Topic 6 : Teacher Leadership

Learning outcomes
1.Explaining the concept of leadership.
2.Identify and distinguish the types of leadership.
3.Describe the leadership theories of traditional and current perspective.
4.Explain the importance of teacher leadership and school leadership in educational
organizations.
6.0 Introduction
cope of !riting and discussion on the topic of leadership is !ide. In the course of
our life or career development" !e certainly meet !ith another person" !e# as a
leader" !e respect or admire as consultants or mentors experienced in connection
!ith its duties and responsibilities.
$ctually" everyone is a leader in his o!n !ay according to the role played by the
individual. ome elected leaders in its !or%" and there arose a leader in an informal"
certified by members of the surroundings.
6.1 Basic Concepts of Leadership
&eadership is an important element in a formal bureaucratic organization. 'ithin the
frame!or% of an organization" leadership encompasses all forms of activities aimed
at influencing the %no!ledge" practice and motivation members in it.
(any studies sho! the success of the organization due to the dysfunction
leadership. Effective school is to be created by the presence of a political leader.
&eaders are individuals in a group that !as given the responsibility to direct and
coordinate activities to achieve group goals )Ibrahim (amat" 2**1+. ,or him" the
leader is a combination of the -ualities of a director" and assistant driver of an
organization.
$ccording to Kamus Dewan )2**2+" leadership is the ability to lead. $ccordingly"
.obbins )2**3+ explains the concept of leadership as the ability to influence the
members of the group to achieve a goal.
/im and (aubourgne )1002+ also define leadership as a person1s ability to inspire
confidence and support among the group of people that are needed to achieve
organizational goals. ,urthermore" leadership is the ability to influence the belief
systems" actions and values of the gang members )&eith!ood 2 3anti" 1000+.
,idler )1004+ have identified t!o %ey features of the results of his analysis of the
diversity of definitions of leadership" namely5
6 $bility to generate a sense of direction and confidence among his follo!ers.
6 Influencing follo!ers to!ards the goal.
It clearly sho!s the impact of leadership can be sho!n in terms of the ability and
!isdom of leaders influence the feelings" beliefs and actions of his follo!ers to!ards
a shared goal. 7o!ever" (urphy )1088+ leadership should not be interlin%ed !ith the
characteristics of the leader alone. &eadership should also be interlin%ed !ith the
interaction of leaders !ith follo!ers" influence of leaders and follo!ers in the context
of !here he is )leadership situation+. 9herefore" in addition to the characteristics of a
leader" effective leadership is sub:ect to context" and the issue of his ; goals of the
organization )leadership contingency+.
6.2 Types of Leadership
<.2.1 =atural &eadership
In any group of people" !ill appear an influential person" although he !as not
formally appointed. >ften" members of the oldest" most experienced" and have a
high interpersonal s%ills !ill naturally be considered and accepted by the members of
the group as their leader.
<.2.2 ?harismatic &eadership
9he concept of charismatic leadership !as first proposed by (ax 'eber )1044+ in
!hich group members perceive their leader as a person !ho has special or unusual
-uality. ?harismatic leaders demonstrated its ability to solve problems or face a crisis
successfully. 'hen this happened" his follo!ers !ill have their undivided loyalty to
the leader1s charismatic.
$ccording to 7ouse and 7o!ell )1002+" the charismatic leader has personality traits @
traits as follo!s5
6>riented achievement.
6 >riented creativity and innovation.
6 7ighly energetic and self@ involvement.
6 elf@confidence is high.
69he need to use their influence on others.
6 'illing to ris%.
6 Auild )=urturin+" thoughtful and sensitive.
In the past" the charismatic leader accepted because there is a ma:or global leader
such as Bandhi" 7itler" =apoleon and (other 9heresa. /eep in mind" not necessarily
charismatic or effective leaders !ho can lead the achievements and positive change
in the organization or community. If holding or principle misguided leaders struggle
then this situation !ould be a catastrophe to the group.
In the 21st century" the charismatic leader appears difficult due to globalization" the
democratic process and the broader educational opportunities. Cie! 1&eaders are
born" not made1 is not a popular statement again !ith the advent of developments in
research and s%ills to become an effective leader can be learned through formal
training courses.
(any large organizations" including public sector provides a high budget for the
development of human capital through leadership training seminars" !or%shops"
courses" and also to pursue higher education at the master1s and doctoral degrees.
<.2.3 &eadership bureaucratic
Aureaucratic leadership is structured and operates under specific procedures as
established in an organization. Aureaucratic leaders use official po!ers conferred
upon him by appointments to lead an organization.
9he purpose of the bureaucratic leadership in formal organizations aimed at
maximizing efficiency through rational management approach )'eber " 1080+ .
Dure bureaucratic leadership model by 'eber )1080+" an emphasis on aspects such
as5
6Boal@oriented organization
6Distribution area of specialization.
69he hierarchical structure.
6?oncern for rules and discipline.
6$ highly technical procedures.
6Establishment based on -ualifications and competence areas.
$pplication of bureaucratic leadership is -uite obvious in school organizations and
educational institutions. 9he bureaucracy is a feature of generic formal organization"
especially if the organization is relatively large and complex )Dac%!ood" 1080+.
$mong its bureaucratic leadership in the organization of the school is5
69he structure of the hierarchical organization of the school headmaster or principal
in the leadership.
69eachers have their o!n areas of expertise.
69here are rules of the school and the academic timetable for compliance.
6Beneral area ; sub:ect panel responsible for ensuring that extracurricular activities
are implemented according to the guidelines and the correct duration.
Aureaucratic leaders rarely explore ne! !ays to solve problems. Instead" he !ill
ensure that the processes and procedures adopted by the organization are observed
and follo!ed by a tas% developed to a higher level. Aureaucratic leaders may be said
to have accountability for its !or%" ensuring -uality and ob:ective preserved and
accessible organization. Aureaucratic leader is tas%@oriented and less focused on the
needs of individuals !ithin the organization. ometimes it can bureaucratic
autocratic leader. In military organizations" such as soldiers and policemen" they are
trained to execute commands and tas%s assigned !ithout -uestion and negotiation.
9his situation calls for loyalty and obedience to superiors. 7o!ever" an organization
that consists of members of the professional ethos of the practice is -uite different. In
the organization of the school" the headmaster or principal is responsible for
maintaining the -uality of teaching and learning ) 9 2 & +. Aut its authority on
teachers may be less explicit for teachers !ith expertise in their respective areas of
authority over the decision of the methodology and content of the lesson presented.
>sborne )100*+ identify this situation as a conflict bet!een bureaucracy and
professionalism in !hich a large number of professionals in an organization !ill bring
problems in the practice of bureaucratic leadership.
Drincipals specializing ocial ciences may be less discerning in 9 2 & activities
related to Dure cience. In this regard" the authorities of 1position1 may conflict !ith
the authority of 1expertise1. uch conflict can be avoided if the policy scope clarified
from the beginning by stating the roles and responsibilities for each position in the
organization. Even though there are some !ea%nesses in bureaucratic leadership"
bureaucratic leadership still has its place and relevance in a formal organization.
6.2.4 Distriuted Leadership
In organizations that adopt a distributed leadership" leadership activities are
distributed in an interactive net!or% bet!een leaders and members in it. Distributed
leadership can create a spirit of cooperation and camaraderie among colleagues.
Distributed leadership is considered as the most appropriate leadership style for
school organizations and educational institutions in !hich a large number of
members !ere professionals. Drofessional teachers have authority in their
respective fields of expertise. 9hrough collaboration and practice the companionship
!or%ers )collegiality+" they can benefit from the support and expertise of diverse
colleagues )Aro!n " Aoyle 2 Aoyle" 1080+. 9he decision is a :oint decision based on
more comprehensive information and this situation !ill lead to increased
effectiveness. hared vision is the basis of the results together.
Distributed leadership is closely related to the concept of effective schools and
school improvement. &eadership as similar lines could also be classified under the
leadership of a democratic and participative leadership.
6.! Theories of Leadership
(any studies have been made in relation to leadership and leadership theories have
been put for!ard to explain this complex phenomenon. $lthough there are various
methods and perspectives in leadership theories categorize by author ; practitioner
different leadership" the scope of discussion and study in this chapter based on a
number of traditional theory and current theory.
Early leadership theories focused on the features that distinguish bet!een leaders
and follo!ers resulting in the emergence of the traditional theory such as trait theory"
behavioral theory and theoretical situations. 9he focus of the initial theory is on the
1!hat1 features an effective leader !hile the current theory to shift the focus to the
1ho!1 lead effectively. 'ith this comes the time to discuss theoretical aspects of
transactional and transformational leadership" contingency theory and moral
leadership.
<.3.1 9he traditional theory @ 9rait 9heory
9rait theory developed in the 102*s and 103*s !here a leader is identified by trait
possessed. 9he theory assumes people already have the characteristics or traits"
inherited traits and specific traits suited to be an effective leader. 9hus" the trait
theory of attention is to identify !hat traits of effective leaders is. Ay studying trait @ of
successful leaders" then others !ho have similar traits !ill be assumed to be a
successful leader as !ell.
ome early studies of leader trait is a research by togdill )1044+ to identify traits
and s%ills that distinguish bet!een leaders and follo!ers as sho!n in the 9able
belo!.
Trait "#i$$s
$dapt to various situations
ensitive to the social environment
$mbitious and achievement@oriented
$ssertive
?ooperative
Decision ma%er
?an be expected
Domination
Energetic
=ot easily giving up
elf@confidence
7ighly resistance to stress
'illing to accept the responsibility
7ighly intelligence
?onceptual s%ills
?reative
Diplomatic and tactful
$rticulate
/no!ledgeable about group tas%
>rganize
Dersuasive
ocial s%ills
Early researchers of trait theory suggest that there is a set of personal characteristics
of leaders and it can be applied in all situations" organization of the battlefield
situation came to classroom. $fter 'right )100<+ analyze the hundreds of studies on
leadership traits" he concluded that there !as no difference bet!een leaders and
follo!ers based on any set of personal characteristics that are specific leaders.
9here are among them being the organization that has set a personal nature" but
their leaders are not leaders. 9his raises the complexity in using trait theories to
explain the concept of leadership. 7o!ever" a number of traits such as high
intelligence" responsibility" self@confidence and high resistance are the traits for
leader is fairly consistent" but the traits should not be considered as complete
condition.
&eader traits" !hether charismatic trait or traits li%e mention by togdill )1044+" need
to be applied in situations of an organization. .ecognizing the lac% of leadership trait
theory" attention has turned to the situation factors and s%ills that can be learned and
mastered in order to become an effective leader and credible.
ometime in the 8*s" more modern trait theory streamlined and still has a place in
the study of leadership. 9he basic idea is still in use" that is" if a person has a trait
1that !as1 his tendency or potential to become an effective leader.
$ccording to Eu%l )1080+" there are three categories of general s%ills that are relevant
to all managers" namely interpersonal s%ills" cognitive s%ills and technical s%ills. Eu%l
ta%e into account elements of a situation !here specific s%ills )and trait+ correlated
!ith leadership effectiveness. 9he frame!or% used by Eu%l to build a set of personal
attributes and leadership s%ills including5
69he need for success.
6 9he need for po!er.
6 elf@confidence.
6 Emotional maturity.
6 9echnical s%ills.
6 ?onceptual s%ills.
6 Interpersonal s%ills.
&eadership perspective is changing and gro!ing has led to greater understanding of
the aspects of leadership.
<.3.2 9he 9raditional 9heory @ Aehavior 9heory
Aehavioral theory focuses on ho! leaders behave in the process of leadership
)especially against their follo!ers+. Aehavioral theory is dominant in the study
director successful leadership is behavior that can be trained or learned formally and
informally. 'ith the development of leadership studies ever comprehensive
leadership training program designed specifically to change ; influence the behavior
of leaders that leadership style can best and most effectively applied in
organizational situations.
9he behavioral theory is 5
69heory F and 9heory E by Douglas (cBregor )10<*+.
6Brid (anagement )(anagerial Brid+ by Ala%e and (outon )10<4.1048+.
9heory F and 9heory E represent the difference in the !ay a leader thin%s of his staff
in an organization. In 9heory F" the leader considers his staff motivated by money"
lazy and !ill avoid !or% unless forced" !ould not cooperate unless directed and
controlled. $s such" the leaders !ill be more autocratic behavior" acting directing and
controlling its staff in the !or% process. $s long as the leader behavior on
assumptions 9heory F" the organization !ill not given space and opportunities for
staff to maximize their abilities and potential .
9heory E leaders thought his staff as hard !or%ing" loo% at the !or% as a matter of
natural as play or rest !ill foster cooperation" ambitious and have a positive attitude
to!ards !or%. Employees really !ant the responsibility of because of that brings
satisfaction to them. 9herefore" the leaders !ill lose control even empo!ering them
)empo!er+ in the performance of duties.
Ala%e and (outon )10<4" 1048+ studied the behavior of the leadership and
management have resulted Brid (anagement describing t!o different dimensions
related to leadership concerns )concerns the leadership+" namely5
6?oncern for production @ leaders sho! concern for the tas% and employee
productivity in order to achieve organizational goals.
6?oncern for the human @ leaders are paying attention and emphasis on good
relations !ith the !or%ers in the organization.
(anagement Brid developed by Ala%e and (outon based on studies of >hio tate
and (ichigan gauge the types of leader behavior based on t!o axis" the horizontal
axis measuring ?oncern of Droduct !hile the vertical axis for 7uman ?are measure
using a scale of nine @ points. In theory" the ideal leader !ill gain a measure of 0@0"
!hich is scalable to ?are Droduction and 7uman ?are )(anagement 9eam+.
Brid management leadership highlights five types of action" namely5
6?ountry ?lub @ 9he emphasis is on human needs" human relations and a
harmonious !or% culture and fun.
6 Impoverished @ &eaders contribute very minimal effort" !hether on the !elfare of
!or%ers )the human element+ as !ell as the achievement of organizational goals
)elements of production+.
6 9eam @ Drovides an emphasis on the spirit of positive interdependence bet!een
members and a commitment to the goals of the organization.
6 >riented 9as%s @ Drovides an emphasis on efficiency !ithout ta%ing into account the
human factor.
6 (iddle .oad @ &eaders try to coordinate the balance the need to ensure the !or%
completed !hile maintaining human dignity at a modest level .
Ala%e and (outon (anagerial Brid might loo% as if there is an act of great
leadership. In fact" the effectiveness of each leadership style depending on the
situation differently. ,or example" you !ant your captain to ta%e the plane more tas%@
oriented" !hile the tour guide should sho! leadership style leisure club.
(oorhead and Briffin )1008+ concluded that the combination of t!o forms of
leadership behavior that leads to effective performance of the group as follo!s5
6 (ore effective leaders tend to build friendly relations !ith its employees also
support the leadership. 9his !ill improve the self@esteem of its employees.
6 &eaders are more effective use of supervisory tools and decision@ma%ing over the
nature of the individual.
6 (ore effective leaders tend to set higher goals of the organization.
&eadership behavior theory analyze that the diversity of action !ithout regard to the
diversity of leadership situations that may differ from one organization to another.
9he effectiveness of leadership I depending on the situation in context. 9hus" there
is another perspective of the more popular theories of leadership" realistic and attract
practitioners of leadership. 9he theory that !ill be discussed next called leadership
theory situations.
<.3.3 9he traditional theory G ituation theory
9he theory assumes that the situation of different organizational environment
re-uires a different !ay if the leadership !ants to be perceived effectiveness.
Effective leadership depends on several factors such as the follo!er" the leader
factors and situation factors that affect each other.
9he situation theory is5
6,iedler contingency theory )10<4+.
67ersey and Alanchard situation theory )1044+.
?ontingency theory states that there is no one best !ay to lead an organization. $
leadership style may be effective in one situation but rather occur in other situations.
In other !ords" sub:ect to the optimal leadership )contingent upon+ psychological
orientation leader and claims environment consisting of5
69he size of the organization" ho! leaders adapt to the environment.
6.esources and operation of different !ays.
69he notion of the leader of the staff and vice versa.
6Hse of technology and so forth.

,rom the studies carried out by ,iedler" he summed up the effectiveness of
leadership is sub:ect to the correspondence bet!een the t!o variables" the style of
leadership and the support environment )situational favorableness+. &eader behavior
may be motivated by tas%s or relationships bet!een people and explained in three
critical dimensions5
6&eader@ member relations" the extent of the leader is accepted and supported by the
members. If members of the group receive the leader" the leader felt honored and
inspired to lead members to levels more effectively.
69as% structure refers to the clarity of the tas% and the clarity of the role of the
administrative tas%s. 'hen tas%s are routine and !ell defined" the situation supports
the process of leadership.
6Dosition po!er )po!er position+ if the leader has a strong formal po!ers )to appoint"
discipline" change" determine promotion+" so the situation supports the process of
leadership.
ituation 9heory by 7ersey and Alanchard1s )1044+ combine and expand the idea of
Ala%e and (outon (anagement Brid and ,iedler contingency model.
$ccording to (ersey and Alanchard" leadership effectiveness is based on the
situation. 9here are four leadership styles and issues raised by them" the style of
telling" selling participating" delegating+.
9he uses of leadership style vary to match the maturity level of the group.
Interpreted based on the maturity level of the t!o aspects" namely5
6Dsychological maturity !hich are the confidence" ability and safety of members to
accept the responsibilities given.
6(aturity of operational tas%s" the s%ills and technical %no!ledge they possess.
&o! (aturity Broup @ &o! motivation" lac% of s%ills" lac% of definite goals of the
organization" lac% of cohesion of the group. &eaders must ta%e the time to clarify the
role and goals of the organization" ma%ing a more intensive supervision and
encourages members to 1accept1 !or% their !ay through 1 persuasion. 1tyle @
mimpinan %epe appropriate for this group is to inform and sell.
7igh (aturity Broup @ motivation high" high s%ills" committed to the goals of the
organization" team members and leaders trust. 9he role of the leader is to facilitate
and maintain good communication. 9a%e the appropriate leadership style adopted for
the high@s%illed group but less enthusiastic. tyle lose responsibility is practiced
according to the group that has the maturity and high s%ills.
ituation 9heory 7ersey and Alanchard )1044+ can be summarized by the follo!ing
diagram.
9here are several issues that should be considered in connection !ith the theory of
7ersey and Alanchard ituation !here the -uestion on the appropriateness of
leadership style are discussed. ,irst" a cluster of cultural factors !ill influence the
!ay people !or% and leadership style. ,or example" in some cultures" !or% and
conduct much appreciated" !hile in other cultures" human relations and bureaucratic
elements appreciated.
9he second point relates to the notion that men are more tas%@oriented leaders" and
leaders of !omen are a!are and sensitive" !hich is more oriented to interactions of
humans. 9hirdly" the situation model only discusses the relationship of leaders and
members in custody" structural issues" politics and symbols !ill not be discussed.
imilarities bet!een ,iedler contingency theory of ituation 9heory 7ersey and
Alanchard are both stated that there is no one best !ay to lead an organization. 9he
main difference is more focused range ituation theory leadership style should be
practiced based on environmental factors )more on the maturity of the members+"
!hereas contingency theory ta%es a broader perspective" the determinants of
leadership effectiveness is sub:ect to the ability of the leader himself as !ell as
supporting factors other environments.
<.3.4 ?urrent 9heory 9ransformation 9heory
Ay the years of the 0*s" the pattern of study and research on leadership gradually
change to a ne! paradigm !hich is also referred to as the 1=e! &eads1 or 19he =e!
&eadership1. $mong practitioners and researchers of leadership" passion and the
focus shifted to the theory of transformational leadership.
3ames (ac Bregor Aurns pioneered the term 19ransformational &eadership 1 in 1048
to describe an ideal situation bet!een leaders and follo!ers. 9ransformational
leaders are able to move his follo!ers to act to achieve specific goals based on
values and motivations" needs and desires" aspirations and expectations of both
parties" the leaders and follo!ers. 9ransformational leaders ma%e full use of the
po!er and influence to persuade his follo!ers to bring about change in the
organization.
Aurns )1048+ and after that Aass )108I+ distinguishes transformational leaders !ith
leaders of the transaction. $ccording to him" the organization1s leadership is
leadership customary transaction. &eaders motivate follo!ers by providing
transaction as an exchange barter re!ard to a :ob !ell done. >rganization is
operating at the level of 1acting @ received 1 !here follo!ers agree to !or% )acting+
because expecting a re!ard )received+ from the organization. =o personal
commitment of follo!ers to improve the performance of the organization or ma%e a
creative and innovative. $ction follo!ers merely maintain the status -uo of the
organization.
9ransformational leaders inspired and give individual consideration" based on the
operation and in turn influence their follo!ers to shift from the attitude of 1 indifferent 1
to the level of motivation and commitment to a higher level. 9ransformational leaders
are the %ey driver cohesion and follo!ers !or% together to achieve a common goal
)shared goals+. 9ransformational leaders to be catalysts for change" challenging the
thin%ing among his follo!ers to vie! a problem from different perspectives" consult
before acting and to raise a!areness and concern for the follo!ers of the importance
and value of the organization1s goals. ,or transformational leadership" change and
innovation in organizations is inevitable. 9he role of transformational leader see%s to
lead the organization and follo!ers to levels higher moral action.
Aernard Aass )1004+" researchers !ho pursue scholarly !or%s of Aurns" discussed
the relationship bet!een the transaction and transformational leadership" saying"J
9he best leadership style involves transaction and transformation. 1In reality"
transformational leadership is a value added to the efficiency of the transaction and
not its successor leadership. $ctivities 1 transaction 1 )exchange+ is still an effective
tool" but a necessary tool for leadership at all levels. 'hen transformational leaders
are in a !in@lose )!in@lose+" he might try to change it to a !in@!in )!in@!in+ through
negotiations and bargaining" !hich is the s%ill of the transaction as a more effective
negotiation techni-ues .
<.3.I ?urrent 9heory of (oral &eadership
&eadership attention to the moral and ethical leaders !hich the use of po!er and
influence is in balance of good and true. ergiovanni )1002+ defines moral leadership
as a form of !orries that motivate others through the principles and holding the
admirable. (oral leaders do not find !ays to benefit themselves but to act for the
betterment of man%ind. 9hrough the principles and practice of holding values" moral
leaders earn the trust the members of the organization gradually and inspire loyalty
to leadership style.
Elements of morality should be embedded in a moral !ay of life of a leader. chool
leaders should exhibit ethical values that can be emulated by students" parents and
community. In addition" leaders are expected to protect the moral" social and cultural
values all students and bring positive transformation through education.
$ctually" the complete moral leadership and enhance provision of strong leadership
style that drives the transformation of its members to act through self@motivation"
self@confidence and empo!ering them to develop their potentials.
<.4 Implications &eads to chool
$fter examining several theories of leadership" general conclusions can be made to
apply our %no!ledge and raise a!areness about the strengths and !ea%nesses of
each theory in the context of the school.
<.4.1 Implications of 9rait 9heory
9he author of 1* traits of 7ighly Effective 9eachers5 7o! to 7ire" ?oach" and (entor
uccessful 9eachers (c E!an )2**1+ identify traits @ traits of effective teachers have
the follo!ing ten traits5
6Encouraged by the mission and spirited teacher )(ission @driven and passionate+.
6Dositive and real @ .espect" caring" empathy and fairness.
6&eaders teacher )9eacher &eader+ @ &eading students" parents" colleagues" has an
element of influence.
6'ith@it@ness" classroom management s%ills" maintaining student involvement in the
tas%.
69eacher style@distinctive style" humour element" creative" novel" %no!ledgeable.
6Expert @ efficacy motivational teaching.
6Effective teaching and communication s%ills" teaching s%ills" research @oriented" and
the ability to choose the method of teaching and learning principles apply.
6/no!ledge )learning from the boo%+" content %no!ledge" %no!ledge of learning
outcomes" %no!ledged to be thorough and comprehensive.
6treet smart@reading to learn" listen to learn.
6?ompetitive mind@metacognitive" strategic" reflective" communicative" responsive.
<.4.2 Implications of 9heory F and 9heory E
?urrent developments in psychological research sho! 9heory F is not accurate to
describe human behavior in the context of leadership today. (anager of the school
or the teacher should not assume employees or students basically lazy and trying to
avoid their responsibilities. tudents lac% motivation to learn rather than something
natural. 9his condition may be caused by a classroom situation or is there something
less stimulating unmet need. Dupils say lazy to practice mathematics may diligent
and !or% hard in other situations such as handicraft or !or% in groups to nasyid
performances for 9eachers1 Day celebration.
Hnderstanding (aslo!1s hierarchy of needs can help school managers or teachers
identify appropriate activities so that their needs are met. 9heory F assumes the
needs of the lo!@level determinants of human behavior" !hile 9heory E of the needs
of the higher levels. 9herefore" to increase the level of motivation of teachers in
schools" school managers should involve teachers in the decision ma%ing process of
the organization" practicing teachers1 abilities in the classroom" encourage the
integration of !or% and sho! appreciation to the tas%s performed.
<.4.2 Implications of Aehavioral 9heories
$ school leader should be smart enough to analyze and sho! concern for these t!o
aspects" namely the tas% and human relations. $s sho!n in the Ala%e and (outon
(anagerial Brid" the teacher rushed to finish the syllabus to the extent neglect the
!elfare of children does not mean he is an effective teacher. 9he same goes for
teachers to %eep the heart and emotions of students to ignore the content of the
lesson. 'isdom balancing aspects of the :ob such as the clarity of classroom rules
and procedures " planning and implementation of rigorous teaching " emphasis on
the efforts and achievements of students !hile maintaining a friendly teacher@student
relationship and promote a culture of shared values together !ill positively reflect
yourself as a more effective teacher leaders .
If you loo% at the implications of the theory of behavior from the perspective of school
managers" teachers build a friendly relationship !ith them !ill gain the support of the
implementation of the activities or school programs" and to create the feeling that
they are valued. chool managers should strive to create the space and opportunity
to create a spirit of cooperation and camaraderie among colleagues to achieve
organizational goals. 9eachers !ill sho! minatyang more to !or% if a harmonious
!or%ing atmosphere can be felt " free from emotional " mental and social . 9hus"
productivity is enhanced.
<.4.3 Implications of ituation 9heory
Imagine this situation. If you are a ne! headmaster turned into a school %no!n for its
discipline problems )and teachers+ and school achievement in public examinations
also ran%s lo!est in the region.
Aased on these situations" contingency theory ,ielder )10<4+ state leaders should be
!ise to revie! the current environment and to determine the style of leadership that
support the environment.

@&eader@member relationship
@tructural assignments
@Dosition po!er
$s teachers" as% yourself these -uestions" 1 7o! much do I accepted leadership and
supported by all levels of staffK 17old a social activity that you have the opportunity to
leader @ member relationship and identify more closely !ith the school community.
9eachers !ho have the support of his staff !ould feel respected and encouraged him
to lead them to a higher level.
?larity of structure do have an influence on the effectiveness of leadership. If the
teachers and staff are unsure of their roles and responsibilities" vision" mission"
goals" rules and routines of each field tas% should be clearly explained through
pamphlets" official documents" display posters or during assembly so that the
members of the organization share the same direction. 'hen member %no! their :ob
field" so the situation !ill support the leadership.
?entralized system of education in !hich appointments" discipline or change the civil
service is not located !ithin the :urisdiction of a school headmaster. 9herefore" the
use of the po!er to move teachers and staff may be less effective in real school
situations compared to the !ay the relationship leader @ member or structure
assignment . Aut in the context of the pupil " the position of a headmaster !as
extremely strong . 9eachers have the authority to discipline" suspend" direct and
appoint students in appropriate situations.
<.4.I Implications of 9ransformation 9heory
9eachers as transformational leader is a teacher !ho can mobilize the motivation"
increase self@a!areness and influence students ; co@!or%ers to perform tas%s to
achieve the goals set. .elations bet!een teachers and students and among other
staff are at their friendly" accurate and familiar.
$ccording to $bdullah " $bdul and $bdul ) 2**4+" transformational leadership guru
sho! a strong commitment to the school in its efforts to accept responsibility and
accountability " agreed and generate motivation and admirable moral values.
69eachers leadership transformation can stimulate students together to appreciate
and accept the ideology and vision to!ards realizing the vision of the school.
6In addition" teachers present the image of a leader !ho can be a source of
inspiration for students to be follo!ed.
69ransformational leaders have set expectations high achievement to students
through motivational !ords" practice leader himself alive and guidance.
69ransformational leaders generate consensus" promote collaborative !or%" clarify
the importance of team!or% to the students managed to produce something to the
highest self@sufficiency.
69ransformational leaders demonstrate concern" respect the uni-ueness and
diversity of the ability of individuals to gro! to!ards the achievement of the highest
potential.
69ransformational leaders emphasize performance and re!ard contingencies given
for outstanding efforts demonstrated. 9ransformational leaders not to maintain the
status -uo or existing structures but acts to change attitudes"
values and thoughts of the higher levels .
Discussion
Ay identifying the needs of your student5
6'hat %ind of changes might you introduced in school organizationK
6'hat steps should be ta%en to change it can be successfully implementedK
6'hat are the obstacles that you might faceK
6.% Leadership of "choo$s and Teachers
<.I.1 &eadership chool
9he success of a school achieving school status effective or outstanding schools !ill
be referred to the ability of the leadership of the school principal or headmaster of
the school1s traditional leadership model based on a hierarchical structure in !hich
po!er and control in an organization focused on the leadership alone.
In the era of globalization" rapid technological change and priority to the
development of human capital" transformational leadership began to influence the
organization of the school. 9he education system is increasingly complex demands
radical changes to the !ay the school provides educational services.
Decentralisation" excellent school culture and the principles of best practices is a
ne! challenge in the individual1s leadership L schools no!adays. In a school that is
made up of a group of professional teachers" school organization" hierarchical
structures are shaped horizontal. chool leadership is seen as a collaborative effort"
fostering camaraderie colleagues as a means of enhancing professional practice.
9eacher leadership can be seen in the context of the management of school
activities" instructional leadership and %epe L mimpinan in the context of the !ider
community. 9oday" the concept of teacher as leader is influential to the changes that
occur in the system.
<.I.2 &eadership Buru
In this century" the role of the teacher as a 1 leader 1 in education is very significant
because they influence not confined to the classroom. $mong teachers are the main
coach of sub:ects" head of the field" senior master" drafters and revie!ers curriculum"
teacher mentors" teachers in action research and other roles of leadership
education. 9he concept of teacher leadership can be described as a model of
leadership in !hich teachers are involved in . 2 D has ; have the opportunity to lead
)7arris 2 &ambert" 2**3+. 9hey !ant to contribute expertise to teach the students a
broader" outside the space !ithin !hich students are taught by them.
&eaders of ordinary teachers" but teachers are able to guide or motivate other
teachers to !or% together to enhance overall professional practice and student
achievement levels. 9eacher leaders do not !ait for orders from the top to implement
a teaching innovation but clever use of the opportunities available to encourage . 2
D activities and to gain the attention and support of the authorities.
In the context of the teaching profession in (alaysia" the 1 >utstanding 9eacher 1 !as
first introduced in 1003 as the promotion of teacher glorious leader !ho left the
classroom. 9herefore" !e do not lose teachers !ho are dedicated and expert in their
field !hen they are promoted.
Excerpt from 19erms of .eference and the concept of1 Excellent 9eacher1 sites
9eachers Excellent !!!.emoe.gov.my is clear that teachers have the %no!ledge"
s%ills and expertise in the sub:ect " particularly in the area of . 2 D. Excellent
9eachers also are dedicated and motivated to perform the duties and responsibilities
of continuous excellent .
9he roles and responsibilities of teachers in teacher leadership are5
6?reate lesson plans" implement the teaching of s%ills and the creation and
development of the students according to the highest standards set by the (inistry of
Education.
6&ead and assist in the tas% of curriculum and co@curriculum sub:ects related to the
field of expertise or specialization.
6Aeing a resource" providing advice and guidance in the sub:ect field or expertise.
6?onduct research" produce scholarly !riting and research" to explore innovations
and ne! discoveries in the sub:ect or area of specialization and expertise in
presenting the results.
6Derform tas%s as directed by the District Education >fficer" Director of Education
and Director of the (inistry of Education.
9his means that teacher leadership is established !hen there is an opportunity and
atmosphere for teachers to learn and !or% together to contribute to the development
of education to achieve a common goal )shared goals+.
6.6 The Leadership Cha$$enge
9he arrival of the 21st century brought !ith sophisticated changes and promising an
era full of challenges. 9herefore" some %ey elements should be ta%en into account
such as community literacy rates are rising" advances in information technology and
computers are becoming more sophisticated" as !ell as the latest findings dal.un
study of human behavior. (ore and more !or%ers today have a higher level of
education and s%ill is more specific than the last t!o decades. 9he role of leader is
becoming increasingly complicated and should ta%e a more relevant approach to
leadership effectiveness is maintained.
Every teacher should be dynamic leader and able to adapt to the s%ills to manage
change and innovation that happens from time to time. Datterns of distributed
leadership" empo!erment and collective decision and gaining more acceptance
among organizations no!adays. &eaders are rigid and unable to adapt to ne!
challenges !ill find the failure. >penness to ne! ideas" a !illingness to modify the
pattern and style of leadership and a !illingness to learn the %no!ledge to !or% in an
environment that is based on advanced technology is one of the challenges that
must be addressed and overcome to ensure the sustained leadership effectiveness.
9ransformation in the !ay things !or% underta%en has been so sudden and
!idespread that the change produces uncertainty. Hncertainty may be expected to
provide guidance to leaders prepare to deal !ith it in the best possible !ay. $mong
the changes that have affected the implementation of the educational process as
!ell as the attention of all !al%s of life is the vision of Education" 9eaching and
&earning of cience and (athematics Education Development (aster Dlan )DIDD+
and the transformation of the curriculum.
<.<.1 Cision of Education
Cision Education presented by Datu% Dr. 'an (ohd . Mahid (ohd . =ordin " former
Director Beneral of Education (alaysia ) no! .ector IDB + in the =ational Education
?onference 8@11 $pril 1003 " aims to provide direction to educational leaders to
:ointly perform the roles and responsibilities for achieving the goals of Cision 2*2*"
!hich ma%es (alaysia a developed nation economic" political " social" spiritual and
cultural . 9he paradigm shift is made to ensure the filling Cision Education is
practiced in all levels of education through seven aspects5
6Hnity in all levels of the organization and the community.
6tyle of leadership -uality management and achieve no defects.
6ervice to close loving relationship and camaraderie and produce educators !ho
are concerned.
6Empo!erment or empo!erment in !hich the delegation of po!er from the center to
the periphery" from the po!er and control to the partnership of Jtechnical rationalityJ
to J reflective rationality J.
6?ultural %no!ledge through reading" learning culture" mindset" culture !ith their
discussions" !riting culture and cultural !or%s.
6?aring school students to cultivate self@esteem and feelings of love for the school1s
commitment to be created .
6?ulture of excellence" have an attitude to strive for excellence.
In fact" these challenges are not only delivered to school leaders to act. (anagement
changes in the education should involve various sta%eholders" namely teachers"
students" parents and the community. till more needs to be implemented and
strengthened so that the systems and institutions to develop human capital that can
capture %no!ledge and s%ills" to uphold the nation1s culture" has a strong sense of
patriotism" a highly competitive and competent .
<.<.2 9eaching and &earning of cience and (athematics in (9&
ince the basis of 9he 9eaching and &earning of cience and (athematics in
English ) DD(I+ introduced from 3anuari 2**3" the leaders of the teachers to meet
these challenges !ith courage to step up efforts and use of the English language "
either formal or informal . &eaders as exemplary teachers use English in
conversation" conduct of meetings and school assemblies and reproduce reading
materials in English. In this transition period" the leadership of the transformation
play an important role in determining the success of DD(I.
7o!ever" in 3uly 2**0" after nine years of these execution DD(I" the (inistry of
Education has decided to restore the use of the mother tongue as the basis of
instruction for the teaching of cience and (athematics" upholding the (alay
language and strengthen the teaching of English. $gain" li%e the captain of the
school leaders should revie! and redesign the map of the :ourney" ensure that the
resources and information sufficient to lead his cre! !ith the destination successfully
and safely. Effective leadership is the cornerstone of the management culture
change in an organization.
<.<.3 9ransformation of Drimary chool ?urriculum
Each curriculum should be changing" !hich is dynamic in nature so that appropriate
and relevant to current developments. Integrated ?urriculum for Drimary chools
)/A.+ be revie!ed to ensure that the curriculum is holistic" not too academic and
burden in line !ith the strengthening of the core curriculum as the main focus of the
second DIDD" 2**<@2*1*. Aeginning in 2*1*" !ill be replaced !ith the H. /A.
)tandard ?urriculum for Drimary chools+ for Eear 1 and =D? )=ational Dreschool
?urriculum tandards+ for preschool students.
9ransforming the curriculum is based on the holistic process changes the existing
school curriculum by ta%ing into account the needs of the fundamental aspects of the
changes to the curriculum " the structure of the content " pedagogy " time allocation "
assessment methods " curriculum materials and school management. 'ithin this
curriculum transformation" the top leadership plays an important role in determining
the effectiveness of the curriculum /.. Cision" mission and goals need to be
explained to all staff in the school organization. ,or example" induction meetings to
communicate in a clear and explicit form of the ne! changes. $ny changes need to
prioritize the training curriculum for staff development" teaching resources and
learning support " encourage team!or% and financial allocation given to the anxiety
and stress of !or% as a result of the change can be reduced. Dreference should be
given to addressing the changes that lie ahead as a result of the transformation of
the curriculum. In addition" school leaders and teacher leaders !ho demonstrate a
strong commitment is the first positive step to!ards the success of the H..
9omeet the challenges of curriculum change" transformation and transaction
leadership practices should be given proper considerations !ithout compromising
the moral and ethical leadership.
<.<.4 Education Development (aster Dlan )DIDD+ 2**<@2*1*
In the 21st century" the country faces ne! challenges from globalization"
liberalization" internationalization and the development of Information and
?ommunication 9echnology )I?,+. 9herefore" the Education Development (aster
Dlan )DIDD+ 2**<@2*1* launched by the 7onourable Datu% eri $bdullah 7:. $hmad
Aada!i on 3anuary 1<" 2**4" aimed at developing a !orld@class education system to
fulfill the aspirations of Cision 2*2* to ma%e (alaysia a developed nation in our o!n
mold .
In essence" the DIDD is a development plan document !hich covers three main
areas" namely infrastructure" employment and manpo!er. DIDD is aimed at
producing a -uality education for all. 9hus" leadership education (inistry of
Education has a tremendous responsibility in developing the human capital that is
comprehensive" progressive" moral and ethical standards as !ell as human capital
!ho are %no!ledgeable and highly s%illed I?9 literacy.
<.4 ummary
9he theories and research related to leadership trying to find ans!ers to the most
effective !ay to manage an organization so that productivity able to maximize and
costs are minimized. 9here are researchers !ho are trying to find a correlation
bet!een school leadership and student achievement" there are those !ho try to
connect the organization1s leadership style !ith :ob satisfaction. (eta@analysis study
conducted by (arzano )2**I+ on leadership in school and student achievement
proved there is a model that is dominant in determining the effectiveness of
leadership.
&eaders today must be responsive to the currents of change brought about by the
explosion of information and technology in order to manage change and innovation
happen by using the s%ills of the 21st century.
&oin acti'ity
?ome together to discuss !hat %ind of leadership
you have as a teacherK 'hy did you choose the type of
such leadershipK
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Demimpin" /uala &umpur5 D9 Drofesional dn. Ahd.
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