STANDARDS OF PERSONALITY & EDUCATIONAL LEADERS

EDUCATIONAL LEADERS
INSTITUT AMINUDDIN BAKI GENTING HIGHLANDS BRANCH
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Patron Hon. Dato’ Haji Tajuddin bin Mohd Yunus, Ph.D
Director Institut Aminuddin Baki
Haji Abd. Razak bin Manaf, Ph.D Seniour Deputy Director (Professional Services)
Institut Aminuddin Baki
Datuk Haji Mohd Kassim bin Haji Mohd Ibrahim, Ph.D Seniour Deputy Director (Training Services)
Seniour Deputy Director (Professional Services) Institut Aminuddin Baki
Datuk Haji Mohd Kassim bin Haji Mohd Ibrahim, Ph.D Seniour Deputy Director (Training Services)
Ekerim a/p Din, Ed.D Head of The Department of Publication and Documentation
Zainuren bin Haji Mohd Nor Director IAB Genting Highlands Branch
Authors Abdul Wahab bin Muda, Ph.D
Hajjah Nor Hasimah binti Hashim @ Abd. Manaf Jamelaa Bibi binti Abdullah, Ph.D
Nakoo bin Mustan, Ph.D Hamidon bin Abdul Rahman, Ph.D
Nazeri bin Mohamad, Ph.D
Meriam binti Allias
xi xii vi-ix ABOUT
- List of Tables - List of Figures - List of Diagrammes - ABBREVIATIONS
Foreword
1-15
Personality and Practice
High-Performing Educational
Practices in High- Performing Educational
Leaders 17-34
Performing Educational Leaders
Leaders’ Personality
Leaders 35-56
Conclusions High-Performing
Educational Leaders’
57 65 The Concept of Practices in the
Leaders 57-65
Performing Educational
Personality Practices in the High-Performing
Educational Leader
Standards of Personality and
Leaders in Malaysia
and in High-Performing
LIST OF TABLES
Table 1.2
Table 2.1:
The Contents of the Malaysian School Principals Competency Standards (MSPCS)
5 - 6
8 - 10
Table 1.3
The Findings of the Development Phase for Practice and Personality Domain 11 - 12
Table 1.4
The Reliability of the Personality and Practices Domains and Its Indicators 13
Table 1.5
The Details of Research Questions, Data Collection Techniques and Analysis of Findings 14 - 15
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LIST OF FIGURES
Figure 1.2:
The Design and Development Phase using Fuzzy Delphi Method and Exploratory Factor Analysis (EFA).
Figure 2.4:
The Domains in the new Malaysian Education Quality Standards Wave 2 (MEQSWave2)
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10
30
Figure 5.1:
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LIST OF DIAGRAMMES
ITEMS Page Diagramme
Diagramme 2.2:
Diagramme 2.3:
The Content of the Integrated Assessment of the Educational Services Officials (IAESO)
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22
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ABBREVIATIONS
MSPCS Malaysian School Principalship Competency Standards
MEQSWave2 Malaysian Education Quality Standards Wave 2
FDM Fuzzy Delphi Method
EFA Exploratory Factor Analysis
DEO District Education Office
SED State Education Department
ISLLC Interstate School Leader Licensure Consortium Standards
AITSL Australian Institute for Teaching and School Leadership
TS25 School Transformational Plan (2025)
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Foreword
Assalamu’alaikum Warahmatullahi Wabarakatuh.
The publication of the Standards of Personality and Practices in High-Performing Educational Leaders book is an ardent effort of Institut Aminuddin Baki (IAB) in documenting its research findings and disseminating them for the benefit of all educators. In as much, it is our contention that the publication of this book would be utilised by academicians, researchers, leaders in the world of education to assess their own leadership performances against the standards as aspired by the Malaysian Educational Development Plan (MEDP 2013-2025). This book also served as guidelines in the school administration and management.
It is our hope that the publication of the Standards of Personality and Practices in High-Performing Educational Leaders book will not only be a platform for sharing knowledge corpus and practices among educational leaders and practitioners but also serve as guidelines for the implementation of the development programme in IAB. We believe that the findings from these research will help raise the quality of our delivery in the aforementioned discipline and add value to our programmes in line with the six functions of IAB as the centre for training, consultation, research, publication, assessment and think tank.
Finally, I wish to convey my heartiest congratulations to the Director of IABCGH, Deputy Director of IABCGH and all the members of the research team who have contributed whole-heartedly and tirelessly in the research and making the publication of Standards of Personality and Practices in High-Performing Educational Leaders book a success.
HON. DATO’ Dr. HAJI TAJUDDIN BIN MOHD YUNUS DIRECTOR INSTITUT AMINUDDIN BAKI MINISTRY OF EDUCATION MALAYSIA
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ACKNOWLEDGEMENTS
All praise be to Allah the Al-Mighty Creator that with His blessings and perfections the
publication of the Standards of Personality and Practices in High-Performing Educational
Leaders book has finally been completed and published. Alhamdulillah, we are indeed
grateful for His Grace, we have managed to complete the book successfully. We wish to
extend our deepest appreciation to the top Management of IABCGH for their believe and
trust in the Department of Educational Research and Development in conducting the
research at the national level in line with the motto “One Branch, One Research,” that is
the Standards of Personality and Practices in High-Performing Educational Leaders. The
book is being translated into other languages to disseminate the findings of the research
amongst the academicians, practitioners and educational leaders far and wide. We are
indebted to all our research team who have shown their full commitment and greatest
support in seeing through the book till the end, especially to Dr. Abdul Wahab bin Muda,
the Head of Department of Educational Research and Development Department,
Dr. Hamidon bin Abdul Rahman, Dr. Nakoo bin Mustan, Hajjah Nor Hasimah binti
Hashim, Dr. Jamelaa Bibi binti Abdullah and Dr. Nazeri Bin Mohammad. We would also
like to extend our appreciation to other team members Dr. Wee Eng Lee,
Dr. Kamaruzaman bin Moidunny, Mr. Abdul Razak bin Alias, Mr. Muhammad Khalil bin
Yahaya and proofreaders team Dr. Lim Siew Hui, Dr. Teh Kim Peng, Miss Wong Kwai
Cheng and Meriam binti Allias for their collaboration and contribution of ideas. We wish
to extend our thanks to the State Education Department and the District Education of
Malaysia, Principals and Headteachers, Middle Leaders and teachers who have given
their full support in the data collection and in making this book possible. We hope that all
your good deeds are acknowledged by Allah s.w.t. We also wish to thank all lecturers in
IABCGH for your continued support for us to move on. We hope that all our efforts in
sharing the knowledge corpus is an investment in itself for us and blessed by Allah s.w.t
in the thereafter.
BACKGROUND
The Malaysia Education Blueprint 2013-2025 is an education development plan that
outlined 11 shifts to produce the desired change for all Malaysians. The 5th shift in
particular is to ensure that high-performing leadership is placed in each school. Based on
the need to improve leadership competencies for the nation's education system, the
ministry has devised an array of transformations blueprint, namely the Malaysian
Education Development Plan (2013-2025) to be implemented in three (3) waves with
several initiatives aimed at ensuring high-performing leaders emplaced in Malaysian
schools. However, since the completion of the first wave of initiatives, the question on the
percentage of such leaders being successfully trained and the measurement of what
makes such a leader remains unanswered.
The Fifth Shift of the Malaysian Blueprint, namely the Malaysian Education
Development Plan (MEDP), which is to be realised by 2025, was assigned to the Institut
Aminuddin Baki (IAB), the principal organisation in Malaysia set up in 1979 specifically to
train the nation’s educational leaders. Yet, after four decades, there are uncertainties if it
has achieved its objective of training prospective and current leaders to become high
performers in their own organisations to achieve the level of high-performing educational
leaders? If so, how do we measure it? The studies conducted in Malaysia, thus far,
generally only examine Principals' and Headteachers’ practices in high performance
schools rather than examining high-performing leadership.
The results of the literature review revealed that existing studies, especially that of
Jamilah and Yusof Boon (2011) merely looked at leadership practices at high-performing
schools and transformational-leadership-based model development (Leithwood, et al.,
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2003, 2007). On a similar note, the study by Rosnah Ishak, Muhammad Faizal, and
Saedah (2014) focused on the practice of organisational learning leadership in high-
performing schools in Malaysia. Additionally, Sufean (2014) made comparisons of school
culture and instructional leadership in high-performing and low-performing schools while
Zanariah Aziz Omar, Kamaruzaman Jusoff, Sharina Tajul Urus, Salina Salleh, and
Zarinah Abdul Rasit (2011), had reviewed leadership performances among primary
schools in Malaysia. Meanwhile, recent research by Yahya Don, Yaakob Daud, Abd Latif
Kasim, Zuraidah Juliana, and Siti Noor Ismail (2016) found that high-potential leadership
at school was influenced by emotional competence and situational leadership which
consisted the elements of intrapersonal, interpersonal, stress management, adaptation
and general feelings.
The studies listed above indicate that the focus which is more focused on
principals' practice in high performance schools which does not exhibit a standard
practice. High-performing school’s entails diversified situational leadership
characteristics. However, does this indicate that high performance school’s leader is high-
performing educational leader as well? According to Blasé, Blasé and Philips (2010),
there are seven elements of high-performing educational leader: (1) Learning; (2) Role-
Modelling; (3) Staying Focused; (4) Leading for Achievement; (5) Improving teaching; (6)
Developing Instructional Leadership; and (7) Teaching and Learning (Instructional
Leadership). Delaney (2016) observed that there are eight (8) elements or characteristics
of a high-performing educational leader: (1) Possessed positive attitude combined with
energy; (2) Courageous and Confidence; (3) Disciplined; (4) Reflective; (5) Patient; (6)
Resilient; (7) Visionary; and (8) Trustworthy.
Based on the studies along with scholars’ opinions on high-performing leaders,
Principals’ and Headteachers’ practices in high performance schools does not fulfill the
criteria of high-performing educational leadership standard (HPEL) entirely. Therefore, a
study should be carried out to elicit the actual criteria of a high-performing principal or
headmaster. The literature review had indicated that there is no single standard that can
measure the criteria of high-performing educational leaders. In this regard, research has
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to be carried out to develop a HPEL standard in order to be used as a guide for measuring
high performance educational leaders in accordance with the Malaysia's standards.
PROCESS OF DEVELOPING HIGH-PERFORMING EDUCATIONAL LEADERSHIP STANDARDS BASED ON PERSONALITY DAN PRACTICE
According to Cavaleri (2008), in order to produce a standard or model, consideration must
be given to the context and requirements of the organization to reflect a practice, that is
in line with the needs of the organisation. To create a standard that can gauge high-
performing educational leaders uniformly, hence this research employed Design
Development Research (DDR) method.
In so doing, Richey and Klien (2007) stated that there are three (3) main phases
involved: the need-analysis phase; the design and development phase and the evaluation
phase. Although this study is using type II which entails only two or three phases but in
order to demonstrate the perfection of DDR, hence reference was made upon Tracey's
(2002) who had conducted her study in four phases namely the need-analysis phase
using literature review followed by the design phase using Delphi; the development phase
and evaluation phase to secure model application effectiveness .
By and large, this study demonstrated the perfection of DDR (Tracey, 2002), involving
four phases of DDR in five steps. The first step – meta analysis through literature review;
second step - need-analysis phase; third step - design phase; fourth step - development
phase and the fifth step - evaluation phase. The conceptual framework was shown in
Figure 1.1.
1.6 METODOLOGI KAJIAN
High Performing Educational Leaders (Preliminary Criteria - Literature Review)
STANDARDS OF PERSONALITY
Figure 1.1: The Conceptual Framework adapted from Ridhuan (2017)
PRACTICE 1. Clear Direction 2. Empowering Teachers 3. Networking and Linkages 4. School Culture and Climate 5. Learning Leaders 6. Leading and Managing Changes
PERSONALITY 1. Self-confidence 2. Emotional stability 3. Organizational Awareness 4. Communication 5. Challenging Status Quo 6. Conceptual Thinking 7. Proactive 8. Change Catalyst 9. Team leadership 10. Drive Creativity and
Innovation 11. Coaching and mentoring 12. Optimising Relationships 13. Motivator 14. Believe 15. Courage 16. Initiative
Developing High-Performing Educational Leader’s Standards Among Principals’ and Headteachers’ Practices In Malaysia
Design and Development Approach (Richey & Klien, 2007)
Interview
Phase
Performance
Leadership (2015) • SKPMg2 (2016) • (MSPCS (2012)
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STEP ONE: META-ANALYSIS
The meta-analysis begins with a literature review that was divided into two main elements:
namely operational definition of high-performing educational leader in reference to Blasé,
J, Blasé. J & Philips, D.Y (2010) and Delaney, L (2009) as well as domains and indicators
in existing standards of the National Policy Board For Educational Administration (2015),
Australian Institute For Teaching And School Leadership (2015) and Malaysian Education
Quality Standard Wave 2 (MEQSw2, 2018). The conclusions drawn from this analysis had
produced a preliminary criteria draft of high-performing educational leaders as shown in
Table 1.1 which consisted the construct of leading professional development
programmes, role models, establishing relationships and networks, developing school
systemic systems, trusting subordinates, data-based decision making, focus on teaching
and learning, create a positive culture, continually improve schools and use effective
communication methods and possess personal, social and interpersonal skills.
Table 1.1: Draft of the Criteria of High-Performance Leaders
No Construct Elements 1. Leading
Professional Development Programs
ii. Learning iii. Knowledge and understanding iv. Curiosity
2. Role Models i. Role model
3. Establishing Relationships and Networks
Linkages i. Cooperation With Teachers to Improve Teaching ii. Professional capacity of school personnel iii. Professional community for teachers and staff iv. Appreciation for teachers v. Collaboration with schools vi. Give and take/ win-win situation
Networkings i. Meaningful Engagement of Families and
Community ii. Engaging and working with the community iii. Building and maintaining collaborative relationships iv. Community of care and support for students v. International cooperation
4. i. Stay focused ii. Purposeful
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Developing School Systemic Systems
iii. Imaginative iv. Operations and management v. Vision and values vi. Living a mission and vision focused on results vii. Solving complex thinking problem and critical
problems viii. Curiosity and imaginative ix. Leading the management of the school x. Mission, vision and core values xi. Appointing strong individuals, xii. Challenging the status quo xiii. Dialogue xiv. Take action based on the procedures and circulars
5. Trusting Subordinates
6. Data-Based Decision Making
i. Accessing and analysing information ii. Results based on the findings / facts / data iii. Setting goals based on data.
7. Focus On Teaching And Learning
i. Curriculum, instruction and assessment ii. Leading teaching and learning iii. Improving teaching and learning iv. Setting Teaching Goals
8. Create A Positive Culture
i. Equity and cultural responsiveness ii. Creating and sustaining a culture of high
expectations iii. Conducive school climate
9. Continually Improve Schools
i. Leading improvement, innovation and change ii. Leading and managing systems change iii. Creativity iv. Innovation v. Data-based improvements
10. Use Effective Communication Methods
Effective oral and written communication Spiritual quotient (sq), emotional quotient (eq) and adversity quotient (aq)
11. Possess Personal, Social and Interpersonal Skills
i. 2C - courage and confident ii. Discipline iii. Have patience iv. Have perseverance v. Ethics and professional norms vi. Leading with integrity and professionalism vii. Positive attitude is combined with energy viii. Initiative ix. Entrepreneurship x. Quick action and adaptation
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A literature review was conducted by 10 researchers using local and foreign sources. A
total of 11 constructs were discussed in detail to draw consensus from each researcher.
The agreed-upon criteria draft was used as a guide to the interview thereafter.
SECOND STEP: NEED-ANALYSIS PHASE
The next step is the need-analysis phase, data were collected through interviews among
high-performing educational leaders (Principals and Headteachers) and the data were
analyzed using Nvivo data analysis software. The aim is to discover to what extent the
main performance of the school leaders in pursuing high-performing educational
leadership and is it in line with the views of scholars delineated in the literature review?
This was consistent with the view of Limbrey, Meikle and Berggren (2012), whom argued
that the primary performance of leadership in an organization needs to be identified before
setting a standard for educational high-performing educational leader. This is to avoid the
standards that were set being difficult to adhere by Principals and Headteachers of in
Malaysia schools in the future.
Thus, the need-analysis was carried out in selected schools in Malaysia in the form
of exploration to identify key performance leadership based on the criteria established
through interviews and observations. The outcome of the exploration was built upon the
views of four selected high-performing Principals whom had showcased remarkable
Malaysian Education Quality Standards (MEQS, 2010) composite score and outstanding
school turnaround performance in a district. During this phase, eight Seniour Assistants,
eight teachers and eight School Improvement Partner (SIP+) / District Education Officers
(PPD) / State Education Department Officers (JPN) also provided feedback. A total of 32
respondents were involved in this step altogether.
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STEP THREE: DESIGN PHASE
The third step in this study is the design phase which is the most important phase through
using Fuzzy Delphi Method (FDM) for the creation and construction of the domain,
constructs as well as key elements for each indicator. According to Hsu and Brian, (2007)
the Fuzzy Delphi Method (FDM) is an approach that has been widely used and adopted
in collecting data for a study based on the agreement of an expert group regarding on an
issue being studied. The strength of this method had drawn diversification of techniques
in obtaining empirical data.
FDM is a modified measurement method based on the Delphi method. This method
was introduced by Kaufman and Gupta in 1988. FDM is a combination of the fuzzy
numbering set and the Delphi method itself (Murray, Pipino, & Vangigch, 1985). For the
HPEL standard design phase analysis, a total of 100 experts were selected using
purposive sampling method. The experts consist of high-performing educational leaders
(HPEL) Ministry of Education (MOE) Officers and Seniour Assistants with high expertise
in respective fields. A total of 370 items across 22 indicators representing the practice
domain (166 items) and personality (204 items) were developed in the form of HPEL
questionnaires as shown in Table 1.2.
Table 1.2: Indicators and Items Representing the Practice and Personality Domain
CONSTRUCT NO.
ORIGINAL ITEMS
Items Removed (d Value
3rd Condition Items
Empowering Teachers 25 B1.3 > 0.5 24
9
9
C2.9 C1.11, C1.13, C1.15, C1.16 > 0.5 40
School Culture and Climate
13 D1.6 > 0.5 12
Leading And Managing Changes
F1.14, F1.16 > 0.5 8
PERSONALITY
Emotional stability 22 H1.3, H1.4, H2.3,
H2.4 > 0.5 18
I3.1, I4.1 > 0.5 7
J2.11 > 0.5 14
Conceptual Thinking 10 0 > 0.5 10
Proactive 11 M2.2, M4.1 M1.3, M4.1 > 0.5 9 Change Catalyst 13 0 > 0.5 13
Team leadership 25 O1.1, O1.2, O5.4,
O6.1, O6.2, O6.4 > 0.5 19
Drive Creativity and Innovation
13 P1.1 > 0.5 12
Utilising Relationships 6 0 > 0.5 6
Motivator 18 S1.3, S1.4, S2.1, S2.2, S2.7, S2.8 > 0.5 12
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Courage 4 0 > 0.5 4
Initiative 4 V1.4 V1.4 > 0.5 3
TOTAL 204 items 44 items NONE 160
items
STEP FOUR: DEVELOPMENT PHASE
The fourth step, the standard development phase, was carried out as soon as the design
phase was completed. As shown in Figure 1.2, this stage involved Exploratory Factor
Analysis (EFA).
Figure 1.2: The Design and Development Phase using Fuzzy Delphi Method (FDM) and Exploratory Factor Analysis (EFA).
In this phase, each element from the Fuzzy Delphi Method (FDM) was further
developed using the Exploratory Factor Analysis (EFA) approach. The questionnaire was
modified to test the validity or the quality of the data obtained from the instrument to ensure
HPEL
HPEL
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it measures what should be measured (Mohd Ghani et al. 2008, 2009 and Pandiyan
Cozby, et. al., 2009). The construct validity was examined to determine it measure the
actual value of what is desired. According to Chua (2006), the validity test is employed to
see the correlation in the measurement of a variable with the actual value of the variable.
The questionnaire was further refined after Fuzzy Delphi Method (FDM) to ensure the
construct validity of these items actually represent the constructs that were studied. The
EFA was conducted to obtain items with sound factor loadings. According to Pallant
(2007), the desirable factor loading should be more than 0.3 and less than 0.9, with
Bartlett's test of Sphericity significant at the p<0.05 and Kaiser-Meyer-Olkin (KMO) which
measures the adequacy of the sample, exceeds the value of 0.5 in order to allow for factor
analysis. Hence, items that have value of less than 0.3 and more than 0.9 were dropped
to avoid confound relationship among the items (Chua, 2006). A total of 498 respondents
were involved in the development phase. Details of the findings was shown in Table 1.3.
Table 1.3: The Findings of the Development Phase for Practice and Personality Domain
CONSTRUCT NOS.
ITEMS NOS. ITEMS AFTER FDM
OVERALL - TOTAL 308 items 297 items PRACTICE TOTAL PRACTICE 148 items 145 items
Clear Direction 25 25
Empowering Teachers 24 21
School Culture and Climate 12 12
Learning Leaders 39 39
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PERSONALITY TOTAL PERSONALITY 160 items 152 items Self-confidence 10 16 Emotional stability 18 10 Organizational Awareness 7 12 Communication 14 19 Challenging Status Quo 4 9 Conceptual Thinking 10 12 Proactive 9 13 Change Catalyst 13 17 Team leadership 19 12 Drive Creativity and Innovation 12 6 Coaching and mentoring 17 3 Utilising Relationships 6 4 Motivator 12 4 Believe 3 6 Courage 4 6 Initiative 3 3
STEP FIVE: STANDARD EVALUATION
The final step is the evaluation phase to examine the conformance of the standards. For this phase Rasch modelling analysis was used to see the level of difficulty and the suitability of each item to the respondents which Structural Equation Modelling (SEM) was used through Confirmatory Factor Analysis (CFA) to determine the validity of the items and standard indicators. A total of 242 respondents were involved in the evaluation phase. Eventually, leading indicator of the high-performing educational leadership standards were produced in which the reliability of each indicator exceeds 0.6 as shown in Table 1.4.
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Table 1.4: The Reliability of the Personality and Practices Domains and Its Indicators
Construct Total
Cronbach Value i. PRACTICE 145 0.990 Clear Direction 25 0.952
Empowering Teachers 21 0.935
School Culture and Climate 12 0.948
Learning Leaders 39 0.983
ii. PERSONALITY 152 0.907 Self-confidence 16 0.899
Emotional stability 10 0.844
Organizational Awareness 12 0.967
Conceptual Thinking 12 0.903
Coaching and mentoring 3 0.934
Utilising Relationships 4 0.954
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The high reliability for the two (2) domains with its 22 indicators indicates that the
entire 297 items can be used for self-rating purpose by School Educational Leaders.
CONCLUSIONS
Standards development using Design Development Research (DDR) research is a
concept that promotes systematic approach (Ridhuan, et. al., 2014). Data collection and
validation of the study was shown in Table 1.5. Overall, three research questions
involving a total of 857 respondents were investigated various expertise and insights were
gained through two methods of data collection. Qualitative and quantitative data along
with six (6) types of data analysis were used to produce the Standards of Personality and
Practices in High-Performing Educational Leader (SPPHPEL).
Table 1.5: The Details of Research Questions, Data Collection Techniques and Analysis of Findings
Research Phase
Techniques Data Analysis Techniques
Analysis Phase
What are the elements of the practices and personality of high-performing Principals and Headteachers in Malaysia based on the views of high-performing school leaders, teachers and DEO/SED?
Principals, Headteachers,
respondents)
Development Phase
What is the appropriate design and development of the HPEL Standard to be implemented in Malaysian schools based
High- Performing
i. 166 items Practice Domain ii. 204 items Personality Domain
i. Content Validity- Fuzzy Delphi Method (100 respondents High- Performing Principals And Headteachers
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Sub development Questionnaires i. 148 items Practice Domain ii160 items Personality
ii. Face validity EFA (483 respondents)
Third Phase - Evaluation
Phase
What is the appropriateness of high performing standards among principals and teachers in Malaysia based on the views of school leaders, teachers and DEO/SED?
Principals, Headteachers,
SIP+, DEO/SED
Questionnaires – i. 145 items Practice Domain ii. 152 items Personality Domain
i. Validity and Realibility Rasch Modelling (483 respondents) ii. CFA (242 respondents) iii. Realibility -
Cronbach Alpha
analysis
Various data collection and analysis techniques were used to produce the Standard
of High-Performing Educational Leader’s Personality and Practices. The standard
consists of two (2) main domains of personality and practice for high-performing
educational leader which can be used as a guide to enhance educational leadership and
management in Malaysian schools. The indicators for the personality domain are: i. Self-
confidence, ii. Emotional stability, iii. Organisational Awareness, iv. Communication, v.
Challenging Status Quo, vi. Conceptual Thinking, vii. Proactive, viii. Change Catalyst, x.
Team leadership, ix. Drive Creativity and Innovation, xi. Coaching and mentoring, xii.
Utilising Relationships, xiii. Motivator, xiv. Believe, xv. Courage and xvi. Initiative. The
indicators for the practice domain are: i) clear direction, ii) empowering teachers, iii)
networking and linkages, iv) school culture and climate, v) learning leaders, and vi) leading
and managing changes. This study was conducted from January 2017 to July 2017.
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CH A
P TE
R 2
EDUCATIONAL LEADER IN MALAYSIA
The significance of High-Performing Educational Leadership for successful operation of
schools has been increasingly acknowledged during the twenty-first century and has
earned enhanced appreciation of the importance of managerial competence for
educational leaders locally and in many other parts of the world. However, what does
high-performing educational leadership mean? Blasé., J, Blasé., J & Philips, D.Y (2010)
defined High-Performing Educational Leadership as a combination of administrative
leadership and instructional leadership which consists of 14 criteria of best practices in
the high-performing educational leaders.
Administrative Leadership comprises learning, role modelling, adhering to the
leadership standards, focusing on improving and optimising their students’ overall
achievements, improving the delivery system in collaboration with their teachers,
developing an efficient system, appointing responsible and reliable individuals who are
able to work with other colleagues and making decision based on data-driven.
Instructional Leadership, on the other hand, focuses on the teaching and learning,
culture of teaching through coaching and mentoring, dialogues on their delivery methods
and measures, action research and professional development. However, Delaney (2009)
contested that high-performing educational leadership refers to practices that portray the
personality of the Principals/Headteachers who have positive attitude coupled with the
energy, resilient and self-confident, disciplined, imaginative, initiative, emotional
intelligence, patient, perseverance, visionary and trusting.
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The standards of high-performing educational leaders have been widely established
in several countries around the world and among the standards that set the best examples
are high standards of high-performing school leaders from the Australian and the United
Kingdom. These are the Australian Institute for Teaching and School Leadership (AITSL)
(2015) and Professional Standards for Educational Leaders (PSEL/ISLLC) (2015). The
high-performing school leaders' standard emphasizes the professional practices of
principals to produce quality school leadership in improving the student learning
outcomes.
This standard has been translated into the HPEL Standard model to help achieve
the Malaysian Educational Development Plan (MEDP) goals, that is, student success, so
that the school leaders would highlight the individuality of the 16 indicators to achieve high
levels of leadership dimension that embrace the concepts of high level performances that
include the following aspects such as emotional stability, conceptual thinking, creativity
and innovation-driven, team leadership, self-confidence, catalyst for change,
communication, coaching and mentoring, dynamic, proactive, trusting, challenging the
status quo, courage, leveraging relationships, organisational awareness, and initiative.
The HPEL personality further influences the six indicators found in the domain of
‘practices’ to achieve the high-performing educational leaders’ status, that is, clear
direction, empowering teachers, collaboration and networks, school culture and climate,
learning leaders, and leading and managing change.
Professional Standards for Educational Leaders (PSEL/ISLLC)
The National Policy Board for Educational Administration (2015) of the United States has
developed a standard called Professional Standards for Educational Leaders (PSEL)
formerly known as Interstate School Leaders Licensure Consortium Standards (ISLLC)
standards. This standard sees that holistic leadership relationships influence the
improvement of student learning by promoting student learning, student achievement, the
development and well-being of each student. The construction of standards is also based
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standards is also based on the quality and value of the school leadership. The 10
standards developed in Diagramme 2.1 focus on student education and learning leadership.
Diagramme 2.1: Professional Standards for Educational Leaders (2015)
a. Standard One focuses on the mission, vision and core values of the Mission
(Mission, Vision and Core Values). It is in this standard that effective school leaders
jointly develop, support, and formulate the mission, vision and core values of high
quality education and the academic success and well-being of each student.
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The standards of high-performing educational leaders have been widely established
in several countries around the world and among the standards that set the best examples
are high standards of high-performing school leaders from the Australian and the United
Kingdom. These are the Australian Institute for Teaching and School Leadership (AITSL)
(2015) and Professional Standards for Educational Leaders (PSEL/ISLLC) (2015). The
high-performing school leaders' standard emphasizes the professional practices of
principals to produce quality school leadership in improving the student learning
outcomes.
This standard has been translated into the HPEL Standard model to help achieve
the Malaysian Educational Development Plan (MEDP) goals, that is, student success, so
that the school leaders would highlight the individuality of the 16 indicators to achieve high
levels of leadership dimension that embrace the concepts of high level performances that
include the following aspects such as emotional stability, conceptual thinking, creativity
and innovation-driven, team leadership, self-confidence, catalyst for change,
communication, coaching and mentoring, dynamic, proactive, trusting, challenging the
status quo, courage, leveraging relationships, organisational awareness, and initiative.
The HPEL personality further influences the six indicators found in the domain of
‘practices’ to achieve the high-performing educational leaders’ status, that is, clear
direction, empowering teachers, collaboration and networks, school culture and climate,
learning leaders, and leading and managing change.
Professional Standards for Educational Leaders (PSEL/ISLLC)
The National Policy Board for Educational Administration (2015) of the United States has
developed a standard called Professional Standards for Educational Leaders (PSEL)
formerly known as Interstate School Leaders Licensure Consortium Standards (ISLLC)
standards. This standard sees that holistic leadership relationships influence the
improvement of student learning by promoting student learning, student achievement, the
development and well-being of each student. The construction of standards is also based
S6: Professional Capacity of School
Personnel S7: Professional Community
for Teachers and Sta S8: Meaningful Engagement of Families and Community
S9: Operations and Management
S5: Community of Care and Support for Students
S1: Mission, Vision and Core Values
S2: Ethics and Professional Norms
S3: Equity and Cultural Responsiveness
S10: School Improvement
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b. Standard Two focuses on ethics and professional norms (Ethics and Professional
Norms). It is in this standard that effective educational leaders act ethically and
adhere to professional norms to promote the academic success and well-being of
each student.
c. Standard Three focuses on equity and cultural sensitivity (Equity and Cultural
Responsiveness). It is in this standard that effective education leaders strive for
equitable educational opportunities and culturally responsive practices with the
aim of promoting the academic success and well-being of each student.
d. Standard Four focuses on curriculum, teaching and assessment (Curriculum,
Instruction and Assessment). It is in this standard that effective educational leaders
develop and support intelligently on coherent systems in curriculum, teaching, and
assessment to promote academic success and individual well-being.
e. Standard Five focuses on community involvement to safe-guard and give moral
support to students (Community of Care and Support for Students). In this
standard effective school leaders cultivate inclusive, pastoral care, and community
support to encourage academic achievements and the well-being of every student.
f. Standard Six focuses on professional capacity building among staff (Professional Capacity of School Personnel). Effective school leaders develop the
professional capacity and practice of school staff to promote the academic success
and well-being of every student in this standard.
g. Standard Seven focuses on professional community for teachers and staff (Professional Community for Teachers and Staff). Effective school leaders
help to develop professional teachers’ community and other professional staff to
promote student achievement and student well-being in this standard.
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h. Standard Eight focuses on family involvement and community (Meaningful Engagement of Families and Community). It is in this standard that effective
school leaders engage families and communities in a more meaningful, reciprocal,
and mutually beneficial way, encouraging the academic success and well-being of
every student.
i. Standard Nine focuses on the operation and management (Operations and Management). In this standard school leaders effectively manage school
operations and resources to promote the academic success and well-being of
every student.
j. Standard Ten focuses on school improvement (School Improvement). It is in
this standard that effective school leaders act as agents of continuous
improvement promoting the academic success and well-being of every student.
Each element in this standard is interrelated and ultimately leads to student
learning.
Australian Professional Standard for Principals
The Australian Institute for Teaching and School Leadership (2015) has also developed a
standard known as the Australian Professional Standard for Principals focusing on the
professional practice of principals to produce quality school leadership in enhancing
student learning outcomes. This standard is an integrated model that recognises good
leaders and high-performing leaders always with quality and capability. It is illustrated in
three basic terms of leadership and five areas of professional practice as shown in Figure
2.2.
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Diagramme 2.2: Australian Professional Standard for Principals (2015)
The three basic requirements stated are that school leaders must have:
a. Vision and Values. Principals lead the development of the school's vision and are committed to the
learning and development of young people and adults based on justice, ethical
practices, democratic values and lifelong learning. Principals also understand,
lead, mediate and provide the best service to the local community. To disseminate
a strategic vision, school culture, tradition and positive ethos to the school
community as well as local community.
i. Principals become models of "lifelong learning" through their professional
practice and promote it through interactions with students, staff, families and
caregivers and the wider community.
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ii. Principals inspire and motivate themselves, students, staff and the school
community to encourage them to set high standards.
iii. Principals demonstrate a moral integrity and are exemplary beings who
demonstrate ethical values in schools through organizational practices. They
promote the values of democracy among the citizens.
b. Knowledge and Understanding. The principal understands the theory and practice of contemporary leadership and
applies the knowledge gained in school improvement. Principals are well-versed
in research and are always up to date on the latest developments in pedagogy,
curriculum, assessment and student well-being. In school, principals understand
the implications of child safety, health and well-being, human resource
management, financial management and accountability and other legal needs and
policies related to serving the wider community.
c. Personal Qualities, Social and Interpersonal Skills. Understand the importance of emotional intelligence, empathy, resilience and
personal well-being in the leadership and management of the school and its
community. Principals regularly reflect on their practices and make changes in
leadership and management practices using a situation-appropriate approach. In
addition, they manage themselves well and use ethical practices and social skills
to effectively resolve conflicts. Principals also work to build trust within the school
community and create a positive learning and environment for students and staff
in the local community.
These three basic requirements guide the Principal to become a high-
performing leader in the top five standards of professional practice in the school.
The professional practice leadership model is a cycle that involves principles,
working with stakeholders in planning, taking actions, evaluating, making
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decisions and making reflection. The five main standards of professional practice
are as follows:
a. Standard One is to prioritize teaching and learning. The principal focus of the
Principals is to create a positively competitive culture and to provide continuous
support in ensuring effective teaching to enhance the spirit, self-reliance and
commitment to lifelong learning. Principals are also responsible for developing
effective teaching culture by leading, designing and managing the quality of
teaching and learning and ensuring student achievement in all aspects. In addition,
principals also play a role in setting high expectations for schools through
collaboration, planning, monitoring and reviewing the effectiveness of learning.
Principals also set high standards for behavior and attendance.
b. Standard Two is developing self and others. The fundamental focus of the
Principal is to work together to build a professional learning community that
focuses on continuous improvement in teaching and learning. In addition,
principals also work together in managing performance, continuous effectiveness
of professional learning and providing regular feedback. The principal also ensures
that all staff reach high standards and develop their leadership capabilities.
Moreover, the principal also supports, builds capacity and treats stakeholders with
fairness and respect. Principals also act as effective leadership models and are
committed to continuous professional development for themselves apart from
maintaining personal health and well-being in managing any conflict within their
capabilities.
c. Standard Three is leading improvement, innovation and change. The main focus
is the Principal working together in order to develop and implement a clear
evidence-based plan and improvement policy for the development of the school
and its facilities. The principal also recognizes that the most important element is
to lead and manage innovation and change to ensure that the strategic vision and
plan can be realized.
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d. Standard Four is leading the management of the school. The primary focus is on
principals using a variety of data and technology management methods to ensure
that school and staff resources are managed efficiently, and capable of managing
an effective, safe and valuable learning environment. This includes delegating
tasks to staff and monitoring their accountability. Principals strive to build
successful schools through effective collaboration with school boards, governing
authorities, parents and others. They also use various technologies efficiently and
effectively to manage schools.
e. Standard Five is engagement and collaboration with the community (Engaging and
working with the community). The main focus is on accepting and building a
standard of high culture taking account the richness and diversity of the school
community, its systems and education. The principal also develops and maintains
positive partnerships with students, families and caregivers, and everyone
connected with the school community (stakeholders). They also create a school
ethic that takes into account the intellectual, spiritual, cultural, moral, social, health
and well-being of students. Promote lifelong learning from pre-school to adulthood.
They recognize the multicultural nature of Australian society and foster
understanding and acceptance of Native culture. Principals are also aware of and
use a variety of languages and cultures in the school community. In addition,
principals also ensure the support of students, families and caregivers and the
community in facing complex challenges.
Established standards such as the Australian Institute for Teaching and School
Leadership (2015) and Professional Standards for Educational Leaders
(PSEL/ISLLC) (2015) are in line with the study of the High-Performing School
Leaders’ Personality and Practice Standards, which have been developed in
accordance with Malaysian mold and found success in six school leaders practices
in setting clear direction, empowering teachers, building relationships and
networks, building culture and climate, acting as learning leaders and leading and
managing change influenced by school leaders’ 16 personality traits: self-
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challenging status quo, conceptual and proactive thinking, catalysts for change,
team leadership, driving creativity and innovation, coaching and mentoring,
leveraging relationships, motivators, trust, courage and initiative.
These practices and personality traits will influence the school leaders to boost the
school performance and student outcomes in accordance with the Malaysian High-
Performing School Leaders’ Standard triggered via the brainstorming session by
the high-performing educational leaders that can be used as a paragon of the
Malaysian model. In addition, the standards that have been tested for its internal
consistency have also beencited as the main sources of reference for the
Malaysian School Principalship Competency Standard (MSPCS) and the
Malaysian Education Quality Standard Wave 2 (MEQSw2).
The Malaysian School Principalship Competency Standard (MSPCS)
The leadership role of a school is very complex and challenging. Principals and
Headteachers as prime movers must be ready to equip themselves with the knowledge
and skills to overcome the challenges of the educational world in order to produce quality
education and effective schooling. In this context, the Malaysian School Principalship
Competency Standard (MSPCS) can be set as the minimum standard for school principals
and headteachers.
This is in line with the Fifth Thrust of the Malaysian Education Development Plan
(MEDP, 2013-2025), which is to ensure that high performing leaders are placed in every
school. Therefore, the Integrated Assessment of Educational Services Officials (IAESO)
and (MSPCS) has been referred to for assessing the instrument. Descriptions related to
the (MSPCS) are taken from Institut Aminuddin Baki (2006), Kamaruzaman (2012), and
Saharah & Kassah, (2015).
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Diagramme 2.3: The Content of the Integrated Assessment of the Educational Services Officials (IAESO)
The Malaysian School Principalship Competency Standards (MSPCS) are formulated
in accordance with the National Pillar, Vision 2020, the National Education Policy and the
National Philosophy of Education, and are in line with current education-related theories.
The MSPCS provides competency standards in nine areas:
01 MALAYSIAN TEACHERS STANDARD
02 MALAYSIAN SCHOOL PRINCIPALS COMPETENCY STANDARD
04 INSTRUCTIONAL LEADERSHIP ASSESSMENT INSTRUMENT
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Diagramme 2.3: The Content of the Integrated Assessment of the Educational Services Officials (IAESO)
The Malaysian School Principalship Competency Standards (MSPCS) are formulated
in accordance with the National Pillar, Vision 2020, the National Education Policy and the
National Philosophy of Education, and are in line with current education-related theories.
The MSPCS provides competency standards in nine areas:
01 MALAYSIAN TEACHERS STANDARD
02 MALAYSIAN SCHOOL PRINCIPALS COMPETENCY STANDARD
04 INSTRUCTIONAL LEADERSHIP ASSESSMENT INSTRUMENT
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Table 2.1: The Contents of the Malaysian School Principals Competency Standards (MSPCS)
Nos. Areas of the Competency Standards
1 Organisational Management and Leadership
2 Curriculum Management
3 Co-Curriculum Management
5 Financial Management
9 External Relations Management
Areas (1) of the Organisational Management and Leadership are generic
competencies while fields (2) through (9) are more specific attributes in the related
context. Based on MSPCS, principals and headteachers are able to grasp and master the
standards of leadership competency when they are knowledgeable, acquire professional
values and perform best practices in all nine areas.
However, several other features are also important in the process of enhancing the
leadership of the school manager. These include personal qualities such as interest and
positive thinking, knowledge of theory and management practices such as strategic
management; skills such as decision-making and change management techniques.
The combination of these will foster a leadership style based on teamwork, appreciation
of pure values and positive attitude as a lead learner. This is the key ingredient of a
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MSPCS is a list of minimum competencies for school principals and headteachers
towards excellence in school management and leadership. However, MSPCS is not an
instrument for assessing the effectiveness of school principals and headteachers. As a
guide for improving the professionalism of principals and headteachers, MSPCS can be
expanded to meet other special needs such as the criteria for selection of outstanding
principals and outstanding service awards.
It should be noted that the Standards of Personality and Practices in High-Performing
Educational Leaders are designed and developed to serve as a self-rating tool for
Principals/Head teachers to place them as high-performing educational leaders in line with
the Malaysian Educational Development Plan (MEDP) 2013-2025.
In other words, MSPCS can be used as a basis in the development of other related
instruments for the purpose of assessing the competency of the school's Principal and
Headteacher's professionalism. The Standards of Personality and Practices in High-
Performing Educational Leaders coupled with the established MSPCS not only serves as
a stand alone self-rating instrument, but also a guide or creating other self-rating
instruments. The MSPCS is a fundamental competency that Principal/Headteacher must
assimilate prior using the Standards of Personality and Practices in High-Performing
Educational Leaders, bearing in mind that these developed standards only serve as a self-
rating tool for Principals/Headteachers to mobilise them as successful or high-quality
educational leaders in line with the goals of the MEDP (2013-2025).
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The Malaysian Education Quality Standards 2 Wave
The Board of Inspectors of Quality Assurance (2016) has improved the Malaysian Education Quality Standards published in 2013 with the Malaysian Education Quality Standards Wave 2 (2018). However, there are only five standard domains revealed in the MEQS wave 2 as shown in Figure 2.4.
Figure 2.4: The Domains in the new MEQS Wave 2 (2018)
THE FIVE (5) MEQS Wave 2 STANDARDS
Standard for
Academic Achievement Co-Curriculum Achievement Personal Dispositions
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a. Standard One is focusing on the Leadership of the Principals/Headteachers to
assume the leadership role of high impact leaders who has the capacity to mobilise
the school in an integrated manner in improving the schools’ quality in learning
and facilitation, specifically in the leadership aspects as leaders, mentors and
motivators.
b. Standard Two is focusing on organisational management and leadership of the
high-performing educational leaders whose emphasis is on carrying out their
onerous responsibilities on school operations successfully, seeing through the
potentials and organisational needs, and managing resources to improve the
school operations. The aspects in the organizational management include human
resource management, asset management, finance management and resources,
educational resources management, organisational climate, management of
harmony and unity and strategic concordance.
c. Standard Three comprises the curriculum management, co-curriculum
management and management of student affairs. This is to ensure that the
academic, co-curriculum and student affairs are managed efficiently and
effectively in developing all rounded individuals in line with the organisation’s
mission and vision. The aspects contained in the curriculum management, co-
curriculum management and Management of Student Affairs are as follow:
i. Curriculum Management includes curriculum implementation
decisions, subject management, instructional time management and
student assessment management.
management of uniform, management of sports and recreations,
management of co-curricular excellence programme, sports
management for all and co-curricular assessment management.
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implementation of student affairs, student discipline management,
student safety management, student health management, student
assistance management, and guidance and counseling services
management.
d. Standard Four focuses on learning and facilitating of teachers to effectively
implement teaching and learning in developing students’ potentials as a whole as
well as to continuously improvement on students’ achievement at the optimum
level. The learning and facilitation aspects contained the teachers’ roles and
responsibilities as planners, ‘supervisors’, coach and mentors, assessors and
coaching students as active learners.
e. Standard Five is students’ becoming in academic, student achievement in co-
curriculum and student personality development.
SUMMARY ON THE STANDARDS OF PERSONALITY AND PRACTICES OF HIGH- PERFORMING EDUCATIONAL LEADERS
Dewan Bahasa and Pustaka (2017) defined Standards as a document that states the
specifications, procedures and guidelines. This paper explains the design and
development of the Standards of Personality and Practices in High-Performing
Educational Leaders from the practices domain that include setting a clear direction,
empowering teachers, building networking between and within organisations, creating
conducive climate in the school, applying learning leadership, as well as leading and
managing change.
The success and effectiveness of these practices is guided by high-performing
personality which is emotional stability, conceptual thinking, driving creativity and
innovation, team leadership, self-confidence, catalyst for change, communication,
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courage, leverage relationships, organisational awareness, and initiative.
Figure 2.5: Behavioural Change Model by Prochaska and DiClimente (1983)
The findings of this study coincide with the Behavioural Change Model by Prochaska
and DiClimente (1983) as depicted in Figure 2.5. It describes a behavioural change which
begins from the inner-self (i.e. sense of awareness), attitude, knowledge which is known
as enablement zone, and followed by engagement zone, that is behaviour change/action
and reinforcement. Therefore, it is very crucial for a high-performing educational leader
to have internal strength before leading the organisation and implementing continuous
school improvement.
The standard does not contradict the concept of the Fourth Industrial Revolution
which led to a radical shift because technology would dominate human life. The education
system is also experiencing a paradigm shift because school leaders need to be creative
and innovative in order to keep pace with global change. The personality of an educational
leader needs to be strong because the impact of the Fourth Industrial Revolution is
enormous not only focusing on technological advances or economic productivity but also
human beings, society and the environment.
According to the World Economic Forum (https: //www.weforum.org/agenda/2016/06/leadership-challenges-of-the-fourth-industrial- revolution/ 26 June 2016) leaders today need to have a shared vision on how technology can provide better benefits to the economy, society and have the ability to curb the flow
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of negative trends. This shows that a high-performing educational leader has a conceptual thinking, that is capable of thinking strategically and conceptually as well as reflecting from various angles to create awareness of rights and responsibilities in the Fourth Industrial Revolution which in turn affects school practices.
Fullan (2001) touches on the moral need of an effective leader, that is, whether the individual is driven by egoistic (self-centeredness) or altruistic (unselfishness) and the fact that all effective leaders are guided by both. This coincides with the five Goleman elements namely leaders forcing subordinates to obey, leaders moving subordinates towards organisational goals, leaders creating harmony and building emotional bonds, leaders demanding consensus through participation, leaders setting high standards on performance and leaders developing individuals for future. The views of Fullan and Goleman are also in line with the 16 elements of personality that have been expressed in this writing. Fullan (2003) asserts that one of the most important reasons schools do not achieve excellent achievement is because of the gap that exists between educational and moral leaders, This shows that the personality of an education leader is very important to ensure the success of students through high imperative morals. High, performing educational leaders see organisational change as a whole and are able to help subordinates see new possibilities and new situations, see something new that touches emotions and changes behaviour.
The proposed standard has been translated into the Standards of Personality and Practices in High-Performing Educational Leadership model to enable the achievement of the national goals as measured in terms of student achievement. Thus, Principals/Headteachers should adopt six (6) indicators in the domain of practice namely, clear direction, empowering teachers, building networks with potential stakeholders, creating culture and conducive school climate, learning leaders, and leading and managing change. This can only be achieved optimally if the Principals/Headteachers have 16 high performance leadership personality indicators namely, self-confidence, emotional stability, organisational awareness, communication, challenging the status quo, conceptual thinking, proactive, catalysing change, team leadership, driving creativity and innovation, coaching and mentoring, leveraging relationships, motivators, trust, courage and initiative.
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CH A
P TE
R 3
THE CONCEPT OF HIGH-PERFORMING EDUCATIONAL LEADERS’ TRAITS
The concept of high-performing educational leaders’ personality in the educational
context is defined as an educational leader who projects self-confidence, emotional
stability, organisational perceptiveness, conceptual thinking, proactive, catalyst of
change, team leadership, effective coach and mentor, drive for creativity and innovation,
building connections with stakeholders, challenging the status quo, effective and
considerate communicator, acts as role model and motivate others, and believes in the
subordinates’ talents and initiatives. Proshaska and DiClimente (1983) which was
mentioned in previous chapters, posit the importance of educational leaders to have the
high-performing personality in becoming an educational leader.
Self-Confidence It is incumbent for high-performing educational leaders to possess self-confidence and
self-competence in completing tasks and upholding responsibilities and overcoming new
challenges in the organisations. In the context of the 21st Century education, educational
leaders must be knowledgeable, competent and self-contained to solve problems and
performing self-reflection upon accomplishing a certain task. This is done with clear and
strong conviction, the anticipation of carrying out the task successfully, willingness to
undertake new challenges and being bold enough to take high risks as they confront
issues among various stakeholders in the process to make the team in the organisation
stronger.
The high-performing educational leaders are willing to go the extra miles in
addressing challenges and fulfilling the organisational goals. The Malaysian Educational
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Development Plan (2013-2025), in the Fifth Paradigm, aims at placing high-performing
educational leaders in every school. Among the values that these leaders are supposed to
have is high self-confidence. These high-performing Headteachers and Principals are
capable of making decisions to bring on the schools successfully now and in the future.
Evidently, there are several interviews that explain the views held by educational
leaders as far as self-confidence is concerned, especially in achieving the school’s targets
which include 21st. Century education approach while facing new challenges.
“So, my readiness, when I first started in this school, means I have to be prepared to face new challenges. I am happier if I was sent to a low- performing school and that means I can immediately do something but this school has a history of high achievements and has increased in performance. The school needs to be brought up again and I am ready. Nevertheless, the teachers here already in the comfort zone for so long.”
“We have already known…. if it’s not 21st. Century learning and teaching, we must focus on the students. So I want to change the old ways. How to do it? When we mentioned 21st. Century Teaching and Learning, the students are quiet but when the teacher only distribute activity sheets. That is not enough, I want my students to be able to speak, speak in front. I really want my students to speak.”
The high-performing educational leaders have to be confident and are able to
inculcate and assimilate all new programmes introduced by the Ministry of Education to
strengthened The Malaysian Educational Development Plan (2013-2025) through the
School Transformation Programme (TS 25), the School-Based Assessment, professional
dialogues and other programmes.
Emotional Stability High-performing educational leaders portray emotional stability and according to the
review of literature, emotional stability can be defined as the state of emotional
management while understanding other’s emotions that will affect the school’s leadership
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Standards of Personality and Practices in High-Performing Educational Leaders Self Assessment Instrument
by being an inspiration to subordinates. These leaders are capable of managing and
controlling their emotions such as anger, melancholic, stressed or easily influenced by
others. On the other hand, socially matured individuals would be portraying
self-confidence, remain calm and collected attitude even in the conundrums of managing
school, to be able to respond effectively, to maintain harmony among the subordinates in
the school by building rapport and relations, to avoid conflicting situations, to listen and
understand of what others are going through (empathy), persuade subordinates to
perform and abide with the Ministry’s policies, rules and regulations.
The high-performing educational leaders are able to show maturity respond tp the
school’s mayhem by challenging the process. On the othre hand should a number of
school staff were facing adversity, for example death in family, separation, and other
emotional situations then the leader’s role is to take conrol and show empathy and
manage the situation considerably in order to win the hearts of the subordinates. A leader
who can control his/her emotions is generally able to communicate effectively with
stakeholders thus, eliminate negative assumptions and ill-feelings among the
subordinates. As a result, communications with the teachers or students comes naturally
when solving problems or even engaging normal conversations.
Consequently, the ability to control one’s emotion is crucial for educational leaders
in order to gain their subordinate’s confidence and emotional support, subsequently, offer
their full support and cooperation in attaining the organisational goals and objectives.
Hence, this will result in a conducive working environment. These following interviews
illustrate the point:
“(I) have to win over their hearts; they need to build good rapport and relationship, because without it, he is incapable to create a better working environment in the school. Thus, form good relationships with each other. We cannot rule like a dictator like in the traditional era; we cannot be laissez-faire or too democratic, rather act in accordance to the needs of the current situations. Times have changed and you can no longer use the conventional ways, and so has leadership styles. You have to win over their hearts so that they are comfortable with us.”
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Organisational Awareness High-performing educational leaders display organisational awareness with their
awareness of the formal structure, policies, and/or procedures, understand about power
and its connections, culture and climate, take action on a flexible and fair education
ecosystem among the stakeholders. They are capable of translating national agenda and
stakeholders’ role and importance; understand the organisation’s responsibilities at all
ministerial levels while considering all stakeholders in making organisation’s decisions,
abide with Ministry’s instructions and policies that are suitable with the environment of the
school. Leaders are perceptive of the present environment while recognising
opportunities and challenges and how they can be utilised for the organisation. Leaders
are also seen as fair to all subordinates and stakeholders in giving instructions.
As we all know, an organisation is usually a place where a number of people work in
the same place and organisation’s leaders have to make sure that all subordinates have
the awareness about their importance and responsibility in the organisation. Without this
awareness, it will be difficult for leaders to achieve the objectives and the District
Education Office, the State Education Department and the Ministry of Education. High
performing school leaders have to be sensitive to situations to be able to assess an issue
with observing themselves or collecting solid evidence.
It is important to avoid any misunderstanding or conflicts in the organisation.
These reflections have been said by high performing principals on the need of
organisational awareness:
“...Whatever it is, I will never assess teachers according to others’ perceptions, I will assess teachers’ work based on my own assessment. That means if anyone tells me anything I would not accept it because it wouldn’t be fair to that person.”
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There are high-performing headteachers who think that every individual who
works together must be ethical, sincere and responsible towards organisations.
“…another thing about integrity… Teachers have to realise the responsibility that he or she carries as an example to focus on the teaching time. This will make sure that learning happens and time will not be wasted. Teachers have to be present during the teaching period to fulfil the required instructional time. If teachers want to go out, then they have to ask permission from me.”
In addition, all decisions and actions taken by the Principals/Headteachers have to
be based on facts in order to maintain a conducive environment, making sure that all staff
are performing well and ensuring the school system operates more efficiently at all times.
They have to be aware that their role is to make all staff realise that the success of the
organisation is their hands and hence, the responsibility of all staff. With this awareness,
it will encourage all staff to work in tandem to achieve the collective objectives in the
organisation. All of the current changes in the education system should be analysed and
adapted in the school environment to be ahead in the “game changer”.
Conceptualised Thinking It is important to realise that high-performing education leaders have conceptualised
thinking in their ability to solve problems, and the ability to detect patterns and flow of
events, apply concepts in accordance with the analysed situations as they see fit. They
must be able to recognise the problems at hand, and later take corrective actions
respectively. Principals and Headteachers could identify the problems through cause and
effect analysis, generate new ideas in order to address the problems tactfully, and use the
data to do predict future trend-analysis based on theories, concepts, knowledge and
present experiences in a dire need. They are encourage to use the latest quality tools to
explain the issues and make decisions for here and now as well as the future needs.
As high-performing education leaders, Principals and Headteachers should
employ futuristic thinking and bridging the gap between the present and the future by
promoting the school’s potential further. In retrospection, leaders must exercise strategic
40
thinking and create conceptual mental model in order to capture the big picture after which
they employ strategic thinking through realisation of programmes and activities to
enhance the school’s achievements in all areas. The following vignette illustrates how
educational leaders who could employ conceptualised thinking in strengthening their
schools below:
“Being a pioneer in the school; my team and I have the onus to design and develop the school niche within the existing capacity, that is, to place our focus first on student learning outcomes. This can be done by setting clear goals and targets. Once the issue has been identified, task forces were formed to push through an array of programmes in synergy to improve our delivery system to achieve the set targets. However, with every good thing comes challenges and of course the question is always money.”
Furthermore, educational leaders must possess the ability to think strategically:
analysed the strength, weaknesses, opportunities and challenges that the school is
facing. Challenges should be turned into opportunity to move ahead. Thus, school leaders
have to be aware of and explore new technologies and start thinking outside the box how
to turn around challenges into opportunities and deliver. The trend analysis approach can
be utilised to examine all issues or problems and used to upgrade decision making in the
future.
Basically, high-performing educational leaders have to think far with making
continuous changes to the school environment. This will help them in deciding their
placement among other schools in the district or at an international level. The changes
brought upon their school to a higher level will propel them to a new high as an example
one Principal in one school states that conceptualised thinking is important in the success
of the school:
“The principal has to analyse what are the issues in the school. Come up with a suitable intervention to solve the issue. Do not just follow what others are doing. You have to search for issues and not wait for it to come. Do not just sit in your room. You have to ask students, teachers. Planning has to be systematic. Share and refer back to strategic planning I will explain what is supposed to be achieved. I have to know first then the school can implement.”
41
In conceptualised thinking as high-performing educational leaders, they have to find
possible alternatives to make decisions, lead changes for others in relation to school’s
achievement.
means being strict and sensitive towards current issues and continuously searching for
potential opportunities, making plans on issues in search for potential solutions. These
leaders are quick to recognise the source of the problem and execute the solution; they
are bold, clear and a quick in certain situations. They make their own decisions in an
attempt to find immediate actions to current problems that might have an impact towards
future solutions. They are quick in analysing a problem in order to find quick solution and
anticipate the impact and finally overcome weaknesses to achieve targetted objectives in
a short period of time
High-performing education leaders personality of proactivity and futuristic thinking
will enable them to recognise opportunities that might happen in the future instead of
waiting for instructions from the authority. Thus, high-performing educational leaders can
be benchmarked as the role model for other Principals and through shared knowledge
with their colleagues, together they are on their way to bring about their schools towards
success. These leaders have to realise the importance of making an informed decision
and moving quickly to solve the problems. This can be illustrated with these reflections
by school leaders:
“When I went to another school in Labuan the other day, I met with a headteacher from one of the Cluster Schools headteachers. I have made connections with them, and I learnt from them some tips on how they managed to turn the school into cluster schools…”
“Because I practice a One-Minute Manager concept, I was always ahead of the game changer. Let no one get scolded by anyone. There are people who were angry with me. I was frustrated too until now but that is normal in life.”
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In addition, a proactive high-performing educational leader is able to make decisions
not only to solve current problems, but also suggesting solutions on how to address the
needs for future outcomes. These proactive practices indirectly promote the organisation
to the limelight and become the expert reference for other similar problems in the future.
Thus, the school’s staff must be ready and be prepared for it when the need arises.
Educational leaders are also capable to predict the future needs and will always be
ready to address new challenges posited by the stakeholders. As high-performing
education leaders, they must act actively and aggressively move on in line with the Fifth
Paradigm set in the Education Development Blueprint (2013-2025) in order to bring about
the success for their schools.
Catalyst of Change High-performing education leaders are also regarded as the catalyst of change. Catalyst
of change means having an open mind and ready to take control of changes by adapting
their behaviours and plan strategically when they are confronted with one. These leaders
are open to new ideas and suggestions, and late analyse the situation using the
appropriate quality tools from the existing data in SWOT analysis before adopting strategy
for change. This can be done in the form of observations, engaging in professional
dialogues. Principals and Headteachers of high-performing school are generally open to
discussions, capable to resolve challenges effectively, able to adjust behaviour with
others’ thinking, at the same time, motivate others to embrace change, and set the ground
rules before applying school procedures with current situations. Besides that, they show
enthusiasm in implementing changes to solve problems, they are able to assess the
degree of impact of the changes, and realign the weaknesses with new strategies. They
can also widen the scope of the strategies while thinking about other alternative strategies
to eliminate uncertainties and reducing calculated risks. Thus, high performing education
leaders need to listen to other views and be resourceful and lead through engaging
creativity and innovation.
The high-performing educational leaders are exceptionally skillful in persuading
subordinates to adapt a more effective pedagogy, which cater for the needs of the 21st.
Century classrooms to ensure the success in student learning outcomes, as opposed to
conventional teaching and learning practices. Educational leaders are able to promote
and improvise this new approach of teaching repertoire to their teachers. Educational
leaders who possess the dexterity to change the mind-set of their teachers to embrace
this new approach was reflected with these interviews with their school leaders:
“Now the problem is teacher…they do not want to change. Their pedagogy is still using the old traditional chalk and talk approach through the use of text books. The current focus is on the students and not teachers. That is my problem. I prefer to be in the hot field to teaching in classroom. For teachers, teaching is their core business. Teachers have to focus on the students and do activities with them. I teach History and I can do Gallery walks, why can’t the teachers do it. That is my challenge in changing the mind-set of my teachers. I have planned it carefully. I told them I will check their teaching plans. They have to understand document standards, performance standards, and content standards. When I asked them about these standards, some show uncertainties of the definitions. I knew then, they do not understand elements of the 21st. Century Teaching and Learning, so I have to demonstrate and facilitate them what it is all about.”
The high-performing educational leaders are usually observed as someone who can
bring upon change in the teaching and learning of Science, Technology, Engineering and
Mathematics (STEM) at the secondary school level. A variety of efforts can be taken to
increase the performance of these subjects. They can utilise different online programmes
to be used by students or follow the School Transformation Programme (STP25),
Professional Learning Community (PLC) and Professional Dialogue Programme to name
a few.
Team Leadership The team leadership is one of the highly ranked personality in high-performing
educational leaders. As team leaders, they have the knowledge, skills and dexterity to
set an example to others in the team, building an effective team, encouraging
co-operation among its members and create a great team. School leaders have vast
44
knowledge in the leadership and management knowledge corpus and are concerned and
voluntarily to help the member in the team. Team members can share knowledge,
exchange ideas and brainstorm on relevant ideas to make decisions collectively.
On the other hand, these leaders have the privillege to be looked up for as role
model and idols who have the people in their hearts. They are an example of the
community leader and often seen to be engaged as think tank. They are humble, a team
leader who built team according to work specifications while inculcating the esprit de corp
mentality, have democratic discussions to arrive at a collective decision while addressing
policies, procedures and practices, get help from stakeholders, move in unison with team
members, encourage new ideas and views from others to facilitates the process in
decision making and building ties with other members to strengthen the organisation’s
objectives.
It was the practice of a high-performing educational leader to involve seniour
leaders and teachers and empower them to take the responsibility to make school
improvement. In the process of delivering, they are seen to be humble and open to all
ideas and relentlessly, facilitate the team not only to come up with collective decisions but
to fruition. Here are some reflections to illustrate this point:
“I called all Seniour Assistants - all three of them. Some are older than me and have more experience than I do. So, I told them that I am inexperience in some aspects and voluntarily seek for their assistance.”
“I want to stress here that as the Headteacher and the Seniour Assistants, we are in one team… I always state to the teachers that whatever the Seniour Assistants decide I will follow. If there is anything they wanted to do or improve, they just have to tell me and I would consider. I told them that I am a very open person that means teachers can give suggestions.”
High-performing educational leaders are able to lead in school activities at every
level that include Seniour Assistants, middle leaders and other teaching staff.. They are
45
the task forces whom I have created to implement different programs at school, thus
represent the backbone of the school teams’ success.
Coaching and Mentoring In making sure that education organisations are strengthened and continuously improved,
high-performing educational leaders have to contribute and ensure that coach and
mentoring is practiced in the organisations. Coaching and mentoring functions as the
frontliners of the future leaders in the school’s succession plan in human resource. It
entails the development of future leaders, self-development, and encouragement by
exploring self-potentials. When high-performing educational leaders interact with their
teaching staff, they are indirectly building rapport with other teachers by using the
coaching and mentoring approach, where they have agreed upon certain targets for their
group as well as self-setting targets, explore current realities, guide teachers to plan and
resolve their problems creatively.
Moreover, high-performing educational leaders have the role for developing plans
and strategies to transform the middle managers’ image by highlighting the individual’s
strengths, giving responses to what needs to be improved, allowing rooms for team
members to learn from their mistakes from which they can possess awareness of the
various thinking strategies available. Leaders have the role to execute the follow-up and
follow-through activities via the coaching and mentoring approach, giving the chances to
upskilling their professional developmental needs to the teaching staff, holding several
sessions on coaching and mentoring session to others to monitor in the long term, assess
the needs of the school while strengthening the leadership competencies in the coaching
and mentoring skills.
Below is a high-performing Principal interview on his experiences at school. He
shares his experiences on how to respond to the teachers’ ideas, how to praise teachers
on a job well done platform to motivating teachers, and giving support towards the
teachers if they come upon a stumbling block.
46
Standards of Personality and Practices in High-Performing Educational

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