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Educator Satisfaction And Dedication, Influenced By The Leadership Skills Of

Institutional Directors: Qualitative Interviews.

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 Title:

Educator Satisfaction And Dedication Are Influenced By The Leadership Skills Of

Institutional Directors: Qualitative Interviews.

1
 ABSTRACT

Leadership is both a research area and a practical skill that encompasses an individual's,
group's, or organization's ability to influence, or guide other individuals, teams, or entire
organisations. Leadership research has resulted in theories involving traits, situational
interaction, function, behaviour, power, vision and values, charisma, and intelligence, among
other things. The process of enlisting and directing the talents and energies of teachers,
students, and parents toward the achievement of common educational goals is referred to as
educational leadership. Researchers have selected key informants who have extensive
experience in teaching and learning. Known as Mr ARMF (not his real name) as the first
informant, while the second informant was Mr. MSMS (not his real name). Both have the
same level of higher education at the master's level, but different fields. Yet both in the same
field such as possess the same diploma which is the Diploma in Medical Assistant (DMA)
and Diploma in Health Sciences with Education (DHSE), UNISEL and various aspects of
specialist field development (SME). Organizational leadership can contribute to
organizational success and achieve desired goals. Success of an organization depends on the
support and admiration of all members. To be a competent leader, one needs to have
knowledge and experience and build inner power more than physical strength. There are
several leadership theories in managing organizations, such as contingency theory Fiedler
(1974), goal path theory, and cognitive resource theory.

2
1. INTRODUCTION

Leadership is both a research area and a practical skill that encompasses an

individual's, group's, or organization's ability to "lead," influence, or guide other individuals,
teams, or entire organisations. According to Grint, Keith (2005) and Western, Simon (2019),
specialist literature debates various viewpoints, contrasting Eastern and Western approaches
to leadership, as well as (within the West) North American versus European approaches to
leadership. Leadership is defined in academic settings in the United States as "a process of
social influence in which a person can enlist the aid and support of others in the
accomplishment of a common and ethical task". Others, such as Chemers, M. (1997) and
Chin, Roger (2015), have challenged the more traditional managerial view of leadership,
which believes that it is something possessed or owned by one individual due to their role or
authority, and instead advocate for the complex nature of leadership, which is found at all
levels of the institution, both within formal roles and informal roles. D. Goleman and
colleagues (2003).

Leadership research has resulted in theories involving traits, situational interaction,

function, behaviour, power, vision and values, charisma, and intelligence, among other
things, according to Chin and Roger (2015). The process of enlisting and directing the talents
and energies of teachers, students, and parents toward the achievement of common
educational goals is referred to as educational leadership. In the United States, this term is
frequently used interchangeably with school leadership, and it has supplanted educational
management in the United Kingdom. Certain educational leadership challenges can be
overcome. A self-evaluation technique can aid in the investigation of equity and justice issues
affecting student diversity, particularly in the selection of candidates. Z. Karanxha (2013). In
general, educational leadership draws on interdisciplinary literature, but it stands out by
emphasising pedagogy, epistemology, and human development. It is borrowed from political
science and business in modern practise. This tension has sparked debate in the field. Many
educational leadership theories and perspectives have been proposed and investigated,
including instructional leadership, distributed leadership, transformational leadership, social
justice leadership, and teacher leadership. Researchers have investigated how various
practises and actions affect student achievement, teacher job satisfaction, and other aspects of
school improvement. Furthermore, researchers are continuing to look into the methodology
and quality of principal preparation programmes.

3
2. PROFILE OF TWO KEY INFORMANTS.

Researchers have selected key informants who have extensive experience in teaching
and learning. Both of them are the same in terms of year of service in education which is 16
years in training service. Known as Mr. ARMF (not his real name) as the first informant,
while the second informant was Mr. MSMS (not his real name). Both of them also have the
same level of higher education at the master's level, but different fields that are no less
impressive. The first informant has a Master of Management (MOM), USAS, while the
second informant has a Master in Education (Guidance and Counseling), UPSI. At the
bachelor's degree level, the first informant is BSc (Hons.) In Nursing Practice Development
(NPD), Northumbria University, UK while the second informant is BSc (Hons.) In Human
Development (HD), UPM. Possess the same diploma which is the Diploma in Medical
Assistant (DMA), the same training institution but different campuses. Yet both in the same
field such as Diploma in Health Sciences with Education (DHSE), UNISEL and various
aspects of specialist field development (SME) as the first informant in the Advanced Diploma
in Emergency and Trauma Medicine (ADMETC), KPPS (ILKKM SBAN) are different
informants second Advanced Diploma in Mental Health (ADMH), KKI (ILKKM SAS).

What is interesting to these two informants is their educational drunkenness and

Current Position. This further highlights their thoughts and views in the interviews conducted
as the first informant are the Head of Medical Science Subject for Diploma in Medical
Science and Health (DMHS) program and Educator (Diploma in Medical Science and Health
Science Program), a subfield in Emergency Medicine Science / Care Technician Pre Hospital
/ Emergency Medicine. While the second informant is also no less impressive Examination
Secretary for Diploma in Health Sciences and Health Sciences (DMHS) and Educator
(Diploma in Medical Sciences and Health Sciences) program, a subfield in Behavioral
Science / Health Psychology / Clinical Psychiatry. Nonetheless, the second informant is
active in Research and Publication, with his involvement in a series of paper presentations
and so on. However, both of them are active in the academic training program for training at
ILKKM. Details on the profiles of the two key informants are as in table 1, in the appendix.

4
2.2 QUALITATIVE DATA ANALYSIS DESCRIPTIVELY AND NARRATIVELY

ANALYZED IN THEMATIC FORMAT.

Through qualitative analysis of data descriptively and narratively in a thematic, can be

found some critical findings on the perspective of the educator, ideas, and views of a person.
Several necessary instruments were used to collect data, including in-depth interviews with
two senior educators. They have been teaching for 16 years; interview comments were taken
from the same higher education informants but in different fields. The first informant was in
management, while the second informant was in guidance and counselling at the Training
Institution of the Ministry of Health Malaysia Sultan Azlan Shah, Ipoh, to answer semi-
structured questions through in-depth research interviews. Dialogues or conversations known
as raw data are then analyzed descriptively and narratively in a thematic format. This analysis
is in a combination of oral speech or direct speech. This perspective focuses on the extent to
which the leadership capabilities of institutional directors play an essential role in instructor
satisfaction and commitment. Details on the emerging themes and data extracted are as in
table 2, in the appendix.

2.2.1 Credibility-Oriented Leadership.

Findings show that leadership style is how a leader uses the power he has as a tool to
influence the instructor. Both informants expressed the same opinion that is;

“I see he can carry out the trust well, is orderly, trustworthy and is believed to be
able to shoulder this task. I personally have worked with him, so I see that the responsibility,
inshaAllah can be borne by him”

Indicated by the presence of experience, trustworthiness and is believed to shoulder

the task, among the credibility-oriented leadership concoctions, according to Burns, J. M.
(1978), to achieve the organizational objectives of the institute. In achieving the goals of an
organization, leaders need to be more proactive through aspects of the effectiveness of their
leadership style towards instructors. Leadership plays a vital role in determining the success
of an institute organization. Humans establish interpersonal relationships with others daily
and are always thinking of the best way to do so. Leadership is one of the things that need to
be considered in interpersonal relationships. According to Ishak Mad Shah (2006), a leader
who adopts a good approach will establish good interpersonal relationships with his
followers.

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2.2.2 Moral Personality-Oriented Leadership.

Moral personality-oriented leadership, as emphasized by Sergiovanni, T. J. (1991) in

this context, practising the noble values of Islamic teachings by leadership, expressed by the
second informant with the same intent by the first informant as quoting;

“Of course, this is what I said, as far as I know, this director is the type who practices
the teachings of Islam, it's easy. Judging from his style and character, I'm sure he's the type
who practices the teachings of Islam or at least, he tries to practice… as people say, if you
can't do everything, don't stay all…”

It is seen to make the relationship of interpersonal influence, communication, goal

achievement, motivation and coordination, and willingness to blame between leaders and
teachers, seen every institute organization wants its goals to be achieved. In the context of
socially oriented leadership, institutional leadership consists of interdependence between
divisions, a clear population, a complex network of social relationships, and its own unique
culture. Hoy and Miskel (2001) concluded that the assumption of an institution as a social
system from the significant literature, namely Getzels and Guba (1957); Getzels, Lipham, and
Campbell (1968); Bidwell (1965) and Scott (1992; 1998). This assumption is found in the
leadership of this institute, i.e., with leadership behaviours that are said to be activities
outside the realm of official duties. These consist of interdependent parts, characteristics,
activities that contribute to and are accepted from the normative whole to set behaviour
according to the appropriateness and goal-oriented. It will not happen if the relationship
between organizational leaders and instructors is often problematic. As a result, educators are
less likely to accept educational leaders and are more likely to act in harmful ways to an
institution's organization.

2.2.3 Support-Oriented Leadership.

House, R. J., and Mitchell, R. R. (1974) proposed the Path-Goal Theory, which
claimed that leadership behaviour should be viewed as an activity that might encourage
people. In essence, "Goal Leadership Theory" lays forth four different leadership styles that
can be used to encourage people. Support-oriented leadership is one of the characteristics that
distinguish this leadership.

“I am referring to the director's own behaviour in giving consideration to students.

That is with a friendly and caring style as a leader. This behaviour aims to create a pleasant

6
work environment. This director likes to treat instructors without being based on social
mobility and also respects their position status”

The words revealed from the first informant's words with the same purpose as the
second informant indicate that, as an educational leader, this refers to demonstrating respect
for the instructor by being courteous and expressing concern. This conduct is intended to
provide a comfortable work environment for the instructor.

2.2.4 Participation-Oriented Leadership.

Participation-oriented leadership refers to leaders who welcome the participation of

instructors and staff to share set a decision. Stated by the second informant with the same
intent by the first informant as quoting;

“Let me be clear, this director, he’s the type who’s willing to share responsibility with
his officers in all things, in fact, he’s really willing to do it. Empowerment in this way can
only be a productive tool if a trusting relationship exists between the various parties. This
trusting relationship is considered important for realizing something and productivity”

Consistent with the ministry's tagline, which claims that all Malaysian Ministry of
Health members work together to achieve the same goal. The creative leadership style in
solving this problem is highlighted by leaders who open up space for a consultation with the
instructors to contribute ideas and views. Similarly, creating and improving job quality
through self-leadership and inventive behaviour in a decision based on the institutional
agreement is required. Shaping the leadership and organization of the future presents a
challenge to instructors and staff to perform tasks at the highest level to the best of their
ability. This style of leadership is seen to be constantly looking for continuous improvement
and achievement. Thus is through a measure of expressing high confidence that instructors
and staff can achieve the goals for the challenge.

2.2.5 Transformation-Oriented Leadership.

According to this, "Goal Path Theory" does not constrain leaders to use only one
leadership style. Instead, according to the appropriateness, it is open to using various oriented
leadership styles, as Hersey P. (1984) explained in situational leader and Fiedler's (1974)
contingency theory. Through this analysis, both of these leadership styles can be seen.
Transformation-oriented leadership and commitment in organizational politics are more

7
consistent in educational reforms, such as enabling leadership sharing and instituting
organizational learning. In addition, to build capacity and together share the vision and goals
of the institution. In addition, there is a significant gap between transformational leadership
and commitment, enabling the institution to achieve the desired improvement aspirations.

“Transformational leadership is a form of leadership that involves all members of the

organization to be involved in matters related to the organization whether good or not, here
we see a win-win situation occurs in the work environment. Among students, instructors and
directors”

Thus, the institute's educational leadership is strategic and perceived to have a vision
of reorganizing and reorganizing top management. Creating and leaving legacies, maintaining
an ongoing skill set and stability enable them to guide future leadership.

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2.3 KEY FINDINGS AND CONCLUSION.

Effective and efficient organizational leadership can contribute to organizational

success and achieve desired goals. Without leaders, an organization cannot function properly
because of the ups and downs depending on the leader. A leader is said to be successful if he
succeeds in applying exemplary leadership in his organization. The success of an
organization depends on the support and admiration of all members. Effective leadership and
motivation can depend on several factors, such as the nature of the leader himself, the internal
situation of the organization, and the factors that influence the behaviour of staff in an
organization. To be a competent leader, one needs to have knowledge and experience and
build inner power more than physical strength. The power meant is the power to control,
influence, persuade, coercion, validate, and the power to refer.

The leadership style practised by the leader must be appropriate to the situation. A
style of leadership that is practised may be effective for one particular situation and will not
be effective in another situation. There are several leadership theories in managing
organizations, such as background theory, contingency theory Fiedler (1974), goal path
theory, cognitive resource theory, charismatic theory, and the theory of the field of the
driving force. Background theory considers the study of leadership as one of the branches of
social psychology by looking at several different perspectives, namely the group perspective,
the conflict perspective, the perspective of the need to learn, and the perspective of self -
determination. These perspectives can be seen through three approaches: the trait approach,
the functional approach, and the behavioural approach.

Fiedler's contingency theory, on the other hand, assumes it is unreasonable to expect

that one leader can do everything at all times better than others. Contingency theory can be
seen through the leadership situation, and this situation is the relationship established
between leaders and followers, and the second dimension in shaping the situation is the task
structure. At the same time, the goal path theory is the role of leadership in determining the
success of an organization. This theory outlines four leadership styles that motivate
employees: instruction-oriented leadership, support-oriented leadership, participation-
oriented leadership, and leadership-oriented leadership. Cognitive resource theory states that
the intellectual ability of the leader is the primary source of plans, decisions, and strategies
that drive group action. These plans, decisions, and strategies are communicated to the group
in leading behaviours and implemented if the group supports the leadership and

9
organizational goals. The last theory is the field theory of driving force, where any behaviour
is due to the balance between the driving force of repulsion and the driving force of
obstruction.

10
2.4 REFERENCE.

Bidwell, C. E. (1965). The school is a formal organization. In J. G. March (Ed.). Handbook

of Organization (pp. 972? 1022). Chicago, IL: Rand McNally.

Burns, J. M. (1978). Leadership. New York, NY: Harper Row.

Chemers, M. (1997). An integrative theory of leadership. Lawrence Erlbaum Associates,

Publishers. ISBN 978-0-8058-2679-1.

Chin, Roger (2015). "Examining teamwork and leadership in the fields of public

administration, leadership, and management". Team Performance Management. 21

(3/4): 199–216. doi:10.1108/TPM-07-2014-0037.

Fiedler, F. E., & Chemers, M. M. (1974). Leadership and effective management. Glenview,

IL: Scott. Foresman.

Getzels, J. W., & Guba, E. G. (1957). Social behaviour and the administrative process.

School Review, 65(4), 423? 441.

Getzels, J. W., Lipham, J., & Campbell, R. F. (1968). Educational administration as a social

process: Theory, research, and practice. New York, NY: Harper & Row.

Goleman, D., Boyatzis, R.E., and McKee, A. (2003) The New Leaders: Transforming the art

of leadership. London: Sphere. ISBN 9780751533811.

Grint, Keith (2005). Leadership: Limits and Possibilities. London: Palgrave. p. 14. ISBN

9780333963876.

Hersey, P. (1984). The situational leader. New York, NY: Warner

House, R. J., & Mitchell, R. R. (1974). The path-goal theory of leadership. Journal of

Contemporary Business, 3(4), 81? 97.

Hoy, W. K., & Miskel, C. G. (2001). Educational administration: Theory research, and

11
 practice (6th ed.). Singapore: McGraw-Hill.

Ishak Mad Shah (2006). Kepimpinan dan hubungan interpersonal dalam organisasi.

Malaysia: Universiti Teknologi Malaysia.

Karanxha, Z. (2013). "The Hidden Curriculum: Candidate diversity in

Educational Leadership Preparation". Journal of Research on Leadership Education. 9

(1): 36–43.

Scott, W. R. (1998). Organizations: Rational, natural, and open systems (4th ed.). Englewood

Cliffs, NJ: Prentice-Hall.

Sergiovanni, T. J. (1991). Moral leadership? Getting to the heart of school improvement. San

Francisco, CA: Jossey-Bass Publishers.

Western, Simon (2019). Leadership: A critical text. London: Sage. ISBN 978-1-5264-5951-0.

2.5 INTERVIEWS.

Interviewed Mr. Abdul Razak Mohd Fadzil, Head of Medical Science Subjects and Educator

for Diploma in Medical and Health Sciences Program (DMHS) at Training Institute
Ministry of Health Malaysia Sultan Azlan Shah, Ipoh, on 21 June 2021.

Interviewed Mr. Mohd. Shahezam Mohd Sunar, Examination Secretary and Educator for

Diploma in Medical and Health Sciences Program (DMHS) at Training Institute

Ministry of Health Malaysia Sultan Azlan Shah, Ipoh, on 22 June 2021.

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2.6 APPENDIX

2.6.1 SEMI-STRUCTURED QUESTIONS.

I Leadership is associated with interpersonal influence, communication, goal

achievement, motivation, and coordination. If the administration of an
(Q1)
institution does not base itself on moral values, it will face indirect problems
of discipline among students and instructors. Your view?.

I Does that imply... Do you think the head of this institute has a flawless
personality?

I Alternatively, do you want moral leadership?.

I Educational leadership has to do with student achievement and the

performance of an institution, and the focus is on critical ethical issues.
(Q2)
Concludes with, how do leaders behave ethically? Respect others, be fair,
honest, and build community. The statement "Leaders are born, not made
up." Your views on the matter ?.

I In the context of the director of this institute?. Are you referring to your point
of view?.

I The main difference between contingency and situational leadership is that

contingency leadership theory emphasizes that a leader must fit the right
(Q3)
situation. In contrast, situational leadership theory believes that a leader must
adapt to the situation he or she faces. Explain how this leadership works?.

I I mean in educational leadership…

I Motivational theory in educational leadership aims to address the need to

motivate and change behaviour. Your views on attribution and achievement
(Q4)
theory from the perspective of leadership and motivation?.

I Do you think the motivational theory is applied in educational leadership?

I Social organizations have their characteristics, and the most common aspect
of these characteristics is bureaucracy. This organizes the organization in
(Q5)
almost all aspects of the activity. In your opinion, what makes an institution a

13
 social organization?.

I Do you think this educational leadership is socially oriented?

I Empowering educator is an integral part of the maturation process of

institutional systems. There are many benefits when empowerment is
(Q6)
practised, such as creating lifelong learners and so on. What is your take on
developing trust as a strategy for being an influential leader?.

I So, if I say this director uses deception, he participates so that his leadership
is seen as leadership by example?. Is that so?. Because you said earlier, he
was willing to do it... this shows that he is like that...or what?.

I Potential disagreements and conflicts exist whenever and wherever people

interact with each other. A leader needs to know what strategies he or she can
(Q7)
use in dealing with disagreements. "You win, I win" has a positive
psychological impact on stakeholders. Your comment, sir?.

I How can this be achieved in institutions between instructors and students? I

mean in the context of educational leadership.

I Leaders must facilitate positive relationships within the organization to

produce profitable growth through innovation. Creativity is not a personality
(Q8)
trait that some people have. The motivation to innovate primarily comes from
the joy of doing something that has never been done before. As an
organizational leader, how do you apply mutual aid techniques to improve
creative problem-solving in institutions?.

I Do you think this educational leadership is creative in problem-solving?

I Leaders need to have good communication skills to resolve conflicts.

Communication is a skill that leaders need to acquire because it can improve
(Q9)
relationships and resolve conflicts. Through communication, leaders can
inspire followers to be effective, motivated, and achieve goals. How do
leaders, in this context… directors, deal with conflict in multi-racial

14
 organizations?.

I Do you think that the current leadership has its flaws?.

I Your views on the director of this institute in the context of communication

or conflict resolution?.

I So you agree, if I say so, did the director manage to deal with problems and
conflicts?.

I Leaders must understand change and how it affects schools. To deal with
change effectively, leaders must understand the process of initiating top-
(Q10)
down transformation and bottom-up transformation. Change requires
strategic leadership. Distinguish between a strategic leader and a visionary
leader?.

I Do you believe the institution's director is strategic?.

I Is there anything more you would like to say before we wrap up our
interview?

15
 2.6.2 Table 2 : Emerging Themes and Data Extracted

Table Data extracted Emerging themes

16 Practising the pure values of Islamic Moral personality-oriented leadership.
teachings.
20 Has experience, is trusted, and is believed
to be able to take on the task.
22 Situational and contingency-oriented. Credibility-oriented leadership.

24 Respecting the status of the position, staff

are motivated to perform a task.
26 Active with official extracurricular Support-oriented leadership.
activities.

28 Willing to share responsibility and Participation-oriented leadership.

willing to do it.
32 Organizational politics directly influence
directors, educators, and students.
Significance between transformational
leadership and commitment.
Assist in achieving goals.
34 Propose levels and improve the quality of
work with self-leadership through
innovative behaviours.
36 Its leadership is authoritative. Transformation-oriented leadership
Nurture the existing potential for and commitment in organizational
prosperity. politics.
40 No grievances related to the multi-racial
conflict.
46 Have strategic leadership traits.
Organizing and reorganizing
management.
Seen there is insight.
He is leaving a legacy, maintaining the
skill set that allows them to guide.

16

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