2. 2
1. Introduction
Training and development of school leaders and school effectiveness had always catches
the eyes of researchers and policy makers and had created a polemic in finding suitable
training program for educational leaders (Anderson, 1991; Hanapiah, 1980; Hussein, 2007;
Ibrahim, 2007; Leithwood, 1995; and Olson, 2007). Research showed that leadership
training has no direct relationship with school effectiveness since what was learned in
university or training institutes would not be able to cater the real need in school leadership
and management (Amin & Abdul Razak, 2008; Leithwood, Begley and Cousins, 1994;
Hughes, Ginnett & Curphy, 1993). However, there were researches that support the ideas
that leadership training able to enhance and develop the knowledge, skill and attitude of
school leaders as well as future leaders (Bush, 1998; Nur Anuar & Faridah, 2006; Ruhaya,
Rosnarizah & Shariffah, 2006).
As the National Institute for Educational Leadership and Management, Institut Aminuddin
Baki (IAB) was commissioned to create and develop remarkable school leaders through
training and development. In line with this mandate, IAB was in constant effort to enhance
and improve its training program. Focus was given toward continuous professional
development for school leaders. In year 2008 IAB had introduces the Managing Educational
Leadership Talent (MELT) which focuses on the elements of continuous training and
development. MELT consists of five important elements that interconnected and related to
one another: Growth Oriented Training and Development (Khair, 2007), High Impact
Training and Development Initiatives (HITI), Leadership Competency Assessment (LCA),
School Leadership Competency (SLC) and its output which is the High Impact School
Leadership. The relationship of the five elements in MELT is shown in Figure 1.
3. 3
Figure 1: Managing Educational Leadership Talent Framework
GOTD is the core of MELT and serve as input for HITI as well as LCA. HITI and LCA are two
approaches employed by IAB to carry out GOTD hence translate the output of MELT into
High Impact School Leaders (HISL). However, the hub of every processes involve in MELT
is the School Leadership Competency (SLC). It is therefore, imperative for IAB to develop
the SLC in order to materialize this framework.
The School Leadership Competency was derived from an elaborate study on the trend of
educational leaderships’ traits. MacBeath (2004) had identified 25 leadership traits relevant
to the management and leadership practices in schools. A thorough review of literature
showed that the leadership traits were known by its adjective expressions such as
instructional, participative, democratic, strategic and transformational. These labels
compliment the differences in leadership traits and methodology in achieving two main
objectives in effective organization which is organization goal setting and influencing
4. 4
members towards the achieving the organizational goal (Leithwood et al, 2004). This
extensive review of literature produced the High Impact School Leadership Model which
encompasses six leadership traits: personal leadership, managerial leadership, instructional
leadership, transformational leadership, distributed leadership and value-based leadership
as shown in Figure 2.
Figure 2: High Impact School Leadership Model
The competencies of each leadership traits were scrutinize and analyze into a generic
competency suitable to the educational leadership and management in Malaysia. The
analysis yield 26 competencies and were grouped into six domains which is Policy and
Direction, Instructional and Achievement, Managing Change and Innovation, People and
Relationship, Resources and Operation and Personal Effectiveness (Figure 3).
5. 5
Figure 3: The Competencies of Malaysian School Leaders
2. Purpose of the Study
The purpose of the study was to identify the High Impact Competencies for Malaysian
School Leaders.
3. Objective of the Study
3.1. To identify the current proficiency level of competency perceived by the school
leaders,
3.2. To identify the current need of competency perceived by the school leaders,
3.3. To identify which competency has future growth as perceived by the Ministry, State
and District Educational Leaders,
3.4. To identify which competency is strategically important as perceived by the Ministry,
State and District Educational Leaders,
3.5. To identify the high impact competencies needed by school leaders.
6. 6
4. Operational Definition
4.1. Competency refers to the combining element of knowledge, skills and personal
attributes needed to perform certain task and responsibility.
4.2. School leader refers to the principal of secondary school and head teacher for
primary school.
4.3. Ministry, State and District Educational Leaders refer to educational leaders
currently serving in the Ministry of Education Malaysia, State and District
Educational Offices.
4.4. High Impact Competency refers to the composite analysis based on the responds by
the school leader, the Ministry, State and District Educational Leaders. The
composite score is shown in Table 1.
Table 1: Composite Score of High Impact Competency
5. Methodology
This research employs descriptive quantitative methodology. The data collection was
conducted through a survey method and was administered to the respondent without any
manipulation on the subject. A cross sectional approaches were used to get the data.
6. Population and Sampling
The population of school leaders in Malaysia was 10,058 (Educational Planning and
Research Department, 2006). Proportionate systematic random sampling was used for
sampling selection in order to have representative in each state in Malaysia. Though the
x + 0.5 σ High Impact Competency
x ± 0.5 σ Medium Impact Competency
x - 0.5 σ Low Impact Competency
9. 9
9. Findings
9.1. Objective 1: To identify the current proficiency level of competency perceived
by the school leaders
Figure 4: Mean of Competency Proficiency Level of School Leaders
9.2. Objective 2: To identify the current need of competency perceived by the
school leaders
Figure 5: Mean of Competency Need of School Leaders
10. 10
9.3. Objective 3: To identify which competency has future growth as perceived by
the Ministry, State and District Educational Leaders
Figure 6: Mean of Competency’s Future Growth Perceived by the Ministry, State and
District Educational Leaders
9.4. Objective 4: To identify which competency is strategically important as
perceived by the Ministry, State and District Educational Leaders
Figure 7: Mean of Competency’s Strategic Needs Perceived by the Ministry, State and
District Educational Leaders
11. 11
9.5. Objective 5: To identify the high impact competencies needed by school
leaders.
9.5.1. Composite Score of High Impact Competency for Head Teacher
Figure 8: Mean of Composite High Impact Competency for Head Teacher
(Mean: 62.5)
Mean= 62.5
H
M
L
12. 12
9.5.2. Composite Score of High Impact Competency for Principal
Figure 9: Mean of Composite High Impact Competency for Principal
(Mean: 62.7)
10. Discussion
The result of the study showed the overall level of competency proficiency of the
school leaders were moderate (Figure 4) with total mean of 3.74 (Appendix 1). The
overall competency needs of the school leaders were moderate with total mean of
3.60 (Appendix 2). Analysis on the responses by the Ministry, State and District
educational officers showed a high value of future and strategic need for each
competency (Figure 6 & 7). Figure 10 shows the composite analysis of proficiency,
need, strategic need and future growth based on the domain of competencies. The
analysis showed that there is a gap of what expected by the stakeholder as
compared to the need of the school leaders. The gap could only be narrowed by
continuous professional development either by IAB or other training provider.
Mean= 62.7
H
M
L
13. 13
Change Management
Quality Focus
Managing ICT
Decision Making
Problem solving
Implementing School
Improvement
Capacity
Development
Performance
Management
Principal Head Teacher
Figure 10: Mean of Domain of Competency
Based on Competency Proficiency, Need, Strategic and Future Growth
Figure 8 shows the composite score of high impact competency for head teachers.
The high impact competencies for head teachers were Managing Change, Managing
ICT, Quality Focus, Decision Making, Problem Solving, Implementing School
Improvement and Capacity Development. The high impact competencies for school
principasl were Managing Change, Managing ICT, Quality Focus, Decision Making,
Problem Solving and Performance Management (Figure 9). Figure 11 shows a Venn
diagram of the high impact competencies for Malaysian School Leaders.
Figure 10: High Impact Competency for Principal and Head Teacher
15. 15
Appendix 1
Mean of the Malaysian School Leaders Competency Proficiency
Competencies Mean
Vision Building 3.88
Quality Focus 3.50
Strategic Thinking 3.71
Proactive 3.88
Achievement Performance Orientation 3.98
Instructional Development 3.83
Knowledge Sharing 3.74
Curriculum Focus 3.84
Supervision 3.71
Problem-Solving 3.60
Decision Making 3.51
Managing Change 3.30
Implementing School Improvement 3.59
Creativity and Innovation 3.71
Financial Management 3.78
Physical and Asset Management 3.76
ICT Management 3.51
Performance Management 3.63
Capacity Development 3.64
Communication 3.88
Relationship Building 3.70
Teamwork 3.92
Self Awareness 3.98
Social Awareness 3.92
Self Management 3.84
Social Management 3.81
Total Mean 3.74
16. 16
Appendix 2
Mean of the Malaysian School Leaders Competency Need
Competencies Mean
Vision Building 3.35
Quality Focus 3.74
Strategic Thinking 3.60
Proactive 3.43
Achievement Performance Orientation 3.51
Instructional Development 3.62
Knowledge Sharing 3.66
Curriculum Focus 3.63
Supervision 3.61
Problem-Solving 3.71
Decision Making 3.71
Managing Change 3.85
Implementing School Improvement 3.73
Creativity and Innovation 3.64
Financial Management 3.72
Physical and Asset Management 3.52
ICT Management 3.83
Performance Management 3.64
Capacity Development 3.65
Communication 3.51
Relationship Building 3.46
Teamwork 3.53
Self Awareness 3.50
Social Awareness 3.44
Self Management 3.43
Social Management 3.57
Total Mean 3.60
17. 17
Appendix 3
Mean of the School Leaders’ Competency baded on Strategic and Future Need
Perceived by the Ministerial, State, District Educational Officers
Competencies
Mean
Strategic
Need
Future Need
Vision Building 4.73 4.53
Quality Focus 4.73 4.49
Strategic Thinking 4.67 4.47
Proactive 4.74 4.57
Achievement Performance Orientation 4.77 4.57
Instructional Development 4.77 4.58
Knowledge Sharing 4.73 4.54
Curriculum Focus 4.81 4.62
Supervision 4.72 4.53
Problem-Solving 4.69 4.46
Decision Making 4.71 4.44
Managing Change 4.66 4.38
Implementing School Improvement 4.69 4.38
Creativity and Innovation 4.74 4.48
Financial Management 4.77 4.56
Physical and Asset Management 4.67 4.44
ICT Management 4.65 4.52
Performance Management 4.64 4.47
Capacity Development 4.66 4.51
Communication 4.70 4.53
Relationship Building 4.67 4.47
Teamwork 4.74 4.55
Self Awareness 4.70 4.58
Social Awareness 4.66 4.53
Self Management 4.65 4.50
Social Management 4.67 4.57
Total Mean 4.70 4.51
18. 18
Appendix 4
Mean of Domain of Competency
Based on Competency Proficiency, Need, Strategic and Future Growth
Domain of
Competencies
Mean
Competenc
y
Proficiency
Competen
cy Need
Stategic
Need
Future
Growth
Policy & Direction 3.54 3.75 4.72 4.51
Instructional &
Achievement
3.61 3.82 4.73 4.52
Change &
Innovation
3.73 3.55 4.74 4.55
Resource &
Operation
3.68 3.67 4.75 4.56
People &
Relationship
3.54 3.79 4.77 4.58
Personal
Effectiveness
3.49 4.05 4.75 4.57
Total Mean 3.60 3.74 4.74 4.55
19. 19
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