TABLE OF CONTENTS

CHAPTER 1 INTRODUCTION

1.1 Introduction....................................................................................................1

1.2 Background of the Study................................................................................3

1.3 Problem Statement..........................................................................................5

1.4 Research Objectives and Research Questions................................................9

1.6 Hypotheses....................................................................................................10

1.7 Significance of the Study..............................................................................13

1.8 Operational Definitions................................................................................14

1.8.1 Classification of School in Malaysia Context.....................................14

1.8.2 School Culture.....................................................................................15

1.8.3 Teacher Well-being.............................................................................15

1.8.4 Teacher’s commitment to teaching......................................................16

1.9 Delimation of the Study...............................................................................16

1.10 Summary.......................................................................................................17

CHAPTER 2 LITERATURE REVIEW

2.1 Introduction..................................................................................................19

2.2 Research Context..........................................................................................19

2.3 School Culture.............................................................................................21

2.3.1 Definition of School Culture...............................................................21

2.3.2 Concept of School Culture..................................................................23

2.3.4 Impact of School Culture.....................................................................32

2.3.5 Relationship between school size and school culture..........................34

2.4 Teacher Well-being......................................................................................38

2.4.1 Definition of Teacher Well-Being.......................................................38

 2.4.2 Theory and Dimension of Teacher Well-Being..................................39

2.4.3 Concept of Teacher Well-being according Collie...............................41

2.4.3.1 Workload Well-being..............................................................41

2.4.3.2 Organizational Well-being......................................................42

2.4.3.3 Student interaction Well-being................................................43

2.4.4 Importance of Teacher Well-Being.....................................................43

2.5 Teacher’s Commitment to Teaching............................................................44

2.5.1 Teacher Commitment..........................................................................44

2.5.2 Types of Teacher Commitment...........................................................45

2.6 Theoretical Framework.................................................................................50

2.7 Conceptual Framework.................................................................................53

2.9 Summary...................................................................................................... 58

CHAPTER 3 METHODOLOGY

3.1 Introduction..................................................................................................59

3.2 Research Design..........................................................................................59

3.3 Population and Sampel.................................................................................60

3.4 Instruments...................................................................................................62

3.4.1 School Culture Scale...........................................................................63

3.4.2 Teacher Well Being Scale...................................................................64

3.4.3 Teacher’s commitment to Teaching....................................................65

3.5 Content Validation.......................................................................................65

3.6 Data Scoring.................................................................................................68

3.7 Data Collection Procedures..........................................................................68

3.8 Data Analysis Procedure..............................................................................69

3.9 Research Procedures.....................................................................................76

3.10 Summary.......................................................................................................78
INTRODUCTION
Leadership is a sort of direction that a person can provide to a specific group in which
he handles relations in order to influence the behaviour of another person or group.
Leadership is a system of social authority where leaders and superiors influence one another
to achieve organisational goals. Leadership is an essential leadership role that calls for the
capacity to move a group of people toward a shared goal. Leadership is centred on the
development of followers' capacities, aspirations, and growth (Klein et al., 2013). Focusing
on the growth of staff's system of values, their degree of motivation and moral with the
growth of their talents is essential for managers in leadership positions (Sougui, 2015).
Followers will be motivated to be creative and responsive to completely new technologies
and environmental changes (Khan et al. 2014).

Leadership has a direct cause-effect relationship on organizations and their

performance. Leaders determine values, culture, tolerance for change, and motivation for
employees. They shape organizational approaches, including their efficacy and
implementation. It must be emphasized that leaders could be seen at any organizational level
and aren't exclusive to management (Igbaekemen, 2015). Therefore, leaders’ impact everyone
to help achieve team and corporate objectives. It is observed, though, at a given point in time
the use of suitable style of leadership is a medium for organizational performance. Leadership
is any company's heart and soul and its significance should not be overlooked. Leaders must
be capable of knowing whether their leadership skills affect their followers as it supports or
does not help the followers (Saleem, 2015). This may have an effect on the actions of
employees to follow their leaders; followers or employees who do not have respect towards
the leaders may be susceptible to disappointment, which may give rise to an employee's
intention of leaving.
DEFINATION OF LEADERSHIP
Leadership is an activity of influencing people to strive willingly for group objectives
and influence people to fellow in the achievement of a common goal. Leadership in school is
the process of enlisting and guiding the talents and energies of teachers, pupils and parents
towards achieving common educational aims. School leaders are responsible for educational
programs and learning outcomes, the management and professional development of their
staff, school finance and property and the relationships between the school and its
community. Educational leadership has been studied primarily from the perspective of what
teachers need to do to be more like positional leaders. Classroom-based, student-focused
leadership must be legitimized as central to teacher professional identity and foundational to
the development of strong schools.

Leithwood et al (1999) contend that there is no agreed definition of the concept of

leadership. Yukl (2002, pp.4–5) adds that “the definition of leadership is arbitrary and very
subjective. Some definitions are more useful than others, but there is no ‘correct’ definition.”
Cuban (1988, p.190) says that “there are more than 350 definitions of leadership but no clear
and unequivocal understanding as to what distinguishes leaders from non-leaders”. However,
given the widely accepted significance of leadership for school effectiveness (Daresh 1998,
NCSL 2001a, Sammons et al 1995, Sheppard 1996) and for school improvement (Stoll and
Fink 1996, Hallinger and Heck 1999), it is important to establish at least a working definition
of this complex concept. As Beare, Caldwell and Millikan (1989) emphasise.

Yukl’s use of ‘person’ or ‘group’ serves to emphasise that leadership may be

exercised by teams as well as individuals. This view is reinforced by Harris (2002) and
Leithwood (2001) who both advocate distributed leadership as an alternative to traditional
top-down leadership models. Ogawa and Bossert (1995, pp.225–26) also state that leadership
involves influence and agree that it may be exercised by anyone in an organisation. “It is
something that flows throughout an organisation, spanning levels and flowing both up and
down hierarchies.” Cuban (1988, p.193) also refers to leadership as an influence process.
“Leadership, then refers to people who bend the motivations and actions of others to
achieving certain goals; it implies taking initiatives and risks”. This definition shows that the
process of influence is purposeful in that it is intended to lead to specific outcomes. Fidler
(1997, p.25) reinforces this notion by claiming that “followers are influenced towards goal
achievement”.
 There are a few models of educational leadership that have been implemented in
education including: (a) Autocratic or Hierarchal leadership, (b) Democratic or
transformation leadership, and also (c) delegated or facilitative leadership. However, this
research will focus more on democratized leadership model. This model emphasizes more on
shared or distributed leadership. Based on the research done by Alma Harris (2004), the
number of evidence that demonstrates increase in school improvement is affected heavily by
capacity building as the main measure to maintain improvement and the core of the capacity-
building model is ‘distributed leadership along with social cohesion and trust’. Leading with
shared leadership or known as distributed leadership and leading with purpose play an
important role in underlying factor of students’ achievement and school improvement.
Distributed leadership, as defined by Spillane (2005), is a result of an interaction between
leaders, followers and situation.

APPROACHES TO LEADERSHIP

TRANSFORMATIONAL LEADERSHIP THEORY

Transformational initiative is a style of authority where the pioneer teams up with

representatives to distinguish the required change, making a dream to guide the change
through motivation, and executing the adjustment in pair with submitted individuals from the
group. It additionally serves to upgrade the inspiration, spirit, and occupation execution of
devotees through an assortment of instruments; these incorporate associating the adherent's
feeling of character and self to the undertaking and the aggregate personality of the
association; being a good example for supporters keeping in mind the end goal to move them
and bring their enthusiasm up in the venture; testing devotees to take more prominent
proprietorship for their work, and comprehension the qualities and shortcomings of
adherents, permitting the pioneer to adjust devotees to assignments that improve their
execution.

TRANSACTIONAL LEADERSHIP THEORY

 Value-based Leadership, otherwise called administrative authority, concentrates on
the part of supervision, association, and gathering execution; value-based initiative is a style
of authority in which the pioneer advances consistence of his/her devotees through both
prizes and disciplines. Dissimilar to Transformational authority, pioneers utilizing the value-
based methodology are not hoping to change the future, they are looking to only keep things
the same. Pioneers utilizing value-based administration as a model pay consideration on
devotees' work so as to discover shortcomings and deviations. This kind of initiative is
compelling in emergency and crisis circumstances, and for activities that should be
completed specifically.

AUTOCRATIC LEADERSHIP

An autocratic leader is often seen as someone that is well aware of his status and has
little faith or trust in the subordinates. Autocratic rulers in nature are classic and bossy. Those
leaders need their subordinates to function as they dictate (Al Khajeh, 2018). In general,
autocratic rulers like them reserve the right to take decisions (Longe, 2014). The autocratic
ruler believes that an employee's advanced salary for work performed is a fair exchange and
an employee can only be motivated by the bonus. This leadership style is characterized by
personal control over all team members ' decisions and little feedback. These leaders
emphasize loyalty and devotion and are characterized as those who decide by themselves and
require strict compliance to regulations. The decision-making process is centralized;
autocratic rulers accept full responsibility for decision-making and controlling the
performance of their followers. Followers ' praise and critique play an important role in
autocratic governance. Usually, autocratic leaders’ base decisions on their own opinions and
perceptions and never consider followers ' advice. Autocratic leadership requires a group's
complete, authoritarian control.

LAISSEZ FAIRE LEADERSHIP

Laissez faire is a French term that means "let it be" and is also referred to as "hands
off style" (Nwokocha & Iheriohanma, 2015: p. 194). It means putting fellow employees
throughout the manner they like without compliance to any strict rules or protocols to
complete projects and jobs. The laissez-faire leader avoids managing his staff, according to
Puni et al. (2014), and therefore depends only on the few available staff that are committed to
the job. Laissez faire leaders were argued not to invest in the advancement of staff as they
assume that staff should take good care of themselves (Puni et al., 2014). This style of
leadership has not been shown to be functional in the financial sector or Non-Governmental
Organizations which allow both the leader and subordinates to contribute to the
decisionmaking process and complete tasks to ensure the organization's performance. This is
described as a leadership style in which leaders refuse to take decisions, are not present when
necessary but do not want to take on responsibility towards their lack of leadership capacity.
Leaders of laissez faire do not use their power and refrain from taking initiative. It is regarded
a passive form of leadership that is inefficient. This style encourages setting up a comfortable
work environment; it puts morality down and reduces the group's performance. With such
style of leadership, leaders are trying to move on the decision-making process burden to the
team. The team is poorly organized as its leadership capacity is not respected by the leader.
Laissez faire style is associated with unhappiness, unproductivity, and inefficiency. But that's
debatable. Under this leadership style, decision-making is carried out by anyone who is ready
to accept it.

SCHOOL LEADERSHIP

Leadership identifies with impact on how the heads influence the other employees
essentially, subsequently, there is a shared collaboration between the leader and followers. In
addition, leadership incorporates the gathering's objective accomplishment where the leaders
direct their followers to accomplish their shared objectives together (Northouse, 2004).
Similarly, educational institutions also run by leadership. The leadership theories apply in
educational context. School is an educational institution where the principal of the school
performs as a leader and teacher are the followers and stakeholders in the institution. The
principal instructor has a vital role in an educational institution. He/she is responsible to
coordinate the instructors and partners keeping in mind the final goal to achieve their shared
objectives together. The principal can be an image of the shared participation among the
teachers, shareholders, and society; the head of the institution needs to develop the good
relations with them and he can do a better job in a school with their positive attitude. He
needs to act boldly with a specific end goal to solve the problems of institutions (Purinton,
2013).

Leadership has critical effects on educational institution and on the performance of

students. Leadership is relevant with the initiation of initiative since administration is about
institutional progression. Especially, it is connected with sorting out the institution (school) to
accomplish common and shared objectives. The objective of school authority is to change the
dimension of school towards its improvement. In fact, administration is a fundamental part
for school which deals with viability in order to train the learners to achieve their future
achievement (Leithwood, Day, Sammons, Harris, & Hopkins, 2006). School administration
has been a critical basis for school betterment and learners accomplishment (Hariri,
Moneypenny, & Pridaux, 2012). Teachers are facilitated in their designated practices and
solve their academic or teaching problems in instructional leadership. School principal
encourages the teachers, supporting educators and allowing them to learn new knowledge to
meet the academic and social needs of the students. There is fundamental duty of principal as
an instructional director is to takes an interest in the instructing and learning procedure of the
school; inspect the teachers in classrooms and working them to upgrade teaching and
learning, setting the school's objectives, conveying the objectives, directing and assessing
instructions, organizing the educational programs, monitor the educational improvement and
progress of the students, ensuring time, keeping up high standard, giving insight to instructors
or teachers, advancing proficient improvement, creating and implementing scholarly
standards, and providing motivating forces to learning. The instructional administration
considered the principal as a leader of the leader (Hallinger, 2008; Hallinger & Murphy,
1987).

CONCEPT OF SCHOOL LEADERSHIP

The context of leadership for social injustices in the educational institutes refers to the
ideas and areas that must be followed and looked upon while delivering the best facilities to
the students in the form of education regarding various fields. The leaders shall decide on the
fields that must be followed for delivering the educational requirements. Such leadership
traits for the educational institutes are dependent on the various social prospects such as
teachers from various social groups, students from different social backgrounds, and the
attitude of the parents towards their wards(Zembylas and Iasonos, 2017). It plays a vital role
when the graduate level educational prospects are considered. However, inclusion within the
educational institutes calls for some of the special programs for the students who require
special needs in the form of social learning. This will allow the students to have a better mix
with the other students and enhance the level of interaction within them.
 The main purpose of school leaders is to enable effective learning to take place.
Learning takes places through the work of teachers who, in their classrooms, are attempting
to simultaneously influence the activity taking place within thirty brains at any one time.
These brains belong to immature humans with varying levels of motivation who are often
distracted by a plethora of other things. It is difficult to know, therefore, whether these efforts
in the classroom are successful. Although we have proxies such as assessments and
qualifications, these are only indicators as to whether the teaching is leading to learning and
beyond to better outcomes in life – something that teachers and leaders hope to have impact
on.

The complexity of the classroom is multiplied when considering the work of school
leaders, whose responsibility extends to multiple classrooms or schools. This means the
relationship between school leaders’ actions and their impact is often messy and
inconclusive.For example, May et al (2012) found that principals who spent more time on
finance and personnel issues tended to work in schools with higher pupil test scores and that
principals who spent relatively more time on planning and setting goals and instructional
leadership tended to work in schools with lower scores.

However, the authors reason that this is likely to be because the context drives the
work, so leaders in higher performing schools are likely to have more time to devote to
matters of finance, and leaders in lower performing schools are likely to have to respond to
issues of poorer staff performance. Hence what on paper could be interpreted as a causal
relationship between effective leader performance and time spent on finance (over time spent
supporting teaching and learning) is actually only a correlation between context and the
activities that leaders undertake.

While some might think that effective school leadership is a key to far-reaching
education transformation, Educational leadership models can be puzzling as well as
challenging, as for a leader in education, many factors are at stake, but the most important
one is the students’ futures, that can either be empowered (academically and socially) or
revoked. Educational leaders work hard to improve educational programming, also hire and
manage teachers and staff, prepare budgets, set curriculum standards and set school-wide
policy. They might work on team building efforts or restructure the organization to affect
necessary change. This consequently puts a huge pressure and loads of responsibilities on a
leader to handle this alone.
 TEACHING PROFESSION

The business of teacher is to help students to achieve higher standards of knowledge,

ability, skills and moral character. If teachers do their work well, then their work is of great
value to others, not simply at a particular time but in future also. Teacher is a valuable
resource to communities worldwide, nationwide, and community wide. Teaching has great
potential for many individuals to leave a mark on society and benefit their lives and self-
worth. Teachers have excellent resources, skills and tools to achieve their goals and to reach
out to numerous students in their careers. Teachers are not only workers but are also members
of the profession. Their occupation renders definite and essential services to society.
Teaching is a very professional career where an individual is held accountable through a
series of tests, assessments and tools to gauge the achievement of students and their learning.
Teaching is such a rewarding and challenging career and a partnership between schools,
community, and parents to help children succeed in their academic careers by overcoming
personal, academic, social and emotional challenges to ensure success.
CONCLUSION

Effective leadership and management are essential if schools and colleges are to achieve the
wide-ranging objectives set for them by their many stakeholders, notably the governments which
provide most of the funding for public educational institutions. In an increasingly global economy, an
educated workforce is vital to maintain and enhance competitiveness. Society expects schools,
colleges and universities to prepare people for employment in a rapidly changing environment.
Teachers, and their leaders and managers, are the people who are required to deliver higher
educational standards. The concept of management has been joined, or superseded, by the
language of leadership but the activities undertaken by principals and senior staff resist such labels.
Self-management is practised in many countries, expanding the scope and scale of leadership and
providing greater potential for direct and indirect influences on school and pupil outcomes.
Successful leaders are increasingly focused on learning, the central and unique focus of educational
organizations. They also face unprecedented accountability pressures in what is clearly a ‘results
driven’ business. As these environmental pressures intensify, leaders and managers require greater
understanding, skill and resilience to sustain their institutions. Heads, principals and senior staff
need an appreciation of the theory, as well as the practice, of educational management.
Competence comprises an appreciation of concepts as well as a penchant for successful action. The
next chapter examines the nature of theory in educational leadership and management, and its
contribution to good practice.

Conclusion

Leaders must exhibit a strong sense of self-being within school and community
eliminating the inclination of self-regard or admiration. The effective leader denotes an
embodiment for the external contingency of the group in this case is the school and
community members. Internal repose will signify a leadership agenda rooted in the individual
and moralizing the power of self in leadership which is the antithesis of successful leadership.
The delineation must be cemented, a teacher autonomy, and all conscientious external
memberships. The power mentioned is utilizing in a facilitation of professional wisdom and
creativity to constructively cultivate the learning environment. The disapproval of the
leadership principality, for investigating teacher premise and contrarian ideology to result in
reflective assessment and evaluation is allowed.

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