POSTGRADUATE DIPLOMA IN TEACHING

SEMESTER 1 / 2023

HMEF5023_V2

EDUCATIONAL LEADERSHIP

MATRICULATION NO. : CGS02786926

IDENTITY CARD NO. : 990624035400
TELEPHONE NO. : 014-8339931
E-MAIL : akhtrzaiti@oum.edu.my

LEARNING CENTRE : OUM KOTA BHARU

 HMEF5023_V2

TABLE OF CONTENT

NO. TITLE PAGES

1. 1.0 JOURNAL ARTICLE REVIEW 2-5
1.1 The focus of the article
1.2 The importance of study
1.3 Discussion
1.4 The key results of study
1.5 Personal understanding and critique
2. 2.0 IN-DEPTH INTERVIEW REPORT
2.1 The profile of key informant 6-10
2.2 Qualitative data analysis
2.3 Key findings and conclusion
3. 3.0 ONLINE CLASS PARTICIPATION 11-12

1
 HMEF5023_V2

1.0 JOURNAL ARTICLE REVIEW

1.1 The focus of article

This article focuses on identifying the relationship between the instructional

leadership practices of the headmaster with the level of performance and achievement of
schools in Malaysia. This study was conducted by distributing questionnaires to respondents
to observe the senior assistants’ perception of their headmaster leadership practice in the
school. There were 141 respondents, all of them were senior assistants in primary school.
Respondent’s perceptions of instructional leadership practices by the headmaster were
collected using a set of questionnaires adapted from the Principal Instructional Management
Rating Scale (PIMRS). Hallinger and Murphy’s (1985) Instructional Model was used by the
researcher as the basis for this study. The model indicates that instructional leadership
compromises three main dimensions and ten different ways to lead. The dimensions include
creating school objectives, coordinating instructional programs, and fostering a conducive
learning environment. This model has been widely used in developed countries as it
comprehensively analyzes instructional leadership. This model shows its relevance as an
instructional leadership approach.

1.2 The importance of the study

The study is important because it investigates instructional leadership practices among

school leaders, specifically school headmasters in rural areas. As a result, the findings will
assist the MoE, the Sabah Education Department and the District Education Office in
planning to improve academic achievement at all levels, particularly in rural and remote
areas, which are frequently associated with low socioeconomic issues. Therefore, the
researcher did this study because it focuses on instructional leadership practices among
school leaders in rural areas. Moreover, this study enables the Ministry of Education to take
the initiative to improve the quality of education, such as student performance in national
exams. In addition, MoE could raise overall student achievement and close the performance
gap. It becomes more important to study the factor in primary school that help to create an
environment that meets the needs of teachers and makes them feel effective and happy under
instructional leadership’s headmasters.

2
 HMEF5023_V2

1.3 Discussion on what was done in the study

There are a few discussions in the study. Regarding the problem statement, the
researcher firmly believed that this research was needed to determine the causes of the issue.
The continued existence of the scenario demonstrates the ineffectiveness of the school’s
leadership and raises concerns about the school’s long-term success. Therefore, research into
the leadership model is essential as an alternate strategy for enhancing school academic
performance.

Regarding the objectives, this study was to determine the level of instructional
leadership practices by the primary school headmaster in Tuaran District. It is a rural district
where there needs to be more modernization process. The second objective is to determine
the instructional leadership practices level of Tuaran District’s headmasters based on school
bands. Since they live in rural areas, it is apparent that they will struggle intellectually. The
third objective is to identify in instructional leadership level of Tuaran District’s headmasters
based on demographic factors. The results will demonstrate how the school’s excellence is
affected by demographic characteristics. The last objective is to investigate the relationship
between the instructional leadership practices of principals and the achievement of school
bands in Tuaran District. At the end of this study, the researcher will be able to observe the
primary school band achievement that has been recorded based on the headmaster who has
carried out their responsibilities as an instructional leader.

The respondents who took part in this research are primarily senior assistant teachers
of administration, student affairs and co-curriculum. The researcher observed 222 senior
assistant teachers in 74 elementary schools in the Tuaran District. Using the formula of
Krejcie and Morgan (1970) to determine the sample size at a significance level of p<0.05,
only 141 individuals were randomly selected as the sample and respondents to collect data.

The researcher conducted qualitative research by distributing questionnaires. To

improve the research process, the researchers did a pilot study with 42 respondents in primary
schools in the district of Tamparuli. For data triangulation, the researchers used reports,
magazines, and records accessible from schools and District Education Offices. The
researcher applied a descriptive analysis based on percentage, mean and standard deviation to
interpret demographic information. Additionally, the researchers also used ANOVA and
3
 HMEF5023_V2
Pearson Correlation test. To acquire data on students’ academic performance, researchers
analyzed the UPSR examination for school performance.

1.4 The key results of the study

Key results from the survey showed that instructional leadership practices among
headmasters in Tuaran District are high, with a mean of 4.24 and a standard deviation of
0.398. Therefore, it is reasonable to infer that headmasters engage in a significant amount of
instructional leadership. In terms of defining the school’s goals dimension, the instructional
leadership practices of headmasters had a mean score of 4.44. In addition, the analysis of
scores and standard deviations found that the level of instructional leadership practices for
defining school goals on each item exceeded 4.0. That is why schools need to have
instructional leadership so that all community members understand the school’s direction.
Next, the results show that the average score for instructional leadership practices on
managing instructional programs dimension is 4.22, which is high. These data indicate that
head teachers prioritize clear justification when assigning curriculum responsibilities.

Meanwhile, the dimension “promotes a learning climate” level of instructional leadership

has a mean score of 4.17, meaning that the headmaster does it “almost always”. Item B50,
which has a mean of 4.55 and a standard deviation of 0.591, is famous among headmasters. It
helps teachers thank or give gifts to students for their contributions or achievement in class.
Based on the data analyzed, Band 1 schools have a higher mean across all school bands of
headmaster instructional leadership level based. The average level in Band 1 schools was
4.40, while Band 4 was 4.05. Schools in Band 2 and 3 have the same mean of 4.22. All high
results indicate that headmasters lead “almost always” to help students succeed.

Furthermore, the ANOVA test found no significant value in instructional leadership

practices among headmasters based on demographic factors because the significant value was
greater than p=0.05. Pearson Correlation analysis demonstrated a weak negative correlation
between headmaster instructional leadership and school achievement level or band (r=0.210*,
p<0.05). It shows that the performance of the school's band level will remain the same if the
level of instructional leadership practices goes up or down.

4
 HMEF5023_V2

1.5 Personal understanding and critique of the article

According to my understanding as a reader, this article portrays that instructional

leadership practices among primary school headmaster in Tuaran District, Sabah is quite
high. I am also aware that the school must carry out the headmaster's duties in accordance
with the objectives outlined in the PPPM by the Ministry of Education. As for the critique,
this article has many aspects that influence the excellence of any school, making it difficult
for the headmaster to concentrate on each factor individually. On the other hand, this piece is
rather good because it emphasizes all three aspects of instructional leadership through Band.
Because of this, it is possible to carry out this research anywhere in peninsular Malaysia as an
alternative to the Tuaran District in Sabah. It is feasible to compare the data from rural areas
with those from developed areas such as Kuala Lumpur to identify instructional leadership
approaches that the headmaster of their school practices following their school's mission and
vision.

5
 HMEF5023_V2

2.0 IN-DEPTH INTERVIEW REPORT

2.1 The profile of key informants

As defined by Sufean (2014), instructional leadership focuses on academic

management issues. School leaders are primarily responsible for enhancing the quality of
instruction in the classroom, but they also have a stake in maintaining the school's reputation
for excellence. In order to investigate the teachers' viewpoints regarding the qualities of
leadership possessed by the school principal, I conducted an in-depth interview with key
informants called Teachers A and B between two schools for the report.

The profile of key informant 1 is called Teacher A, who first posted at SMK Ranau,
Sabah, in 1998. Then she got promoted to change in peninsular Malaysia, which is in SMK
Taiping, Perak, in 2006. After five years of being a history teacher, she can change again in
Kelantan at SMK Pengkalan Chepa. She was so happy as she could change schools near her
hometown. Years later, she got promoted to head of the history subject committee. Her
higher academic qualification is a degree, but who knows that currently, she holds a grade
position at school as DG52. She has been a teacher from 1998 until now, 2023. She will retire
in nine years, and so much she can achieve in those years.

The profile key informant 2, Teacher B, started teaching in 2000. Before becoming a
teacher, he was an assistant in a small company near his hometown and served there for 5
years. He furthered his study in KPLI to become a teacher. Before furthering his study in
KPLI, he graduated from Acheh, Indonesia, with his degree. In 2015, he graduated with a
Master's holder and currently been working on his PhD to become a lecturer. He has a strong
will to be a successful teacher as he held many positions in the school, such as counselling
teacher, club mentor and football coach for the students. He was also got awarded as an
excellent teacher in 2022. Now, he is a teacher at SMK Kubang Kerian, Kelantan, for
accounting subject.

2.2 Qualitative data analysis

(i) Accountability

6
 HMEF5023_V2
The key informants 1 and 2 indicated positive feedback about the school principal's
leadership qualities. As a principal, he should take accountability by using leadership skills to
lead the teachers and students at school. Whether the principal uses autocratic or democratic
leadership skills, there is no dominance because it should balance according to the situation.
The principal also has accountability for students' performance in their academics. Teacher A
commended,

“Indeed, the principal monitors and knows. As a principal, he knows the

performance of his students very well. He takes care, if he targets the student, he will
watch that student. The student's exam results. He will monitor the student's record. Let
there be improvement.”

As for Teacher B, he also agreed that his principal always takes accountability regarding
student academic performance in school. His principal will ensure that he receives an
achievement record every month to analyze his student's academic performance in the class.
It shows that his principal is accountable to the students and teachers in line with the school's
mission and vision. He mentioned that,

“…. our principal has an achievement’s record so that he can monitor whether it
goes up or down. He always monitors because the record is important to see the
development of the student. Record and monitor through the teacher, the teacher will give
a report every month to the senior assistant student affairs and will give it to the
principal.”

The key informants reported that their principal has accountability regarding monitoring and
recording student performance well per the school's goals. The key informants agreed that
their school principal is responsible toward the student and give the initiative for his student
to improve their academic performance.

(ii) Communication

Another key attribute of the principal's leadership qualities by the key informants is
communication. Key informant 1 responded that the principal should practice communication
between teachers and the principal to find the right solution when faced with the problem in
the school. The principal also should be a good listener and accept the opinion given by the
teachers. Teacher A commended,

7
 HMEF5023_V2
“… the principal listens and communicate well with teachers in this school. He
listens and give his own opinion. Not everything he hears and accepts. Accept first and
then he will come out with constructive comment, there are things he didn't accept but he
listened.”

As for key informant 2, he agreed that communication is necessary to build the relationship
between teachers and improve the working environment. When the principal and teacher
have a good relationship, they can work as a team to improve the school's performance. By
practicing this, it can avoid a toxic atmosphere in the school, but Teacher B also mentioned,

“… as a principal, he should pay attention the teacher's point of view, because the
people who work with him are teachers, if not, how can we advance our school together.
He is middle leaders between KPM. Expressions and suggestions, it is necessary to
become a well-liked principal who always listens to the teacher's problems and so on.”

The key informants reported that their principal has good communication, one of the
leadership qualities a principal should not take lightly. The principal should be open to
accepting the opinion and giving constructive feedback for improvement. Communication is
vital to reduce misunderstandings and resolve conflicts between two or more people.

(iii) Decision-making

Key informant 1 indicated a negative principal's decision-making. The principal holds on to

old views even though the teacher has suggested the latest opinions regarding the scope of the
teaching method. While for key informant 2, he indicated a positive principal's decision-
making. The principal takes proactive decision-making after an issue arises in the meeting
and gives a great idea to improve the school's performance. Teacher A commented,

“… look at the issues. There are things that we suggest the principal does not
agree with. He always stays with the old views and not make a good decision-making.
Not everything we suggested he agreed. Look at the situation.”

Teacher B commented on a positive principal's decision-making,

“… in school meeting, the principal always gives the latest ideas and suggestions,
some can follow and some can't. There are teachers in their 50s are a bit slow in terms of
technology, the teachers who’s in 40s can follow what is suggested in meetings etc.”

8
 HMEF5023_V2
Regarding informant 1, teacher A needs better decision-making from their principal. It
happens because the principal is comfortable with the old views, but the teachers want to
change their teaching method. She also gives an example: their school needs to use
instructional technology while another has taught their students using visual facilities. The
learning activities will be less exciting and boring because the teacher has not supported the
teaching aids in the class. While as informant 2 said that their principal gives the latest
decision-making as he is always up-to-date with the current situation. Teacher B also noted
that the principal sends the teachers to training or professionalism programs to implement the
technology used in schools in the era of modernization.

Key informant 1 reported that their principal did not have good decision-making as he just
wanted to stay in his comfort zone with old views. It will be challenging for the teacher and
students in her school as they should follow the principal’s decision. Key informant 2
reported that their principal has excellent decision-making. It is because their principal
follows the current issues to make an improvement in school performance.

(iv) Time management

The last key attribute of the principal’s leadership qualities is time management. Key
informant 1 indicated the negative principal’s time management. She said the principal failed
to protect learning time when the school held an event. It will interrupt the learning process to
finish the syllabus of the subject. Teacher A commented,

“… in terms of time management, school programs interfere with PDP, such

as independence month, ceremonies, sports, meetings, event for teacher pensions.
Quite busy to continue learning process at this time. There is a little disturbance
there.”

While for key informant 2 indicated the positive time management by their principal in the
school. He said that his principal control and protect the classroom learning time without any
interruption for conducive learning. Teacher B mentioned that,

“… so far for the principal give time protection to the teachers so that they can
carry out conducive learning, especially the interference from outside parties, parents
comment. Outsiders who want to meet a teacher who is not satisfied need a procedure
first, go through the guard to the office and inform the principal what is not satisfied

9
 HMEF5023_V2
and call our teacher and the teacher will explain what really happened to their child.
He protects the teachers in the school so that they can teach in a conducive
environment.”

The key informant 1 reported that the principal should know how to manage time in school
and be alert with peak time when having an event. For example, when the examination is just
around the corner, the principal should not hold any event because the student needs to focus
on their studies. Key informant 2 reported that the principal has to be responsible regarding
the classroom learning time to ensure the learning process is smooth without any outside
disruption.

2.3 Key findings and conclusions

Key findings of the teacher’s perceptions of the school principal’s leadership qualities
are accountability, communication, decision-making and time management. Every quality
principal should have these key attributes to make a school successful. In addition, it also
affects the excellent relationship between the principal, teachers and students in the school.
During the interview with Teachers A and B, the researcher realized that every school have
their issues regarding the principal. The teachers and students would be lucky if they got a
principal with good leadership qualities in school as he can create a prosperous and
successful school in terms of academic achievement and every aspect.

As an overall conclusion, the researcher successfully examined the teacher’s

perceptions of the school principal’s leadership qualities. The results of the questionnaires
have far-reaching implications for the principal. In fact, the researcher also observed that
having a principal who knows about the essential leadership skills to manage all the key
attributes stated in this interview report is necessary.

For the recommendation, the principals should be given an opportunity by sending

them to professional training to increase their knowledge of leadership skills. Doing this can
open the principal’s view to becoming a better leader and apply it in the school. Therefore,
the principal must focus on leading the teachers effectively to avoid conflict happening in the
future.

(3004 words)

10
 HMEF5023_V2

3.0 ONLINE CLASS PARTICIPATION

11
 HMEF5023_V2

12