THE IMPACT OF LEADERSHIP STYLE ON PRIMARY SCHOOL ...eprints.utem.edu.my/14953/1/The impact of...

Faculty of Technology Management & Technopreneurship

THE IMPACT OF LEADERSHIP STYLE ON PRIMARY SCHOOL PERFORMANCE IN

JASIN DISRICT, MELAKA

HARMA EZZURA BINTI HAMZAH

A thesis submitted in fulfillment of the requirements for the degree of

Master in Business Administration

2012

THE IMPACT OF LEADERSHIP STYLES ON PRIMARY SCHOOL PERFORMANCE IN JASIN DISTRICT, MELAKA


A thesis submitted in fulfillment of the requirements for the degree of Master of Business Administration in Technology Innovation Management

Faculty Of Technology Management and Technopreneurship

UNIVERSITI TEKNIKAL MALAYSIA MELAKA

2012

11

Abstract of project paper presented to the Senate of Universitl Teknikal. Malaysia Melaka in partial fulfillment of the requirements for the degree of Master of

Business Administration

The Impact of Leadership Styles on Primary School Performance in Jasin District, Melaka.

Supervisor Faculty

By

HARMA EZZURA BINTI HAMZAH JUNE 2012

Encik Othman bin Aman Institute Technology Management and Entrepreneurship

ABSTRACT

Every organization needs a leader that could bring wealthy to the organization. It does not matter whether the organization is small or big, a leader is needed in headed the

organization to be successful and wealthy. According to that, from the past researches, growth and better performance of the organizations are always being

connected with the effective leaders and the leadership styles adopted are always play as the important roles. Due to that, the following study has been conducted to explore the relationship between the Leadership Styles (Transformational, Transactional and Laissez Faire Leadership Style) which were adopted by the headmasters and the

Performance of the Primary School in Jasin District, Melaka.

Approach: The theoretical model and hypotheses in this study were tested using

empirical data gathered from 66 samples of respondents as the headmasters of the Primary School in Jasin District, Melaka. 63 or 96% of the questionnaires were returned from the respondents, through survey questionnaires were analyzed using the

Pearson Correlation analyses. Results: The results revealed that there are weak relationship between the leadership styles and the performance of primary school in Jasin District, Melaka. Conclusion: The study has explored the perceptions of the leadership styles on the performance of the primary school in Jasin District, Melaka and it was recommended that in future, the students background, teachers' satisfaction, the parents and society

around the school and the ·Schools' demographic areas should be taken into consideration that also play important roles in the performance of the school

academic.

111

Abstract of project paper presented to the Senate of Universiti Teknikal Malaysia Melaka in partial fulfillment of the requirements for the degree of Master of Business

Administration

IMPAK GAYA KEPIMPINAN KE ATAS SEKOLAH RENDAH DI DAERAH JASIN, MELAKA

Penyelia Fakulti

Oleh:

HARMA EZZURA BINTI HAMZAH JUNE 2012

: Encik Othman bin Aman : Pengurusan Teknologi dan Teknousahawanan

ABSTRAK

Setiap organisasi memerlukan seorang pemimpin untuk membawa kejayaan kepada sesuatu organisasi. Setiap organisasi tidak kira besar ataupun kecil memerlukan sorang pemimpin yang boleh menerajui sesuatu organisasi. Dan dari hasil kajian sebelum ini, kejayaan selalu dikaitkan dengan pemimpin yang efektif dan gaya kemimpinan banyak memainkan peranan dalam mencapai sesuatu kejayaan ini. Berdasarkan kajian-kajian yang lepas, kajian ini dijalankan untuk mengkaji keberkesanan gaya kepimpinan yang diamalkan oleh guru-guru besar di sekolah rendah di dalam daerah Jasin, Melaka terhadap keberjayaan sekolah-sekolah mereka.

Approach: Model teori dan hipotesis digunakan di dalam kajian ini dan diuji dengan menggunakan data mentah yang dikumpul daripada 66 sampel yang di pungut dari guru-guru besar di Daerah Jasin, Melaka. Dan dari 66 sampel, 63 @ 96% daripada respondent dapat dikembalikan. Data ini dianalisa menggunakan Pearson Correlation. Results: Keputusan yang diperolehi menunjukkan hubungan yang lemah antara gaya kepimpinan dan keberjayaan sekolah rendah di Daerah Jasin, Melaka. Conclusion: Kajian ini telah mengkaji hubungan gaya kepimpinan dan keberjayaan sekolah-sekolah rendah di Daerah Jasin, Melaka. Daripada kajian tersebut, latarbelakang murid-murid, kepuasan guru-guru, persekitaran sekolah dan ibubapa serta masyarakat perlu diambil kira di dalm menentukan kejayaan sesebuah sekolah.

IV

APPROVAL

I hereby confirm that I have examined this project paper entitled:

The Impact of Leadership Style on Primary School Performance in Jasin District,

Mel aka

By


I hereby acknowledge that this project paper has been accepted as part fulfillment for

the degree of Master of Business Administration

En Othman bin Aman

Supervisor

Institute of Technology Management and Entrepreneurship

Universiti Teknikal Malaysia Melaka

Date: 26 June 2012

v

DECLARATION

I declare that this thesis The Impact of Leadership Style on Primary School

Performance in Jasin District, Melaka is the result of my own research concept except

as cited in the references. The thesis has not been accepted for any degree and is not

concurrently submitted in the candidates of any other degree.

Signature

Natne

Date

~ Hanna Ezzura binti Hamzah

26 June 2012

Vl

DEDICATION

BISMILLAIDRAHMANIRRAHIM

Dedicated to my beloved family I am grateful for the love and encouragement of my parents,

Haji Hamzah bin Md Dom and Hajah Jariah binti Hj Ujang. Most importantly, I would like to thank my husband, Nor Azman bin

Mohamad, who makes my life as a student easier and for the understanding and whom I love with all my heart.

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ACKNOWLEDGEMENT

Bismillahirahmanirrahim, Alhamdulillah. Thanks to Allah SWT, whom with His

willing giving me the opportunity to complete this project which is entitled The

Impact of Leadership Style on Primary School Performance in Jasin District, Melaka.

Firstly, I would like to thank to my respectful supervisor, Encik Othman bin Aman

who has taught me a great deal and for his guidance and advice on completing this

project paper.

Secondly, I wish to express my sincere appreciation to all my lecturers, who had

taught me in UTeM. Thank you for all the knowledge and guidance ..

Thirdly, my gratitude goes to the Jasin District Education Department (PPD Jasin)

especially Ms Rajah Noora binti Abu Bakar and also other representatives from the

administration who had helped me to distribute the questionnaire. Without their help,

I might face diffilculties on hand over the questionnaire to the respondents. Thank you

again for the support and commitment.

Finally, I also wish to thank the respondents themselves as the headmasters with lots

of responsibility and work for their time in answering the questionnaires in a very

short time due to the difficulties that I had faced before distributing the

questionnaires.

Thank you also to my parents for their love and support, my friends, Hawa Ismail,

Miza Farhana Yop Zain, Azlan, Azfar, Nurul Huda, Siti Sarah and Siti Hajar for their

support, my sisters, Harliza and Dira, my brothers, Boy and Ijal for their

encouragements and finally, my husband & family for the happiness and

understanding that they have brought me.

vm

3.2.2 Data Collection Strategies 3.2.3 Survey Instrument

3.3 Validity and Reliability

3.3.1 Reliability

3.4 Procedure of Data Analysis 3.5 Summary

4.0 FINDINGS AND DISCUSSION 4.1 Introduction 4.2 Demographic

4.2.1 Particulars of the Respondent 4.3 Transformational Leadership Style 4.4 Transactional Leadership Style 4.5 Laissez-Faire Leadership Style 4.6 Academic Performance 4.7 Hypothesis Testing 4.8 Findings 4.9 Summary

5.0 SUMMARY, CONCLUSION, AND RECOMMENDATIONS 5.1 Introduction 5.2 Discussion

5.2.1 Transformational Leadership Style 5.2.2 Transactional Leadership Style 5.2.3 Laissez-Faire Leadership Style

5.3 Conclusion 5.4 Recommendation 5.5 Limitations of Study

6.0 BIBLIOGRAPHY

7.0 APPENDIX

Appendix A : Letter of Research Permission

Appendix B : Questionnaires on The Impact of Leadership Style on Primary School Performance in Jasin District, Melaka.

Appendix C : Statistics on Reliability of the Data : Statistics on Correlation

30 32 35

36

38 39

40 40 40 45 50 53 54 61 73 73

74 74 75 77 79 80 81 82

84

88

x

FIGURE

1

TABLE 3.1 3.2 3.3 3.4 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9 4.10 4.11 4.12 4.13 4.14 4.15 4.16 4.17 4.18 4.19 4.20 4.21

4.22

4.23 4.24 4.25 4.26 4.27 4.28

LIST OF FIGURE

TITLE PAGE

Theoretical Framework on The Impact of Leadership . 29 Styles on Primary School Performance in Jasin District, Melaka

LIST OF TABLE

TITLE Construct of the Questionnaire Components of Transformational Leadership Style Componenets of Transactional Leadership Style Reliability of Variables Gender of the Respondents Age of the Respondents Education Level of the Respondents Types of School Served by the Respondents Years of Service of Respondents in Current School Subjects Taught of the Respondents Administrative Experience of the Respondents Responses on Idealized Influence (Attributed) Response on Idealized Influence (Behaviour) Response on Inspirational Motivation Response on Intellectual Stimulation Response on Individual Consideration Response on Contingent Rewards Response on Management-by-Exception-Active Response on Management-by-Exception-Passive Response on Laissez-Faire Leadership Style Number of Students in Respondents' School Respondents' rate for the Students Performance Students' Performance of Respondents' Schools Respondents' Rate forthe Intelligence of the Students Students' Academic Performance Depend on Leadership Style Students' Performance ofUPSR 2011 ofRespondents' Schools

PAGE 33 34 34 36 41 41 42 42 43 44 45 45 46 47 48 49 50 51 52 53 54 54 55 55 56

57

Number of Students get 5As/7 As for 2011 58 School Percentage Performance ofUPSR 2011 58 Average School Grade ofUPSR for Respondents' Schools 59 Year 6 Students Activeness for 2011 60 Class Nature of Respondents' Schools 60 Year 6 Students' Intelligence of 2011 61

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4.29 Relation between Transformational Leadership and 62 Primary School Performance

4.30 Relation between Idealized Influence (Attributed) and 63 Primary School Performance

4.31 Relation between Idealized Influence (Behaviour) and 64 Primary School Performance

4.32 Relation between Inspirational Motivation and 65 Primary School Performance

4.33 Relation between Intellectual Stimulation 66 Primary School Performance

4.34 Relation between Individualized Consideration and 67 Primary School Performance

4.35 Relation between Transactional Leadership Style and 68 Primary School Performance

4.36 Relation between Contingent Rewards and 69 Primary School Performance

4.37 Relation between Management-by-Exception-Active and 70 Primary School Performance

4.38 Relation between Management-by-Exception-Passive 71 Primary School Performance

4.39 Relation between Laissez-Faire Leadership Style and 72 Primary School Performance

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1. UTeM 2. UPSR 3.GPN 4. GPS 5. KPis 6. SRAJAIM 7. PPD Jasin

8. TF 9. HAS 10.IIBS 11. IMS 12. ISS 13. ICS 14. TS 15. CRS 16. MBEAS 17. MBEPS 18.LF 19. SPSS

LIST OF ABBREVIATION

(Universiti Teknikal Malaysia Melaka) (Ujian Pencapaian Sekolah Rendah) (Gred Purata Negara/Average National Grade) (Gred Purata Sekolah/Average School Grade) (Key Performance Indexs) (Sekolah Rendah Agama Jabatan Agama Islam Malaysia) (Pejabat Pendidikan Daerah Jasin/ Jasin District Education Department)

(Transformational Leadership Style) (Idealized Influence (Attibuted) Style) (Idealized Influence (Behaviour) Style) (Inspirational Motivation Style) (Intellectual Stimulation Style) (Individualized Consideration Style) (Transactional Leadership Style) (Contingent Rewards Style) (Management-by-Exception-Active Style) (Management-by-Exception-Passive Style) (Laissez Faire Leadership Style) (Statistical Package for Social Science Program)

Xlll

1.1 Background of Study.

CHAPTER 1

INTRODUCTION

As in global world has become more challenging nowadays, as the society

needs to compete in a changing world with uncertainty risks and opportunities

where we are facing complex business, political, scientific, technological,

health and environmental challenges and diverse workplaces; where we are

involving on collaborative relationships and social networking, the ingenuity,

agility and skills of the people in the countries are crucial to the country

competitiveness. Our society needs to be equipped with the skills and

knowledge in order to cope with the changing and tremendous competition in

the real world and this is where the formal education will fill in the gap.

Globally, educating a nation remains the most vital strategy for the

development of the society throughout the developing world. Formal

education is crucial to our society as when people are educate, their

standards of living are likely to improve, since they are empowered to asses

the productivity ventures, which will lead to improvement of their livelihood.

The more education, the more rapid the development as it will improve the

quality of manpower and it provides the skilled workers at all levels to manage

the country's developing technology, capital service and administration which

will lead the country to comprehensive economic development. Such formal

education will be offered by the principal institutional for developing human

capital through the education system of primary, secondary and tertiary

training (Nsubuga, 2003). Since education is an investment, there is a

1

The Impact of Leadership Style on Primary School Performance in Jasin District, Melaka

significant positive correlation between education and economic-social

productivity. The role of education therefore, is not just to impart knowledge

and skills that enable the beneficiaries to function as economies and social

change agents in society, but also to impart values ideas, attitudes and

aspirations important for natural development. Further, the straightforward

linkage between educations is through the improvement of labour skills, which

in turn increases opportunities for well paid productive employment. This then

might enable the citizen of any nation to fully exploit the potential positively.

In Malaysia, formal education is based on seven years of primary including

the preschool and six years of secondary education. Vocational, technical and

academic course are offered through post primary education and training

education. The Education Act 1996 covers all levels of education under the

national education system. It provides the pre-school education, primary

school education, secondary school education, and technical education. The

Act gives greater prominence to values in education and aims to ensure the

relevance and quality in the education system. Education is the responsibility

of the federal Government. The national education system encompasses

education beginning from pre-school to higher education. Primary and

secondary education is free and the admission age to the first year of primary

education is six. Most schools in the country are government or government

aided schools and a growing number of private schools. The students sit for

common public examinations at the end of primary, lower secondary, upper

secondary and sixth form levels. In addition, the education of primary

education aims to provide the child with a firm foundation in the basic skills of

2


reading, writing and arithmetic, as well as emphasising thinking skills and

values across the curriculum.

Due to ineffective of much learning in primary school has resulted to 100,000

students from year 2 to year 6 that could not read (Mohd. Sarit Yusoh , 2005)

and a slight decreasing of overall SAs result for UPSR (Ujian Penilaian

Sekolah Rendah) 2011 even though the GPN (Gred Purata Negara) of the

result is overall increased. Improved efficiency is needed and can be achieved

through management reform. A good collaboration between group members

of the institutional and the commitment of all members to achieved the group

goals which will be leading by an individual is a dynamic process in ensuring

the effectiveness of the institution. This individual is to be seen as a leader.

Leadership in that context pursues effective performance in schools, because

it does not only examine the tasks to be accomplished and who executes

them, but also seeks to include reinforcement characteristics like recognition,

conditions of service and morale building among others. As a good leadership

style will inspire their followers (Allan Training Associates, 2011 ). Thus

leadership incorporates the accomplishment of the task, which is an

organizational requirement and the satisfaction of the employees, which is the

human resource requirement (Susan, 2012). Without a proper leadership

style, effectiveness performance cannot be realised in schools even though

the school posses a good facilities and resources for the students. And

otherwise, with good leadership with limited facilities and resources might lead

to effectiveness performance of the school. According to Valenzuela (2007)

3


leadership is a process in bringing and influencing people towards the mission

and vision of the organization by an individual though the direction of the

human resources (teachers) that are the most important organizational asset,

leading to the achievement of desired purpose.

In bringing the people into the same direction as the leaders, the leader needs

to have a clear vision and mission that the teachers need to share. There are

different theories that adopted by the leaders bringing and influencing the

people working with them. The theories are eight types of leadership theories

(Cherry, 2012) which are "Great Man" Theories, Trait Theories, Contingency

Theories, Situational Theories, Behavioral Theories, Participative Theories,

Management Theories and Relationship Theories.

Current study draws the motives of (1) the relationship between Leadership

Styles and employee Job satisfaction. (2) The impact of leadership styles on

the organizations commitment of the employees. (3) The impact of leadership

styles with job satisfaction and career satisfaction. (4) The impact of

leadership styles of teaching faculty towards satisfaction and extra efforts

among students.

For the purpose of this study, Burns, G (1978) leadership styles will be taken

which are the transformational leadership (Relationship theory) and

Transactional leadership style (Management theory). Further, Lewin (1939)

leadership style which is laissez faire will be added to the Burns, G (1978)

leadership styles. These leadership styles are the approaches of the leader to

manage the facilities and resources (teachers) which will lead to an


effectiveness and efficiency of the school performance in primary school in

Melaka.

1.2 Purpose of the study

This study contributes to a better understanding of the relationship between

leadership styles and primary school performance by developing and testing a

normative model, which clarifies the nature of the influences of the leadership

styles and the primary school performance.

The key objective of this study is to gain a more complete understanding of

the role of leadership styles in primary school performance. In order to

accomplish this objective, hypotheses for a new normative model are

developed and will be tested

1.3 Specific problem to be investigated

On this research it will examine how the leadership styles impact the primary

school performance.

1.4 Scope of the study

This research analyzes the leadership styles to the primary school

performance in Jasin District, Melaka. It will study on the relationship

between the leadership styles to the primary school performance for better

understanding of the primary school performance will be built.


1.5 Relevance of the study

This study provides a set of data of information regarding the leadership

behaviours such as transformational, transactional and laissez-faire. This

information will be helpful in determining some of the cause and effect

relationship in the change initiative programs. The goal of the study was to

test the differences in the choice of relationship behaviours in the primary

school within the sample and the relationship between such appropriate

leadership behaviour and primary school performance. The findings will

provide the leaders with the information that will enable them to become more

effective as leaders and enhance the performance of their schools. In

addition, the findings provide an understanding of the predominant leadership

styles and provide some indication of whether the identified styles will sustain

the current change initiative of the school environment. Finally, the study

provides information to create change in the current leadership practices,

which will be necessitate behaviours more conducive to transformative

leadership that will inspire and encourage followers.

1.6 Problem Statement

It is the Malaysian government's policy to ensure the delivery quality

education in primary schools in Malaysia performance, but 100, 000 students

are found that could not read in 2005 and the UPSR result for the SA has

slightly decreased even though the GPN has increased in year 2011 even

though the government has provided good facilities and well trained teachers

to the primary schools in Malaysia. Scholars, policy makers and school

6


headmasters have resolved to address the poor academic performance in

primary schools by conducting research on its would be antecedents such as

lack of instructional materials, ensuring quality teachers, admitting good

students and the motivation of the teachers, improving discipline and

community participation in schools.

On the basis of this background, the study proposed to ask question:

To what extent do the leadership styles adopted by headmasters have an

influence on the schools' performance?

1. 7 Problem Objective

To investigate the relationship between leadership styles and school

performance, the specific objectives pursued were to:

• Establish whether the performance in primary schools in Melaka is

dependent on the transformational leadership style of school headmasters.


dependent on the transactional leadership style of school headmasters.


dependent on the laissez-faire leadership style of school headmasters.

• To make recommendations for the improvement of schools on the basis of

an analysis of leadership styles.

7


1.8 Hypotheses of the Study

The hypotheses below are created based on the above objectives,

• H 1: There is a relationship between the Transformational Leadership Style

(Idealized Influence, Inspirational Motivation, Intellectual Stimulation and

Individual Consideration) and the primary school performance.

• H2: There is a relationship between the Transactional Leadership Style

(Contingent Rewards and Managment-by-Exception) and the primary

school performance.

• H3: There is a relationship between the Laissez Faire Leadership Style

and the primary school performance.

1.9 Summary

This section begins with background of study, problem statement, research

questions and further identifies with objectives of the study and four

hypotheses were developed in this study. After that, scope followed with

significance of study, limitation and definition of terms.

8


CHAPTER2

LITERATURE REVIEW

2.1 The Dimension of the Leadership Style

With the evolution in different ages, many researchers presented successfully

different viewpoints on leadership connotation. Valenzuela, K. (2007) views

the leadership is a process in bringing and influencing people towards the

mission and vision of the organization by an individual. Further, according to

Overstreet, B. (2011) effective leadership demand clear vision of where the

team or organization is headed and he must be able to communicate the

vision effectively in order for the team to see the vision with the same clarity

and definition. Kesby, D. (2008) thought a leadership is a relation between the

leader and the followers, where the followers created a leader and the leaders

needs a good communication skill together with the knowledge and other

skills. In addition, in his articles, he mentions that in order to communicate

effectively with the team members, a leader needs to be a good listener and

understanding other people desire, issues and stories. According to

Wahjosoedibjo, A. S. (2009) by knowing their team members, a leader can

identify, assess and develop the talent that they want in a group. In order to

be success, a team members should comprises of different background and

disciplines are needed. With the different background and disciplines, various

leadership styles are needed to control and bring the team members to

achieve the objective, mission and vision of the organizations. The people

with education and experiences are bringing the human capital into the

organization. The strong support of human capital which is retained by the

9

The Impact of Leadership Style on Primary School Performance in Jasin District, Melak:a

organization is an asset to them, together with the talented and visionary

leaders for the organization to ensure the long-term and sustainable success

of an organization (S. Wahjosoedibjo A, 2009).

From the above, a leadership is a process where an individual with

knowledge, skills and behaviours to bring and influence people towards the

mission and vision of the organizations in order to ensure the long term and

sustainable success of an organization.

The three major styles of leadership are:

1. Transformational Leadership Style

According to Burns, G. ( 1978) transformational leadership can be seen

when a leader and followers improved each other to a higher level and

moral and motivation. A transformational leader is able to inspire the

followers to change their expectations, perceptions and motivation

towards the common goal through the strength of their vision and

personality. Bass, B. N, (1985) expanded Burns' original ideas.

According to him a transformational leadership has an impact to the

followers as this leadership style will create trust, respect and

admiration from the followers. Further, he suggested that the

transformational leadership has four different characteristics, which are

for the first characteristic, which is the intellectual stimulation where the

transformational leadership encourages their followers to explore new

ways of doing things and new opportunities to learn. The second

10


characteristic is the individual consideration where the transformational

leadership offers support and encourage their followers. The

transformational leaders also keep an open communication for the

employees to share their ideas and the recognition of the employees

through a contribution. The third characteristic is inspiration motivation,

where the transformational leadership has a clear vision that they are

able to articulate the followers and at the same time the follower are

able to share the passion and motivation. The fourth characteristic is

the idealized influence, where the transformational leadership gained a

trust and respect from their followers; they have become a role model

to them. According to Riggio, R. E., (2009) transformational leadership

style which cultivating charisma can transform the organizations toward

the goals that the organization is wishing to achieve.

a. Idealized Influence

For idealized Influence a leader put his people first and sacrifices their

own benefits for the team. The leaders also act calmly to the crises and

at the same time they are instiling pride among their team members

and ensuring them that obstacle can be solved. Through the Idealized

influence a leader can influence others to feel good and proud to be

connected to the leader and at the same time the leader will earn trust

and faith from their subordinates {Bass, 1990). By gaining the trust and

confidence from the subordinates, the followers admire the leader as a

role model and respect the decision made by him (Nayab, 2010) and

11


this will result to better lives among the people and team (Dungy, 2010)

in the organization. Due to the good building among the leader and the

subordinates will resulted in increase the performance of motivation

and job satisfaction (Tsai, 2011) among them and lead to a successful

organization.

b. Inspirational Motivation

In Inspirational Motivation, a transformational leader exhibits

confidence among the team members and encourages them and being

optimism that the team will be succeed in achieving the vision of the

organization even though the standard is very high. In order to motivate

the subordinates to achieve the higher standard of the vision, a leader

with this characteristic should be able to communicate well his goals

and helps others to find the meaning of their work (Bass, 1990) which

will lead to a motivation among the subordinates. The leader

encourages their subordinate in taking part in the overall organization

and environment (Nayab, 2010). This can be achieved through the

good and clear communication (Ngambi 2010) and at the same time

shows his optimism and enthusiasm, highlights the positive outcome

and stimulating teamwork (C. Industry, 2004).

c. Intellectual Stimulation

Transformational leaders exhibit behaviour that stimulate followers'

intellects, solicit new ideas, and approaches and encourages creative

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