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Student Leadership Skills :PPPM Aspiration


According to contexts of Malaysia Education system, student leadership summarized to four elements,
entrepreneurism, resilience, emotional intelligence and efficiency in communication skills (Malaysia
Education Development Plan, (PPPM) 2013 – 2025) Refer to the statement, what is the outcome of
executing PPPM had aspired student in the skill of leadership? Thus, the purpose of this research is to
identify the ability of leadership among 269 Standard 5 students from 8 different primary school in Hulu
Langat, Selangor. This quantitative research and data collected based on questionnaire survey that
approved by the expert in Leadership and school administration. Meanwhile the liability of instruments
remedied based on pilot test. Result of the research shown high level of Leadership skill among these
Standard 5 students especially in the elements of resilience and followed by emotional intelligence,
entrepreneurism and communication. In overall, female students can master every skills compared to
male students. In fact, female student good in resilience, followed by communication skills, emotional
intelligence and entrepreneurism. Meanwhile, male student also good in resilience, followed by
emotional intelligence, entrepreneurism and communication skills. Thus, conclusion from the research
shown that Primary School Teacher need to find more suitable methods specifically to increase the level
of Leadership skills for male student and improving the female student weaknesses, therefore our future
potential leader for our nation able to excellently mastering the Leadership skills.

Standard 5, Leadership skills, PPPM 2013-2025

In the latest Era of Globalization, our country are taking serious vision in education which the main
process in producing good leadership leader to lead and govern the nation in future. Thus, Malaysia still
is the nation that moving forward to achieve the advance technology era and focus in Human Resources
Development. For Example, in previous Ninth Malysia Plan (RMKe-9) that launched in Year 2006 had
stressed the world class human resources that consist of characters of knowledgeable, creative, capable,
skillful with positive attitude (Tuan Mastura, Nurazidawati, & Kamisah, 2013) are the major essence to
increase the competitive abilities. Tenth Malysia Plan (RMKe-10 2011-2015) further explained the
government desire in fully developing the education system and world class human resources. The
effectiveness of education system will able to produce quality and expertise human resources in all
specification areas.
Orientated to this Vision, Malaysia Education Development Plan had drew a few aspirations to
success. It need to well understood the concept of student’s quality required. In realization of education
vision and mission, educator, parents, students and community need to cooperate to producing holistic
student in physical, emotion, spirit and intellect. To achieve this goal, Malaysia Education Development
Plan had based on spirit from National Education Philosophy to achieve and develop equilibrium
education as the essential for student’s aspiration achievement. PPPM also extract from experiences
from well performed education system in developing the efficiency and purity elements to equip students
in achieving success and well progress in the challenging globalization. Hence, spirit of National Education
Philosophy to produce equilibrium education included 6 aspirations which is knowledge, ability in thinking,
leadership skill, dual languages, ethical and spiritual of nationalism(Ministry of Education Malaysia, 2012.
Based on the six student’s aspiration, leadership skill is one of the aspiration to produce students
whom able to cooperate and leading others. In National Dialogue, impotency of abilities to work efficiently
in team and promoting student’s leadership is a frequent hot debate. The Education system stern in
assisting student to achieve personal performance in optimism through assigned as leader and works as
team with others. The Leadership skills involved with four elements: entrepreneurism, to encourage
student taking own initiative to build up and developing the skill to resolve and willing to invest by own
resources, resilience, to promote students in facing obstacles and think in constructive way, emotional
intelligence, effective teamwork with others, able to understood and influencing other in positive way of
communication skill, able to give clear opinion and demand by verbal and non verbal.
Hence, school should sensitive or alert about student’s necessities to build up the leadership talent
and their own potential to develop the top class of abilities to compete in the future career path.

1.1 Problems Stating

During 21st Century, government are kin to produce human resources that able to compete
internationally because the Our Young student today, Our Nation Leaders of tomorrow. Quality and
Excellent human resources is one of the requirement to help our country to become a well developed
nation (Najib, 2011; Muhyiddin, 2011). Quality education system will develop quality human resources
(Hishammuddin, 2007; Muhyiddin, 2011; Mohd Yursi & Aziz, 2014). Hence, ministry had study back the
National Education System to improve/ upgrade to the standard of advanced country.
Besides that, our students whom going to be the future leaders not only educated with knowledge, but
as the young generation with noble, integrity, dignity, abilities to self secure and contribute to
harmoniousness and prosperous to the country. As we all know, school is the best field to promote
teamwork skill effectively and the leadership skill among student is the inheritance of nation future leader.
(PPPM 2013-2025). In PPPM (2013-2025), education system not only focus in curriculum but also in co-
curriculum and the shaping of personality. This endeavor is to fulfilled with the aspiration to develop the
country. PPPM 2013-2025 wished to form the useful human resources for the country and simultaneously
produce the individual whom able to boost the economy grow and developments of country. Hence,
Education System in The 21st Century encourage the formation of intellective human being model with
the learning skills and innovation, criticizing and creative thinking abilities which able to compete global
era that parallel to the time revolution or ever steps beyond. Generally, teaching process in school just
able to deliver knowledge, skills, attitude, and value of life. (Ishak, 2009).
Current curriculum is aims to produce equilibrium student with the characters of, desires to explode,
principled, innovation, work as team, resilience, visionary, high patriotic spirit, and higher standard of
mindset and thinking abilities to communicate well with others (Ministry of Education Malaysia, 2015).
Student also shouldn’t just give attention on current skills but they need to equip themselves in other
updated or new skills to enable their abilities to compete and dealin with the 21st Century Education
challenges (Munirah Husna, Abdul Razaq, & Noria Munirah, 2015). From the observation of
transformation achievements on Education Development Master Plan (Plan Induk Pembangunan
Pendidikan, PIPP 2006-2010) until Malaysia Education Development Plan (PPPM 2013-2025) that
executed 4 years, still found less observation research on level of mastering on leadership skills in primary
school students. More research found done in secondary school and higher education institution. Hence,
this research carry out to find answer for: Are those Standard 5 student able to mastering the leadership
skill as planned so our country able to achieve the excellent path?
1.2 Research Objective
The aims of this research is to identify the level of Leadership skills among Standard 5 students in the
aspects of entrepreneurism elements, resilience elements, emotional intelligence elements and efficiency
communication skills elements which according to the required facts. The aims of this research is
1. To indentify the leadership skill among Standard 5 students.
2. To indentify variances of mastering leadership skill between Male students and female

1.3 Concept Chart

Standard 5 student Level of mastering in

Leadership skill

• Gender • Leadership skills

• 1. Entrepreneurism
• 2. Resilience
• 3. Emotional Intelligence
• 4. Communication skills
• Initiator P
• Realistic/Optimist/Determine
• Creative and Innovation • Non nonsense
• Autonomy • Independent
• Problem resolving skills P • Tough
• Control Locus • Moral and social support
M • Wiseness and physically
Source: Ministry of : • Visionary
Education Malaysia,
A Source: Model daya
Entrepreneurism Resilience
2012 tahan Kumpfer, 1999

Emotional R
• Self awareness • active listening
• Self control T • Analysing situation
• Motivation • Promoting involvement and
• Empathy
I feedback
• Social skills • Immediate action to
O important message
• up hold others dignity and
N integrity
Source: Model EQ Goleman, 1999

Sources: PPPM 2013-2025; Kementerian Pendidikan Malaysia, 2012; Kumpfer, 1999; Goleman, 1999
Diagraph 1: Research flow: Leadership skills for student aspirations.

1.4 Literature Review R

Soft skills toward formation of potential student which focused on leadership skills, communication,
technology and information management, thinking D skills, interpersonal and social skills, research shown
that school culture and surrounding factors will help and influence the formation of these soft skills for
potential students (Haslina, Abdul Razaq, & Anisa, 2015). Zainudin, Hamdan, Jamilah, & Haslita (2006) and
Quek (2005) also stated the formation of future leader needed to be capable in skills and able to accept
and fit in to the latest update or changes. In PPPM 2013-2025, leadership skill focused in four elements,
which is entrepreneurism element, resilience, emotion intelligence and communication. According to
Haslina et al. (2015), leadership skills is the abilities of an individual to lead and influence other to
achieving the desired goal. Research by Ahmad, Kamarudin, Sarebah, & Aida (2014) found that leadership
skills practicable through co-curriculum activities. Research by Rohanida & Mohd Sofian (2002) and Mohd
Hamidi research (2002) which study the roles and function of co-curriculum in developing the leadership
skills among students in the aspect of Leadership, social and community service skills. These skills able
absorb by student through school activities and promote in forming potential leader in school level.
In PPPM 2013-2025, entrepreneurism skills needed to be practice by student because government
believes it will help to boost up the country economy in future. The stabilized characteristic of
Entrepreneurism and strong visionary identity are important essent in dealing with globalization
phenomenal which enrich the social life and economy at present (Hariyati, 2014). Entrepreneurism skills
is one of the very important skill should be master by every student either in period of basic study or
higher education (Norasmah, Zaidatol, Mohd Ibrahim & Rohani, 2003). Entrepreneurism field is much
getting serious attention and being cultivated through education if compare with 70an and 80an
(Mohammad Rezal, Ku Amir, Narimah, Norizah, & Norshahrizan, 2009). Muhammad Haron & Khairul
(2008) also highlighted the entrepreneurism is one of the process involved with new innovation (creative)
or modified something to be better or different (innovative) which bring benefits and increasing value to
the community. Nor Aishah (2002) also stated an individual whom work and try hard to succeed in the
career path is considered in the characteristic of entrepreneurism spirit. So, it is concluded
entrepreneurship is one of the ability to push an individual to exploit opportunities, dare to taking risks,
always creative and innovative in all the strategies and ventures to achieve target to create value and
revenues to himself or community (Kuratko & Hodgetts, 2004; Nor Aishah, 2002; Azmi, Nik Hairi, & Najwa
Hanis 2012), To produce student who fulfill this objective and the government desires to create the
resilience and competitive entrepreneurism society.

In the Excelency context of a country, resilience ability is one of the contribution factors to form the
role model society. Mohd Salmi, Maria Chong, Abdul Aziz, & Samsilah (2015) had utilized the resilience
model of Kumpfer in their research to survey the resilience ability among teacher in 21 Millennium. Based
on model of Kumpfer (1999), environmental factor (family, culture, society, school and friends) and inner
factors (emotion, spiritual, physical and social) contributed and promoting the resilience ability. According
to Ballenger and Douglas (2010), someone with natural resilience ability are having strong competencies,
compatible in changes with positive, believe instinct and able to control spiritual. Resilience always
interpreted and related to individual ability and toughness to encounter any situation (Maddi dan
Khoshaba, 2005; Mohd Salmi et al., 2015). According Irmohizam & Muhammad (2016), resilience is a
learnable attitude and behavior. It also a personal ability for to withstood or overcome weakness and
environmental stress which able to rise again in encountered with risk and keeping peace (Oswald,
Johnson, & Howard, 2003). Refer to the previous research, resilience help to increase quality of an
individual and it related to positive performance in academic (Benard, 1991; Wagnlid & Collins, 2009;
Kimberly & Gordon, 2001). 21st Century education also concentrate to produce first class of humanity
which equip and ready with all types of skills, so it able to compete and be prepared to facing all challenges
in future. Hence, resilience ability is one of the aspiration for student to achieve.

Emotion intelligence skill or Emotion Quotient which involved perception, evaluation and
understanding emotion accurately (Mayer & Salovey, 1997). According Goleman (1999), there are 5
elements, which is (i) self awareness, (ii) self regulation, (iii) self motivation, (iv) empathy and (v) social
skills. This is one of the aspects utilized in this research to study and survey the level of mastering of
emotion intelligence among the standard 5 students. Emotion intelligence is the ability of an individual to
identify self emotion, managing emotion, self motivation, understanding others emotion and ability to
develop relationship or hava a connection with other. (Muhammad Idham, Zamri, Melor, & Nik Mohd
Rahimi, 2010). Goleman (1999) and Noriah, Ramlee, Siri Rahayah, & Syed Najmuddin (2003) stated self
controlling/ calmness means the ability to manage own emotion to carry out and complete duty or work
with dignity without any slump feeling. Skovholt and D’Rozario (2000) also stated where love and caring
is one of the method to stabilize emotion where bring positive effects to learning process and teaching
effect or learning result for an individual. In general, emotion intelligence is caused by feeling, emotion
and instinct. Emotion unable to rational with intellectual, but the other way round with spirit and desires,
ability to self motivate, meanwhile self cultivate and with stand failures. Previous research shown
students with emotion intelligence are much stable in managing themselves in relationship and linkage
and social interaction. This is one of the very important characters for leader. (Gardner, 1983; Mohd Azhar,
2004; Maleatzis and Oosten, 2002). Hence, to increase the excellent achievement for student in academic
and personal performance, introduction of emotion intelligence are very important.

Besides that, communication skills also very important and link with the entrepreneurship to produce
a leader. Communication skills is one of the skills that involved and utilize language and conversation to
create positive effects among human races (Abdullah Hassan & Ainon Mohd, 2001). According to Mansor,
Ramli, & Shawaluddin (1984), communication is a process of exchange and sharing in ideas, value of
thought, attitudes and others among an individual with others individual. Communication categorized in
two methods, which are verbal and non-verbal. Verbal communication is the process of two different
individuals transferring or exchanging of ideas or information through oral voice, meanwhile non verbal
communication is passing message through signal or body language. Communication skills included the
interpersonal skills, abilities to interaction or discussion (Kinnick dan Parton, 2005) which is a must to a
leader. Leadership skills and communication skills are inter-linked, because an individual with effective
communication skills, that individual able to form and create strong relationship and understanding with
other human being around him. (Pincus dan DeBonis, 2004; Rodiah, Siti Rahayah, & Noriah, 2009). Good
communication skills able to listen actively and well analyzing and fully understood situation, with
immediate action to react for the important message and giving constructive feedback afterward to
resolve problems and improve situation. Human relationship build up by effective communication. With
good communication and aligned understanding among others it will achieve the same goal. As conclusion
effective communication helps student to achieve excellent achievements.

This was a quantitative research design using a survey method. Respondents were Year 5 students in 8
primary schools Hulu Langat, Selangor. Selection of schools involving schools near investigator in charge,
while the selection of respondents inclusive, totaling 269 students who are in the schools. The instrument
used in this study is a questionnaire which was developed and validated by experts in the field of
leadership and school administration. While the reliability of the instrument repaired based on the results
of the pilot test. Index questionnaire reliability was measured using Alpha Cronbach value.

Table 1: Coefficient of Alpha Cronbach

Coefficient of Alfa Cronbach Level of Reliability Result

< 0.6 Lower Rejected

0.6 – 0.8 Medium Acceptable
>0.8 Higher Good
Sources: Pallant, 2001; Mohd Majid, 2005; Mumtaz Begam, Hamzan, & Saaidah, 2010

The reliability of the leadership skills gained from the test Cronbach's alpha by using SPSS is acceptable,
that is element of entrepreneurship (α = 0776), elements of resistance (α = 0.756), elements of emotional
intelligence (α = 0668) and communication elements (α = 0634). Therefore, all items from the four
elements of leadership skills has reached index of> 0.60. The items that are built have reached the level
of reliability that can be adopted (Pallant, 2001; Mohd Majid, 2005; MumtazBegam, Hamzan, & Rule,
2010). The table below shows the results of the pilot was using Cronbach Alpha analysis.

Table 2: The pilot test results based on the analysis of Cronbach Alpha
No. Leadership Skills Reliability, α
1. Entrepreneurship 0.776
2. Resilience 0.756
3. Emotional Intelligence 0.668

4. Communication 0.634

This questionnaire consists two parts which is Part A and B. Part A is the demographic of students, while
Part B contains items which developed by several different situations based on the elements that
comprise the entrepreneurial skills, skills, endurance, skills or emotional intelligence skills communication.
Situations are based on experience of students of 5 in their daily life. For example, the creative element
under the entrepreneurial leadership was determined by collecting the feedback from students by using
the given situation, which is "If a flower pot in your house broken, what action will you take? " and a three-
point Likert scale that indicates the level of low, medium and high are used to determine the level of
leadership students which based on their reactions and responses such as the election of Table 3 below.
For example, if students responded that they would not let a broken vase, the level of creative control
they count as low; if they notify their parents of the actual situation and to ask the views of their parents,
they will be considered only reach a moderate level, whereas if they used suitable materials to replace
the vase broke, they are considered to reach the stage of a creative high.

Table 3: Example of questionnaire

Situation Feedback from students

1 2 3

If a flower pot in your Let it Discuss with their parents Make a new vase by using
house broken, what suitable materials,exp:
action will you take? bottles
Table 4 : Three-point Likert scale show the level of leadership skills
1 2 3
Lower Medium Higher

Data were analyzed by using descriptive statistics such as frequency, mean and standard deviation with
SPSS 22 for windows. To determine the level of leadership skills of students is based on the
interpretation of the score as in Table 2 below.
Table 5: Interpretation mean level of student’s leadership skill
Mean score Interpretation mean score
1.00-1.67 Lower
1.68-2.34 Medium
2.35-3.00 Higher
Source: Alias Baba, 1999


From 269 respondents have answered and returned the questionnaires distributed. The respondents
consisted of 134 (49.8%) male and 135 (50.2%) were female. Demographic information respondents
displayed in Table 3 below.

Table 6: Demographic information respondents

Table 6: Demographic information respondents
Demograph Factor Number Percent
Gender Male 134 49.8
Female 135 50.2
Total 269 100


Overall, the level of the leadership skills of students in year 5 is at a high level (mean = 2,452; M.P. =
0.347). In detail, the most dominated level of leadership skills are the element resistance (mean = 2,544;
sp = 0.338), followed by the elements of emotional intelligence (mean = 2,458; sp = 0.267), elements of
entrepreneurship (mean = 2,423; sp = 0356) and the communication elements are uncontrolable (mean
= 2.382; sp = 0.425).
Table 7: Level Of leadership skills of year 5 students
Element Overall Mean Standard
Entrepreneurship 2.423 0.356
Resilience 2.544 0.338
Emotional 2.458 0.267
Communication 2.382 0.425
Average 2.452 0.347
The study also shows that the leadership skills of females was significantly higher (mean = 2,565; M.P. =
0.340) if compared with males (mean = 2,344; M.P. = 0.338). In this case, the most dominating element
for females are resistance (mean = 2,637; sp = 0.261), followed by communication elements (mean = 2,597;
sp = 0.345), elements of emotional intelligence (mean = 2,524; sp = 0.405) and elements of
entrepreneurship (min = 2.500; sp = 0.350). Meanwhile, the most dominating element for males are
resistance (mean = 2,444; sp = 0348), followed by the elements of emotional intelligence (mean = 2,380;
sp = 0.257), elements of entrepreneurship (mean = 2,376; sp = 0.353) and communication elements (min
= 2,175; sp = 0.392).

The T test analysis that has been done has found that there are significant differences in entrepreneurial
element (t = -2,366; p = 0.019), the element resistance (t = -3,104; p = 0.002), elements of emotional
intelligence (t = -2597; p = 0.011) and a communication element (t = -7,202; p = 0.000) in the level of
leadership between males and females Year 5.
Table 8: Comparison of level of leadership skill among Standard 5 Male Student and Female student.
Element Male Mean Standard Female Standard t p
deviation Mean deviation
Entrepreneurship 2.376 0.353 2.500 0.350 -2.366 0.019*
Resilience 2.444 0.348 2.637 0.261 -3.104 0.002*
Emotional Intelligence 2.380 0.257 2.524 0.405 -2.597 0.011*
Communication 2.175 0.392 2.597 0.345 -7.202 0.000*
Average 2.344 0.338 2.565 0.340


Based on the above table, there are four elements of leadership skills have reached a high level
of proficiency according to gender. From the table, males have reached the level of moderately high in
elements of communication. In student aspirations contained in the PPPM 2013-2025, leadership skills is
one of the aspirations that need to be applied in students because the government believes it will help in
producing a balanced individual in terms of physical, emotional, spiritual and intellectual (JERI) which
supports the intention of Philosophy National Education (FPK). In the transformation of the education
system, the concept of higher order thinking skills (HOTS) for example application, reasoning and problem
solving are emphasized in the teaching and learning process. In the 21st century, education also causes
the knowledge of technology, knowledge of pedagogical, content knowledge and curriculum as basic
components that help each student reach into the mainstream. Constructivist learning approach, which
has an active learning environment that should be provided to enable the students involve in the learning
process (Sridharan & Kinshuk, 2003). With this type of learning environment, students are given the
opportunity to voice up their opinions, explore themselves through the information technology, group
activities also provide an opportunities for students to collaborate with each other. All of this has showed
that the effectiveness of active learning and improve students skills such as interacting skills, problem
solving skills, active learning skills, critical thinking and construction (Felder & Brent, 1994; Norasykin &
Nurulhidayah, 2011). The results indicate a high level of proficiency in all four elements of the leadership
skills of students in Years 5 which prove that the activeness of teaching and learning is effective. So, school
administrators must ensure that teachers take existing opportunities, whether in the classroom through
the teaching and learning process (group activities, projects, discussions) or outside the classroom
through extracurricular activities (associations, sports, uniformed bodies) to optimize another potential
students from a variety of skills.

Besides that, this study also showed that the level of proficiency of endurance between males and
females is the highest in all four elements studied. From observation, we find that someone who does not
react or are willing to face challenges will have a high durability. Usually, those who are optimistic and
self-confidence will always have full confidence in themselves. This positive trait fostered through their
growth environment. Therefore, it can be said that most of them are derived from a conducive
environment and always receive a good service and have close relationships with family members or
community (Jamaludin Ramli, 2011).

Past research shows that among the population of Southeast Asia, a person's behavior is
influenced by socio-cultural and human surroundings (Nor Amalia Khalilah & Wan, 2016). According to Siti
Noor Fazariah and Zulkarnain (2014), physical and mental development of a child is a reflection of their
lives. Therefore, the perseverance of someone can review through their life. In the family, parents are the
people who closest to children. According Rohaty (2003), the role of parental in the education process is
very important for the self-concept of their children. Arnold, Zeljo, and Doctoroff (2008) found a
relationship between parents and children is a major factor in pupils' progress and have a very important
role in shaping the personality of children since the infancy up to their ranking at the universities (Zulkifli,
Jamilah, Aminah, and ISMI Arif, 2011). Therefore, parents must work together and always concerned
about the lives of their children either at school or at home. Parents need to have a close relationship with
the school to ensure their child's development at school and with this, their children will feel they are
valued, eventually become a problem dealing with pressure and, thereby achieve the desired success in
the future

In addition, the overall result of the study also shown that the females in the four elements of
leadership skills is higher than male students in year 5. Maturity female shown in the aspects of empathy,
emotion management, greater awareness of themselves and relationship between partners based on
their life experiences as embodied in the skills set out in the aspirations of students. This is due to their
rapid exposed by experience (Petrides &Furnham, 2000; Katyal & Awasthi, 2005). The high maturity of
females cause them have a higher level than male students in leadership skills contained in the aspirations
of students. According to the Lee (2003), females also more capable to resolve problems or conflicts,
instruct or guide others to achieve progress. They also always have positive expectations about the
potential of others and can focus on important messages. This is because females have effective
communication skills (Moskal, 1997; Geraldine, 1999). Therefore, it can be said that females are more
inclined to teamwork and to make themselves as the driver of innovation, where they were able to
encourage their team members to try different ways to perform the task, and they are more empathetic
and more willing to share information openness when compared with males (Nazlina, 2004).

In line with the aspirations of students who have been featured in the Malaysia Education
Blueprint (MEB, 2013-2025), leadership skills is one of the main features required by every student to be
able to compete on a global stage. Models and studies have shown that the leadership skills play an
important role to contribute the successful of the students. Therefore, all parties, including the Ministry
of Education (MOE), the State Education Department (NRD) and the District Education Office (PPD) should
take the initiative, proactive and persistent in formulating and implementing programs of intervention to
foster and improve skills leadership among students. School teachers encouraged to use the methods of
teaching and learning in inquiry-based learning cycle model (5E Learning Cycle) to foster the skills of
students. Teachers also need to know the proficiency levels of each student to identify ways and methods
that are more suitable in the process of teaching and learning. In addition, school administrators and unit
especially counseling also help students identify their latent potential because every student has a
different talent or potential. Teachers are urged to undergo their duties with the utmost warmth and
sympathy, caring and considerate says will indirectly increase the level of self-control skills of students.

By making changes in the educational system, all parties must work together for the formation of
the desired human capital. Teachers not only convey knowledge but also cultivate a good character in
students. Learning climate in schools also be guided by the education of the 21st century in order to
provide an appropriate learning space for students. Community also plays an important role in providing
support to all activities that organized by the school. With the cooperation of all parties, this educational
transformation can be achieved in order to achieve the Vision of 2020.

This study has identified the level of leadership skills among students in Years 5 and the results
also show that there is a difference between the level of the leadership skills of males and females.
Therefore, further research on identifying problem students in the process of mastering the skills of
leadership can be done more detail to find the cause and why each skill is still not reached an optimal
level. Furthermore, the furthest study to enhance the effectiveness of the four elements of leadership
skills also can carried out


In this study, it was found that Year 5 students have mastered the leadership skills which have
been emphasized by the Ministry of Education. To enhance the level of leadership skills of students, the
school administration, teachers and parents should be looking for another ways which is more specific
adjustment to overcome the weaknesses of each student so that the skills can be developed. In conclusion,
this study has show a high level in the four elements in the leadership skills. Resistance element is an
element that reaches the highest level among the four elements that studied, followed by the elements
of emotional intelligence, entrepreneurial elements and communication elements. In addition, the study
also found that the level of female students in all four elements of leadership skills is higher than males.
This result is hoping to help teachers looking for another ways to enhance the adjustment of the level of
skills of males and trying to overcome the weaknesses of females.