Turnitin Originality Report

Similarity Index
41%
Similarity by Source
Internet Sources:
40%
Publications:
7%
Student Papers:
35%

sources:
1
12% match (Internet from 11-Apr-2012)
http://www.apubb.ro/wp-content/uploads/2011/02/LEADERSHIP-AND-MANAGEMENT-INTHE-HEALTH.pdf

2
11% match (Internet from 08-Mar-2012)
http://www.eric.ed.gov/PDFS/ED511249.pdf

3
9% match (Internet from 01-Jul-2010)
http://en.wikibooks.org/wiki/Learning_Theories/Knowledge_Management:_Leadership

4
2% match (Internet from 12-May-2014)
http://www.123helpme.com/view.asp?id=148576

5
2% match (Internet from 19-Feb-2015)
http://www.smslucknow.com/test/fckeditor/file/all%20pdf/Adhyayan%20vol%201%20no
%201.pdf

6
1% match (student papers from 12-May-2011)
Submitted to Grand Canyon University on 2011-05-12

7
1% match (student papers from 30-Apr-2014)
Submitted to University of Northumbria at Newcastle on 2014-04-30

8
< 1% match (Internet from 09-Apr-2010)
http://www.chungnam.ac.kr/~dmchoi/DO-LIM/sample_size.htm

9
< 1% match (student papers from 08-Sep-2011)
Submitted to University of Sheffield on 2011-09-08

10
< 1% match (student papers from 27-Jun-2012)
Submitted to Bridgepoint Education on 2012-06-27

11
< 1% match (Internet from 30-Jun-2013)
http://dspace.fsktm.um.edu.my/bitstream/1812/538/2/WT%20Thesis-%20Text.pdf

12
< 1% match (student papers from 21-Aug-2015)
Submitted to London School of Business and Finance on 2015-08-21

13
< 1% match (student papers from 14-Jul-2014)
Submitted to EDMC on 2014-07-14

14
< 1% match (Internet from 29-Jan-2016)
http://usir.salford.ac.uk/30802/1/Final_Thesis_January_2014_2.pdf

15
< 1% match (Internet from 19-Mar-2014)
http://annehessionsmith.com/5419%20Advanced%20Org
%20Theory/EDU541EDU5419Paper.pdf

16
< 1% match (Internet from 28-Nov-2014)
http://scholar.lib.vt.edu/theses/available/etd-04122011215449/unrestricted/Yen_CL_D_2011.pdf

17
< 1% match (student papers from 31-Aug-2015)
Submitted to South African National War College on 2015-08-31

18
< 1% match (Internet from 20-Jul-2006)
http://www.healthysd.gov/Documents/FollowupBehaviorSurvey06.pdf

19
< 1% match (student papers from 20-Aug-2013)
Submitted to Universiti Tenaga Nasional on 2013-08-20

20
< 1% match (student papers from 06-Oct-2008)
Submitted to University of Sheffield on 2008-10-06

21
< 1% match (student papers from 09-Sep-2013)
Submitted to University of Sheffield on 2013-09-09

22
< 1% match (Internet from 14-Dec-2015)
http://www.slideshare.net/dabneyluang/research-proposal-research-baru-27-june

23
< 1% match (Internet from 19-Dec-2015)
http://artnodes.uoc.edu/index.php/rusc/article/download/v12n1-daniel-vazquez-gisbert/v12n1full-monograph-en

24
< 1% match (Internet from 05-Aug-2015)
http://uir.unisa.ac.za/bitstream/handle/10500/7741/thesis_masuku_s.pdf?sequence=1

25
< 1% match (Internet from 10-Mar-2016)
http://www.mcser.org/journal/index.php/mjss/article/download/4606/4471

26
< 1% match (Internet from 06-Dec-2014)
http://theseus.fi/bitstream/handle/10024/82414/schweikle_nataly.pdf?sequence=1

27
< 1% match (Internet from 04-Jun-2011)
http://researcharchive.vuw.ac.nz/bitstream/handle/10063/1417/thesis.pdf?se

28
< 1% match (Internet from 08-Nov-2015)
http://bspace.buid.ac.ae/bitstream/1234/721/1/110048.pdf

29
< 1% match (Internet from 03-Dec-2010)
http://etd.lib.fsu.edu/theses_1/available/etd-07032007182055/unrestricted/AngelinaTotoloDissertation.pdf

30
< 1% match (Internet from 29-Jan-2015)
http://www.culturometrics.com/books/Cultures-of-Teacher-Development/Int%20Cultures
%20of%20Teacher%20Development.pdf

31
< 1% match (Internet from 30-Jan-2016)
https://doria.fi/bitstream/handle/10024/103805/Master%27s%20Thesis_Taipale.pdf?
sequence=2

32
< 1% match (Internet from 06-Jul-2014)
http://tampub.uta.fi/bitstream/handle/10024/68066/978-951-44-9072-9.pdf?sequence=1

33
< 1% match (publications)
Gmez, Marjorie N., and Nagnon Diarrassouba. "What Do Teachers Need toSupport English
Learners?", Revista Cientfica de FAREM-Estel, 2016.

34
< 1% match (publications)
Hallinger, P., W.-C. Wang, and C.-W. Chen. "Assessing the Measurement Properties of the
Principal Instructional Management Rating Scale: A Meta-Analysis of Reliability Studies",
Educational Administration Quarterly, 2013.

paper text:
Association Between Perceptions on Principals Instructional Leadership and
Employee Engagement Among Teachers in a Primary School in Cheras, Selangor.
CHAPTER 1 INTRODUCTION
1.0 Introduction
As we know,3leadership ultimately is an interaction or relationship between the

leader and the led.26Leadership is a process of interaction between leaders and

followerswhose leaders try to influence followers to achieve the same quality of a leader
such as he led the way and give a positive image to their subordinates. However, the author
would like to survey on1whether these changes have had a significant managerial

component and more importantly whether leadership has played an important

role in bringing them on.We often come across a variance between the performances of
schools around Malaysia. School achievements and popularity come in a continuum, either
they perform extremely well or some fall under performing rather poorly. It is important to look
into the factors that contribute in the differences in the performances of these schools.
According to Horng & Loeb (2010) in the Kappan Magazine, many extensive researches

have been carried out across the past thirty years that links leadership style with school
outcomes or performances. One of the most used leadership style is instructional leadership,
where it focuses on principal as the leader among the other school office personnel. There
are 5 major elements involved in the implementation of this leadership model which includes
prioritizing teaching and learning by allocating more time in these areas, to achieve the
school visions ensuring the leader is familiar with the instructional materials to be able to
educate fellow teachers and monitor its implementation to focus on aligning the curriculum
and assessments in an on-going basis based on an agreed standard because any disjoint
may affect the students achievements; to analyze the relevant data to make conclusions or
plans to improve leadership and produce instructional changes; and lastly to promote
continuous learning culture among teachers. Looking back at the history of education in the
USA, instructional leadership was famous in the 1980s, later moving towards the
transformational leadership in 1990s, before reverting back to instructional leadership in
these recent years (Hallinger, 2012). The principal is actually not the sole decision maker in
instructional leadership, because the decision still needs to be discussed between the other
leaders first. Only if the decision is accepted by all the leaders, will it be implemented in the
school and be taught to the teachers. Despite that, it is important to select a good-quality
principal that can guide the teachers. Many schools in the USA have adopted a more in depth
process of assessing and recruiting school leaders (Horng & Loeb, 2010). In this present
research, the researcher would like to focus more on the opinions of the teachers regarding
their principals leadership styles, and if this makes any difference in the engagement at work
among the teachers in a Primary School in Cheras, Selangor. 1.1 Background of study This
model

relies

too

much15on

the

principals

ability

to devise

an

acceptable and achievable vision andplan to produce good student outcomes. Problems
can arise if the principal is incompetent or lack the ability in identifying major problems and
relevant interventions that are needed. Moreover, there are instances where the principal
may not have enough authority as compared to the superiors in the district offices, or may
have conflicting opinions with the parents and teachers (Jan Stewart, 2006). This instructional
leadership model also did not take into consideration the emotional and mental well-being of
the teachers in the school, who are the ones dealing directly with the students. Any conflicting
opinions or misunderstandings may affect their motivation and engagement at work. As we all
know, Malaysia has a collectivistic society, so a good rapport between the principal and the
teachers is necessary to produce a good working environment. As mentioned previously, the
researcher would like to focus more on the response of the teachers to their principals
leadership styles, and if this makes any difference in the engagement at work among the
teachers. Therefore, the researcher has come up with the following research questions.2In

this research, elementary school principals instructional leadership behavior

was evaluated based on the perceptions of elementary school teachers. The
research is believed to contribute to the development of instructional
leadership behavior of elementary school principals for the development of
school organization. Asemi- structured interview technique, one of the qualitative

research methods in the literature was used in the research. The study group
was made up of elementary school teachers working in Cheras, Selangor.
For the2study sample, one teacher from each school was selected at random,

resulting in group of twenty elementary school teachers. Based on the content

analysis, five themes of instructional leadership behavior were found. 1.2
Problem statement2Schools have forever been vessels for their constituents

dreams, so, parents, students, taxpayers, educational reformers and politicians

want their schools to be better and different. Schools are populated with
caring, committed educators, people who in most instances hold dearly their
obligation to respond to the dreams and concerns of community members.
Indeed, as vehicles for enlightenment and social and economic mobility,
schools were invented to carry dreams for families, individuals and society
(Donaldson, 2011, p. 13). The purpose of the establishment of schools is to train
qualified manpower. In order to accomplish this objective, it is required that the
quality of teaching at school would be improved (Yavuz, 2011). The school
principal as a leader is responsible essentially for the management of school
and the school program, with the implementation of learning and overall
school success. So, the success or the failure of a school is explained by the
success or failure of the school principal. The legal power and authority of the
school principal, as the most authoritative person in school, is not be enough
in itself to both manage and make the school successful. Furthermore, it can
be stated that school principals have several competency areas. So, the school
principals

should

be

good

leaders

as

well

asinstructional

leaders(Sisman, 2014). A consequence of globalization is the emergence of

generic or ubiquitous expectations of leaders. For example, there is now a

cross-cultural expectation that leaders should be more proactive in leading and
managing school resources to secure improved performance of staff and
students (Dimmock, 2013, p. 5).6School principals should explain the purposes
of the school to the teachers, students, school staff and the parents of the
students. The purposes of the school should be consisted with the behaviors
and roles of school principals in this regard (Akgn, 2011). In this context, many
teachers expressed similar views on this issue. The vast majority of teachers
drew attention to the process of determination and dissemination of the
schools purpose by stressing the importance of this issue. The problem is
whether theinstructional on principle leadership concept acceptance or not by the committee
in school. The2school principals should not only monitor, evaluate and improve

student development according to the results of standardized tests, but should

also interview teachers on the evaluation and development of students at the
school. So, an effective school principal as an instructional leader should not
only protect the present results/status, but should also try hard to develop
these current results or school status to a greater extent. Therefore effective

instructional leaders are never satisfied with current success, they always
have

higher

expectations

of

students

at

the

school

(Andrews

&

Soder, 2012).But, it is not enough that school principals work to improve only
the teaching process and have high expectations for students and teachers.
School principals need to implement powerful supervision and evaluation at
school in order to create an effective educational environment. This model relies
too much15on the principals ability to devise an acceptable and achievable vision

andplan to produce good student outcomes. Problems can arise if the principal is
incompetent or lack the ability in identifying major problems and relevant interventions that
are needed. Moreover, there are instances where the principal may not have enough
authority as compared to the superiors in the district offices, or may have conflicting opinions
with the parents and teachers (Jan Stewart, 2006). This instructional leadership model also
did not take into consideration the emotional and mental well-being of the teachers in the
school, who are the ones dealing directly with the students. Any conflicting opinions or
misunderstandings may affect their motivation and engagement at work. As we all know,
Malaysia has a collectivistic society, so a good rapport between the principal and the
teachers is necessary to produce a good working environment. As mentioned previously, the
researcher would like to focus more on the response of the teachers to their principals
leadership styles, and if this makes any difference in the engagement at work among the
teachers. 1.3 Significant of study This study got a few significance. It is very important for the
future study related with the topic and education objectives.2It is not sufficient for

school principals as an instructional leader to only develop the instruction

process at school and provide some of the resources to teachers and students.
In

addition,

school principal should

pay

attention

to

the

professional

development of teachers and should also understand that the professional

development of teachers means the development of students in this regard.
The vast majority of teachers who adopt these views stated that school
principals should contribute to the professional development of teachers at
school.1.411Conclusion This chapter discusses the introduction of the study,
which includes the research problem, purpose of the study, importance of the
study, research scope and the dissertation organization.
CHAPTER 2:19LITERATURE REVIEW
2.0 Introduction
This chapter reviews the literature that supports the necessity of conducting this
study.Leaders are born not made. There are a few types of leadership.4In terms of
management this can be learnt. Leadership derives from the individuals own
personality. Emergent, person orientated, autocratic leaders are seen as the
most suited for team games, whereas a tactical task orientated leader is suited
to athletics or badminton. All leadership styles have positive and negative
effects, but it is down to the leader himself to deliver and inspire in the most
crucial of circumstances regardless the style of leadership. 2.1 Leadership Here

the author1pointing out different definitions of the two concepts. Management is

seen as a social discipline that deals with the behavior of people and human
institutions (Drucker, 2011), and a manager sets objectives organizes, motivates
and communicates and develops people (Drucker,2009); the1manager is the
dynamic, life-giving element in every business. Without him the resources of
production remain resources and never become production. Management is

getting people to work harmoniously together and to make efficient use of

resources to achieve objectives (Mcmahon et al., 2011). According toNorthouse
(2010)10Leadership is important in all sports because it influences behavior.

Team captains, managers, and coaches all have to have leadership qualities;
they also have to be men and women of genuine inspiration. 4We must
remember that leaders are not just team captains, they can be coaches
managers, and in individual sports the athlete themselves. The captain is
basically the managers eyes and ears in a team. 7 Author defined therest of the
team confide in, which is why it so often appears that a manager and captain
have be carved from the same would, they operate on the same wavelength and
have the same aspirations.4Task orientated or person orientated leaders are
also different and gain respect in different ways. 1To sum it all up, management
can be seen as a process of reaching the set objectives of an organization
through usage of human, physical, and financial resources with the best
possible means combination and making the appropriate decision while taking
into consideration the external environment. Management is quite a unique
concept because rather than having a universal approach it is rather
contingent as Goodwin argues - there is no equivalent science of managing
since management is contingent upon particular circumstances and contexts
and has no universal application (Goodwin, 2006). The same point of view is
shared by Dorros (2012, p. 5) who sees the management of any institution or
organization as determined by the policies, structures, processes and cultural
values in which it is practiced and adapted to the context in which it seeks to
achieve results. The single most important purpose of management is to make
effective and efficient use of i institutional and organizational resources to
achieve results outside the organization. Moore (2012) catalogued the different
approaches to management in four major categories: Traditional bureaucracy
with an emphasis on clear structure, hierarchical chains of command, clear
accountability for performance (Taylor, 2011); New Public Management with
an emphasis on making organizations more like firms, operating in markets
through

the

introduction

of

competition

to

improve

performance

(Hood, 2010); Japanese organization model or clan solidarity model of

organization in which a sense of identity with, and pride in, the organization
itself is the main source of motivation; Professionalism shares the
Japanese models assumption that people work better when they are trusted

and their performance is not closely monitored; the sense of identity is with the
profession rather than with the organization, or possibly loyalty to both
exists.Mintzberg (2010) classified the concept of management and leadership into three
major types which stated as below;11. Informational - this includes monitoring (seek

and

acquire

work-related

information),

dissemination

(communicate/disseminate information to/with others within the organization)

and PR (transmit information to the external environment). 2. Interpersonal this includes representation (perform social and legal duties, act as symbolic
leader) being a leader (direct, motivate, train subordinates) and creating the
liaison

(establishing

and

managing

contacts

within

and

outside

the

organization). 3. Decisional - the third role includes entrepreneur (identify new

ideas and initiate improvement projects) conflict manager (solving disputes or
problems and overcoming crisis situations) allocating resources (set and
distribute resources according to priorities). Herethe author showed us aboutthe
differences

concept

both

of

management

and

leadership.

Therefore1alongside

management, leadership is probably one of the most debated concepts in

relation to an organization's performance. Even though it seems a
straightforward and simple concept it is quite hard to say precisely what it
refers to, that is why such as management, there is an abundance of
definitions regarding leadership.3The understanding of the three Ms will be
largely

determined

by

one

perspective

on

organizational

learning.

Ortenblad (2012) suggests two basic perspectives that might lead in two
distinct paths for leaders to consider. A futuristic perspective would
conceptualize individuals as agents of learning for the organization; the
organization provides a positive learning culture and climate for the individual;
the knowledge gained by the individual is stored outside the individual in the
organizational memory. Ortenblad suggests that a second perspective, an
interpretive perspective, is becoming a dominant paradigm. Reality is seen as a
subjective phenomenon; knowledge is viewed as context dependent; learning
is a social practice, taking place between individuals; knowledge cannot be
stored because it is determined by the situation. To understand the meaning,
management and measurement of learning organizations is a difficult task. The
interpretive perspective places this task into the shifting sands of relativism
and contextualization. Relativism makes measurement almost impossible
because the norms are in constant flux. If the situation or context is the
determining factor for knowledge, then learning is not based on the foundation
of truth but on the environment. The implications of such a perspective are
widespread including business ethics and cultural morality. The bandwagon of
this popular paradigm should not be jumped upon too quickly.2.2 Instructional
Leadership2When an instructional leader listens to the teacher, clarifies what the

teachers say, encourages the teacher to speak more about the concern, and

reflects by verifying the teachers perceptions, then he can understand clearly

the teachers participation in making the decisions about professional practice
(Glickman, 2012, p. 42). In other words, the instructional leader is the person
who is involved constantly with teaching and learning. Furthermore, they are
immersed in the teaching and learning processes and always thinking about
how to design a better learning environment for students and how to organize
the

teaching

process

at

school

(Gmeli, 2010). Shared

instructional

leadership involves the active collaboration of principal and teachers on

curriculum, instruction and assessment. Within this model the principal seeks
out the ideas, insights and expertise of teachers in these areas and works with
teachers for school improvement (Glickman, 2010). The instructional leaders
role is that of an active proper or a sounding board for the teacher to make his
or her own decisions. The teacher has high control, and the leader has low
control, over the actual decisions (Glickman, 2012, p. 42). Although the duties
of school principal changes depending on their environment and on various
aspects, some basic areas of instructional leadership development work have
been covered in the relevant studies (iman, 2014). Instructional leadership
behavior varies in these studies. Naturally, the intent here is to express the
common or different aspects of these studies. According to iman (2014), the
instructional leadership roles of school principal is as follows: (1) definition of
school mission; (2) management of instruction and school curriculum; (3)
supervision

and evaluation

of instruction; (4)

monitoring of

student

development; and (5) development of school climate. School principals can

manage schools effectively provided that they show instructional leadership
behavior at school. Thus, it is considered important that schools principals
fulfill instructional leadership roles aimed at development and training
activities in schools (Akgn, 2011, p. 6). Thus, the purpose of this study is to
determine the instructional leadership roles of school principals from the
viewpoint of elementary school teachers.School leaders or principals, do not deal
directly with the students, but indirectly affect the students performances via recruiting highperformance teachers, assigning classrooms suitable to their majors, and encouraging
professional development among the teachers. Instructional leadership is indeed an essential
part of providing necessary resources to ensure effectiveness in the classroom, leading to
good students outcomes (Horng & Loeb, 2010). However, it is important not to overlook that
the teachers are the direct link to the students, which will help in the students learning
process. The two must come together; good instructional leadership and good quality
teachers. Looking at previous researches done, different instructional management styles are
linked to different levels of job satisfaction. For a change, this present research will explore
the relationship between the opinions of the teachers regarding their principals leadership
styles, with the level of the teachers engagement at work, irrespective of their level of job
satisfaction. This is because, some teachers may not be satisfied with their superior but still

maintain good quality work due to their sense of responsibility, while some may choose to act
up and not want to do their job properly. As described by the Oregon Primary Care
Association, employee satisfaction is when the employees works in a content environment
that makes them happy. However, employee engagement is more multi- dimensional, relating
to how enthusiastic and committed the employee is. Therefore, an important element in this
present research is that the researcher is going one step ahead because even job
satisfaction is sufficient to retain employees, it does not boost productivity; while employee
engagement increases productivity among employees. Thus, this research can give light to
the future of schools to improve their performances by implementing instructional strategies
that can promote employee engagement among teachers. In addition to that, when a
principals instructional management is perceived as relevant and appropriate by teachers,
these teachers will be able to grow in terms of commitment, professional involvement, and
willingness to innovate as mentioned by Sheppard (as cited in Hallinger, 2015, page 14). 2.3
Related Literature Review According to Northouse (2014), "a leadership skill and knowledge
is inextricably related to the application and implementation of problem-solving skills in
organizations"3(p. 43). Mumford, Zaccaro, and Harding, et al. (2010), as cited by

Northouse, state that knowledge impacts a leaders ability to determine complex

organizational problems and to develop a solution. "Knowledge refers to the
accumulation of information and the mental structures used to organize that
information. This type of mental structure is called a schema, simply a mental
diagram used to assimilate information into useable knowledge. Once a leader
formulates information into knowledge, individuals are more inclined to follow
based the leader expertise. In previous eras, information/knowledge was
considered

power

base.

According

to

Greenberg

and

Baron (2013),information power has become a lesser power due to technology

and the availability of information to more people than ever before. In the past,
information

was

reserved

for

those

who

held

top

positions,

using

information/knowledge for their benefit and allowing that information to be

distributed only on a need-to-know basis, or even in a biased manner. In a
culture saturated with information/knowledge, it is imperative that leaders use
information/knowledge for the benefit of followers and the organization as a
whole and not for power accumulation. As a result of their research, Kluge et
al. (2011) tell us that knowledge management presents unique leadership
challenges. From a leadership perspective, knowledge management has been
viewed more like a craft and less like a science. Because of the very nature of
knowledge, it is difficult for managers to predict what measures can really
improve performance, and how to encourage and guide knowledge flows
within an organization (p. 191). The chief executive, they say, must assume the
role of promoting knowledge management throughout the enterprise. He or she
must set the tone for the organization and demonstrate that knowledge, and its
management, are taken seriously. In fact, according to some experts, if the

senior leadership of an organization is not able to adopt and embrace a KM

program, it is far more likely to fail than to succeed (Rosenburg, 2014). Having a
dynamic personality or being the charismatic leader is no longer a viable
leadership model for executives to rely upon. Leaders within organizations
must be able to learn and demonstrate competency. Those people being led
desire a person who not only frames a compelling vision, but also can provide
evidence that they have the knowledge and insight from which the vision is
derived. In short, knowledge and learning have become part and parcel to
leadership.Meanwhile , McCollum (2012)3states that there are three fundamental
tasks that leaders face:creating strategies to adapt [the] organization to the environment,
building a structure that is capable of implementing [the organizations] strategy, and building
the capacity of the members of the organization (Spears, 2012 ). It does not take a

stretch of the imagination to understand that each of these fundamental tasks

requires ongoing organizational learning in an environment of knowledge
management both explicit and tacit, and best understood through the modes
operandi of shared communication. But where and how do leaders begin
facing these tasks? Heil & Alepin (2014) state that it will require most leaders to
rethink their leadership in order to lead authentically, not only for the purpose
ofbuilding more effective, more human organizations, but to enrich the lives of
every person (Goldsmith,2010).5Leadership and Knowledge Management (KM)
intermingle the vision and influence of leadership with the available knowledge
base within the organization. When effective leadership elicits and draws upon
the myriads of experience, wisdom, understanding, and knowledge inherent in
the work force in synergistic fashion creating shared vision, the organization
sits like a space shuttle ready begging for launch. In the context of a rapidly
changing world and an increasingly competitive marketplace, successful
organizations of today and tomorrow must harness and align all its potential
and knowledge. Therefore, Goldsmith, et al. (2014) suggest,"Nothing is more
important to the success of knowledge management initiative than the support of leaders and
the visibility of KM role models. Generally speaking, the higher up in the organization these
role models are the better" . Yogesh Malgotra says, "Knowledge Management refers

to the critical issues of organizational adaptation, survival and competence

against

discontinuous

environmental

change.

Essentially

it

embodies

organizational processes that seek synergistic combination of data and

information processing capacity of information technologies and the creative
and innovative capacity of human beings. Mark Effron (Goldsmith, Morgan, &
Ogg, 2014) contends thatthe sheer concept of knowledge management is fundamentally
flawed it involves neither knowledge nor management and therefore cannot be expected to
succeed.3Instead,

he suggests we must begin to focus on helping

organizations truly share the intellectual capital their workers possess. Other
research by Yukl (2010)1argues thatthe numerous definitions of leadership that have been

proposed appear to have little else in common than involving an influence process. This is
then taking place within an asymmetrical relationship: the leader is exercising influence over
the follower. He defines leadership to include influencing task objectives and

strategies, influencing commitment and compliance in task behavior to achieve

these objectives, influencing group maintenance and identification, and
influencing the culture of an organization. We will present a few definitions in
order to see some common characteristics regarding the concept of
leadership. Leaders are individuals who establish direction for a working group
of individuals who gain commitment from this group of members to this
direction and who then motivate these members to achieve the directions
outcomes (Conger, 2012). Another opinion is that leadership revolves around
vision, ideas, direction, and has more to do with inspiring people as to
direction and goals than with day-to-day implementation. Research by Northouse
(2014)1sees leadership as a process whereby an individual influences a group

of individuals to achieve a common goal. In the same light, Donelly et al. states
that leadership is an attempt of influencing the activities of followers through
the communication process and toward the attainment of some goal or goals.
Last

but

not

least,

according

to

Prentice (2011) leadership

is

the

accomplishment of a goal through the direction of human assistants; a leader

is one who successfully marshals his human collaborators to achieve
particular ends. On theother hand,even there is a lot of theories and concepts define as
well , what is more important is statement by Burns, (2010), stated that the transforming
leader looks for potential motives in followers, seeks to satisfy higher needs, and engages the
full person of the follower1Burns position is that leaders are neither born nor

made; instead, leaders evolve from a structure of motivation, values, and

goals.2.4 Summary In summary, the author stated the7differences both of leadership
and management concept in term medical health care is not the main issue, but
on how the concepts of leadership and management style practice is
more important things to focus in order to maintain an organization towards
giving their services for patients.1In general terms, a healthcare system needs to
accomplish two basic things (adapted from Dorros, 2011).1Moreover regardless
of country, when trying to reform healthcare systems, governments need to
ask

themselves

Fillemran (2013) sees

basic
major

questions
problems

(Evans,2015).1In

caused

by

the

this

acute

sense
lack

of

understanding of the direct link between the lack of"hard "management skills at
all levels resulting in poor outcomes of the health systems. Management has
been an essential component of healthcare for more than a century, with
different stages of evolution.1In this context, the reform of healthcare in the
last 20 years has been especially concerned with decentralizing services and
downsizing healthcare structures (Dorros, 2010), bringing services closer to
specific community needs and allowing greater decisional power to local

managers, with the expectation of increasing efficiency, equity and community

participation

in

the

health

service

delivery

process

(Mills

et

al., 2011). Dorros (2012) argues that in this complex and constant-changing
environment a new approach is needed management with a strong leadership
role. The implementation of these reform policies, in resources poor and
changing

health

context,

calls

for

both

leadership

and

managerial

competencies at all levels and particularly at the decentralized level of the

health system. Besides, ( Dorros,2012,) The concepts will be more than this, the author
also1think that a comprehensive reform is impossible if only formal and

legalistic aspects are considered as significant. Meanwhile the pilot study was
an exploratory research and thus it is applicability is limited. But it is a good
start to considering aspects like leadership and organizational culture as
meaningful for the well-functioning of an organization in thefuture services
performance enhancement. 1617

CHAPTER 3 RESEARCH METHODOLOGY

3. 0 Introduction
This chapter presents the research methodology which is adopted for the research
in this study,thus, this chapter describes the research design, the studys context and
sampling method, instruments used, data collection procedure, and the methods for
analysing the data According to Leedy and Ormrod (2005a), a studys research methodology
is crucial as it will determine the type of instruments and tests that will be used in the study. In
a nutshell, the research methodology will help to guide the researchers in conducting the
research.

To

recall,

the25objectives

of

the present study

in

order

to probe the opinions of teachers regarding theleadership styles of the principal of their
current school. In addition, it also aims to investigate whether this perception will influence
the teachers work engagement in the school leadership styles, and if this makes any
difference in the engagement at work among the teachers. The proceeding sections will
further discussed the research methodology of this current study. 3.1 Research Design
Research design is defined by Kerlinger & Lee (2000) as the blueprint for research of a study,
hence, in line with Selltiz (1986), a good research design will assist the researchers in
identifying and explaining the variables as well as27in collecting and analysing the data

to answer the research questions.As this study focuses to investigate the teachers
opinions regarding their principals leadership styles and the influence of these perceptions
on their engagement in their works, this study adopts a mixed method study because it not
only focuses on a real life phenomenon, but also the link between perception and
engagement on work. By adopting this design, the researcher believes that it will provide
more comprehensive analyses of the research topic. 3.1.1 Mixed Method research design
Creswell (2007) described the mixed method research design Creswell (2007) as14a

combination

of

both

qualitative

and

quantitative research

designs

andmethods. For this research, the convergent researchdesign will be adopted. As

mentioned in Sage (2007), the convergent mixed method research design is a research
design that adopts the concurrent31use of both qualitative and quantitative data
collections methods. For this studythefirst and third research question will be answered
using the quantitative method while the second research question will be answered
quantitatively. The chosen quantitative instrument is a set of survey questionnaire while
interviews will be conducted with the respondents to gather the qualitative data to answer the
second research question. The proceeding section will describe the research questions,
research hypotheses as well as the qualitative and quantitative data collection methods
adopted for16this study. 3.2 Research Questions and Hypotheses 3.2.1 Research

Questions As mentioned earlier, the primary data for this studyare sourced both
qualitatively and quantitatively. The data for qualitative analyses are obtained from the
responses from the interviews and the data are mainly used to answer the second research
question. Meanwhile, quantitative data to answer research questions one and three. To recall,
the

research

questions

for

this

study

are

as

follow:

RQ

1:2What

are the

perceptions among the teachers on their principals instructional leadershipin a

primary school in Cheras, Selangor? RQ 2: How can the Principal Instructional Management
Rating Scale (PIMRS) be altered to fit a collectivistic culture? RQ 3:13What is the

relationship between the teachers perceptions on their principals management

style andtheir levels of engagement at work? 3.2.2 Research hypotheses According to
Franken, Wallen & Hyun (2007)22a research hypothesis is a prediction of

the possible outcomes of the study. By including thehypotheses of a study, the researcher
can make the intended reader to think more deeply on the possible research outcomes.
Furthermore, stating a researchs hypotheses can build up the anticipation for the readers,
hence, making them more engaged and involved in the paper. Parallel to other research, this
paper will state the null hypotheses for this research. The null hypotheses refer to the
hypotheses which the research will try to reject, instead of accept. This is because the null
hypotheses state the negative outcome of the study. In line with this, the null hypotheses for
this study are as follow: Ho1 = There is a negative perception among the teachers on their
principals instructional leadership. Ho2= The Principal Instructional Management Rating
Scale (PIMRS) cannot be altered to fit a collectivistic culture. Ho3=13There is no

relationship between the teachers perceptions on their principals management

style andtheir levels of engagement at work. Consequently, the research questions and the
research hypotheses determine the type of instrument and data analysis method that can be
used to obtain and analyse the data for research. The research methods for both quantitative
and qualitative research design are presented in the proceeding section. 3.3 Quantitative
Research Method 3.3.1 Survey Questionnaires This study also adopts the quantitative survey
research design as described by Creswell (2007) where a set of questionnaire is used to
probe answers from the sample. The research uses this method because it can help elicit
specific answers from the respondents. In this study, the respondents answer the
questionnaire by rating the statements given using a 5 point Likert scale (Franken, Wallen &
Hyun, 2007). The use of the Likert scale will help the respondents to determine their specific

perspective on the statement given as the scale ranged from 1 (truly disagree) to 5 (very
agree). To avoid neutral and undetermined responses, the research replaces neutral as the
middle scale with agree. The 5 point likert scale that will be used for the questionnaire is as
follow:18Strongly Disagree (1) Somewhat Disagree (2) Agree (3) Somewhat agree (4)

Strongly Agree (5) The questions in thequestionnaire are based on the34Principal

Instructional Management Rating Scale (PIMRS) frameworkby Hallinger (2003).
This framework rate the quality principals instructional management rating. Even though the
teachers themselves can use the framework to rate their principal, the elements in the
framework will be reconstructed into a set of questionnaire for easier data collection and
analyses. This is because by putting these elements into a questionnaire form, the research
can direct the respondents responses to help answer the research question. In general, this
set of questionnaire will help to answer the first and third research questions. This research
method is chosen for these two questions as they probe on perceptions and relationship use
which require more precise, focused inputs from the respondents. As mentioned earlier, the
use of the questionnaire format will help steer the respondents answers so that they
correspond with the research questions. The sets of questionnaire will be distributed among
the samples, who are teachers serving in a primary school in Cheras, Selangor. These
teachers are teaching various subjects and levels in the school. The survey questionnaire
has 50 closed ended questions which are divided into 3 main sections, based on the
elements in the PIMRS framework. The aims of the questions are first, to elicit the teachers
perception on the principals leadership styles and second, determine the relationship
between the teachers perception with their work engagement in the school. An example of
the questions in the questionnaire is as follow; Focus 2: Managing the instructional program
( PIMRS) The principal is able to coordinate the curriculum accordingly. SD 1 SWD 2 A 3 SA
4 SWA 5 The principal is able to supervise and evaluate the instructions. SD 1 SWD 2 A 3 SA
4 SWA 5 Adopted from: Hallinger (1985); Hallinger (2003) 3.3.1.2 Sampling for quantitative
survey As mentioned earlier, the samples for the quantitative survey comprise of the teachers
teaching in the selected school and the sampling method used for this survey is convenience
sampling, as mentioned in Franken, Wallen & Hyun (2007). It was argued that convenience
sampling cannot be representative of the whole population of teachers in Malaysia, hence,
the result of this study will only applicable to the specified school and principal studied. Even
though this might be problematic, this is unavoidable since for time, cost and logistical
reason, the study is only focused on one particular school. Therefore, the researcher decides
to adopt convenience sampling anyway for economical and logistical reasons. According to
Sage (2007), the sample size for a study can be determined using this formula, Z 2 * (p) * (1p) ss = c2 Figure 3.1 Formula for sample size8Where: Z = Z value (e.g. 1.96 for 95%

confidence level) p = percentage picking a choice, expressed as decimal (.5

used for sample size needed) c = confidence interval, expressed as decimal
(e.g., .04 = 4) Based on the population of 120 teachers, the optimum sample sizeis
54 for the confidence level of 95%, which means the researcher is determined that there is
only 5% probability that the results are obtained through chance. Here the confidence interval

is 10, which signifies the research is sure that the results will be similar if the30questions

are asked to the sample size within the margin of10 higher or lower value, for instance,
either 44 (54-10) 0r 64 (54+10 in this case. 3.4 Qualitative Data Collection Method 3.4.1.
Interviews To obtain the qualitative data to answer research question number two, a series of
interviews will be conducted with the respondents. As the questions will be based on the
adoption of the PIRMS framework in rating educational leadership, the respondents will be
selected from teachers who answered the survey questionnaire mentioned previously. After
they are selected, the research will brief the respondents of the framework, its benefit and
how it can be used to improve their working environment and how it can be altered to fit the
collectivistic culture in the school. Since the researcher considered the topic on opinion and
perceptions as a private matter and to ensure confidentially as the subject matter is their
superior, the interviews conducted will be face to face, individual interviews. As its name
suggests, during the structured interviews, teachers will be asked a predetermined set of
questions which has been designed to answer the research questions, especially research
questions number 2. The use of the structured questions is beneficial for researches as it can
save time by maintaining the focus on the topic and help in obtaining a more refined and
focused as mentioned in Frankel, Wallen & Hyun (2007). The interview responses will be
recorded and all the inputs will be transcribed. The interviews will be conducted in mainly in
English, but provisions will be given for teachers who are not fluent or not confident to use
English to answer the questions in Malay. The responses in Malay will be translated for the
purpose of data analysis. 3.5 Data Analysis As mentioned earlier, this study adopted a mixed
methods research design. Hence, the data analysis will be done qualitative and qualitatively.
First, the data from the qualitative data analysis, as mentioned in Creswell (2007) , will be
analysed

through

series

of

coding

while

the

quantitative29data

from

the

questionnaires were analysed using the SPSS software.3.520.1 Quantitative Data

Analysis The data from the questionnaires are analysedthrough the SPSSsoftware.
There were two types of data that were obtained through the SPSS analyses. These data can
be categorised as33descriptive statistics and inferential statistics. Basically, the

descriptive statisticsare on the surface data that helps describe the data, for instance,
the samples demography and the frequency of specific elements. On the other hand,
inferential statistics were drawn from the descriptive statistics to make inferences either to
accept or reject the hypotheses of the study.. 3.5.1.1 Descriptive statistics The descriptive
statistics are used to give an overview about the demography of the samples, such as their
years of teaching, their teaching experiences and their capacity of knowing the principal. The
descriptive analyses include finding the age of teachers and the mean years for teaching.
The analyses will also look at the capacity of their relationship with the principal (e.g; in what
level have you worked with principal?), the frequency of contact as well as other variables.
The data provided are crucial as they provide a general overview on the nature of the
relationship between the teachers and the principal, as well as being used to obtain the
inferential data to answer the research questions. The data from the analyses are also used
to supplement and support the qualitative data from the interview. . 3.5.1.2 Inferential analysis

Inferential statistics are procedures which allow the researchers to use data obtained from
the sample to make inferences, or assumption about the whole population (Larson Hall,
2010). These statistics show if the findings can be generalised into the whole population,
therefore in this research determine whether the data are significant enough to be
generalised into the entire population of businesses in the UK. However, as mentioned
earlier, the population of the study is only 120, which is the total number of the school and the
determined sample size is 54. Since the nature of the research is based on opinions on the
principals leadership styles, which is subjective, it is important to note that the findings can
only be generalized to the population of the school, rather than the whole population of
teachers in Malaysia. In inferential statistic, it is considered ideal to have a big sample size,
this is because a large sample size will most likely represents the result for the entire
population. For this study, the sample size that has been determined is 54 from the
population of 120. In addition, the size of the differences, or the effect size also determine the
significance of the inferential statistics analysis results. In interpreting the results for this
study, the significance level of the inferential statistics analysis actually determine whether
the null hypothesis can accepted or not. Hence, when there is a low significance level, the
null hypothesis is accepted. The inferential statistical test that will be conducted is the
Pearson correlation (r). The Pearson correlation test is a parametric technique for the
analyses of the significance of the relationship between the independent and dependent
variables in the study. The data obtained from survey and14analysed using the SPSS 19
software. The data obtained from thequestionnaire responses will be categorized and
tested to measure the relationship between the variables categorical data, which is essential
to answer the research questions 1 and 3 and to test the hypotheses. Here, the relationships
between the responses in the questionnaires (which signify the independent and dependent
variables) were tested for their significance, a respond is significant if the alpha value is
less than 0.05 (<0.01) , which means that there is less than 5% probability that the respond
is not true and the null hypothesis is accepted. If the value in the test was more than 0.05,
then the null hypothesis is rejected. 3.5.2 Qualitative data analysis 3.5.2.1 Data
conceptualisation and coding To answer research question number 2, the transcription of the
recorderd video will be analysed to look for specific codes that can help to answer this
research questions. This, according to Sage (2011) is the most crucial part of qualitative data
analysis. This process involved breaking down, or coding the contents into small chunks of
themes that are used to answer the research questions. As mentioned in Mayring (2000),
qualitative data analysis can be done through two categories of procedures, which are
inductive category development and deductive category development. This study applied the
deductive category development, and followed the step model as shown here: Figure 321.2

Step Model of deductive category application (Mayring, 2000) Based on this

model, theresearcher formulates a prior theoretical derived aspect for analysis, which is the
research questions, and the analysis will be conducted in connection to the text. To
deductively analyse the data, a three step coding method as mentioned in Saldana (2008)
will be used as the preliminary coding procedure. The coding was conducted in three phases,

as shown in the table below: Column 1 (Raw Data) I think the PRIMS is very good model to
adopt in this school. This is because it can help us to be more organised and help the
administration 1.1.1 Column 2 (Codes) very good model Column 3 (Themes) Applicability of
the PIMRS in school Can be adopted A tool for organisation Administrative tool. can help us
to be more organised help the administration Table 3.2 Coding procedure of the data
( adapted from: Saldana (2008), page 17) The coding process for this study will be conducted
manually without the use of any coding software. This is done by using the hard copy of the
columns shown earlier, where the transcription of the interview responses will be put into the
first column. The research will analyse the responses and the emerging codes will be
identified and written down in the second column, lastly the theme of the research, in this
case the applicability of the PIMRS model un the school will be constructed based on the
codes obtained in column 2. This process will be done manually coding as it enables the
researches to search for more refined codes from the contents. In this process, the results
can be obtained by revising the categories and coding agenda for23formative check of

reliability and working through the for summative check of reliability(Mayring,

2000). Furthermore, the codes and results from this process can also be used to supplement
the quantitative findings to answers research questions 1 and 3. 3.6 Validity and Reliability
3.6.1 Formative and summative check of validity and reliability Validity and reliability are often
the main concerns for the researchers in every research, including this study. This is because
a research needs to be valid in order to demonstrate that it measures what it intended to do
(Golafshani, 2003). Meanwhile, the reliability of a research illustrates the trustworthiness level
of the research findings (Creswell, 2007). Basically, validity and reliability tests for a mixed
method research like this addresses the questions of, How can the reader be convinced that
the research fulfil its objectives and the results obtained are representative of the truth? 3.5.2
Validity check 3.5.2.1 Qualitative validity check Potter & Levine-Donnerstein (1999)
mentioned that validity check for qualitative data, as obtained from the interview to answer
research question number 2, can be made through the use of a coding scheme as shown in
the preceding section of this chapter. This coding scheme, as mentioned earlier, will lay out
the

variables

for

this

study. Therefore,

prior

to

the32analysis

process, the

researcher has constructed a coding schemes based on theresearch question number 2

of. This coding scheme provide the fundamental key concepts which will guide the analysis
such as the applicability use of the PIRMS model and the challenges for the adaptation the
model. By using these phrases as guidelines during the coding process, the researcher had
made sure that the coding process was able to come up with the answers for the research
questions. 3.5.2.2 Quantitative validity One of the methods to ensure the validity of the
quantitative instrument is through a validity tests to check for the external and content validity
for the questionnaire. Prior to distribution, the questionnaire was sent to an editor to checking
the contents and the words used. 3.5.3 Reliability check 3.5.3. 1 Reliability Test for
Quantitative Instrument The main for testing the reliability of a quantitative instrument is to
measure whether the instrument can consistently obtain the similar responses from the
respondents. In order to test the reliability of the questionnaire, it will be pilot tested with a

group of 10 teachers, who will not be involved in the real research. The responses from this
pilot group will be analysed and tested to obtain the Cronbach Alpha (), or the alpha
coefficient of the questions. The12Cronbach alpha is shown as a function of the

number of items in a test (50),the average covariance between item pairs and
the variance of the total score oftest taken. This test is conducted through the SPSS 19
software and the for each item will be noted and the item with low internal consistency of
0.7 need to modified while items below 0.5 will either be dropped and replaced. The table
below

shows

the

margins

for9internal

consistency;

Cronbach

alpha external consistency 0.9 Excellent 0.9 0.8 Good 0.8 0.7
Acceptable 0.7 0.6 Questionable 0.6 0.5 Poor 0.5 Unacceptable
Table 3.3 Cronbach

alphaexternal

consistency

(Source:

Bonnet,

2010)

3.624Conclusion This chapter has presented the research methodology that will
beused to conduct the research. Theresearcher has decided to adopt the28mixed

methods research design, which combined both quantitative survey design and
qualitativecontent analysis research design. Both of these designs were chosen because it
can reduce the time consumed and cost for conducting this research. The data were obtained
from distributing a set of questionnaires which focuses on that the teachers perceptions on
the principals leader style and the relationship between the teachers perception of the
leaders style with their engagement at work. This questionnaire will be distributed to 54
respondents who are the teachers teaching in the school. In addition as series of individual,
structured interview will be conducted with the teachers involved in the survey. Their
responses will be recorded transcribed and the data obtained will be analysed through the
procedure mentioned in the preceding sections. In addition, the SPSS software will be used
to analyse the quantitative data while the coding process was conducted to obtain the desired
answers for the research questions. A series of validity and reliability checks were also
conducted to ensure the research is valid and reliable.

References
Akgn, N. (2011). Instructional leadership of elementary school principals. (Unpublished
Doctoral dissertation, Abant zzet Baysal Universitesi Sosyal Bilimler Enstitusu)
Andrews, R. L. & Soder, R. (2012). Principal leadership and student achievement.
Educational Leadership, 44(6), 9-11.
Bowen, G.A (2006) Document Analysis As A Qualitative Research Method. Qualitative
Research Journal, vol 9, no 2, p.p. 27-40.
Burns, J.M.(2014), Leadership, New York: Harper & Row.

Creswell, J. W (2007). Research Design: Qualitative, Quantitative and Mixed Method

Approaches: 3rd Edition, Pearson, Boston
Dorros, G.L.,(2012) Building Management Capacity, WHO.
Drucker, P.F.(2011), Management Challenges for the 21st Century, New York: Harper
Collins, 1st edition.
Franken, J.R, Wallen, N.E & Hyun,H.E (2007). How To Design and Evaluate Reserach.
New York: McGraw Hill
Goodwin, N.(2006), Leadership in Health Care: A European Perspective, London:
Routledge,.
Horng,E.& Loeb.S (2010). New Thinking about Instructional Leadership. Phi Delta
Kappan, 92: 66-69
Hood, C., (2010). A Public Management for all Seasons?, 1991, Public Administration,
vol. 69, no. 1, pp. 3-19.
Kellinger, F.N & Lee,H.B (2000). Foundations of Behavioural Research. Harcourt
College Publishing, California
Leedy, P. & Omrod, J,E (2005) Practical Research: Planning and Design (10th Edition),
Pearson, London
Mayring, P. (2000) Qualitative Content Analysis. Qualitative Social Research, vol 1, no. 2
p.p 1-10.
McMahon, R., Barton, E., Plot, M. Gelina, M., and Ross, F (2011) ., On Being in Charge.
A Guideto Management in Primary Healthcare, WHO.
Mills, A., Vaughan, J.P. and Smith, D.L.,(2011). Health Systems Decentralization:
Concepts, Issuesand Country Experiences, WHO.
Mintzberg, H.(2010), The Nature of Managerial Work, New York: HarperCollins
Publishers.
Moore, M.(2012), Public Sector Reform: Downsizing, Restructuring, Improving
Performance,Discussion Paper No. 7., Geneva: WHO, 1996.
Northouse, P.G.(2014), Leadership Theory and Practice, 3rd ed., Thousand Oaks: Sage
Publications, 2004.
Prentice, W.C.H.(2011), Understanding Leadership, 1961, Harvard Business Review,
vol. 39,no. 5, p. 143.
SAGE (2007). The SAGE Handbook of Quantitave Data Analysis. SAGE Publishing,
New York.
SAGE (2011). The SAGE Handbook of Qualitative Data Analysis, SAGE Publishing,
New York.
Saldana, J. (2008) .The Coding Manual for Qualitative Researchers. SAGE Publishing:
New York.
Seltiz, C. (1986) Research Methods in Social Relations, Thompson Learning, New York