Research proposal

TEACHER-STUDENT RELATIONSHIPS: STUDENTS' PERCEPTION OF

TEACHER'S LEADERSHIP STYLES AND THE EFFECTS ON THEIR ACADEMIC

PERFORMANCE OF SEKOLAH MENENGAH KEBANGSAAN SEKSYEN 7, SHAH

ALAM, SELANGOR DARUL EHSAN, MALAYSIA

ELNIZIANA BINTI SUPAR

2013764701

FACULTY OF EDUCATION

UNIVERSITI TEKNOLOGI MARA

SHAH ALAM

2014

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CONTENTS

CHAPTER ONE: INTRODUCTION....................................................................................................3

1.0 BACKGROUND OF THE STUDY..........................................................................................3

1.1 STATEMENT OF THE RESEARCH PROBLEM....................................................................4

1.2 RESEARCH OBJECTIVES......................................................................................................5

1.3 RESEARCH QUESTIONS.......................................................................................................5

1.4 OPERATIONAL DEFINITIONS..............................................................................................6

1.4.0 Educational Leadership......................................................................................................6

1.4.1 Academic Performance......................................................................................................6

1.4.2 Student...............................................................................................................................6

1.4.3 Teacher..............................................................................................................................7

1.5 LIMITATION OF THE STUDY...............................................................................................7

1.6 SIGNIFICANT OF THE STUDY.............................................................................................7

CHAPTER TWO: LITERATURE REVIEW........................................................................................9

2.0 TRANSFORMATIONAL LEADERSHIP STYLE OF TEACHERS......................................10

2.1 TRANSACTIONAL LEADERSHIP STYLE OF TEACHERS..............................................11

2.2 LEADERSHIP STYLES OF TEACHER EFFECTING STUDENTS' PERFORMANCE.....13

2.3 THEORETICAL FRAMEWORK OF THE STUDY..............................................................14

CHAPTER THREE : METHODOLOGY...........................................................................................15

3.0 INTRODUCTION...................................................................................................................15

3.1 RESEARCH DESIGN.............................................................................................................15

3.2 RESEARCH INSTRUMENT..................................................................................................15

3.2.0 Validity............................................................................................................................16

2

3.2.1 Reliability........................................................................................................................17

3.3 RESEARCH SUBJECT (POPULATION & SAMPLE)..........................................................17

3.4 RESEARCH PROCEDURE....................................................................................................17

REFERENCES....................................................................................................................................19

APPENDIX.........................................................................................................................................21

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CHAPTER ONE: INTRODUCTION

1.0 BACKGROUND OF THE STUDY

The significance of effective leadership for the successful academic performance

among schools and colleges students has been increasingly acknowledged in the

twenty-first century. The concept of effective leadership styles have been highlighted

and stressed by many countries around the world in a variety ways in their daily

organizational programs, activities, and performance.

In Malaysia, education plays a central role in our country pursuit of economic

growth and national development. There is rapid and increasing awareness in various

sectors and fields, including the educational institutions such as universities, colleges,

schools, and others, which indirectly related to educational domain (Wan Hanum

Suraya & Jamal Nordin Yunus, 2012).

Based on Priminilary Report of Malaysia Education Blueprint (2013-2025),

the Ministry of Education launched a comprehensive review of the education system

in Malaysia last October 2011 in order to develop a new National Education

Blueprint. This decision was made in the context of rising international education

standards, the Government’s aspiration of better preparing Malaysia’s children for the

needs of the twenty-first century, and increased public and parental expectations of

education policy.

As the CfBT 35th Anniversary Research Series editor Dr Arran Hamilton

stated (The Malaysian Insider, 2014), there are examples of local schools that have

above average student achievement levels in both international and local assessments

and they do this within the existing framework. The secret to their success is strong

pedagogical leadership. This is supported by CfBT’s study revealed that teachers in

schools where trust is high have a greater willingness to try new things; a greater

sense of responsibility for their students; more outreach to parents; and a stronger

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professional community (more shared work, more conversations about teaching and

learning, and a stronger collective focus on student learning).

Education has the capacity to profoundly impact lives, more than ever teachers

can make a huge impact in the lives of their students and motivate them to become

successful and respected persons. Apart from being able to impart and share their

knowledge, teachers also have the opportunity to build meaningful relationships with

their students (The Star Online, 2013).

1.1 STATEMENT OF THE RESEARCH PROBLEM

The performance of a school depends on the ability of its teachers. Did the teacher-

student relationship have a significant connection to the success of students?

Authority is a power (Walberg & Anderson, 1968) and classroom can be

considered as an ordinary organization where authority retain with the teacher as

manager over the students (Jenkins & Lipitt, 1951). This decision making power of

teacher maintains a specific psychological climate in classroom that affects students'

performance as Walberg and Anderson (1968) found that students in a democratically

organized class show better understanding during learning process. Unlike

authoritative and arrogant teachers, the teachers who create a good rapport with their

students have a positive impact on the academic performance of their students

(Cogan, 1954).

Unfortunately, in Malaysia there are few study carries out students' assesment

and perception of their teachers towards the teachers' leadership style in secondary

school. This can made point of view that study about this matter is crucial and should

be carry out in this country because there is no better predictor of a nation’s future

than what is currently happening in its classrooms which we know from the students

themselves.

As the Senior and student body vice president at Windsor High School in

Sonoma County, CA, Jonathan Jeffrey pointed out in The Huffington Post on October

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10, 2011, through evaluating their teachers, can provide insight to their instructors on

what they are doing well and how they need to improve.

How significant is the teachers' leadership styles in effecting students'

academic performance towards the Malaysia's (Selangor) secondary school?

This study aims to investigate the perceptions of students' towards the

teacher's leadership styles in effecting students achievement in schools. To further

stipulate, it seek to examine the relationship between teacher's leadership styles and

students academic performance. Due to the wide variation in secondary school types,

similar studies with other secondary schools may yield different, and potentially more

positive results.

1.2 RESEARCH OBJECTIVES

The primary objective of the study is to obtain a clear picture of teacher's leadership

styles in secondary school from the students' perspective and how its effects on their

achievement in school. Specifically, the objectives of this study are:

1. To assess the teacher's leadership styles in school from the students' perspective.

2. To determine student's perception about their academic performance.

3. To examine the relationship between teacher's leadership style and the effects on

students academic performance.

1.3 RESEARCH QUESTIONS

This study is aimed to discover the answer to these following research questions:

1. What are the teacher's leadership styles in school from the students' perspective?

2. What is the student's perception about their academic performance?

3. Is there any significant relationship between teacher's leadership style and the

effects on students academic performance?

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1.4 OPERATIONAL DEFINITIONS

1.4.0 Educational Leadership

According to the Theories of Educational Leadership and Management book

fourth edition, 2011 written by Tony Bush, Gunter (2004) shows that the labels used

to define this field have changed from 'educational administration' to 'educational

management' and more recently, to 'educational leadership'. In England, this shift

is exemplified most strongly by the opening of the National College for School

Leadership in 200, describe as a 'paradigm shift' by Bolam (2004). There are many

different conceptualizations of leadership, leading Yukl (2002:4-5) to argue that 'the

definition of leadership is arbitrary and very subjective. Some definitions are more

useful than others, but there is no "correct" definition'. Three dimensions of leadership

may be identified as a basis for developing a working definition.

1.4.1 Academic Performance

According to Wan & Jamal, 2012 academic achievement or (academic) performance

is the outcome of education — the extent to which a student, teacher or institution has

achieved their educational goals. Academic achievement is commonly measured by

examinations or continuous assessment but there is no general agreement on how it is

best tested or which aspects are most important — procedural knowledge such as

skills or declarative knowledge such as facts.

1.4.2 Student

A student is a learner, or someone who attends an educational institution. In

some nations, the English term (or its cognate in another language) is reserved for

those who attend university, while a schoolchild under the age of eighteen is called a

pupil in English (or an equivalent in other languages). In its widest use, student is

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used for anyone who is learning, including mid-career adults who are taking

vocational education or returning to university (Jenkins & Lipitt, 1951).

1.4.3 Teacher

A teacher (also called a schoolteacher) is a person who provides education for pupils

(children) and students (adults). The role of teacher is often formal and ongoing,

carried out at a school or other place of formal education. In many countries, a person

who wishes to become a teacher must first obtain specified professional

qualifications or credentials from a university or college (Jeffery, 2011).

1.5 LIMITATION OF THE STUDY

This study included numerous limitations which are limitation in the size of the study

population as the study was restricted to secondary school in Selangor Darul Ehsan,

Malaysia and the study sample are secondary schools students with age range of

teenagers (13-17 years old) where a lot of school students might not be mature enough

to evaluate their teacher's in a constructive and appropriate way without personal

attacks.

1.6 SIGNIFICANT OF THE STUDY

The study is important to educational leadership specifically among teachers because

strong teacher's leadership was perceived to be one of the most important contributory

factors to a school’s success. This study will help most schools to identified the

important factors include a more disciplined environment, better academic approach

in teaching and learning process, teachers’ dedication and cooperation, team spirit,

good teacher-student relationship. This vision, and these aspirations by the teachers

and students, will set the stage for the transformation of the Malaysian education

system.

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Moreover, study will revealed leadership of teachers is important in

determining the high-academic performance of students in examinations emphasis on

the importance students’ improved attitude towards education in schools, both

academic and non-academic.

From this study, teachers can learn how to improve their instruction quality,

without fearing retribution from administrators. The students' assessment and

perceptions towards them can be a tool for growth, not as a cause of stress.

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CHAPTER TWO: LITERATURE REVIEW

As with educational management, the vast literature on leadership has generated a number of

alternative, and competing, models. Some writers have required to cluster these various

conceptions into a number of broad themes or types. The best known of these typologies is

that by Leithwood, Jantzi, and Steinbach (1999), who identified sis 'models' from their

scruntiny of 121 articles in four international journals. Bush and Glover (2002) extended this

typology to eight models. Table 2.1 elaborates these typologies to identify 10 leadership

models and sets them against the six management models.

Management model Leadership model (styles)

Formal Managerial

Collegial

Participative

Transformational

Distributed

Political Transactional

SubjectivePostmodern

Emotional

AmbiguityContingency

CulturalMoral

Instructional

Table 2.1 Typolgy of management and leadership models

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This study focuses on two distinct class leadership styles of teachers which are

Transformational and Transactional which they follow to influence the students and

eventually their academic performance.

2.0 TRANSFORMATIONAL LEADERSHIP STYLE OF TEACHERS

This form of leadership assumes that the central focus of leadership ought to be the

commitments and capacities of organisational members. Higher levels of personal

commitment to organisational goals and greater capacities for accomplishing those

goals are assumed to result in extra effort and greater productivity (Leithwood, Jantzi,

and Steinbach, 1999).

Leithwood (1994) conceptualizes transformational leadership along eight

dimensions:

1. Building school vission

2. Establishing school goals

3. Providing intellectual stimulation

4. Offering individualized support

5. Modelling best practices and important organizational values

6. Demonstarting high performance expectations

7. Creating a productive school culture

8. Developing structures to foster participation inschool decisions.

Caldwell and Spinks (1992) argue that transformational leadership essential

for autonomous schools, they stated that transformational leaders succeed in gaining

the commitment of followers to such a degree that...higher levels of acomplishment

become virtually a moral imperative. In our view a powerful capacity for

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transformational leadershipis required for the successful transition to a system of self-

managing schools.

The transformational model is comprehensive in that it provides a normative

approach to school leadership which focuses primarily on the process by which

leaders seek to influence school outcomes, rather than on the nature or direction of

those outcomes (Tony, 2011).

However, it may also be criticized as being a vehicle for control over teachers

and more likely to be accepted by the leader that the led (Chirichello, 1999). Allix

(2000) goes further and alleges that transformational leadership has the potential to

become 'despotic' because of its strong, heroic and charismatic features. He believes

that the leader's power power have to raise 'moral qualms' and serious doubts about its

appropriatness for democratic organizations.

Transformational leadership is consistent with the collegial model in that is

assumes that leaders and staff have shared values and common interests. When it

works well, it has the potential to engage all stakeholders in the acheivement of

educational objectives.

"The strongest advocacy of a transformational approach to reform has come

from those whose policies ensure that the opportunity for transformation is in fact

denied to people working in schools" (Hoyle & Wallace, 2005).

2.1 TRANSACTIONAL LEADERSHIP STYLE OF TEACHERS

The leadership model most closely aligned with micropolitics is that of transactional

leadership. This is often contrasted with the transformational leadership styles

explained in previous sub topic of literature review.

Miller and Miller (2001) explain these twin phenomena:

"Transactional leadership is leadership in which relationships with teachers are

based upon an exchange for some valued resource. To the teacher interaction between

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administrators and teachers is usually episodic short-lived and limited to the exchange

transaction. Transformational leadership is more potent and complex and occurs when

one or more teachers engage with others in such a way that administrations and

teachers raise one another to higher levels of commitment and dedication. motivation

and morality. Through the transforming process, the motives of the leader and

follower merge."

Miller and Miller's (2001) definition refers to transactional leadership as an

exchange process while Judge and Piccolo (2004) add that transactional leaders 'focus

on the proper exchange of resources'. Exchange is an established political strategy for

members of organizations. Heads and principals possess authority arising from their

positions as the formal leaders of their institutions.

They also hold power in the form of key rewards such as promotion and

references. However, the head requires the co-operation of staff to secure the effective

management of the school. An exchange may secure benefits for both parties to the

arrangement.

Judge and Piccolo (2004) say that there are three dimensions of transactional

leadership:

1. Contingent reward. The degree to which the leader sets up constructive

exchanges with followers.

2. Management by exception - active. Active leader monitor follower behaviour,

anticipate problems, and take corrective actions.

3. Management by exception - passive. Passive leaders wait until the behaviour

has caused problems before taking action.

Bolivar and Moreno (2006) report on leadership in Spain, where principals are

elected by teachers and the community. Despite the apparent democratic legitimacy of

this process, the authors reports that principals are in 'permanent transaction' with

colleagues, and that such processes inhibit change.

The major limitation of transactional leadership is that it does not engage staff

beyond the immediate gains arising from the transaction. As Miller and Miller's

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definition implies, it does not produce long-term commitment to the values and vision

being promoted by school leaders.

However, Bass (1998) stresses that leaders often use both transformational and

transactional approaches: 'Consistent of transactional agreements builds trust,

dependability, and perceptions of consistency with leader by followers, which are

each a basis for transformational leadership'.

Judge and Piccolo (2004) conclude that 'transformational and transactional

leadership are so highly related that it makes it difficult to separate their unique

effects'.

2.2 LEADERSHIP STYLES OF TEACHER EFFECTING STUDENTS'

PERFORMANCE

Authority is the power basically (Walberg and Anderson, 1968) and classroom can be

considered as an ordinary organization where authority retains with the teacher as

manager over the students (Jenkins and Lipitt, 1951). The decision making power of

teacher maintains a specific psychological climate in classroom that affects students'

performance as Walberg and Anderson (1968) found that students in a democratically

organized class show better understanding of what they are taught. Unlike

authoritative and arrogant teachers, the teachers who create a good rapport with their

student have a positive impact on the academic performance of their students (Cogan,

1954).

Authoritative style of teacher's leadership is translated into distant and

directive relationship of teacher with his students. Authoritative teacher is task

oriented who just dictates the course of interaction in classroom (Krech and

Crutchfield, 1962). Outcome of this style has been observed as anxiety; frustration;

aggression; tension and fighting among the students (Ekpe, 1982). Hence, the major

determinant of students' productivity is the behavior of teacher (Ann, 1974, Bergan

and Dunn, 1976). The deliberate decisions such as strong, healthy, harmonious and 14

two way interactions between teacher and students affect the outcome of students that

significantly base upon teacher-student relationship (Flander, 1965: Poter &

Applewhite, 1968; Donaldson and Elias, 1976; Gronlund, 1985).

Being a leader, a teacher decides the course of interaction between teacher and

student and among students as well and acts as a moderator in the classroom to keep

the communication and ways of interaction aligned with the overall study targets set

for the students. Democratic style of teacher's leadership promote the co-operation

among students and thus, improved relationship reinforce their learning experience

and outcomes (Gronlund, 1985). Teacher being a moderator provides autonomy of

self expression to interact within the peer groups. Greater the autonomy given to

students for maintaining their peer group relationships, the more they feel socially

accepted and satisfied both in personal and work related matters. This, in turn, affects

their academic output (Walberg and Anderson, 1968).

2.3 THEORETICAL FRAMEWORK OF THE STUDY

The study believes that teachers' leadership styles affecting students' academic

performance. When the students perception is good towards their teachers leadership

styles, they are more likely to become a perform and excellent students in the school.

In other words, leadership style of the school teachers influence on students' academic

achievement in their school.

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Teachers' Leadership

Styles

Students' Academic

Performance

CHAPTER THREE : METHODOLOGY

3.0 INTRODUCTION

Research methodology used in the study is described in this chapter. Specifically the

research design, quantitative research are described. The instrument used to collect

data, including methods implemented to maintain validity and reliability of the

instrument, are explained.

3.1 RESEARCH DESIGN

A quantitative approach is used in the research design by employing a survey as a

research design. The survey design is used to collect data for describing population of

SMK Seksyen 7, Shah Alam from a sample of students from Form 1 to Form 5 in the

school. In this study the primary data is collected through 100 questionnaires

distributed to the randomly selected students. This design is chosen to meet the

objectives of the study, which are to assess the teacher's leadership styles in school

from the students' perspective, to determine student's perception about their academic

performance and to examine the relationship between teacher's leadership style and

the effects on students academic performance.

3.2 RESEARCH INSTRUMENT

A questionnaire is chosen as data collection instrument. The questionnaires included a

variety of questions to measured the respective constructs. The questionnaire consists

of three sections and will be calculated by using the sum of the relevant questions on

the likert scale. First section, aims to find the factor scores for leadership style using

the standard MLQ (Multifactor Leadership Questionnaire) adopted from Siew (1998).

Second ection, aims to measure the pattern level of students' perception of

their teacher and academic performance with the Questionnaire on Teacher 16

Interaction (QTI). To map interpersonal teacher behavior, the QTI was designed

according to the two- dimensional Leary model.

In the last section of questionnaire, the research focus on in examining the

relationship between teacher's leadership style and the effects on students academic

performance by using correlation which the linear relationship between two

quantitative variables, was used to assess the variations in one variable as the

second variable changes.

The subjects are required to complete all sections of questionnaire. The

information obtained could assist the researcher when interpreting results. The

Bahasa Malaysia version was also provided for the respondents’ better comprehension

of understanding. Realizing that the respondents consist of different

demographic and socio-economic background, the study also incorporated certain

demographic variables in the questionnaire.

3.2.0 Validity

To achieve content validity, all the items were constructed based on the constructs

developed by Suraya & Yunus, 2012 in their research about Principal Leadership

Styles in High-Academic Performance of Selected Secondary Schools in Kelantan

Darulnaim. The constructs were extracted from the literature review as illustrated in

the conceptual framework ( in Chapter Two). The criterion validity of instrument was

tested. A well-known instrument, confirmatory factor analysis (CFA) was used to

explore how individual survey items constitute to certain construct management

which means for the testing of criterion validity.

3.2.1 Reliability

The reliability of questionnaires was observed from the consistency in responses.

Test retest method was used to reveal the consistency. In this study, an internal

consistency measures called Crobach's Alpha will be used which the value 0.6 or

higher is an acceptable measure to prove the instruments' reliability.

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3.3 RESEARCH SUBJECT (POPULATION & SAMPLE)

The study population consists of SMK Seksyen 7 in Shah Alam. A random sample

consists of Snowball sampling which researcher can find one to undertake the survey

and the researcher will ask the sample to help find with a similar traits of interest. The

sample includes 20 students represent form each Form 1, Form 2, Form 3, Form 4 and

Form 5 in the school which made the total of 100 samples.

3.4 RESEARCH PROCEDURE

Data collection technique: The supervisor of the research will approved the collection

of the data and proper procedures will be followed to ensure the ethics of this study.

All participants (students and teachers) were notified of the purpose of the study,

which will clearly defined. Student confidentiality was closely guarded and will

obtained permissions from the right parties.

This study will use student state testing numbers for data collection, and will

protect the identity of participants. The school granted permission for this study by

gaining approval from the division superintendent of the school division.

The final draft of questionnaire will deliver to the school board office of the

school before conduct the actual survey. The assistant principal will received the

survey, read all directions, go through all the questions and will decide either all the

questions are appropriate to their school's context. Once approved, the researcher

will run the survey at the school and personally distribute questionnaires to the

respondents and continue with the data analysis. The data collected over a period of

five school days.

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APPENDIX

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