TRANSFORMATIONAL LEADERSHIP ROLE OF PRINCIPALS IN

IMPLEMENTING INFORMATIONAL AND COMMUNICATION

TECHNOLOGIES IN PRIMARY SCHOOLS

RESEARCH PROPOSAL

By,

NUR SYAHIDA BINTI ABDUL RAHMAN

2013797697

FACULTY OF EDUCATION

UITM,SHAH ALAM.

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CHAPTER 1

1.0 Introduction

Malaysia is going forward to achieve the long-term vision, Vision 2020 with the aim

of embracing the knowledge economy in order to produce the best competitive

human capital. The vision will be reachable with a technologically literate,

workforce’s critical thinking skill to fully participate in the global economic in the

21st century. Countries with high skilled workforce will be able to attract potential

investment in large amount. The ministry is trying to reduce the digital gap that

occurs in the urban and non-urban areas by providing ICT facilities to thousands of

schools.

The Ministry of Education believes properly planned and implemented computing

and communications will revolutionise the education. Technology can catalyse

better education outcomes and improve the standard of all level. Over the past

decade, the ministry invested more than RM 6 billion on ICT in the initiatives of

education such as Smart Schools. Changes and transformation were done to bring

more opportunities to the nation until now. Therefore, the Ministry had put up the

importance of ICT in the Malaysia Educational Blueprint 2013-2025 which is

leverage ICT to widen the learning quality in all over Malaysia. The ministry listed

three visions in the blueprint (Ministry Of Education, 2012).

Internet access and virtual learning environments via 1BestraiNet will be provided

to 10,000 schools by year 2013.

Boost online materials to share the finest practices beginning with a video library

sources in 2013 of ‘Guru Cemerlang’ carrying lesson in Bahasa Malaysia, English

Language, Science and Mathematics.

Make best ICT integration for distance and self-paced learning to develop high-

quality teaching irrespective of location or the level of student skill.

Teachers and principals can access to learning resources from both national and

international and communicate with the societies to help them develop their work

practices. ICT will be pervasive part of schooling, with no urban-rural divide, and

equipped with the skills to all educators and students to use the technology

successfully (Ministry Of Education, 2012).In line with these visions, the Ministry

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of Education provided ICT workshops and trainings for principals and teachers. The

teachers and principals will be attending courses handled by the District Educational

Department (PPD) or State Educational Technology Department (JPN) to upgrade

their knowledge and skills in ICT.

The well-known principals training department, the National Institute for

Educational Leadership and Management, Institut Aminuddin Baki (IAB) also

provided courses and was commissioned to develop remarkable and great school

leaders. The principals need to fulfil few competencies and one of it is managing

ICT (Rosnarizah Abdul Halim,Amin Senin & Abdul Razak Manaf, 2008).

According to Chang & Tseng (2005), in most U.S. state administrative office, there

were establishment of Technology Leadership Academies which is to be responsible

for principals and administrators to get involved with curriculum projects to get in

line with successful development of informational technology. Principals with

proficient leadership knowledge and skills are the vital to policies successfulness

and technology education plans.

It is extensively acknowledged that the behaviors of transformational leadership

show an essential role in the employment of technology into the curriculum and

supporting students’ learning. Therefore, it can be understood that technology

leadership behaviors are important to the successfulness implementation of

educational technology plans (Chang, I.-H., Chin, J. M. & Hsu, C.-M., 2008).

Even though numerous institutions have accomplished the training and courses,

research were undone to seek the degree of the proficiency of this plan, along with

the knowledge, attitude, and skills that principals and teachers gain in these courses.

In reality, national programmes in developing countries are not based on research.

Therefore, the programmes successfulness is limited (Albirini, 2006b).

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1.1 Background of Study

This paper focuses on the transformational leadership of principals’ role in

employing informational and communication technologies in schools. It surveys the

association between three independent variables; computer competence, challenges

and transformational leadership of principals in the usage of ICT. ICT has become

an important component to education in many nations. In some country, ICT is

taught as a subject and for the majority it is a teaching tool. The education has been

affected by ICTs, which recently transform the teaching and learning process and

research (Yusuf, 2005). Yusof also mentioned the potential of ICTs on accelerate,

innovate, enrich, motivate and engaging the students, helping transmit school

experience to work practices, generate economic practicability for future workforce,

as well as firming up teaching and helping school change.

The foremost advantage of education technology is its capability to provision all

features of the learning procedure from the classroom to the office. School success

has constantly been the central issue in Malaysia education system as the sector

needs roughly almost 33% of national budget. The Malaysia Ministry of Education

strongly put emphasis on instructional leadership in principals or head teachers by

outlining the school mission and emerging a vision for schools (Balsandran, 2006).

Ahmad Zaafar Ismail (2007) in his article, stated that head teachers(principals) need

to think deliberately and play a strategic role in bringing up ICT in their schools, get

involves in developing and fulfilling the vision of ICT with informed professional

judgement and boost a clear, strategic and transformational visions for leading their

schools.

There is no doubt that school leaders are able to influent the ICT usage in schools.

Further researches support the idea that the achievement or failure of schools to use

ICT in its activities is determined by school leadership behavior (Schiller, 2011,

Hennessey, 2010, Aguyo, 2010, (Chang, I.-H., Chin, J. M. & Hsu, C.-M., 2008).

Here, it can be said that attitudes of school leaders are very important in carrying out

ICT in schools. From researchers and the authors sight of views, leadership attitudes

of educational managers are having an optimistic role in shaping the practice of ICT

in education which would support good conditions and clear visions for its

implementation. In schools, positive manners would visible by the mode the school

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leaders employ ICT and reassuring others in using it. For proficient usage of ICT,

school leaders or principals must address the challenges and barriers of new

application of technologies, preliminary with their own challenges.

1.2 Statement of Problem

It is vital to know how the principals view and interpret the leadership perceptions,

methodologies, models, styles and accomplishments, and how its’ inspire their

practice. Most principal’s work is surrounded by education rule, following the

administration procedures and restrictions of government policy. It is significant to

know how they get to work with these rules and constraints to generate and develop

their own leadership goals, vision, strategies and practices.

However, even though the principals might have formally official technology

leadership accountabilities this can be challenging since they often do not have the

training or courses and background to sense confident in dealing with technology.

Therefore, this study will help to examine the computer use by primary school

principals as they are transformational leaders. It will also magnify the principals’

challenges in employing it and the way they overcome the challenges.

1.3 Research Objective

The research objectives of this study are as follows:

1.3.1 To determine the levels of computer competence by the primary school

principals as transformational leaders in implementing ICT in school.

1.3.2 To investigate the challenges that transformational leaders have to face in

implementing ICT in primary schools.

1.3.3 To identify the ways transformational leaders overcome the challenges in

implementing ICT in school

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1.4 Research Question

The research questions of this study are as follows:

1.4.1 What are the computer competence levels among the primary school

principals as transformational leaders in school?

1.4.2 What are the challenges that transformational leaders have to face in

implementing ICT in school?

1.4.3 What are the ways transformational leaders do to overcome the challenges

in implementing ICT in school?

1.5 Operational Definition

The definition terms used in this study are as follows:

1.5.1 Transformational Leadership

Businessdictionary.com defines transformational leadership as one of a

leadership style in which the leader identifies the desirable

transformation, generates a vision to conduct the change through

inspiration, and accomplishes the change with the commitment of

the members of the group (Businessdictionary, 2014).

The transformational leadership idea was primarily announced by the

professional in leadership, James MacGregor Burns. He identified

transformational leadership as when "leaders and followers make each other

to advance to an upper level of morality and motivation." Transformational

leaders are talented to encourage followers in transforming their potentials,

motivations, and perceptions to achieve the common aims. Based from a

web source, Wikipedia.org (2014) , transformational leadership enriches the

enthusiasm, morale, and job presentation of followers based on variety of

instruments. These take account of relating the sense of follower towards

identity and self to the project and organization, being an important part for

followers that stimulates and motivates them, inspiring in taking greater

possession for their tasks, and considerate the followers’ powers and

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weaknesses, so the leader can support them with tasks that enrich their

performance (Wikipedia, 2014).

1.5.2 Principals

Principal in educational term is referring to the person who is in charge of a

public or private school. Based on Merriam-Webster website, principal can

be define as a person who has the authority and power to control or is in a

foremost position, a chief or head person and the chief management officer

of an educational organization. Some of principals were in charge in

university or college (Merriam-Webster, 2014).

According to the Wikipedia,(2014), head teacher or school principal is

related to the most senior teacher, manager and leader of a school. In the

past, the principal of a British private school was usually the one who own

the school or institution. The owner can be related to a member of the

owning family, and the position will continue in the family for generations.

School principals are in charge for handling and supervision all school

operations. They running daily school activities, coordinate curricula, and

administrate teachers and other school staff to give secure and productive

learning surroundings for students.

As conclusion, we can define principal as a person who lead and manage

the school, ensure the school to achieve excellent educational standards and

take charge to promote and safeguard the welfare of children.

1.5.3 Informational and communicational technology (ICT)

ICT is an acronym for information and communications technology.

According to Techtarget.com (2014), ICT is a term that embraces any

communication technique or application, including radio, computer,

television, cellular phones and network hardware or software, the systems

of satellite and so on, along with the numerous services and solicitations

related to them, such as video conferencing and distance learning.

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Lloyd (2005) in his article discussed about the definition of ICT. She said

that “communication” is substantial when the singular form is anxious with

social collaboration while the plural is commonly referred to the entire field

of data communications infrastructure.

1.6 Limitation of the Study

There are few limitations in this study. The first limitation is the scope of the

respondents. They are only limited to the primary school principals whereas all

principals regardless primary or secondary are involved with the informational and

technology communication (ICT). The second limitation is the area which the study

will be conducted. All of the schools are in the urban and sub-urban areas. The study

should be done as well in rural to find more concrete answers for the purpose of the

study. Therefore conclusion only can be made for this area only.

1.7 Significance of the Study

It is widely known that the behaviour of principals in transformational leadership

become a fundamental role in combination of technology into the school curriculum

and enhancing students’ learning. In point of fact, transformational leaders are

focussing on the requirements and needs of their followers and assist them in getting

their uppermost prospective (Crawford, 2005). The experts also referred it as the

leadership that reveal strong and great values and able to encourage people to

perform in ways that provision to the association above their concerns.

According to Dawson and Rakes (2003) , the transformational leaders play a critical

role in the implementation of school initiatives successfulness and they are the role

model. Hence, it is vital to classify the factors that give impact on transformational

leadership role of school principals in ICT. The government has put lots of efforts

especially on capital investment towards the use of ICT in education to develop the

country through it educated society. Schiller (2003) pointed out that transformational

leaders should have great capability in using computers need to understand the

significance of the new technologies. The problems aroused when the principals did

not have the ICT training or ICTs’ background and did not feel self-assured in

dealing with technologies (Stuart C, 2009).

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Based from the previous research and findings, this study will help to determine the

principals’ level of computers competence, the challenges and the way they

overcome it in schools. The study compromised an opportunity to draw findings

which may lead to enrich school leadership and advance research in future.

1.8 Conclusion

This chapter has covered the background of study, statement of problem, research

objective, research questions, the significance of the study, operational definition of

terms and limitation of the study. The next chapter contains literature review of the

related topic.

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CHAPTER 2

LITERATURE REVIEW

2.0 Introduction

This research will investigate the transformational leadership role of school

principals in the application of ICT in schools. The main objective of this chapter is

to find out the review made by the past researchers. The chapter discusses on the

transformational leadership and computer competence in education.

2.1 Transformational Leadership Theory

Leadership is a key component for thriving instructional reform or innovation. Since

1970s, much effort has been put to the conception and efficiency of transformational

leadership in the West (Northouse, 2010, p. 186). The transformational leadership is

considered as an attention on the anxieties and desires of followers to improve them

into semi-autonomous persons who will perform to improve the objectives of an

administration without the need of endless direction. Despite, it is not constructed on

a "give and take" relationship, but on the personality of the leader, talent and traits to

make a revolution through example, delivery of an energizing idea and inspiring

goals. Transforming leaders are idealized as a moral model of working for the

advantage of the team, association and/or community.

To address the purpose of 21st century educational needs, several researchers have

recommended a re-examination of educational leadership. Moreover, Sugar &

Holloman (2009) defined the technology leader’s character in education as being

tremendously difficult and dynamic. As well as the official role as technical expert,

they claim that it is significant for a technology leader to be deliberate on the

development of others. Furthermore, technology leadership consist of

transformational leadership qualities such as lawmaker of the administrative vision

for technology use. According to Townsend (2010), leaders comprehend that the

transformation in education has been significant, because of recently announced

technological competencies, and changes of technology-driven cultural.

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Transforming leaders are idealized as a moral model of working for the advantage of

the team, association and/or community. Then, Bernard M. Bass as a researcher

prolonged Burns' concepts to improve what is currently known as Bass’

Transformational Leadership Theory. Bass said that the definition of

transformational leadership is established on the effect that it put on followers. Bass

suggested that transformational leaders should bring in conviction, admiration and

respect from their followers (Bass & Bass, 2008). According to the Bass Handbook

of Leadership (Bass & Bass, 2008), transformational leadership consists four

elements.

Figure 2.1 : Model of Transformational Leadership (Managementstudyguide,

2014)

Individualized Consideration – the amount to which the leader be present to

each of the follower's wishes, pay attention to the concerns and needs of the

follower's and be a mentor or trainer. The leader must empathy and supportive,

open interaction and put challenges before the followers. This additionally

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comprehends the requirement for esteem and celebrates the individual

contribution that every follower will build to the team. The followers have a

spirit and motivation to develop themselves to complete their tasks.

Intellectual Stimulation – Leaders who inspire their followers to be ground-

breaking and inventive. The leaders reassure their followers to create new

ideas and never publicly blame them for the faults done by them. The leaders

do not focus on blaming but only to the “what” in problems. They have no

reluctance in elimination an old practice or theory if it is found not effective.

Inspirational Motivation – Refers to which the leader expresses a vision to

inspire the followers. Leaders who have inspirational motivation will dare the

followers to get out of their comfort zones, talk about their future goals, and

deliver the task at hand meaningfully. The idealistic features of

leadership are sustained by communication skills that create the

idea graspable, precise, fascinating and powerful. The followers are eager to

take effort in their work chores as they are optimistic and full of

inspired regarding the long run and believe their skills.

Idealized Influence – Refers on how the leader becomes a role model to

followers. Transformational leaders must represent the principles that the

followers should be mimicking back to others and learning. If the leader

encourages others to get improve, it influenced the others and they will repeat

the positive attitude, achieving the leadership qualities. The leader will earn

more respect and appreciation from the followers, putting them at a higher

level of influence and importance. Transformational leaders help followers by

guiding them with a sense of meaning and challenge. They devotedly and

positively work and stand-in the spirit of cooperation and commitment.

From the researcher point of view, transformational leadership is a required skill for

principals in this 21st century to be in line with the country development and

transform the educational system. To be a good transformational leader, the person

himself must have the knowledge, necessary skills and positive behaviour towards

the implementation of technologies.

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2.2 Principals computer competence and ICT use

The beginning of ICT has opened up great prospect and access to upturn and

upgrade our quality of education system. It helps to give users new technique to do

teaching and learning and get into extraordinary ways. Most of the countries view

ICT as an instrument which able to create a highly-skilled workforce capable to

coping with the great technological change of the 21st century. These ICT

technologies have been acknowledged as a vital tool for grasping a new standard of

learner-centred education that supports learners’ need.

According to Mojgan et al. (2012), school principals should employ the technology

and comprehend on how to use it effectively in learning, teaching and school

administration. They found that getting competence in computer was not a major

predictor of the transformational leadership role of princpals in implementing ICT in

schools.The analysis showed that the principals who have poor knowledge and skill

on ICT may not have intent to notion and inspire teachers to be committed in using

the technologies in their teaching and learning process. In fact, they may not be

committed to get involve with ICT projects and the school’s ICT management.

Schiller (2003) in Mojgan et. al. (2012), , did a study on 369 principals to measure

the level of their computers usage and their competencies in using multiple elements

in ICT. Schiller found that 93.5 percent of the respondents make use of computers at

school and home. He also discovered that the principals use the computer to do their

main task by using spreadsheet, word processing, delivering and getting

informations through e-mails and get into the worldwide web whereas construction

of spreadsheets, databases and presentations was less common. Schiller underlined

that principals necessity on ongoing professional development opportunities to

upgrade their levels of ability in computer use.

Stuart et. al. (2009) seek the relationship between school leader’s computer

competence and the objective was to master the ICT. They point out that the

principals who are also known as technology leaders, have great levels of ICT

competence and that they use ICT commonly in their executive and instructional

tasks.Being competence in operating a computer and get involve with ICT software

helps them to be more effective.

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Han (2002) piloted a case study on pre-school leaders’ practices in ICT and revealed

that principals with positive and great attitude in technology are very cooperative

and supportive in presenting these new technologies into school. They inspire their

friends to have ICT courses, furnish the school with computers and make sure that

all staff have access to related technology.

Mojgan et. al. (2010) studied the secondary school principals computer usage and

the found that most all of the respondents use the internet at school or at home. They

used it frequently on sending and receiving emails with 2 to 3 times a week. This

showed that e-mailing is the most recognized applications among principals

involved in the study. Most of them also indicated that they used computers to

record discipline referrals, writing up classroom observations, locating curriculum

resources, create task, recording observation and creating graph and charts. They

also studied on the principals’ competence in basic computer operation skills and in

their findings they stated that 72.8 percent of their respondents had considerable

competence, 22.2 percent were moderate and the other 5 percent had only low level

of competence.

From the researchers point of view, they found that most principals are able to use

the computers in completing their work tasks by using simple computer operational

skills. The principals are competence but they still need professional development

courses and training to develop their knowledge in implementing the technologies.

2.3 Principals as transformational leaders’ challenges in implementing ICT

With the aim of successfully carry out the responsibilities of leadership, principals’

roles ought to be geared in implementing ICT in school. The principals have to

demonstrate their skills of using ICT in their daily practices in school. They must

prepare themselves to learn ICT. However, their ICT understanding and competency

may not be so complex (Mingaine, 2013).

The process of ICT implementation in schools is quite complex and the school

principals may come across a number of challenges (Mumtaz, 2000; Schoepp,

2005). There are challenges or problems that can be manipulated and cannot be

manipulated. Non-manipulative challenges are factors that unable to influence such

as age, gender, computer experience, teaching experience or country policy and the

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accessibility of external funding for the school.In contrast, manipulative factors are

related to principals’ or teachers’ attitudes and approaches, commitment, knowledge

and competencies towards the ICT employment practise (Mojgan Afshari K. A.,

2008) .

Computer competencies contribute to the support of ICT to be carried out in

teaching and learning process. Both users, principals and teachers may be lack of

skills to access and use the technologies. If the principals do not have the

knowledge, skill or talent of the technology, they might contribute to great level of

hesitation that might also affect their views and beliefs on the innovations of ICT

(Rogers, 2003). Gibson (2002) and Han (2002) point out that in line for continuous

education transformation, it is crucial for principals to frequently update their self

ICT skills and knowledge to make sure that proper changes are applied. Basic skills

in implementing ICT are most desirable. Nevertheless, Bishop (2012) did his

analysis and found that some school leaders or principals were not showing their

competence in basic ICT skills, yet Gurr (2010) insists that current principals should

exhibit some of ICT basic understanding so as to perform their responsibilities

effectively and encourage the community in school to use it well.

Becta, British Educational Communications and Technology Agency (2004), did a

review on this matter and stated that lack access to resources are becoming the

challenges to the education. Some schools are having problem for having not enough

materials such as computers and low speed of internet. The agency also stated that a

major problem for school principals to carry out their work effectively is lack of

time. This can be described in relative of the overload curricula, the assessment and

lack of resources which necessitates time-consuming preparation for administration.

School principals entail time to learn new technologies and join in their newly

attained skills in their school practices.

School principals must be knowledgeable about strategies of organizational,

planning and development procedures, curriculum, instructions, assessments and

teacher professional development. It must be able to guide teachers to bring about

real change (Kalake, 2007). Therefore, it is a necessity for school principals to

influence teachers in the sustainability and effectiveness of ICT implementation. In

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addition, Beggs (2000) said that “there can be no change in education without a

change in the teachers’ attitude” while Becta (2004) claims that the effort to

transformation is an important barrier or challenges to school principals’ use of new

technologies in education.

From the researcher point of view, there are challenges and limitation in

implementing ICT but the school principals need to have the courage to overcome

them as they are the role model to the other school community.

2.4 Conceptual Framework

The conceptual framework for this study is shown in Figure 2.2 and it clarifies how

the variables cast-off in this study which is transformational leadership is associated

to computer competence and the challenges in implementing ICT.

Figure 2.2 : Conceptual Framework

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COMPUTER COMPETENCE

CHALLENGES IN ICT

TRANSFORMATIONAL LEADERSHIP

In this study, principals as transformational leaders need to have competence in

computers as they are the one who are going to encourage and inspire the other

teachers and staff to get to use of computer. In every implementation in facilities or

infrastructures, there will be such challenges need to be faced. Transformational

leaders will face the challenges such as lack of facilities, no ICT background, lack of

courses and training related to ICT and the teachers’ attitude. Therefore, the leader

must have strength and positive attitude to help them to overcome the challenges.

2.5 Conclusion

Previous research proven that the usage of ICT would provide such advantages and

benefits towards the education. The principals must have the required skills and

talents to inspire others in transforming the school and educational system. Although

there were several challenges and limitations, most of the study stated that

revolution of ICT will develop the knowledge of the society and sooner Vision 2020

will be achieved successfully.

The next chapter will discuss on research methodology , research design related to

the study until data analysis

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CHAPTER 3

RESEARCH METHODOLOGY

3.0 Introduction

This chapter will discuss on research design, population and sample,

instrumentation, data collection, and data analysis.

3.1 Research Design

This study is a quantitative approach and employed a survey research. The design

was meant to determine the principals level of computer use their perceptions on

their levels of computer competency. According to Cresswell (1994), quantitative

research is a research that explains the phenomena through the gathering of

numerical data which will be analysed by using statistic tools.

3.2 Sample

The sample for this study is the principals from 30 primary schools in Selayang,

Selangor. Neuman (2003) defined subject selection as the criteria and principles

used for the purpose of the suitability of the insertion of issues in research protocol.

This study involved the procedures of probability sampling on choosing the

respondents. Probability sampling is referred on fundamental theoretical

distributions of clarifications, or distributions of sampling, the best known of which

is the normal curve (Charles Teddlie, 2007).

The sampling technique for this research is stratified sampling. Stratified sampling

was used in the research because it have less variability of sample in selection. The

researcher decisively selected 30 school principals using the following criteria

(Glesne, 2006; Berg, 2007) .

The primary school must have a computer laboratory or dedicated room for ICT

The primary school should have integrated ICT in teaching and learning

activities.

he primary school principal should have at least consecutive three years of

experience at the same school.

The primary school principal must voluntarily participate in the study.

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3.3 Instrumentation

In this research, a set of questionnaire is used as the instrument for data collection.

Bird (2009) echoed Bulmer (2004), the questionnaire is a stable tool within social

science research for gaining data and material on participants social characteristics,

their behaviors, standards of attitudes and their justifications for acting with the

respect to the matter under investigation.The questionnaire contains bilingual

language; Malay and English language. This is to help the principals who not

proficient in English to participate in the study. The distribution of questionnaires

was done as the respondents need to answer the questions inside it.

The questionnaire consists four sections, where section A is focussing on

demographic area which contains general questions. Section B, C and D are

questions based on the competency, challenges and transformational leadership.

Some of the questions are based from Likert scale and the principals as respondents

need to evaluate themselves to answer it. Table 3.1 in the next page contains

description of questionnaire. The questionnaire can be referred in appendix section.

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Table 3.1 : Description of the questionnaire

SECTIONS DESCRIPTION NUMBER OF ITEM

Section A Demographic Information

General questions such as age, gender , race,

teaching experience, years holding the

principals post and highest education

qualification.

6 items

Question 1 until 6

Section B Principals’ role as Transformational Leaders

Open ended questions related to the

transformational leaders’ role towards ICT.

Contains 5 items to be marked.

1 item

Question 7

Section C Principals’ Computer Competency

There were few open ended questions in this

section regarding the computers competence.

There were also questions based from Likert

scale.

12 items

Question 8 - 19

Section D Principals’ challenges

There were two questions to be answered. The

first question was based on Likert scale while

the other one was on essay or text question.

2 items

Question 20 - 21

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3.4 Data Collection

The questionnaire will be distributed to 30 primary school principals based from the

criteria stated before. It will be collected back after the principals completed it. They

will be given short briefing so that they will understand it much better. The

questionnaire is collected after the respondents completed answering the

questionnaire. It took about 10 minutes for the respondents to complete it. The data

collection was as follows:

Figure 3.1: Summary of the Data Collection Procedures

.

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Design questionnaire:

The questionnaire has four sections which are Section A : Demographic information, Section B : Transformational leader

Section C :Computer competence and Section D : Challenges in implementing ICT.

Sample Selection:30 primary school principals becoming the respondents

in Selayang, Selangor

Questionnaire Distribution:The questionnaire is distributed on weekdays for the duration of

office hours or lunch break.

Time Taken:It is around eight to ten minutes to complete the questionnaire.

Questionnaire Collection:The questionnaire will be collected after the respondent answer the

questionnaire completely.

3.5 Data Analysis

All the data were collected and analysed to obtain the research objectives. The study

used Statistical Package for the Social Sciences (SPSS) to generate descriptive

statistics and test hypotheses. SPSS is an invention of analysis software for data

management and also compatible for a survey research. In this system software, the

data was inserted and descriptive statistics is hired so as to analyse and understand

the data and information collected.

Table 3.2: Summary of Data Analysis

Research Objectives Section Analysis

i. To determine the levels of

computer competence by the

primary school principals as

transformational leaders in

implementing ICT in school.

Section C

1 question

(Question No.16)

The open-ended questions were studied to get the percentage and frequency of the responses.

Section C

11 questions

(Question No.8

until 19 except

no.16)

Close-ended question. Data were examined to the frequency, mean and standard of each item.

ii. To investigate the challenges

that transformational leaders

have to face in implementing

ICT in primary schools.

Section D

1 question

(Question No. 20)

Close-ended question. Data were examined to the frequency, mean and standard of each item.

iii. To identify the ways

transformational leaders

overcome the challenges in

implementing ICT in school

Section D

1 question

(Question No. 21)

The open-ended questions were studied to get the percentage and frequency of the responses.

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The quantitative data from Section A, B, C, and D of the questionnaire were

evaluated and showed in the picture of charts and tables. As for the open-ended

questions, the researcher read through the respondents’ answers, then analysed,

evaluate and differentiate them into different groups. After the investigator has

decided and determined the figures if they were motivated positively or negatively,

then only the figures were put- in and analysed. Simple chart illustrations for the

open-ended questions were also assembled for comfort of reference.

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