Topic 6 : Teacher Leadership

Learning outcomes
1.Explaining the concept of leadership.
2.Identify and distinguish the types of leadership.
3.Describe the leadership theories of traditional and current perspective.
4.Explain the importance of teacher leadership and school leadership in educational
organizations.
6.0 Introduction
Scope of writing and discussion on the topic of leadership is wide. In the course of
our life or career development, we certainly meet with another person, we; as a
leader, we respect or admire as consultants or mentors experienced in connection
with its duties and responsibilities.
Actually, everyone is a leader in his own way according to the role played by the
individual. Some elected leaders in its work, and there arose a leader in an informal,
certified by members of the surroundings.
6.1 Basic Concepts of Leadership
Leadership is an important element in a formal bureaucratic organization. Within the
framework of an organization, leadership encompasses all forms of activities aimed
at influencing the knowledge, practice and motivation members in it.
Many studies show the success of the organization due to the dysfunction
leadership. Effective school is to be created by the presence of a political leader.
Leaders are individuals in a group that was given the responsibility to direct and
coordinate activities to achieve group goals (Ibrahim Mamat, 2001). For him, the
leader is a combination of the qualities of a director, and assistant driver of an
organization.
According to Kamus Dewan (2002), leadership is the ability to lead. Accordingly,
Robbins (2003) explains the concept of leadership as the ability to influence the
members of the group to achieve a goal.
Kim and Maubourgne (1992) also define leadership as a person's ability to inspire
confidence and support among the group of people that are needed to achieve
organizational goals. Furthermore, leadership is the ability to influence the belief
systems, actions and values of the gang members (Leithwood & Janti, 1999).
Fidler (1997) have identified two key features of the results of his analysis of the
diversity of definitions of leadership, namely:

 Ability to generate a sense of direction and confidence among his followers.

Influencing followers towards the goal.
It clearly shows the impact of leadership can be shown in terms of the ability and
wisdom of leaders influence the feelings, beliefs and actions of his followers towards
a shared goal. However, Murphy (1988) leadership should not be interlinked with the
characteristics of the leader alone. Leadership should also be interlinked with the
interaction of leaders with followers, influence of leaders and followers in the context
of where he is (leadership situation). Therefore, in addition to the characteristics of a
leader, effective leadership is subject to context, and the issue of his / goals of the
organization (leadership contingency).
6.2 Types of Leadership
6.2.1 Natural Leadership
In any group of people, will appear an influential person, although he was not
formally appointed. Often, members of the oldest, most experienced, and have a
high interpersonal skills will naturally be considered and accepted by the members of
the group as their leader.
6.2.2 Charismatic Leadership
The concept of charismatic leadership was first proposed by Max Weber (1947) in
which group members perceive their leader as a person who has special or unusual
quality. Charismatic leaders demonstrated its ability to solve problems or face a crisis
successfully. When this happened, his followers will have their undivided loyalty to
the leader's charismatic.
According to House and Howell (1992), the charismatic leader has personality traits traits as follows:
Oriented achievement.
Oriented creativity and innovation.
Highly energetic and self- involvement.
Self-confidence is high.
The need to use their influence on others.
Willing to risk.
Build (Nurturin), thoughtful and sensitive.
In the past, the charismatic leader accepted because there is a major global leader
such as Gandhi, Hitler, Napoleon and Mother Theresa. Keep in mind, not necessarily
charismatic or effective leaders who can lead the achievements and positive change
in the organization or community. If holding or principle misguided leaders struggle
then
this
situation
would
be
a
catastrophe
to
the
group.
In the 21st century, the charismatic leader appears difficult due to globalization, the
democratic process and the broader educational opportunities. View 'Leaders are
born, not made' is not a popular statement again with the advent of developments in

research and skills to become an effective leader can be learned through formal
training courses.
Many large organizations, including public sector provides a high budget for the
development of human capital through leadership training seminars, workshops,
courses, and also to pursue higher education at the master's and doctoral degrees.
6.2.3 Leadership bureaucratic
Bureaucratic leadership is structured and operates under specific procedures as
established in an organization. Bureaucratic leaders use official powers conferred
upon
him
by
appointments
to
lead
an
organization.
The purpose of the bureaucratic leadership in formal organizations aimed at
maximizing efficiency through rational management approach (Weber , 1989) .
Pure bureaucratic leadership model by Weber (1989), an emphasis on aspects such
as:
Goal-oriented organization
Distribution area of specialization.
The hierarchical structure.
Concern for rules and discipline.
A highly technical procedures.
Establishment based on qualifications and competence areas.
Application of bureaucratic leadership is quite obvious in school organizations and
educational institutions. The bureaucracy is a feature of generic formal organization,
especially if the organization is relatively large and complex (Packwood, 1989).
Among its bureaucratic leadership in the organization of the school is:
The structure of the hierarchical organization of the school headmaster or principal
in the leadership.
Teachers have their own areas of expertise.
There are rules of the school and the academic timetable for compliance.
General area / subject panel responsible for ensuring that extracurricular activities
are implemented according to the guidelines and the correct duration.
Bureaucratic leaders rarely explore new ways to solve problems. Instead, he will
ensure that the processes and procedures adopted by the organization are observed
and followed by a task developed to a higher level. Bureaucratic leaders may be said
to have accountability for its work, ensuring quality and objective preserved and
accessible organization. Bureaucratic leader is task-oriented and less focused on the
needs of individuals within the organization. Sometimes it can bureaucratic
autocratic leader. In military organizations, such as soldiers and policemen, they are
trained to execute commands and tasks assigned without question and negotiation.
This situation calls for loyalty and obedience to superiors. However, an organization
that consists of members of the professional ethos of the practice is quite different. In
the organization of the school, the headmaster or principal is responsible for
maintaining the quality of teaching and learning ( T & L ). But its authority on
teachers may be less explicit for teachers with expertise in their respective areas of
authority over the decision of the methodology and content of the lesson presented.

Osborne (1990) identify this situation as a conflict between bureaucracy and

professionalism in which a large number of professionals in an organization will bring
problems in the practice of bureaucratic leadership.
Principals specializing Social Sciences may be less discerning in T & L activities
related to Pure Science. In this regard, the authorities of 'position' may conflict with
the authority of 'expertise'. Such conflict can be avoided if the policy scope clarified
from the beginning by stating the roles and responsibilities for each position in the
organization. Even though there are some weaknesses in bureaucratic leadership,
bureaucratic leadership still has its place and relevance in a formal organization.
6.2.4 Distributed Leadership
In organizations that adopt a distributed leadership, leadership activities are
distributed in an interactive network between leaders and members in it. Distributed
leadership can create a spirit of cooperation and camaraderie among colleagues.
Distributed leadership is considered as the most appropriate leadership style for
school organizations and educational institutions in which a large number of
members were professionals. Professional teachers have authority in their
respective fields of expertise. Through collaboration and practice the companionship
workers (collegiality), they can benefit from the support and expertise of diverse
colleagues (Brown , Boyle & Boyle, 1989). The decision is a joint decision based on
more comprehensive information and this situation will lead to increased
effectiveness. Shared vision is the basis of the results together.
Distributed leadership is closely related to the concept of effective schools and
school improvement. Leadership as similar lines could also be classified under the
leadership of a democratic and participative leadership.
6.3 Theories of Leadership
Many studies have been made in relation to leadership and leadership theories have
been put forward to explain this complex phenomenon. Although there are various
methods and perspectives in leadership theories categorize by author / practitioner
different leadership, the scope of discussion and study in this chapter based on a
number of traditional theory and current theory.
Early leadership theories focused on the features that distinguish between leaders
and followers resulting in the emergence of the traditional theory such as trait theory,
behavioral theory and theoretical situations. The focus of the initial theory is on the
'what' features an effective leader while the current theory to shift the focus to the
'how' lead effectively. With this comes the time to discuss theoretical aspects of
transactional and transformational leadership, contingency theory and moral
leadership.
6.3.1 The traditional theory - Trait Theory
Trait theory developed in the 1920s and 1930s where a leader is identified by trait
possessed. The theory assumes people already have the characteristics or traits,

inherited traits and specific traits suited to be an effective leader. Thus, the trait
theory of attention is to identify what traits of effective leaders is. By studying trait - of
successful leaders, then others who have similar traits will be assumed to be a
successful leader as well.
Some early studies of leader trait is a research by Stogdill (1974) to identify traits
and skills that distinguish between leaders and followers as shown in the Table
below.
Trait

Skills

Adapt to various situations

Highly intelligence

Sensitive to the social environment

Conceptual skills

Ambitious and achievement-oriented

Creative

Assertive

Diplomatic and tactful

Cooperative

Articulate

Decision maker

Knowledgeable about group task

Can be expected

Organize

Domination

Persuasive

Energetic

Social skills

Not easily giving up

Self-confidence
Highly resistance to stress
Willing to accept the responsibility

Early researchers of trait theory suggest that there is a set of personal characteristics
of leaders and it can be applied in all situations, organization of the battlefield
situation came to classroom. After Wright (1996) analyze the hundreds of studies on
leadership traits, he concluded that there was no difference between leaders and
followers based on any set of personal characteristics that are specific leaders.
There are among them being the organization that has set a personal nature, but
their leaders are not leaders. This raises the complexity in using trait theories to
explain the concept of leadership. However, a number of traits such as high
intelligence, responsibility, self-confidence and high resistance are the traits for
leader is fairly consistent, but the traits should not be considered as complete
condition.
Leader traits, whether charismatic trait or traits like mention by Stogdill (1974), need

to be applied in situations of an organization. Recognizing the lack of leadership trait

theory, attention has turned to the situation factors and skills that can be learned and
mastered in order to become an effective leader and credible.
Sometime in the 80s, more modern trait theory streamlined and still has a place in
the study of leadership. The basic idea is still in use, that is, if a person has a trait
'that was' his tendency or potential to become an effective leader.
According to Yukl (1989), there are three categories of general skills that are relevant
to all managers, namely interpersonal skills, cognitive skills and technical skills. Yukl
take into account elements of a situation where specific skills (and trait) correlated
with leadership effectiveness. The framework used by Yukl to build a set of personal
attributes and leadership skills including:
The need for success.
The need for power.
Self-confidence.
Emotional maturity.
Technical skills.
Conceptual skills.
Interpersonal skills.
Leadership perspective is changing and growing has led to greater understanding of
the aspects of leadership.
6.3.2 The Traditional Theory - Behavior Theory
Behavioral theory focuses on how leaders behave in the process of leadership
(especially against their followers). Behavioral theory is dominant in the study
director successful leadership is behavior that can be trained or learned formally and
informally. With the development of leadership studies ever comprehensive
leadership training program designed specifically to change / influence the behavior
of leaders that leadership style can best and most effectively applied in
organizational situations.
The behavioral theory is :
Theory X and Theory Y by Douglas McGregor (1960).
Grid Management (Managerial Grid) by Blake and Mouton (1964.1978).
Theory X and Theory Y represent the difference in the way a leader thinks of his staff
in an organization. In Theory X, the leader considers his staff motivated by money,
lazy and will avoid work unless forced, would not cooperate unless directed and
controlled. As such, the leaders will be more autocratic behavior, acting directing and
controlling its staff in the work process. As long as the leader behavior on
assumptions Theory X, the organization will not given space and opportunities for
staff to maximize their abilities and potential .
Theory Y leaders thought his staff as hard working, look at the work as a matter of
natural as play or rest will foster cooperation, ambitious and have a positive attitude

towards work. Employees really want the responsibility of because of that brings
satisfaction to them. Therefore, the leaders will lose control even empowering them
(empower) in the performance of duties.
Blake and Mouton (1964, 1978) studied the behavior of the leadership and
management have resulted Grid Management describing two different dimensions
related to leadership concerns (concerns the leadership), namely:
Concern for production - leaders show concern for the task and employee
productivity in order to achieve organizational goals.
Concern for the human - leaders are paying attention and emphasis on good
relations with the workers in the organization.
Management Grid developed by Blake and Mouton based on studies of Ohio State
and Michigan gauge the types of leader behavior based on two axis, the horizontal
axis measuring Concern of Product while the vertical axis for Human Care measure
using a scale of nine - points. In theory, the ideal leader will gain a measure of 9-9,
which is scalable to Care Production and Human Care (Management Team).
Grid management leadership highlights five types of action, namely:
Country Club - The emphasis is on human needs, human relations and a
harmonious work culture and fun.
Impoverished - Leaders contribute very minimal effort, whether on the welfare of
workers (the human element) as well as the achievement of organizational goals
(elements of production).
Team - Provides an emphasis on the spirit of positive interdependence between
members and a commitment to the goals of the organization.
Oriented Tasks - Provides an emphasis on efficiency without taking into account the
human factor.
Middle Road - Leaders try to coordinate the balance the need to ensure the work
completed while maintaining human dignity at a modest level .
Blake and Mouton Managerial Grid might look as if there is an act of great
leadership. In fact, the effectiveness of each leadership style depending on the
situation differently. For example, you want your captain to take the plane more taskoriented, while the tour guide should show leadership style leisure club.
Moorhead and Griffin (1998) concluded that the combination of two forms of
leadership behavior that leads to effective performance of the group as follows:
More effective leaders tend to build friendly relations with its employees also
support the leadership. This will improve the self-esteem of its employees.
Leaders are more effective use of supervisory tools and decision-making over the
nature of the individual.
More effective leaders tend to set higher goals of the organization.
Leadership behavior theory analyze that the diversity of action without regard to the
diversity of leadership situations that may differ from one organization to another.
The effectiveness of leadership IS depending on the situation in context. Thus, there
is another perspective of the more popular theories of leadership, realistic and attract

practitioners of leadership. The theory that will be discussed next called leadership
theory situations.
6.3.3 The traditional theory Situation theory
The theory assumes that the situation of different organizational environment
requires a different way if the leadership wants to be perceived effectiveness.
Effective leadership depends on several factors such as the follower, the leader
factors and situation factors that affect each other.
The situation theory is:
Fiedler contingency theory (1967).
Hersey and Blanchard situation theory (1977).
Contingency theory states that there is no one best way to lead an organization. A
leadership style may be effective in one situation but rather occur in other situations.
In other words, subject to the optimal leadership (contingent upon) psychological
orientation leader and claims environment consisting of:
The size of the organization, how leaders adapt to the environment.
Resources and operation of different ways.
The notion of the leader of the staff and vice versa.
Use of technology and so forth.
From the studies carried out by Fiedler, he summed up the effectiveness of
leadership is subject to the correspondence between the two variables, the style of
leadership and the support environment (situational favorableness). Leader behavior
may be motivated by tasks or relationships between people and explained in three
critical dimensions:
Leader- member relations, the extent of the leader is accepted and supported by the
members. If members of the group receive the leader, the leader felt honored and
inspired to lead members to levels more effectively.
Task structure refers to the clarity of the task and the clarity of the role of the
administrative tasks. When tasks are routine and well defined, the situation supports
the process of leadership.
Position power (power position) if the leader has a strong formal powers (to appoint,
discipline, change, determine promotion), so the situation supports the process of
leadership.
Situation Theory by Hersey and Blanchard's (1977) combine and expand the idea of
Blake and Mouton Management Grid and Fiedler contingency model.
According to Mersey and Blanchard, leadership effectiveness is based on the
situation. There are four leadership styles and issues raised by them, the style of
telling, selling participating, delegating).
The uses of leadership style vary to match the maturity level of the group.
Interpreted based on the maturity level of the two aspects, namely:

Psychological maturity which are the confidence, ability and safety of members to
accept the responsibilities given.
Maturity of operational tasks, the skills and technical knowledge they possess.
Low Maturity Group - Low motivation, lack of skills, lack of definite goals of the
organization, lack of cohesion of the group. Leaders must take the time to clarify the
role and goals of the organization, making a more intensive supervision and
encourages members to 'accept' work their way through ' persuasion. 'Style mimpinan kepe appropriate for this group is to inform and sell.
High Maturity Group - motivation high, high skills, committed to the goals of the
organization, team members and leaders trust. The role of the leader is to facilitate
and maintain good communication. Take the appropriate leadership style adopted for
the high-skilled group but less enthusiastic. Style lose responsibility is practiced
according to the group that has the maturity and high skills.
Situation Theory Hersey and Blanchard (1977) can be summarized by the following
diagram.
There are several issues that should be considered in connection with the theory of
Hersey and Blanchard Situation where the question on the appropriateness of
leadership style are discussed. First, a cluster of cultural factors will influence the
way people work and leadership style. For example, in some cultures, work and
conduct much appreciated, while in other cultures, human relations and bureaucratic
elements appreciated.
The second point relates to the notion that men are more task-oriented leaders, and
leaders of women are aware and sensitive, which is more oriented to interactions of
humans. Thirdly, the situation model only discusses the relationship of leaders and
members in custody, structural issues, politics and symbols will not be discussed.
Similarities between Fiedler contingency theory of Situation Theory Hersey and
Blanchard are both stated that there is no one best way to lead an organization. The
main difference is more focused range Situation theory leadership style should be
practiced based on environmental factors (more on the maturity of the members),
whereas contingency theory takes a broader perspective, the determinants of
leadership effectiveness is subject to the ability of the leader himself as well as
supporting factors other environments.
6.3.4 Current Theory Transformation Theory
By the years of the 90s, the pattern of study and research on leadership gradually
change to a new paradigm which is also referred to as the 'New Leads' or 'The New
Leadership'. Among practitioners and researchers of leadership, passion and the
focus shifted to the theory of transformational leadership.
James Mac Gregor Burns pioneered the term 'Transformational Leadership ' in 1978
to describe an ideal situation between leaders and followers. Transformational
leaders are able to move his followers to act to achieve specific goals based on
values and motivations, needs and desires, aspirations and expectations of both
parties, the leaders and followers. Transformational leaders make full use of the

power and influence to persuade his followers to bring about change in the
organization.
Burns (1978) and after that Bass (1985) distinguishes transformational leaders with
leaders of the transaction. According to him, the organization's leadership is
leadership customary transaction. Leaders motivate followers by providing
transaction as an exchange barter reward to a job well done. Organization is
operating at the level of 'acting - received ' where followers agree to work (acting)
because expecting a reward (received) from the organization. No personal
commitment of followers to improve the performance of the organization or make a
creative and innovative. Action followers merely maintain the status quo of the
organization.
Transformational leaders inspired and give individual consideration, based on the
operation and in turn influence their followers to shift from the attitude of ' indifferent '
to the level of motivation and commitment to a higher level. Transformational leaders
are the key driver cohesion and followers work together to achieve a common goal
(shared goals). Transformational leaders to be catalysts for change, challenging the
thinking among his followers to view a problem from different perspectives, consult
before acting and to raise awareness and concern for the followers of the importance
and value of the organization's goals. For transformational leadership, change and
innovation in organizations is inevitable. The role of transformational leader seeks to
lead the organization and followers to levels higher moral action.
Bernard Bass (1997), researchers who pursue scholarly works of Burns, discussed
the relationship between the transaction and transformational leadership, saying,"
The best leadership style involves transaction and transformation. 'In reality,
transformational leadership is a value added to the efficiency of the transaction and
not its successor leadership. Activities ' transaction ' (exchange) is still an effective
tool, but a necessary tool for leadership at all levels. When transformational leaders
are in a win-lose (win-lose), he might try to change it to a win-win (win-win) through
negotiations and bargaining, which is the skill of the transaction as a more effective
negotiation techniques .
6.3.5 Current Theory of Moral Leadership
Leadership attention to the moral and ethical leaders which the use of power and
influence is in balance of good and true. Sergiovanni (1992) defines moral leadership
as a form of worries that motivate others through the principles and holding the
admirable. Moral leaders do not find ways to benefit themselves but to act for the
betterment of mankind. Through the principles and practice of holding values, moral
leaders earn the trust the members of the organization gradually and inspire loyalty
to leadership style.
Elements of morality should be embedded in a moral way of life of a leader. School
leaders should exhibit ethical values that can be emulated by students, parents and
community. In addition, leaders are expected to protect the moral, social and cultural
values all students and bring positive transformation through education.
Actually, the complete moral leadership and enhance provision of strong leadership
style that drives the transformation of its members to act through self-motivation,
self-confidence and empowering them to develop their potentials.

6.4 Implications Leads to School

After examining several theories of leadership, general conclusions can be made to
apply our knowledge and raise awareness about the strengths and weaknesses of
each theory in the context of the school.
6.4.1 Implications of Trait Theory
The author of 10 traits of Highly Effective Teachers: How to Hire, Coach, and Mentor
Successful Teachers Mc Ewan (2001) identify traits - traits of effective teachers have
the following ten traits:
Encouraged by the mission and spirited teacher (Mission -driven and passionate).
Positive and real - Respect, caring, empathy and fairness.
Leaders teacher (Teacher Leader) - Leading students, parents, colleagues, has an
element of influence.
With-it-ness, classroom management skills, maintaining student involvement in the
task.
Teacher style-distinctive style, humour element, creative, novel, knowledgeable.
Expert - efficacy motivational teaching.
Effective teaching and communication skills, teaching skills, research -oriented, and
the ability to choose the method of teaching and learning principles apply.
Knowledge (learning from the book), content knowledge, knowledge of learning
outcomes, knowledged to be thorough and comprehensive.
Street smart-reading to learn, listen to learn.
Competitive mind-metacognitive, strategic, reflective, communicative, responsive.
6.4.2 Implications of Theory X and Theory Y
Current developments in psychological research show Theory X is not accurate to
describe human behavior in the context of leadership today. Manager of the school
or the teacher should not assume employees or students basically lazy and trying to
avoid their responsibilities. Students lack motivation to learn rather than something
natural. This condition may be caused by a classroom situation or is there something
less stimulating unmet need. Pupils say lazy to practice mathematics may diligent
and work hard in other situations such as handicraft or work in groups to nasyid
performances for Teachers' Day celebration.
Understanding Maslow's hierarchy of needs can help school managers or teachers
identify appropriate activities so that their needs are met. Theory X assumes the
needs of the low-level determinants of human behavior, while Theory Y of the needs
of the higher levels. Therefore, to increase the level of motivation of teachers in
schools, school managers should involve teachers in the decision making process of
the organization, practicing teachers' abilities in the classroom, encourage the
integration of work and show appreciation to the tasks performed.

6.4.2 Implications of Behavioral Theories

A school leader should be smart enough to analyze and show concern for these two
aspects, namely the task and human relations. As shown in the Blake and Mouton
Managerial Grid, the teacher rushed to finish the syllabus to the extent neglect the
welfare of children does not mean he is an effective teacher. The same goes for
teachers to keep the heart and emotions of students to ignore the content of the
lesson. Wisdom balancing aspects of the job such as the clarity of classroom rules
and procedures , planning and implementation of rigorous teaching , emphasis on
the efforts and achievements of students while maintaining a friendly teacher-student
relationship and promote a culture of shared values together will positively reflect
yourself as a more effective teacher leaders .
If you look at the implications of the theory of behavior from the perspective of school
managers, teachers build a friendly relationship with them will gain the support of the
implementation of the activities or school programs, and to create the feeling that
they are valued. School managers should strive to create the space and opportunity
to create a spirit of cooperation and camaraderie among colleagues to achieve
organizational goals. Teachers will show minatyang more to work if a harmonious
working atmosphere can be felt , free from emotional , mental and social . Thus,
productivity is enhanced.
6.4.3 Implications of Situation Theory
Imagine this situation. If you are a new headmaster turned into a school known for its
discipline problems (and teachers) and school achievement in public examinations
also ranks lowest in the region.
Based on these situations, contingency theory Fielder (1967) state leaders should be
wise to review the current environment and to determine the style of leadership that
support the environment.
-Leader-member relationship
-Structural assignments
-Position power
As teachers, ask yourself these questions, ' How much do I accepted leadership and
supported by all levels of staff? 'Hold a social activity that you have the opportunity to
leader - member relationship and identify more closely with the school community.
Teachers who have the support of his staff would feel respected and encouraged him
to lead them to a higher level.
Clarity of structure do have an influence on the effectiveness of leadership. If the
teachers and staff are unsure of their roles and responsibilities, vision, mission,
goals, rules and routines of each field task should be clearly explained through
pamphlets, official documents, display posters or during assembly so that the
members of the organization share the same direction. When member know their job
field, so the situation will support the leadership.
Centralized system of education in which appointments, discipline or change the civil

service is not located within the jurisdiction of a school headmaster. Therefore, the
use of the power to move teachers and staff may be less effective in real school
situations compared to the way the relationship leader - member or structure
assignment . But in the context of the pupil , the position of a headmaster was
extremely strong . Teachers have the authority to discipline, suspend, direct and
appoint students in appropriate situations.
6.4.5 Implications of Transformation Theory
Teachers as transformational leader is a teacher who can mobilize the motivation,
increase self-awareness and influence students / co-workers to perform tasks to
achieve the goals set. Relations between teachers and students and among other
staff are at their friendly, accurate and familiar.
According to Abdullah , Abdul and Abdul ( 2007), transformational leadership guru
show a strong commitment to the school in its efforts to accept responsibility and
accountability , agreed and generate motivation and admirable moral values.
Teachers leadership transformation can stimulate students together to appreciate
and accept the ideology and vision towards realizing the vision of the school.
In addition, teachers present the image of a leader who can be a source of
inspiration for students to be followed.
Transformational leaders have set expectations high achievement to students
through motivational words, practice leader himself alive and guidance.
Transformational leaders generate consensus, promote collaborative work, clarify
the importance of teamwork to the students managed to produce something to the
highest self-sufficiency.
Transformational leaders demonstrate concern, respect the uniqueness and
diversity of the ability of individuals to grow towards the achievement of the highest
potential.
Transformational leaders emphasize performance and reward contingencies given
for outstanding efforts demonstrated. Transformational leaders not to maintain the
status quo or existing structures but acts to change attitudes,
values and thoughts of the higher levels .
Discussion
By identifying the needs of your student:
What kind of changes might you introduced in school organization?
What steps should be taken to change it can be successfully implemented?
What are the obstacles that you might face?
6.5 Leadership of Schools and Teachers
6.5.1 Leadership School
The success of a school achieving school status effective or outstanding schools will
be referred to the ability of the leadership of the school principal or headmaster of
the school's traditional leadership model based on a hierarchical structure in which
power and control in an organization focused on the leadership alone.

In the era of globalization, rapid technological change and priority to the

development of human capital, transformational leadership began to influence the
organization of the school. The education system is increasingly complex demands
radical changes to the way the school provides educational services.
Decentralisation, excellent school culture and the principles of best practices is a
new challenge in the individual's leadership schools nowadays. In a school that is
made up of a group of professional teachers, school organization, hierarchical
structures are shaped horizontal. School leadership is seen as a collaborative effort,
fostering camaraderie colleagues as a means of enhancing professional practice.
Teacher leadership can be seen in the context of the management of school
activities, instructional leadership and kepe mimpinan in the context of the wider
community. Today, the concept of teacher as leader is influential to the changes that
occur in the system.
6.5.2 Leadership Guru
In this century, the role of the teacher as a ' leader ' in education is very significant
because they influence not confined to the classroom. Among teachers are the main
coach of subjects, head of the field, senior master, drafters and reviewers curriculum,
teacher mentors, teachers in action research and other roles of leadership
education. The concept of teacher leadership can be described as a model of
leadership in which teachers are involved in R & D has / have the opportunity to lead
(Harris & Lambert, 2003). They want to contribute expertise to teach the students a
broader, outside the space within which students are taught by them.
Leaders of ordinary teachers, but teachers are able to guide or motivate other
teachers to work together to enhance overall professional practice and student
achievement levels. Teacher leaders do not wait for orders from the top to implement
a teaching innovation but clever use of the opportunities available to encourage R &
D activities and to gain the attention and support of the authorities.
In the context of the teaching profession in Malaysia, the ' Outstanding Teacher ' was
first introduced in 1993 as the promotion of teacher glorious leader who left the
classroom. Therefore, we do not lose teachers who are dedicated and expert in their
field when they are promoted.
Excerpt from 'Terms of Reference and the concept of' Excellent Teacher' sites
Teachers Excellent www.emoe.gov.my is clear that teachers have the knowledge,
skills and expertise in the subject , particularly in the area of R & D. Excellent
Teachers also are dedicated and motivated to perform the duties and responsibilities
of continuous excellent .
The roles and responsibilities of teachers in teacher leadership are:
Create lesson plans, implement the teaching of skills and the creation and
development of the students according to the highest standards set by the Ministry of
Education.

Lead and assist in the task of curriculum and co-curriculum subjects related to the
field of expertise or specialization.
Being a resource, providing advice and guidance in the subject field or expertise.
Conduct research, produce scholarly writing and research, to explore innovations
and new discoveries in the subject or area of specialization and expertise in
presenting the results.
Perform tasks as directed by the District Education Officer, Director of Education
and Director of the Ministry of Education.
This means that teacher leadership is established when there is an opportunity and
atmosphere for teachers to learn and work together to contribute to the development
of education to achieve a common goal (shared goals).
6.6 The Leadership Challenge
The arrival of the 21st century brought with sophisticated changes and promising an
era full of challenges. Therefore, some key elements should be taken into account
such as community literacy rates are rising, advances in information technology and
computers are becoming more sophisticated, as well as the latest findings dal.un
study of human behavior. More and more workers today have a higher level of
education and skill is more specific than the last two decades. The role of leader is
becoming increasingly complicated and should take a more relevant approach to
leadership effectiveness is maintained.
Every teacher should be dynamic leader and able to adapt to the skills to manage
change and innovation that happens from time to time. Patterns of distributed
leadership, empowerment and collective decision and gaining more acceptance
among organizations nowadays. Leaders are rigid and unable to adapt to new
challenges will find the failure. Openness to new ideas, a willingness to modify the
pattern and style of leadership and a willingness to learn the knowledge to work in an
environment that is based on advanced technology is one of the challenges that
must be addressed and overcome to ensure the sustained leadership effectiveness.
Transformation in the way things work undertaken has been so sudden and
widespread that the change produces uncertainty. Uncertainty may be expected to
provide guidance to leaders prepare to deal with it in the best possible way. Among
the changes that have affected the implementation of the educational process as
well as the attention of all walks of life is the vision of Education, Teaching and
Learning of Science and Mathematics Education Development Master Plan (PIPP)
and the transformation of the curriculum.
6.6.1 Vision of Education
Vision Education presented by Datuk Dr. Wan Mohd . Zahid Mohd . Nordin , former
Director General of Education Malaysia ( now Rector IPG ) in the National Education
Conference 8-11 April 1993 , aims to provide direction to educational leaders to
jointly perform the roles and responsibilities for achieving the goals of Vision 2020,
which makes Malaysia a developed nation economic, political , social, spiritual and
cultural . The paradigm shift is made to ensure the filling Vision Education is
practiced in all levels of education through seven aspects:

Unity in all levels of the organization and the community.

Style of leadership quality management and achieve no defects.
Service to close loving relationship and camaraderie and produce educators who
are concerned.
Empowerment or empowerment in which the delegation of power from the center to
the periphery, from the power and control to the partnership of "technical rationality"
to " reflective rationality ".
Cultural knowledge through reading, learning culture, mindset, culture with their
discussions, writing culture and cultural works.
Caring school students to cultivate self-esteem and feelings of love for the school's
commitment to be created .
Culture of excellence, have an attitude to strive for excellence.
In fact, these challenges are not only delivered to school leaders to act. Management
changes in the education should involve various stakeholders, namely teachers,
students, parents and the community. Still more needs to be implemented and
strengthened so that the systems and institutions to develop human capital that can
capture knowledge and skills, to uphold the nation's culture, has a strong sense of
patriotism, a highly competitive and competent .
6.6.2 Teaching and Learning of Science and Mathematics in MTL
Since the basis of The Teaching and Learning of Science and Mathematics in
English ( PPSMI) introduced from Januari 2003, the leaders of the teachers to meet
these challenges with courage to step up efforts and use of the English language ,
either formal or informal . Leaders as exemplary teachers use English in
conversation, conduct of meetings and school assemblies and reproduce reading
materials in English. In this transition period, the leadership of the transformation
play an important role in determining the success of PPSMI.
However, in July 2009, after nine years of these execution PPSMI, the Ministry of
Education has decided to restore the use of the mother tongue as the basis of
instruction for the teaching of Science and Mathematics, upholding the Malay
language and strengthen the teaching of English. Again, like the captain of the
school leaders should review and redesign the map of the journey, ensure that the
resources and information sufficient to lead his crew with the destination successfully
and safely. Effective leadership is the cornerstone of the management culture
change in an organization.
6.6.3 Transformation of Primary School Curriculum
Each curriculum should be changing, which is dynamic in nature so that appropriate
and relevant to current developments. Integrated Curriculum for Primary Schools
(KBSR) be reviewed to ensure that the curriculum is holistic, not too academic and
burden in line with the strengthening of the core curriculum as the main focus of the
second PIPP, 2006-2010. Beginning in 2010, will be replaced with the USSR KBSR
(Standard Curriculum for Primary Schools) for Year 1 and NPCS (National Preschool
Curriculum Standards) for preschool students.

Transforming the curriculum is based on the holistic process changes the existing
school curriculum by taking into account the needs of the fundamental aspects of the
changes to the curriculum , the structure of the content , pedagogy , time allocation ,
assessment methods , curriculum materials and school management. Within this
curriculum transformation, the top leadership plays an important role in determining
the effectiveness of the curriculum KSSR. Vision, mission and goals need to be
explained to all staff in the school organization. For example, induction meetings to
communicate in a clear and explicit form of the new changes. Any changes need to
prioritize the training curriculum for staff development, teaching resources and
learning support , encourage teamwork and financial allocation given to the anxiety
and stress of work as a result of the change can be reduced. Preference should be
given to addressing the changes that lie ahead as a result of the transformation of
the curriculum. In addition, school leaders and teacher leaders who demonstrate a
strong commitment is the first positive step towards the success of the USSR.
Tomeet the challenges of curriculum change, transformation and transaction
leadership practices should be given proper considerations without compromising
the moral and ethical leadership.
6.6.4 Education Development Master Plan (PIPP) 2006-2010
In the 21st century, the country faces new challenges from globalization,
liberalization, internationalization and the development of Information and
Communication Technology (ICF). Therefore, the Education Development Master
Plan (PIPP) 2006-2010 launched by the Honourable Datuk Seri Abdullah Hj. Ahmad
Badawi on January 16, 2007, aimed at developing a world-class education system to
fulfill the aspirations of Vision 2020 to make Malaysia a developed nation in our own
mold .
In essence, the PIPP is a development plan document which covers three main
areas, namely infrastructure, employment and manpower. PIPP is aimed at
producing a quality education for all. Thus, leadership education Ministry of
Education has a tremendous responsibility in developing the human capital that is
comprehensive, progressive, moral and ethical standards as well as human capital
who are knowledgeable and highly skilled ICT literacy.
6.7 Summary
The theories and research related to leadership trying to find answers to the most
effective way to manage an organization so that productivity able to maximize and
costs are minimized. There are researchers who are trying to find a correlation
between school leadership and student achievement, there are those who try to
connect the organization's leadership style with job satisfaction. Meta-analysis study
conducted by Marzano (2005) on leadership in school and student achievement
proved there is a model that is dominant in determining the effectiveness of
leadership.
Leaders today must be responsive to the currents of change brought about by the

explosion of information and technology in order to manage change and innovation

happen by using the skills of the 21st century.

Join activity
Come
together
you have as a
such leadership?

to
discuss
teacher? Why

what
kind
of
did you choose the

leadership
type of

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