Culture Documents
ASSIGNMENT Oum Councelling PGDT
ASSIGNMENT Oum Councelling PGDT
OBJECTIVE:
This assignment is de
signed to enable stude
nts to demonstrate the
ir ability to critically a
nalyze
a research study on sc
hool leadership and m
anagement and to app
ly relevant theoretical
knowledge and practi
cal skills to lead educ
ational institutions suc
h as school.
INSTRUCTIONS:
The assignment consi
sts of two questions.
Students are required
(1) to analytically r
eview 2 articles on
school leadership an
d
management, and (2)
response to the subseq
uent question by impl
ementing the related f
indings
based on the framewo
rk given. Students are
required to compile al
l the answers to both
questions and submit t
hem as a single assign
ment.
QUESTIONS:
1. Read carefully all t
he research articles lis
ted in the Appendix 1
and prepare a critical
review of each article.
[60 marks]
In the article Role o
f School Principal in
Promotion of Schoo
l Home
Relationship: Case of
Government Secondar
y School in Khyber P
aktunkhwa, Pakistan
written by Dr Iqbal A
hmad and Assoc. Prof
Dr. Hamdan bin Said,
UTM discussed
whether the parent’s i
nvolvement have an a
ctive role in quality of
education. In this
article, parent’s invol
vement applies terms
of “parental participat
ion”.
In views of both autho
r, they identified that
parental participation
has a positive
effect on quality of
education that drive
to improving academ
ic performance of
students. There are fiv
e aspect or areas whic
h is concept of parent
al participation, level
of parental participati
on, types of parental p
articipation, benefit a
nd challenges of
parental participation
in education as a view
of critical analysis.
2
Basically, parents think that their role is confined to sending children to school
and rest responsibility was put on the shoulders of teachers and school. This tradition
badly affected the relationship between school and home. Resultant, school principal
s
considered parental role in education as a useless activity. Parents were sidelined by
considering them illiterate and uneducated. It was believed by the principals and
teachers that parent’s role was only to send their children to schools. Thus an importa
nt
aspect of education was overlooked which resulted in mistrust, misunderstanding and
narrow perceptions between parents and schools. This practice has also affected the r
ole
of school principals. Principals do not know the ways and means to involve parents i
n
the process of education.
But according to Sirvani, (2007) in driving quality of education, there is close
relationship between parents, teachers and students. Education is a three tier process
where parents, teachers and students work together. Parents become as strong
stakeholders in the process of education. Role of school principal is that of a bridge a
nd
connector. Supporting with Epstein and Janson, (2004) effective schools in terms of
academic achievements should keep close with parents and communities and parenta
l
involvement is essential; for social, emotional and bridge to intellectual development
of children, (Anderson and Minke, 2007).
Parental involvement in school such as principal should allowed them to be
volunteers, attend meeting and seminar, school conference and events to meetings,
tutoring of children and helping children at home with homework or assignments
(Christe, 2005) and from the children perspective it will increase level of confidence
and increase the self-esteem. (MacNeil and Patin,2007). Besides, school principals as
a
leader of school can provide clear instructions to parents about how to help the childr
en
at home with their school assignments or home work (Dessoff, 2009). Principals may
look closely at the relationship between teachers, parents and students. In this regard
principals may keep high expectations for the parents and principals so that students
grow under the guidance and support of parents and teachers alike. This will help in
instilling feelings of collaboration between parents and teachers (Wherry, 2005). Fro
m
the previous studies, showed that the barriers of parent involvement in school that
become as one of the factor of resulted student achievement is school staff impressio
n
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on parents and this barrier should be removed by the school administration which will
ultimately lead towards development of understanding and mutual respect and trust
between school and home (Pattnaik and Sriam, 2010).
The second article wrote by Kaye Pepper & Lisa Hamilton Thomas (2001) “Making a
change: The effect of leadership role on school climate”. In this article, discussed about role
on school climate”. In this article discussed about the effect of or how does of school climate
influence on productivity and the success of teachers and student in the process of teaching a
nd
learning. Besides, this article gives an evidence that the leadership style of principal impact
positive or negative to the learning working environment for stakeholder at school that
comprise student and teachers.
School climate defines by Wilen, Ishler, Hutchison,& Kindsvatter(2000), that the
environment that has an effect on the adults who work there and therefore it influence on
academic success of student and each school had their identity that impact on the culture for
student, teachers and learning environment at school. Meanwhile Hargreaves (1994) define
that culture is the belief, value and habit of student, staff and parents. It’s important to create
the positive school environment to form positive emotional bond with others and encourage
student to learn and success in learning.
Besides teacher, parents and student, principal role as a leader plays an important role
on school climate. Their authority leads the positive progress of the school and build the
networking amongst school community that impact the overall climate, (Day, 2000). There a
re
two factor to develop positive school climate (a) uniting the staff (b) transformationa
l
leadership which comprise helping teacher to develop professional culture, promoting teache
r
development and helping the school community to solve the problem effectively. As stated b
y
Lethwood et al (1999), teacher commitment as a key aspect of a school capacity for change
means that the quality of teachers determines the quality of teaching and the quality of schoo
l
improvement. The other factors (Smylie, 1990) that relate to teachers’ commitment include
decision making power, parental involvement in the school and school climate. The conclusi
on
is principal should seeking back to the to the Glasser management concept, whereas to impr
ove
4
the school environment, there is a need to establish the program or collaborative decision
making among teachers and community in order to make student become better learner and
behaviour and excellent in academic or co curriculum activities.
Question 2)
b) Leadership has been long recognized as an integral and powerful contributor to
successful change and improved organizational performance (Leithwood et al., 2009a).
Hargreaves and Fullan (2012) in their work reinforce that leadership is pivotally important in
the process of organizational renewal and regeneration. They highlight that the best principals
not only generate professional capital but invest heavily in building the social capital for
organizational change. This is also the case in other sectors. Evidence shows that successful
leaders, who improve the fortunes of an organization and sustain that improvement, have
entrepreneurial instinct, are relentlessly innovative and most importantly, build social capital.
(Hargreaves et al., 2014)
Based on the statement above, observe and/or interview a school principal or a senior assistant
on their best practice experience in one of these three listed areas
i. leading change for school improvement
ii.
Improving students’ achievement by focusing on the quality of instruction
iii.
building school-community relationships
The reference as given in the Appendix 2, prepare a reflective journal using Gibbs’
Reflective Cycle Model. Support your stand with relevant example and literature from at least
5 sources which can include books and articles from article journals and/or established
websites.
5
Your work must be based on document analysis and/or supported by interviews data. Learners
are also required to submit observation digital photographs and interview audio recordings to
the examiners as evidences of conducting this fieldwork.
[40 marks)
Answers: (Leadership and Leading Change for School Improvement)
2.1 Leadership
Leadership can be defined as all the activities related to “pushing forward” the school
in all its dimensions. In this sense, leadership is neither necessarily linked to the sole figure of
the head-teacher, nor limited to purely administrative or purely instructional activities. Indeed,
the distinction of administrative management from educational leadership has been a source of
debate for many years (Krüger, Witziers, Sleegers, & Imants, 1999) and, from time to time,
three terms - administration, management and leadership – are still used almost interchangeably
Besides, leadership is a process of influencing the activities of an individual within a
group in its effort towards goal achievement in a given situation. It is a total of activities and
processes encompassing all the leaders’ skills and competencies geared towards motivating
and influencing followers to accomplishing a given organisational objectives (which is in this
case; getting higher students’ academic achievement) within a reasonable time frame.
In relation how does leadership leading change for school improvement and the role of
principal leadership that is enacted in this process, as well as professional development and the
impact it has on the school improvement process, the GIBBS Reflective Model will be used in
order to related how does school improvement process is reviewed.
2.2.1 Leadership Style and Types
Leadership style is the manner and approach of providing direction, implementing
plans, and motivating people. These are the ways principals (managers) handled subordinates
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to achieve their goals or targets in the secondary schools and these are seen / observable
practically. Leadership styles (authoritarian, democratic and laissez-fare) are something that
may vary in every situation. A different leadership style may be required under different
circumstances. They may vary from time to time. If the condition requires an iron fist and the
staff to require the stick approach, the leader will use an iron fist. On the other hand, if the
workers are self-motivated, intelligent, and work for the benefit of the company, then the
leaders will employ a softer approach.
2.2.2 Instructional Leadership
Malaysia is advancing towards globalization in this 21st century. This has a vital impact
on our country’s socio-economic growth especially in the area of education. As the government
aspires to make Malaysia a “Centre for Educational Excellence‟, educational improvement is
therefore crucial. In order to bring the nations aspiration into a reality, the achievement of
advancement in national educational development can be enhanced effectively through
knowledgeable, skilled and capable personnel in the field of leadership and management
(Institut Aminuddin Baki, 2009).
Hallinger and Murphy (1987) reported in their study that one of the main obstacles that
hinder headmasters from exercising strong instructional leadership is the lack of knowledge
about the curriculum and instruction. Thus, they need to have the best leadership and
management practices and equip themselves with essential professional skills so as to face the
challenges in their organization. This is because, school leaders have long believed that
instructional leadership which consists of supervision, staff development and curriculum
development facilitates school’s improvement (Blase & Blase, 2004).
Furthermore, school leaders are viewed as key agents or key players in the reform of
schools. Leaders play a very important role in initiating and sustaining schools improvement
(Spillane, 2006; Goldring & Rallis, 2000). In fact, according to Hoerr (2007), the title principal
originated from the term principal teacher and the supposition behind the title was that the
principal or headmaster as a leader has more skill and knowledge than anyone in an
organization (school) and able to guide others in pedagogy. It was stressed that leaders of
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schools should be instructional experts and need to be educational visionaries, to be able to
give direction and expertise to the subordinates and move towards school’s success.
Leadership is for learning means leaders should know and understand about teaching
and learning. They need to engage teachers in collaborative study sessions and support the
classroom practices. They must be able to understand the associations between curriculum,
instruction and assessment and support teachers in designing the learning part. Joesoef (2009)
also added that leaders should constantly remind the teachers that the school is preparing them
to think analytically and creatively for the future.
However, in order to carry out their duties, the leaders of schools face many challenges,
especially on how to share and sustain ideas about change especially transform what was
essentially a conservative system. The leaders need to practice instructional leadership
behaviour as suggested by Hallinger and Murphy (1987) in their instructional leadership
research model, which the researcher has used in this study. The implementation of the stated
behaviour by leaders will enhance their leadership competencies. For instance, Hallinger and
Murphy (1987) had put forward ideas stating that leaders need to have understanding of the
curriculum and instruction. Thus, it is very lucid that headmasters being school leaders sho uld
be equipped with knowledge and expertise in order to carry out practices in ways to contribute
to the schools‟ improvement. They must be competent enough to practice the activities that
enable instructional improvement. In fact, the leaders of schools are the key players to develop
the instructional improvement of each school.
2.2 School Leadership and Management
School leaders have to be aware of the events around the organization and keep up-to-
date in order to cater the demands of students and other stakeholders of the organization. Even
though the main role of headmasters is to focus on the teaching and learning processes as their
core tasks in school operations, they often allocate more time for managerial and administrative
tasks. Leadership and management have to be considered equally in schools in order to operate
effectively and achieve the objectives (Bush & Middlewood, 2005). School leaders should also
understand that “Management is doing things right, leadership is to do the right things” (Bennis
8
& Drucker, 1909). According to Hallinger and Murphy (1987), headmasters are encouraged to
be strong educational leaders.
Hechinger, The New York Times President, commented that,
"I have never seen a good school with a poor principal, or a poor school with a good
principal. I have seen unsuccessful schools turn around into successful schools and regrettably
outstanding schools slide rapidly into decline. In each case, the rise or fall could be traced to
the quality of the principal." (Source: IAB, 2009)
This sharp observation by Hechinger (IAB, 2009) illustrates that the rise or fall of the
schools‟ performance is in the leaders‟ hands. Schools can generate the levels and kind of
learning that society desires as the leaders become more skilled at organizing teachers in
various arrangements to work toward specific goals (Synder, 1983). Principal and headmaster
leadership is the most important factor in school effectiveness, progress and excellence
(Rusmini, 2006). Leadership is a process that influences an individual and brings all the
members in the school’s organization towards the organizational strategy. Effective leaders are
able to adjust the leadership style with the environment within the organization (Rusmini,
2006).
MOE has outlined ten focused roles and functions of school management for the school
leaders to enhance the achievement of their organizations (Abdul Shukor, 2001). The stated
ten educational management roles and functions are effective school leaders, effective school
organization, professional teachers, relevant curriculum, examination and evaluation system,
development of infrastructure to support instructional activities in school, development of
planning and research institute, development of an effective implementation and monitoring
institute, educational administrative system, comprehensive development of staff and
relationships with society around the school organization and external environment.
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2.3 Leadership and School Improvement
For school improvement to occur there needs to be a commitment to changing ways of
working for the better. School improvement is really a process of altering the culture of the
school (Harris and Lambert 2003). In order for this to take place leadership is shared and
distributed and there exists a culture of teacher collaboration (Harris and Lambert 2003).
Heads who distribute leadership build capacity for change leading to school
improvement (Harris 2004). Gurr et al (2005) agree that leadership has an important role in
school improvement. Bell et al (2003) state that one of the essential factors for the success of
schools is strong leadership. Hopkins (2001) argues that it is the quality of leadership which
enhances teaching and learning. Wallace (2002) found in his research that school leadership
has a significant impact on school improvement. Mulford (2007) discusses the significant
impact that leadership has on student outcomes, even though the impact is indirect.
2.4 The relation of the roles of leaders (principal) and impact on student achievement
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Figure 1.0: Integrated Model of Organisational Effectiveness (Hoy & Miskel, 2001)
2.5 Style of Education Leadership
a) Invitational Leadership
Invitation leadership is the process of influencing others through the use of pow
er,
invitational leadership promotes collaborative work and shows consideration and respe
ct for
all individuals in the education system. Barth (1991) noted that when the relationship b
etween
teachers and teachers as well as between principal and teachers was good, the s
chool
improvement goals were more likely to be realised.
Egley (2003) maintains that:
Novak (2003) defines invitational leadership as being predominantly a way to focus th
e
educator’s understandings and actions to create a total educational environment
where
individuals are appreciated and able to realise their true potential. He calls the guiding i
deal of
education, “an imaginative act of hope” (Novak 2002). His premise is rooted in the pe
rson
skills of the leader in respect of the connection with a person’s heart, hands and head.
He
suggests that the actions of such a leader have to feel right and make sense as well as b
eing
conducted with skill and mastery.
Invitational leadership works from a foundation of democracy; ethical intentions,
tradition and desire to do things better (Novak 2003). It follows the assumptions that p
eople
should be respected in such a way that their worth is acknowledged; trusted so that edu
cation
becomes a mutual collaborative activity; cared for so that the process is undertaken in s
uch a
way that the final product is good; understood optimistically so that their potential is re
alised
and finally, treated with intentionality with the understanding that their potential is best
realised
by people who are personally and professionally inviting with themselves and others (
Novak
2003).
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This style leads to school improvement when it fulfils a ‘doing with’ rather than a ‘doing
to’ ideal (Novak 2003). This means developing an invitational style through goodwill,
following through, handling rejection, reading situations and making the invitation attractive.
At the final analysis, invitational leadership permeates the whole school which serves as a
model of what education could become (Novak 2002).
b) Moral Leadership
Leadership is focused on people and relationships that the values, beliefs and ethics of the
leaders themselves is what this model of leadership strives for. ‘Moral/ethical leadership’ and
states that the most basic enactment is that of a human being. An educational leader thinks
about what an ethical response to a challenge might be. They will also advocate that people
should treat each other respectfully in their role as public servant, seeing that democratic ideals
are adhered to. Moral leadership adds a layer of human and professional values to educational
organisations (Starratt 2005). The moral leadership of the educator is about the ideals that
should be striven for about creating enhanced opportunities for human fulfilment of teachers
and pupils through the collaboration of their learning. This model of leadership takes courage
and determination in order to try and engage the hearts and souls of the teachers and pupils in
addition to their cognition in the work of learning and teaching.
2.6 The Application of Gibbs’ Reflective Cycle Model
Gibbs’ Reflective Cycle (or Gibbs’ Reflective Model) Gibbs’ reflective cycle will be used as a
theoretical model or framework that require reflective writing. This model was created by
Professor Graham Gibbs and appeared in Learning by Doing (1988).
Gibbs’ reflective cycle has 6 stages. They are usually given the following headings:
1. Description
2. Feelings
3. Evaluation
4. Analysis
5. Conclusion
6. Action Plan
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Based on the Gibbs Reflective Cycle Model explain how to implement these 5 steps to
enhance the academic achievement through quality of instruction by leaders.
2.7 Leadership Traits Leading to Student Achievement and Application of Gibb
Reflective Cycle Model (1998)
Looking to challenge the theory that certain types of leadership will improve student
achievement, qualitative case study looking at the SK. Mergong at the district of Kota Setar.
Penolong Kanan (1) was interview and I was found that leadership of the school played an
important process in transforming the processes of the school, the direct effect on leadership
pertaining to student achievement.
Principals in the study gave credit to their staff, rather than crediting themselves. It was
also discovered that principals recognized the fact that they could not physically be in each class t
o
guide instruction, therefore the role of the school leader was to facilitate and build rapport, and th
at
13
the staff members held the responsibility of student success. It should also be noted that failure to
communicate was a theme that was detrimental to the system, which caused lack of focus on
teaching and student learning.
Outstanding education outcomes of students focus on student year 6 (UPSR) candidate on
2018 and past result analysis on the result of UPSR 2017. Outstanding educational achievement
was defined as: develop fully the talents of all students, attain high standards of knowledge, skills
and understanding through a comprehensive and balanced curriculum, and be socially just.
Results indicate that principals in successful schools have a positive attitude toward change
and a strong focus on students and learning. I have found that Principals use their powers and the
rules and boundaries of the system creatively, exhibit a bias towards experimentation and risk
taking, and exhibit strength, consistency, yet flexibility in decision making and the application of
policy and procedure. Besides, I have found that teachers indeed play a huge role in obtaining
student achievement, this study recognizes this fact, along with realizing that school leaders also
play a key role in creating conditions where teachers feel comfortable and can operate efficiently
while facilitating student achievement.
In conducting this assignment, the study focused on two important questions: Do the focus
and quality of leadership have a significant relationship to student achievement? What specific
leadership responsibilities and practices have the greatest impact? From the observation and
interview with the sample of UPSR candidate on 2017 with 202 candidates, the percentage of
successful student achievement UPSR about 12 candidates from 202 students (means 5.95%) which
comprise 1 student score 6A, 5 student score 5A 1B and 6 student score 4A 2B.
Meanwhile from the highest subject scoring is Bahasa Melayu (Pemahaman) with 27% A
score and 27.7% B score. Overall the GPS SK. Mergong score 3.36%. The detailed analysis of
school achievement (UPSR) conducted since the years of 2013 until 2017 which is overall
percentage (lulus) 59.4% on 2017, 55.1% on 2016, 59.29% on 2015, 66.51% on 2014 and 70.9%
on 2013. Meanwhile the number of scoring pupil UPSR increase compared 2017 and 2016: 6A
(1person), 5A 1B (5person) on 2017 and 6A (1 person), 5A 1B (1 person) and 5A 1C (1 person).
In 2018, school principal already setup their target to increase 3 pupils will score UPSR
(6A) target as an action plan (KPI) Key Performance Indicator with the overall percentage 62.3%
compare on 2017 (59.4%). On 2018 principals set up the increase percentage of student
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achievement by subject : Bahasa Melayu (Pemahaman) (98%) on 2018 compare 2017 (96%),
Bahasa Melayu (Penulisan) 92.1% on 2018 compare 89.1% on 2017, Bahasa Inggeris
(Pemahaman) 75.1% on 2018 compare 73.8% on 2017, Bahasa Inggeris (Penulisan) 66% on 2018
compare 64.4% on 2017, Matematik will increase from 68.3% on (2017) to 70.2% on 2018, and
Sains from 90.1% (2017) to 92.3% on (2018).
To achieve KPI on 2018, student year 6 were divide into 4 class for additional class as
tuition which is Kumpulan 1 (Sukses and Kreatif), Kumpulan 2 (Maju), Kumpulan 3 (Jaya) and
Kumpulan 4 (Arif and Progress). This tuition will be conduct for UPSR subject (Bahasa Melayu,
Sains, Matematik and Bahasa Inggeris).
From this study, I am looking that at the direct/indirect effects of school leadership on
student learning, the direct effects of school leaders on student achievement are indeterminable.
School leadership appears to have a more indirect impact on a student’s success by facilitating
school improvement teams, so districts can operate as coordinated unites of change. By developing
a school culture that fosters student success and building leadership models, which include
teachers, principals, parents to play key roles in the organizational structure, curriculum and
instruction, can increase the potential to indirectly lead to increased student achievement.
Collective leadership has been shown to be directly related to variables such as motivation, capacity
and work situations, which directly impact teachers, and might indirectly impact student
achievement due to the classroom teacher having the direct impact on student learning
Although the direct effects of school leadership leading to increased student achievement
are weak, school leaders indeed play an important role in indirectly impacting student achievement
by forming and facilitating an educational culture that breeds student success through collaboration
and team oriented models
As Kruger, Witziers and Sleegers (2007) postulated that “leadership is no longer proposed
as having a direct influence on learning outcomes, but as having and indirect influence through the
way it has an impact on instructional organization and culture”
Teacher efficacy is the understanding that the efforts of the school system will have a
positive impact on student achievement. Besides, I have pointed out that individual efficacy belief
of teachers has a large effect on both teacher performance and student achievement. Classroom
behavior is impacted by a teacher’s willingness to follow transformational leadership. These
15
findings indicate that due to the established link between collective teacher efficacy and student
achievement, the leadership-efficacy relationship matters.
The conclusion is leadership and district organizational conditions are a strong indicator of
school leader efficacy. District leaders primarily create working conditions that are aligned,
trusting, share clarity of values, focus on the future and are conducive to supporting leader efficacy,
which impacts teachers’ efficacy, leading to student performance. Principals cannot lead alone.
School leaders must develop a leadership style that provides the educational staff with clear
direction and resources to support their work, as well as setting high expectations relating to
academics and student achievement.
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