Abstract

This research explores different leadership styles among preschool principals and their
impact on teacher retention rates in private preschools in Kuching, Sarawak. The research
questions focus on the influence of leadership styles on retention rates, the specific practices
employed by principals to promote teacher retention, and the perceptions and experiences of
principals regarding the link between their leadership styles and retention rates. The study
adopts a qualitative research approach, utilizing semi-structured interviews. The findings
reveal that all principals exhibit characteristics of both transactional and transformational
leadership styles. The research argues for a balanced and integrated approach to leadership,
combining the strengths of both styles to address diverse teacher needs and motivations. The
research contributes to the field by recommending that educational institutions adopt an
inclusive leadership model that integrates transactional and transformational elements to
enhance teacher satisfaction, commitment, and retention.

KEYWORDS: Transformative leader, transformational, transactional, retention, leadership

 CHAPTER 2

LITERATURE REVIEW

2.1 Review of Research Literature

Even though a lot of study has been done on leadership styles in schools and a lot of books
have been written about them, not as much work has been done to figure out how leadership
styles affect how long teachers stay in their jobs. Especially in preschools, when teachers
leave a lot, it hurts the kids' ability to learn. When teachers leave their jobs, it's bad for both
the students and the school. If principals don't invest in their leadership plan, the drop in
preschools will only make the gap between them and schools that do better grow. Recent
research by Ladd (2011) and Duyar et al. (2013) shows that leadership has been a factor in
the increase in teacher turnover in the United States. Because of this, there is a need for more
research on the characteristics of leadership styles. Lynch (2012) says that the amount of
management help given to teachers has a big effect on how many teachers leave their jobs.
Individual teachers don't have control over how the school is run, but it has a big effect on
every part of the classroom. When leaders don't do their jobs well, teachers start to look for
help from other leaders, which makes them unhappy at work.
Teachers want leaders who work well with others, can think of new ways to do things, and
are interested in what teachers do in the classroom. Also, they want leaders who will pay
attention to their problems and praise their successes. To understand how important efficient
management is, you need to look at the differences between transactional and
transformational leaders in more depth. Burns (1978) says that transformational leadership is
clear when leaders and their following affect each other's moral and ethical growth.
Transformational leaders have the vision and charisma to change their teams' goals,
standards, and incentives so that everyone is working towards the same goals. Burns wrote in
1978 that when workers support each other, morale goes up and productivity goes up. He also
says that leadership and management are not the same thing. The way a leader acts is what
makes all the difference. Transformational leadership is different from transactional
leadership in that it depends less on how followers react to the leader's actions and more on
how well the leader can model and explain the changes they want to see in the business
(Kotter, 2014). Transformative leaders are ethical role models who work for the good of the
team, company, or society. Burns wrote in 1978 that creative and transactional styles of
leadership can't exist at the same time. Bass (1985) built on Burns's ideas to come up with
what is now known as Bass's Transformational Leadership Theory. The author says that the
best way to describe transformational leadership is the effect a leader has on the people who
follow them. Because of this, the group looks up to and cares more about the boss. Burns's
study from 1978 was expanded on by Bass in 1985, when he talked about the psychological
factors that support both transformational and transactional types of leadership.

Bass used "transformational" instead of the more usual "transforming." Bass (1990) added to
Burns' (1978) study to show how transformational leadership can be judged and how it
affects the motivation and success of those who follow it. When a boss inspires his or her
followers to keep working towards the organization's goals, these things happen. A leader can
get people to do things by having idealised impact (charisma), intellectual stimulation, and
caring about each person. This leader gets people to think outside the box and find new ways
to solve problems. Lastly, Bass (1985) said that both transformational and transactional types
of leadership can exist at the same time. This goes against what Burns (1978) said. Even
though transformational leadership can be done in different ways, most scholars agree with
Bass's opinion of what makes a good transformational chief. The term "transactional
leadership" was first used by Weber in 1947, and Bass made it more well-known in 1981.
Transactional leadership is a common way for managers to control, organise, and plan for the
short term at work (Eyal & Roth, 2011). Transactional leadership is based on how
accountable and powerful a leader is in an organisation. The main goal of a follower is to do
what the boss tells him or her to do. This boss thinks that threatening team members with bad
things if they don't meet their goals is the best way to get them to work hard. Early studies
showed that if an employee works hard, they will be rewarded for it, but if they don't do what
their boss says, they will pay for it (Yukl, 1998). In this case, the boss and worker do a kind
of trading that is meant to make it easier to do everyday jobs.

New studies back up what Yukl (1998) said, but Eyal and Roth (2000) say that transactional
leadership practises should focus more on getting employees motivated. A leader who uses a
transactional model gives too much importance to the goals and methods. (Yukl & Van Fleet,
1982) They don't do anything to help their people be creative or original. When an
organisation has simple but important problems, transactional leadership may be a good way
to solve them. When a leader takes this method, they usually don't listen to ideas from staff
members that don't fit with the strategy or goals that have already been set. Leaders with a
transactional style are known for guiding the company towards actions that increase output
and cut costs. Because transactional leaders tend to be authoritarian and action-oriented, the
people who follow them tend to see their connection with them as temporary and without
emotional ties. The idea is since subordinates can be inspired by simple rewards. "The only
"transaction" between the leader and the followers is the payment of money in exchange for
the followers' obedience and hard work" (Eyal & Roth, 2011, p. 258).

2.2 Transactional Leadership Theory

In the area of organizational behavior studies, there has been a coming together of ideas over
the past 20 years. Transactional leadership is a new way of thinking about leadership that is
the exact opposite of transformational leadership, which has been around for a long time.
Weber first explained the transactional leadership theory in 1947. Bass then made some
changes to it in 1981. This theory shows the basic management process of short-term
planning, organizing, and managing of people, which explains why teaching success,
retention, and pay are all linked. The idea is important because it shows how important it is to
speak to the interests of followers while trying to inspire and guide them. Teachers in the area
of education are very smart, but they could use a little encouragement to help them do their
many jobs better. To get teachers to follow rules and regulations, it is the principal's job to get
their buy-in and interest. The transactional leadership theory is a good fit for this study
because it focuses on setting goals, giving feedback when it's needed, explaining what you
want to happen, and giving rewards for job-related wins. This theory also backs up this study
because transactional leaders are good at influencing choices about efficiency. Even the
simplest rewards can improve the motivation of those under you. Both ideas can help a
business succeed, but transformational leaders have to spend a lot of time and energy on the
cause, and transactional leaders can quickly solve small operational problems and offer
unique benefits with their skills. Transactional leaders keep employees working hard on the
front lines while taking care of the details that help build a good image in the workplace.

2.3 Transformation Leadership Theory

Transformational leadership has become a popular school of thought in the area of leadership
studies in the past few years. Downton Abbey was the first show to come up with the idea of
transformative leadership in 1973. He came up with the term "transformational leadership,"
which Burns, who is an expert in management and has written profiles of four presidents,
built on (Northouse, 2013). Many researchers, such as Burns (1978), Bass (1985), and Avolio
(1994), have investigated the history of revolutionary leadership. These experts may have
different ideas about what transformational leadership is and how it changes an organisation.
Two researchers from the last few years, Pepper (2010) and Smollin (2011), have found
strong links between transformative leadership methods and the health of organisations.
Transformational leadership has a number of benefits, such as making people more
productive and loyal to the company (Barling, Weber, and Kelloway, 1996). In 1992, Bryman
found a clear link between transformative leadership and a wide range of organisational
outcomes, such as employee output, job satisfaction, and civic involvement. Trice and Beyer
(1993) say that leadership has the power to form and keep an organization's culture by
introducing new values, principles, conventions, and attitudes. In the same way, Creed and
Miles (1996) say that a company's leadership builds trust among its people. The research on
organisational trust (Gillespie & Mann, 2000; Podsakoff, MacKenzie, & Bommen, 1996)
says that trust is a keyway for transformative leaders to connect with new and present
followers and keep them year after year.
 CHAPTER 3

ANALYSIS

Name: Melissa Beh

Age: 43
Years of Working: 22 years
Education Background: Master in Business Administration /Bachelor in ECE
Working Experience: 20 years (in ECE)
Hobby: Cooking
Mobile No.: 0168767333

1. What is the role you are playing as a preschool principal to maintain high retention
rate?
As a preschool principal, I prioritize creating a positive and supportive work environment,
providing professional development opportunities, and seeking teacher input to maintain a
high retention rate.

2. How do you feel about your leadership role/style in this school?

In my opinion, I feel that as a leader in a school, it is important to feel confident and
purposeful about my leadership role/style. I believe that my leadership style is adaptable,
inclusive, and focused on continuous improvement. I reflect on my leadership practices
regularly, seek feedback from others, and make adjustments when necessary. Ultimately, I
feel a sense of fulfillment and satisfaction as it can inspire and motivate those around me.

3. What is your expectation from your teachers? What do you expect from the
contribution of the teachers?
I expect teachers to be dedicated professionals who prioritize children's well-being and
development and contribute through expertise, collaboration, and ongoing growth.

4. How do you motivate and inspire your teachers to perform at their best?
I motivate and inspire teachers by providing regular feedback, recognition, professional
growth opportunities, autonomy, and empowerment.

5. How do you recognize and reward good performance among your teachers?
I recognize and reward good performance through verbal praise, written recommendations,
public acknowledgments, and opportunities for professional growth or advancement.

6. How do you involve teachers in making decision and solve organizational problems?
I involve teachers in decision-making and problem-solving through regular staff meetings,
soliciting their insights, concerns, and suggestions.

7. How do you encourage teachers to take initiative and be innovative in their teaching
practices?
I encourage teachers to take initiative and be innovative by providing professional
development, fostering a culture of sharing and collaboration, and offering resources and
support.

8. How do you ensure that your teachers feel valued and respected as members of your
school community?
I ensure teachers feel valued and respected by actively listening to their concerns, providing
support and recognition, creating a positive work environment and rewarding them with
annual travel trip.

9. How do you handle conflicts or disciplinary issues among teachers?

I handle conflicts or disciplinary issues among teachers by addressing them promptly,
objectively, and confidentially, while ensuring fairness and open communication.

10. How do you foster a culture of collaboration and teamwork among your teachers?
I foster a culture of collaboration and teamwork among teachers through team-building
activities, shared goals, regular communication channels, and opportunities for collaboration
and professional growth.
 CHAPTER 4

CONCLUSION

4.1 CONCLUSION

Transformative leadership is crucial for teacher retention, as the debate above has shown.
This is particularly true if the principal encourages teachers to work hard, recognizes their
successes, acts in a way that is consistent with school values, focuses on the best aspects of
the teacher, promotes growth, encourages the teacher to question their preconceived notions,
and provides encouragement. This will also be the case if the head teacher encourages open
communication, supports teachers' use of logic, instills a feeling of pride in their job, speaks
energically, and stresses the value of mutual trust. Additionally, despite the fact that
transactional leadership may have some negative effects on teacher retention, it is still
important since it helps keep instructors in the classroom. According to research, paying
teachers more, which is a component of the transactional leadership method, is one of the
best ways to keep them in the classroom. Recognizing that financial incentives and awards
can inspire teachers and increase their overall job satisfaction and dedication to their career is
vital. In order to promote teacher retention, a holistic approach to leadership should take into
account the advantages of transactional leadership, such as fair compensation and
recognition, in addition to other leadership styles.

Finally, the shortcomings of a laissez-faire leadership style, including the head teacher
reacting to issues only when they are serious, persistent, when there is failure, and by
deferring decision-making, make it an unfavorable leadership style. This is also a result of the
head teachers avoiding conflict, responding slowly, and not being available when needed.
These leaders frequently postpone making decisions entirely (Lindgreen et al., 2009) and
only take action when the issue has drastically gotten worse. Laissez-faire leaders accept the
existing order as is, without offering any ideas or concerns. They will take part in the process
of setting goals and objectives when it is necessary. The leader avoids making choices and
prefers to remain completely silent unless absolutely required.

To improve teacher retention, it is also crucial to stress the significance of a coexisting

leadership style that mixes transactional and transformational techniques. Transformative
leadership is concerned with motivating and enabling instructors to realize their full potential,
as opposed to transactional leadership, which offers observable rewards and incentives.

Educational leaders can create an environment that encourages teacher retention by

combining transactional elements like competitive salaries, performance-based bonuses, and
recognition programs with transformational elements like mentorship, professional
development opportunities, and a supportive work environment.

The cohabitation of the two leadership philosophies enables a well-rounded strategy that
takes into account both teachers' inner motivations and their practical needs, such as fair
salary and job security. This integrated strategy offers instructors a wide range of supports
and recognises that their motivation comes from a variety of sources.

Furthermore, a coexisting leadership style understands that retaining teachers successfully

calls for a diversified strategy that goes beyond a one-size-fits-all approach. Educational
leaders can accommodate the unique requirements and preferences of their teaching staff by
adopting a flexible and adaptable leadership approach that includes transactional and
transformational elements. Different instructors may react differently to different leadership
strategies.

In conclusion, a culture that effectively retains teachers depends on the coexistence of

transactional and transformational leadership approaches. Educational administrators can
maximize efforts to retain teachers and guarantee a strong teaching workforce by considering
the advantages of both teaching philosophies and putting in place a holistic strategy.

4.2 Recommendation

The conclusions drawn from the debate above emphasize the importance of teachers' and
principals' transformative leadership. Therefore, principals should praise consistent, values-
based behavior, highlight educators' strengths, support them based on their efforts, encourage
growth and original thought, and support teachers' professional development. Additionally,
head teachers should inspire instructors to express their opinions, think critically, instill pride
in their pupils, talk with excitement, and foster a sense of mutual respect with both students
and colleagues. There should be no limitations on the employment of transactional leadership
by head teachers. It is strongly advised that educational institutions use a balanced and
integrated strategy rather than concentrating primarily on one sort of leadership style. The
retention of teachers may be negatively impacted if transactional or transformational
leadership are solely relied upon. Institutions can develop a dynamic leadership framework
that takes into account a variety of teacher demands and incentives by fusing the advantages
of the two types. While transformational leadership motivates and encourages teachers to
perform above expectations, transactional leadership offers concrete rewards and incentives
that recognize teachers' efforts and contributions. A holistic approach that acknowledges the
significance of fair compensation, professional growth opportunities, supportive
relationships, and a healthy work environment can be developed by embracing both methods.
A balanced strategy fosters a culture of ongoing development and progress while also
improving teacher satisfaction and dedication. To increase teacher retention and foster a
vibrant educational community, educational institutions should embrace an inclusive
leadership model that combines transactional and transformative features.
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