Project MGMT: Transformational Leadership and Job Satisfaction

This report, titled "Transformational Leadership of headmaster and Professional Learning Communities in primary school, Manjung District, Perak," investigates the impact of transformational leadership on teacher job satisfaction in primary schools. The study explores the four components of transformational leadership: idealized influence, individual consideration, inspirational motivation, and intellectual stimulation. The research includes a literature review of transformational leadership in education, school leadership in Malaysia, and the methodology employed, which encompasses a positivism research philosophy, a quantitative research design, and data collection through surveys. The findings, based on data analysis, reveal insights into the relationship between leadership styles and teacher job satisfaction, providing recommendations for school management to enhance teacher satisfaction and prevent attrition. The research concludes with a summary of the findings, conclusions, and implications for educational leadership.

Running head: PROJECT MGMT
Project MGMT
Name of the Student
Name of the University
Author Note

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Table of Contents
Chapter 1:.........................................................................................................................................3
Introduction..................................................................................................................................3
Problem Statement.......................................................................................................................6
Aim and objectives of the study..................................................................................................7
Significance of the Research.......................................................................................................7
Framework of the Research.........................................................................................................8
Chapter 2: Literature review............................................................................................................8
Transformational Leadership.......................................................................................................8
Transformational Leadership in Education.................................................................................9
Education leaders and Transformational Leadership................................................................11
Transformational leadership in the perception of the schools and teacher................................12
Barriers of transformational leadership in educational institutions...........................................14
School leadership in Malaysia...................................................................................................15
Chapter 3: Methodology................................................................................................................18
Research philosophy (Positivism).............................................................................................18
Research design.........................................................................................................................19
Research approach.....................................................................................................................19
Data collection...........................................................................................................................20
Sampling....................................................................................................................................21

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Data Analysis.............................................................................................................................22
Ethical consideration.................................................................................................................23
Chapter 4: Findings........................................................................................................................23
Hypothesis:................................................................................................................................23
Data Collection:.........................................................................................................................24
Data analysis:.............................................................................................................................24
Findings.....................................................................................................................................25
Thematic Analysis for the responses of interviewees (Principals)............................................38
Discussion..................................................................................................................................39
Chapter 5: Summary, Conclusion and implications......................................................................44

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Topic: Transformational Leadership of headmaster and Professional Learning
Communities in primary school, Manjung District, Perak
Chapter 1:
Introduction
Transformational leadership is often referred to as the leadership approach which result in
change in the individual and social systems. Transformational leadership creates valuable as well
as positive change among the followers with primary aim of developing followers into leaders.
The mentioned leadership style possesses the capacity to enhance morale, motivation as well as
performance of the follower through a varied group of mechanisms. The mechanisms include
connecting the sense of the followers that inspires them along with challenging the same for
taking greater ownership for their work. According to researchers, leadership skill of an effective
transformational leader must possess the potential to enhance the self-worth of the followers
along with engaging the followers amidst of true commitment as well as involvement towards
the organization. This skill is accomplished by transformational leaders by exploring the four
main behavioral components which are similar to the practices pertaining to the transformational
leadership. The various four components are also known as the four I s of transformational
leadership as well as includes idealized influence, Individual consideration, Inspirational
motivation, Intellectual stimulation.
When it comes to individual consideration, the role of transformational leaders act as a
mentor and pays special attention to each of the needs of his or her follower so that they can
achieve effective growth. Individualized considerations takes place when new opportunities of
learning are created along with supportive environment. Transformational leaders are effective

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listeners as well as observers. In this kind of leadership, both way communications is also
encouraged and interactions with the followers are personalized in order to maintain
confidentiality. An effective transformational leader assigns tasks to the followers as a mean of
developing the skills of the followers. Not only this, the assigned tasks are monitored for
determining if the followers require any additional support for progress. In this leadership style,
monitoring is not performed in order to keep a strict eye on the followers.
The second I, that is intellectual stimulation is referred to the process by which
transformational leaders encourages creativity as well as innovation with the help of questioning
assumptions, reframing the issues along with approaching old situation by applying a new
perspective. Additionally, transformational leaders always try to deal with issues by
implementing new ideas and finding out creative ways to deal with the issues faced by the
followers. One of the major characteristics of this kind of leadership includes the norm of
criticizing the followers separately and confidentially, instead of criticizing them in front of
everyone.
The aspect of inspirational motivation, points out the demonstration of behavior by the
leaders that inspire the followers. Transformational leaders always inspire their followers by
dealing with tough issues and demonstrating ethical values. This in turn, enhances the team
spirit, optimism and enthusiasm within the followers. In this leadership style, followers are
involved with the help of transparent communication and expectations the leader have from
them. Transformational leaders are found to compose a vision for the future. When it comes to
Idealized influence, transformational leaders are found to show behaviors which enable them to
act as appropriate models for many followers. Along with admiring, trusting as well as
respecting the leader, the followers are found to identify with the leaders and develop a tendency

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to emulate them. Effective rulers as well as leaders who follow transformational leadership style
are often considered to have extraordinary capabilities, determination a well as persistence.
Additionally, leaders who demonstrate idealized influence are often found to be taking risks as
well as maintain consistency. Since they demonstrate higher standards of ethical as well as moral
conduct, they can be expected to follow the correct path.
In today’s world, education is considered to be a business and schools are the social
organizations that are responsible for carrying out the business. The business natures as well as
complexity of the responsibilities and tasks punctuality is more concerned over the educational
leaders or principals. They are taught the ground rules of administration along with practicing
effective relationship skills. In spite of the fact that the instructional leadership model has served
the educational field for the last two decades, the current demand for reforms in the mentioned
field have compelled several school leaders to embrace and put into practice a school model for
transformational leadership.
Transformational leadership is considered to be powerful in political, military as well as
organizational industrial environment. However, evidences from several researches demonstrate
that the mentioned leadership style is highly crucial as well as powerful tool that can help
achieving group goals as well as evoking positive challenges in the educational fields. A good
number approach associated to school leadership has been tried. During the 90s instructional
leadership was considered to be the most effective educational leadership style. Instructional
leadership can be defined as the leadership style with multiple dimensions which incorporates
various practices. In spite of the fact that the instructional leadership model has served the
educational field for the last two decades, the current demand for reforms in the mentioned field
have compelled several school leaders to embrace and put into practice a school model for

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transformational leadership. This model of leadership has been selected by contemporary school
leaders since it aspires to enhance the effort of the members on behalf of the organizations along
with developing more skilled practices. Several evidences has been obtained that the mentioned
leadership style does impose impact on the physiological state of the teachers that includes
teaching efficiency, organizational commitment and job satisfaction. Along with that, a review of
school leadership research have found out that school leaders who demonstrate transformational
leadership possess high level of employees with job satisfaction.
Problem Statement
The success of a nation is highly dependent on the educational environment of a nation.
The role of the teacher is a crucial factor that provides shape to the future of a nation. As the job
scope of an educator enhances and started covering task like teaching, administrative an
educational work, it becomes more or less affected by the emotions of the teacher that includes
pressure, fatigue as well as less attention paid to the students during their class session. Besides,
they have to fulfill rules as well as regulation of scoring of the principals for ensuring the
school's visions as well as missions are met. According to researchers, job satisfaction does
impose a major impact on the teachers. In schools where transformational leadership is practiced
b the school principals, teachers are found to get motivated and change in their attitudes, values
and commitment towards the mission and vision of the schools have been noticed. The practice
inclusive of transformational leadership often is found to be able to move the organizations
closer to their target goals. If this gets combined with job satisfaction of the teachers, it can be
clearly understood that the mentioned leadership style will definitely impose positive impact on
the learning of the students. This study has been conducted to test the relationship between
leadership styles as well satisfaction of the jobs of the principal among the teachers of primary

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schools of Perak. The findings offer a method to further explore the subject of transformational
leadership.
Aim, objectives of the study
Main aim of the research is investigation of the practice including transformational leadership
along with the relationship with job satisfaction. When it comes to the objectives of the research
they are :
1. Identification of the transformational leadership among the principles of the primary
schools located at Manjung District, Perak according to the perception of the teachers.
2. Identification of the job satisfaction level of the teachers of primary school the Manjung
District, Perak.
3. Identification of whether any relationship related to transformational leadership practices
inclusive of school principals as well as job satisfaction of the primary school teachers
exits or not.
Significance of the Research
The findings of the research are crucial for the following factors:
1. The findings will help in the identification of the leadership style shown by the principal.
2. He findings will help the school to identify the job satisfaction among the teachers
3. The finding will provide assistance to the management of the school to carry out further
leadership activities in order to maintain as well a enhance the job satisfaction of the
teachers in the workplace and thus prevent attrition of the same.

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Framework of the Research
The research framework of this study is primarily built upon the review of literature. The
independent variable of the research is transformational leadership and the dependent variable is
job satisfaction of the teachers.
Chapter 2: Literature review
Transformational Leadership
The term Transformational leadership is actually defined as the leadership processes
where both leaders as well as followers work hand in hand with advanced morale and
motivation. According to Avolio & Yammarino, (2013), in this style of leadership, the beliefs,
attitudes as well as behaviors of the followers gets transformed. The concept including
transformational leadership has been initially developed by James MacGregor Burns. In
business organizations, this type of leadership has been found to impose positive impact on the
job performance, satisfaction as well as commitment of the employees. During introducing his
theory of transformational leadership, burns had included a contrast of the transactional
leadership with transformational leadership. According to him, while transactional leadership is
about engaging in simple exchanges with followers for enhancing performance that result in
attainment of goals, transformational leadership include engaging in interactions with the
followers based on common beliefs, values and goals. Thus transformational leadership
encourages the performance that results in attainment of goals. According to McCleskey, (2014)
this relationship is mutually elevating and beneficial. In order to explain his theory, Burn had
used the example of an eminent socio-political leader Mahatma Gandhi. He described that being
a transformational leader, Gandhi attempted to elevate the basic desired needs of the followers to

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the level they never seek before the leader had induced motivation. He contrasted this to
transactional political leader who motivates followers by appealing to their existing personal
interest. Burns had emphasized on the fact that transformational leadership, since it put emphasis
on the actual needs of the followers possess higher capacity to attract the followers towards the
leader and enhance their loyalty towards the organization as well as job satisfaction. However as
per Braun et al., (2013) transactional leadership can be defined as a process of management by
exception as well as contingent reinforcement. Based on several studies that have highlighted
the positive impact of transformational leadership on the job satisfaction, performance,
commitment and other areas of the teachers that in turn facilitate the overall success of the
school, and based on its established positive correlations to employee performance, motivation,
and job satisfaction in business organizations, transformational leadership style is considered to
be an effective approach for education leaders for testing in transformational school for meeting
new stakeholder demands.
Transformational Leadership in Education
The research of Benard Bass in the year 1985 is considered to be the first research on
transformational leadership in schools. The author has highlighted how transformational
leadership can positively influence the behaviors of the teachers along with their job loyalty. The
term transformational leadership behavior can be considered as a particular behavior engaged by
the leaders in order to enhance the overall performance of the organization. According to
Roueche, Baker III & Rose, (2014) the major transformational leadership behaviors that are
followed by the leaders includes idealized influence, inspirational motivation, intellectual
stimulation and individualized consideration. Inspirational motivation enables the leaders to
communicate high performance expectations in a enthusiastic a well as encouraging manner.

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Individualized consideration, o the other hand includes mentoring, coaching s well as providing
feedback in a manner consistent with each needs of n individual. Intellectual stimulation refers to
challenging followers for embracing new innovative methods of thinking as well as performing.
A transformational leader is found to seek innovative ideas from the followers along with
demonstrating tolerance for the mistakes performed by the same. When it comes to idealized
influence, it includes provision of vision as well as sense of mission while displaying full
commitment towards the same. According to evidence, the mentioned behaviors of
transformational leadership impose significance as well as progressive impact on the followers of
the organization.
According to Santamaría & Santamaría, (2013) transformational leadership can be
considered as the most effective leadership style to be imposed on school environment since it
enables the leaders to facilitate change in school restructuring initiatives. The pioneer of
transformational leadership in school , Kenneth Leithwood, stated that this type of leadership
posses the potential to enhance the ability of the educational leaders to make necessary school
transformations that will facilitate meeting the accountability of the stakeholders as well as their
performance improvement demands. Transformational leadership approaches needs to b
practiced as well as featured as components of principal preparation programs. The popularity of
transformational leadership in school is attracting more and more school leaders since huge
success have been evidenced in the last decades after the application of this leadership style in
educational institution s. Positive correlation between learning of the followers in educational
sectors as well as business sectors have been noticed. Schools are found to evidence increasing
scrutiny as well as accountability associated with the educational outcome of the students as well
as success of the school. Therefore, transformation leadership can be considered as an

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appropriate leadership style for school setting since it emphasis on preparing the school faculty
to gain new knowledge. Not only this, this leadership style helps the leaders to break the
established norm and establish innovative norm that will improve the culture of the school.
Education leaders and Transformational Leadership
In schools, principals are considered to be the leadership heads who are responsible for
transforming the culture of the educational institutions for meeting the enhanced demand of
local, state as well as federal stakeholders. Transformational leadership, as the name suggests
provides better capability as well as opportunity to the leaders to establish innovative norms,
change the adverse attitudes of the employees while creating a new vision of reality and make
fundamental changes in the culture of the institution. According to Shatzer et al., (2014) the
mentioned leadership style enables the principals to foster the acceptance of group goal. This
leadership behavior is aimed to promote cooperation amongst the leadership team members of
the school which in turn will enable them to work together for achieving a common goal.
Another aspect of transformational leadership is to provide individual support to the team
members. Providing individual support demonstrates leadership behavior that centered on
respect for the school leadership team members and concern about their specific needs as well as
feelings. When it comes to provision of intellectual stimulation, it is described as the behavior
that challenges the team members off school leadership to reexamine some of their assumptions
about their work and rethink how better practices can be performed. Principals who follow
transformational leadership are found to hold high performance expectations that demonstrate
the expectation for excellence, quality along with high performance from the school leadership
team.

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Tourish, (2013) stated that the behavior of the teacher impose high impact on the performance
and achievement of the students. Not only this, the behavior of the leader is also dependent on
social interactions and relationship between the principal, teachers as well as other employees of
the school community. Examples are set through providing models, identifying the vision and
fostering group goals for staff members while stressing on enhancing the confidence of the same
that the operation will be smooth and effortless. Al-Husseini & Elbeltagi, (2016) stated that
schools that follow the transformational leadership style have shown promising improvement in
meeting the demand of the stakeholders. However, there still prevails the need to gain more
detailed understanding of these practices for enhancing the performance and culture of the
schools. Transformational leadership practiced by principals plays a key role in school
development initiatives and is evident when principals engage in building a shared vision. The
chief role of the principles when it comes to transformational leadership includes changing the
way of thinking of the employees while performing activities.
Transformational leadership in the perception of the schools and teacher
The idea of using transformational leadership for providing leadership to school student
was fist coined by James Stuart Pounder. According to hi research, this leadership style
possesses the potential to bring about positive outcome when teachers use the system during the
classroom. The mentioned leadership style results in development of the capability of the
students to use ideas and information along with critical thinking as well as problem solving
abilities. Not only this, transformational leadership have demonstrated positive correlations for
enhancing the performance o the students in reading. This leadership style has also gained
success when it came to energizing students, encouraging them to transcend self-interest as well
as embrace change.

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When it comes to the perception of the teachers about transformational leadership,
teachers are found to appreciate the mentioned leadership style ad view principals who follow
transformational leadership as role models who inspire trust in school employees. Educators are
found to prefer school environments where the principals exhibit transformational leadership,
specifically when it takes the form of individual consideration that allows teachers as well as
principals to have a cooperative ad trustworthy relationship. The school principals following the
transformational leadership behaviors are highly rated by the teachers since the principals
demonstrate supportive nature encourage reflection and are seen to have polite, motivational
nature. Braun et al., (2013) stated that the commitment of a teacher to his or her job
automatically gets enhanced when the principals are seen as role models and are found to
demonstrate behaviors like intellectual stimulation and vision building. According to the
researchers, leadership development as well as training the school leaders during
transformational leadership often leads to teacher internalization of the practice. The
achievement off the students are directly as well as positively related to the teacher commitment
to school visions while leaders are engaged in setting direction, providing support as well as
developing employees. Therefore, it can be clearly understood that transformational leadership
enables leaders t perform their role while proving the teachers physiological empowerment by
valuing their contribution towards the organization (Lai et al., 2014).
Transformational leadership approaches are found to have positive impact on the internal
states of the teacher along with the achievement of the students when it comes to reading and
mathematics. An improved internal state in teachers leads to enhanced performance of the school
including the achievement of the students. Transformational leadership approaches like
individual support, stimulates the students for achieving more than others and thus generates a

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healthy competition. Individualized support, on the other hand, makes the teachers understand
the specific problems faced by the students in a particular lesson. Not only this, individual
support, significantly imposes impact on the commitment, satisfaction as well as efficiency of
the teacher, which in turn indirectly impacts on the achievements of the students. The willingness
of the teachers to work for enhancing the teaching approaches as well as efficiency in managing
classrooms has been found to be positively affected by the concept of transformational
leadership.
Barriers of transformational leadership in educational institutions
Challenges are expected to be present in all organizations, be it a part of the business
industry or an educational institution. Leaders and administrators require the cooperation of the
subordinates for smooth working relationships in order to meet the challenges. As schools as
well as organizations are able to establish transformational identities, conflict management turns
to group concern versus individual concern. Several times during major decision making,
difference in opinions between the team members of the leadership group of school arises. At
that point of time, it is highly crucial for the principals to demonstrate tolerance and
understanding nature and solve the matter with the help of mutual understanding. Another
mention worthy challenge that is faced by the transformational leaders is the apathy of the
educators. In majority of cases, the chief reason behind the apathy of the teacher is lack of
extrinsic motivation like salary issues and prolonged working hours. It is the responsibility of
the school leadership team to educate the leader about the importance of changing strategies for
enhancing the educational excellence of the school.
Sundi, (2013) stated that one of the major reasons behind the apathy of the teachers is
their feelings of losing control and empowerment. Teachers often grow reluctant to changes

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since several teachers are found to be disoriented by needless and sometimes repeated changes to
wider teaching systems. Another major barrier to the mentioned leadership style that has been
noticed includes lack of support from the stakeholders. The lack of support from the educational
department officials, parents of the students as well as multigrade teaching especially in rural
areas of Malaysia is considered to be another major barrier to practice effective transformational
leaders. Some principals maintained that the Departmental officials were unable to provide
professional support because they did not understand their schools’ curriculum needs. Another
major barrier that has been noticed is the work overload of the principals (Arokiasamy et al.,
2016). Considering the fact that in a good number of Asian countries including Malaysia,
principal are entitled to look after the administrative work associated with the school along with
supervising the performance of the faculty, it becomes highly difficult for the same to manage
the workload and maintain or enhance educational excellence in the same time. When it comes
to the schools located at Asia, lack of resources is considered to be another major barrier
associated with the successful implementing of transformational leadership in schools. The
challenges of poverty of resources ranged from physical, financial to human resources. Some of
the major resources that need to be addressed in order to successfully implement
transformational leadership includes shortage of classroom, insufficient toilets for the students,
limited state allocation to schools and lack off sufficient sport fields.
School leadership in Malaysia
Malaysia had a traditional system of schooling for over a hundred of years. These
traditional schools are not only self-financing but are mostly owned by the private sectors. In
order to enhance the success rate as well as performance of the students, the government is
investing on transformational leadership through several years. Trainings are provided to the

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principals so that they can develop effective transformational leadership skills. However Bakar
& Mahmood, (2014) have argued that despite such investment a highly limited result on the
leadership practice of the principals have been evidenced in the nation. A recent survey
conducted at Asia has highlighted the high need of implementation of transformational
leadership in several countries including Malaysia. Keung, & Rockinson-Szapkiw, (2013) stated
that the Malaysia is slowly progressing towards the successful implementation of
transformational leadership is schools. Principals of Malaysia are currently viewed as
transformational leaders who are expected to lead change and improve performance in line with
national expectations. Additionally, they are expected to bring about change in their schools that
can enhance the examination results of the students. However, the burden of meetings,
administrative works heavy responsibility of management in district, state as well as national
level are also expected to be tackled by the principals in Malaysia.
The huge responsibilities off administrative works often results in little time for
classroom observation and even less time to focus on enhancing the quality of learning of the
students. In Malaysia, curricula supervision is delegated to senior teachers since principals lacks
time to carry out the tasks. According to Mahdinezhad & Suandi, (2013) in order to navigate the
new demand in the educational field, the principals of the nation need to adopt the
transformational leadership approach. Considering the fact that the concept of transformational
leadership is based on sharing of the leadership responsibilities, principals are defined by their
ability to build strong and functional collaborative teams. This strategy will help the principals to
share their administrative works with the school leadership members and involve the same in the
decision making process, thus fostering g teamwork wile creating a collaborative work culture in
order to improve the performance of the school.

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With the increasing pressure of accountability as well as demand for educational
intelligence, it can be clearly understood that the performance of Malaysian school cannot be
driven by the principal alone. Hence along with the school principles the teachers and the
community needs to collaborate and share responsibilities so that the specific goals of the
schools can be achieved.

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Chapter 3: Methodology
Research philosophy (Positivism)
A research philosophy is defined as a belief about the method in which data about a
phenomenon need to be gathered, analyzed as well as evaluated. The four major research
philosophies that are being used by the researchers are positivism, pragmatism, realism and
interpretivism. According to researchers, due to the vast setting in which positivism is used , it is
difficult t explain this philosophy in a precise as well as succinct manner. According to positivist,
factual knowledge can also be gained through observation and measurement to be trustworthy.
When t comes to the studies of positivism, the role of the researcher is limited to data collection
as well as interpretation in an objective way. In such researches, the results of the research are
observable as well as quantifiable. Considering the fact that the aim of the research is to
investigate the practice of transformational leadership along with its relationship with job
satisfaction, in this research, positivism has been used as the research philosophy. When it comes
to researches that follow positivism philosophy, the research needs to be highly structured. Both
quantitative as well as qualitative data collection methods can be used in order to obtain the
result of the study. Some of the major principles of the positivism research methodology that has
been used in this research are as follows:
1. The research is empirically observable and inductive reasoning has been developed in the
form of hypothesis which will be tested during the research process.
2. Common sense has not been allowed to bias th findings of the research.
3. The research conducted is value-free and is judged only by logic.

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4. The aim of the research is to explain, not to predict.
Research design
The research design is considered to be highly crucial part of the research since it act as
guidance to the researcher while conducting the research. It help the researchers to keep the
ultimatum objective in the mind so that thee expected result can be obtained. The three types of
research designs that are used by the researchers include exploratory research design, descriptive
research design and casual research design. In this research, the researcher has used the
exploratory research design . as the name suggests, exploratory research design intends to
explore the research questions with no intention of offering final as well as conclusive solutions
for the existing issues. Conducted for the purpose of determining the nature of the issue, the
exploratory research design is not at all intended to provide conclusive evidence, but rather helps
the researcher to get a better understanding of the research issue. While conducting this type of
research design, the researchers possess the capability to change his direction as a result of
revelation of new data along with new insights. Some of the major advantages of the exploratory
research design are its flexibility as well as adaptability to change, its effectiveness in laying the
ground work that possess the capacity to lead to future studies. Not only this, exploratory
research possess the potentiality to save the time as well s other resources by determining the rly
stages along with the types of research that are worth pursuing.
Research approach
When it comes to the research approach of a research, there are three types of research
approaches followed by the researchers namely, deductive research approach, inductive research
approach and abducative research approach. While deductive research approach is found to test
the validity of the assumptions, inductive research approach contributes to the emergence of new

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theories and generalizations. When it comes to abductive research approach, it starts with
puzzles or surprising facts and the research progress to explain the facts. In order to conduct the
research, deductive research approach has been used. A deductive research approach is
associated with the development of hypothesis based on a existing theory followed by designing
a research strategy in order to test the hypothesis. As the name of the research design suggest,
deductive research approach test to determine if the link that seems to be implied by a particular
theory can be obtained on a more general circumstances. The mentioned approach is explained
with the help of hypothesis that can be derived from the theory propositions. In contrary,
deductive approach is concerned with deducting conclusions from premises or propositions.
Data collection
Both primary as well as secondary data has been collected in order to conduct the
research. Primary data is defined as the data that are collected directly from first hand sources
like surveys questionnaires, observations as well as experimentation and not subjected to any
processing or manipulation and called primary data (Jones et al., 2015). In order to conduct this
research a survey has been conducted with the help of questionnaires. The secondary data is
referred to the data collected from research papers that are relevant to the research topic. The
total number of questions that have been designed for the samples is 15. Some of the common
sources of secondary data sources include various published as well unpublished research papers,
books, magazines, newspaper, trade journal and others. In order to conduct this research,
literature review of 15 scholarly articles have been conducted. Along with this, in depth
interview of principals of the selected primary schools has been be taken. This research has 3
major variables where all of them are collective variables. The data collection has not fetch direct
value of the variables from each case. However the variables are divided in subsections for more

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accurate data collection. Likert scaling data collection system has been used while using the 5
optional choices for the respondents. However, other data collection questioners have been used
for 3 miscellaneous attributes namely the job experience, number of students thought per day,
preference on leadership.
Sampling
In research terms a sample is a group of people, objects, or items that are taken from a
larger population for measurement. The sample should be representative of the population to
ensure that we can generalize the findings from the research sample to the population as a whole.
The chief purpose of sampling is to determine the characteristic of a population by directly
observing a portion of the population. In order to conduct research, chiefly two types of sampling
is used by the researchers (Abdul Wahab et al., 2014). These are probability sampling and non
probability sampling. Probability sampling is defined as the technique of sampling where the
sample forms a large population and are selected using a method that is based on the theory of
probability. In this type of sampling, participants are selected randomly and thus in probability
sampling, every participant possess equal chances of getting selected. When it comes to non
probability sampling, it is defined as the sampling technique where the samples are selected in a
process that does not provide equal opportunity to all the individuals in the population. In order
to conduct this research probability or random sampling has been used so that any kinds of
partiality can be avoided. 10 teachers from three of the highly renowned primary schools of
Perak, Malaysia have been selected. In order to conduct the interview, 5 principals of the 5
primary schools have been selected for the research has been chosen.

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Data Analysis
In order to conduct this research, the mixed data analysis method has been followed.
According to researchers, mixed data analysis method involves analyzing information collected
from both quantitative as well as qualitative approach. When it comes to qualitative data, it
involves non numeric information like interview transcripts, notes, information derived from
articles and other text documents. According to researchers, qualitative data analysis can be
divided into the following category, namely, content analysis, narrative analysis, discourse
analysis, framework analysis and grounded theory. In this research, both discourse as well as
narrative data analysis has been conducted, Analysis of 15 scholarly articles has been conducted
for discourse analysis. For narrative analysis, analysis of the in-depth interview given by the
principals of the primary schools of Perak has been conducted.
When it comes to quantitative data analysis, it is associated with the finding evidence to
either support or reject hypotheses you have formulated at the earlier stages of your research
process. This data can be defined as the value of data in the form of numbers where each of the
data sets possesses a unique numerical value associated with them. This data is quantifiable
information ad can be used for mathematical calculation as well as statistical analysis. In this
research, quantitative analysis of the data obtained from the survey conducted on 10 primary
school teachers has been performed. To formulate the values for the attribute of collective
variables the sub-attributes has been calculated to develop mean value and standard deviation.
On this basis of the result of each collective attribute for each case the final data analysis process
has been executed. Both Regression analysis and One Way ANOVA have been use to measure
the relationship between each pair of the variables. The hypothesis will be tested accordingly.
When it comes to quant

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Ethical consideration
Ethical considerations in a research are highly crucial. The term ethics can be defined as
the norms or standards for conduct that helps the researchers to differentiate between right and
wrong. Ethics helps thee researcher to determine the difference between acceptable as well as
unacceptable behaviors. While conducting this research, the researcher has followed all the
ethical considerations. Strict steps to avoid fabrication as well as falsification of data have been
taken. The primary goal of this research is to promote the pursuit of knowledge and truth.
Ethical behavior has been encouraged during collaborative work sine It encourages an
environment of accountability, trust as well as mutual respect amongst the researchers. This
aspect is specifically crucial when it comes to issues like data sharing, co-authorship,
confidentiality and copyright guidelines. In order to ensure the trust between the researchers and
the samples, the specific reason behind conducting the research has been stated to the samples.
No individual has been forced to participate in the research and each of the samples was
provided consent from where all the questions to be asked and the reason behind this had been
mentioned clearly. None of the samples were pressurized to take part Not only this, samples had
the autonomy to opt out of the research at any point of time.
Chapter 4: Findings
Hypothesis:
The research has one major independent variable named Implementation of Transitional
leadership. There are two independent variables, which are the satisfaction of students of
teachers and the improvement of the students.
H10: There is no relation between leadership style and the job satisfaction of the

24PROJECT MGMT
H11: Better implementation of Transformational leadership increases employee satisfaction
H20: There is no relation between leadership style in teaching and the performance of students
H21: Better implementation of Transformational leadership in teaching practice increase students
performance
Data Collection:
This research has 3 major variables where all of them are collective variables. The data
collection will not fetch direct value of the variables from each case. However the variables are
divided in subsections for more accurate data collection. Likert scaling data collection system
has been used while using the 5 optional choice for the respondents. However, other data
collection questioners have been used for 3 miscellaneous attributes namely the job experience,
number of students thought per day, preference on leadership.
Data analysis:
To formulate the values for the attribute of collective variables the sub-attributes has been
calculated to develop mean value and standard deviation. On this basis of the result of each
collective attribute for each case the final data analysis process has been executed. Both
Regression analysis and One Way ANOVA have been use to measure the relationship between
each pair of the variables. The hypothesis will be tested accordingly.

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Findings
Variable declaration
Main Attributes Sub attributes Measurement (Ordinal
Scale)
Job Satisfaction of teachers
Happiness as an employee 0 = very unhappy, 4= very
happy
Trust in Administrations (0= not trustworthy, 4=very
trustworthy
Existing superior’s
leadership style has been
improved
0=highly disagree, 4= highly
agree
Transformational Leadership
of principals
My opinions has been
considered while making
decisions
0=highly disagree, 4= highly
agree
I always receive support and
intellectual stimulation while
implementing an innovative
ideas in teaching practice
0=highly disagree, 4= highly
agree
I always receive inspirations
and motivation from your
superior
0=highly disagree, 4= highly
agree
I consider my superior as an
ideal example
0=highly disagree, 4= highly
agree
Performance of students
Satisfaction about the
learning ability of student
0=very unsatisfied, 4=very
satisfied
Noticeable Improvement in
students
0=not at all, 4=high
improvement
Students interest is essential
more than the target learning
Objectives
0=highly disagree, 4= highly
agree
Student should have enough 0=highly disagree, 4= highly

26PROJECT MGMT
Transformational Leadership
in teaching practice
freedom to show their
innovative ideas
agree
Inspiration can improve the
performance rather than
warning them about their
mistakes
0=highly disagree, 4= highly
agree
Making me a good example
of learners can inspire
students to learn
0=highly disagree, 4= highly
agree
Additional Variables
Job Experience Less than 1 year to more than
5 years with 4 divisions of
ordinarily
Leadership style has high
influence on the performance
of the subordinates
0=highly disagree, 4= highly
agree
Job Experience as a primary school teacher
Experience Frequency Mean
Less than 1 Year (0) 3
1.1
1 to 2 Years (1) 4
2 to 5 Years (2) 2
More than 5 Years (3) 1

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Less than 1 Year 1 to 2 Years 2 to 5 Years More than 5 Years
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
Frequency
From the above graph it can be clearly visible that most of the teachers have the experience of 1
to 2 years. At the same time the mean value of 1.1 also supports the same evidence.
Leadership style has high influence on teachers
Changes of leadership is
required
Frequency Mean
Highly disagree (0) 1
2.6
Disagree (1) 1
Neutral (2) 2
Agree (3) 3
Highly Agree (4) 3

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Highly disagree Disagree Neutral Agree Highly Agree
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
1 1
2
3 3
Frequency
From the above mean and graphical analysis it has been clear that more than 50% teachers are
agreed that leadership styles of the superior or in this case principals has high influence on the
teaching practice and job satisfaction. The mean value of 2.6 clearly indicates that most of the
respondents either agreed or highly agreed about this fact.
Happiness as an
employee
Trust in
Administrations
Existing leadership style of
Superior has been improved
Mean
Employee
satisfaction
1 1 1 1
2 1 2 1.67
3 2 3 2.67
2 1 1 1.33
1 1 1 1
2 1 2 1.67
3 2 1 2
2 1 2 1.67

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1 1 2 1.33
2 3 2 2.33
Mean values
1.9 1.4 1.7
Happiness as an
employee Trust in
Administrations leadership style of
Superior has been
improved
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
1.9
1.4
1.7 mean value out of 5
All the mean values are less than 2, which is the indication of neutral level. Therefore in all
components of job satisfaction the teachers have been clearly disagreed. However, the mean
value of trust level is lowest (1.4) that clearly indicates that teachers do not have enough trust on
the administration. The mean value of 1.7 is also indicating that they also said that leadership
style has not been changed properly.
Experiencing Transformational Leadership

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My
opinion is
considered
Receives Intellectual
Stimulation for
innovation
Receives
enough
Inspiration
Superior is a
good
example
Mean Experiencing
Transformational
Leadership
2 3 1 1 1.75
1 2 3 2 2
3 2 3 3 2.75
2 1 2 1 1.5
1 2 1 1 1.25
2 1 2 1 1.5
2 1 3 1 1.75
2 1 2 2 1.75
2 1 1 2 1.5
2 1 3 2 2
Mean Values
1.9 1.5 2.1 1.6

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Opinion is
considered Receives
Intellectual
Stimulation
Receives enough
Inspiration Superior is a
good example
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
1.9
1.5
2.1
1.6
mean value out of 5
From the above quantitative and graphical analysis it is clear that teachers are only
receiving enough inspiration from their principals. The mean value of 1.6 clearly indicates that
for most of the teachers the principal is not a good example to follow. The mean value 1.9 also
indicates that the opinions of teachers are still not considered in most primary schools while
making any decisions. The lowest value in intellectual stimulation also indicates that they do not
receive support to implement any innovative idea in their teaching practice.
H1 Hypotheses testing

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Model Summary
Model R R Square
Adjusted
R Square
Std. Error of
the Estimate
Change Statistics
R Square
Change F Change df1 df2
Sig. F
Change
1 .819a .671 .630 .33161 .671 16.311 1 8 .004
a. Predictors: (Constant), Experiences_TL
The corrected R squire value is more than 0.5 and very near to the actual r squire value. It
indicates that the collected data is less biased and more viable to test the hypotheses.
ANOVAa
Model
Sum of
Squares df Mean Square F Sig.
1 Regression 1.794 1 1.794 16.311 .004b
Residual .880 8 .110
Total 2.673 9
a. Dependent Variable: Employee_ satisfaction

33PROJECT MGMT
b. Predictors: (Constant), Experiences_TL
Coefficientsa
Model
Unstandardized
Coefficients
Standardized
Coefficients
t Sig.B Std. Error Beta
1 (Constant) -.239 .483 -.494 .635
Experiences_TL 1.074 .266 .819 4.039 .004
a. Dependent Variable: Employee_ satisfaction
From above Rogation analysis with One way ANOVA it is clearly visible that the
significant value of p-value is 0.04, which is less than 0.05 the critical probability testing
variable. Therefore, the null hypothesis is rejected and alternative Hypothesis is accepted.
Therefore, H11: Better implementation of Transformational leadership increases employee
satisfaction, is true.
Students Performance
Noticeable
learning ability of
students
Student’s
Improvement
Student’s
Performance
2 2 2

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1 2 1.5
3 4 3.5
2 1 1.5
1 2 1.5
2 1 1.5
2 2 2
2 1 1.5
1 1 1
3 2 2.5
Mean Values
1.9 1.8
Noticeable learning ability of
students Student’s Improvement
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
1.9 1.8
mean value out of 5
From the quantitative data and the graphical analysis it is clear that both learning ability
and improvement of the students are bellow than the average expectation of the teachers.

35PROJECT MGMT
Implementation of transformational leadership in teaching practice
Priority of
student
Interest
Priority of Student's
innovativeness
Significance of
Inspiration
Being good
example
Transformational
leadership in
teaching
2 3 1 1 1.75
1 2 3 2 2
3 2 3 3 2.75
2 1 2 1 1.5
1 2 1 1 1.25
2 1 2 1 1.5
2 1 3 1 1.75
1 2 2 2 1.75
1 2 1 2 1.5
1 2 3 2 2
Mean Values
1.6 1.8 2.1 1.6

36PROJECT MGMT
Priority of
student Interest Priority of
Student's
innovativeness
Significance of
Inspiration Being good
example
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
1.6 1.8
2.1
1.6
mean value out of 5
From the above quantitative and graphical analysis it is clear that teachers are providing
enough inspiration to their students. The mean value of 1.6 clearly indicates that most of the
teachers do not prioritise the interest of the students while making the lesson plans.. The mean
value 1.8 also indicates that the innovativeness of the students are entertained enough by the
most of the teachers. The mean value of 1.6 for being good example also indicates that most of
the teachers do not think that being a good example could be very effective for the learners.
H2 Hypotheses testing
Model Summary
Model R R SquareAdjusted Std. ErrorChange Statistics

37PROJECT MGMT
R Square
of the
Estimate
R Square
Change
F
Change df1 df2
Sig. F
Change
1 .862a .743 .711 .38122 .743 23.136 1 8 .001
a. Predictors: (Constant), Teaching_with_TL
The corrected R squire value is more than 0.5 and very near to the actual r squire value. It
indicates that the collected data is less biased and more viable to test the hypotheses.
ANOVAa
Model
Sum of
Squares df Mean Square F Sig.
1 Regression 3.362 1 3.362 23.136 .001b
Residual 1.163 8 .145
Total 4.525 9
a. Dependent Variable: Student_performance
b. Predictors: (Constant), Teaching_with_TL

38PROJECT MGMT
Coefficientsa
Model
Unstandardized
Coefficients
Standardized
Coefficients
t Sig.B Std. Error Beta
1 (Constant) -.759 .556 -1.366 .209
Teaching_with_T
L
1.470 .306 .862 4.810 .001
a. Dependent Variable: Student_performance
From above Rogation analysis with One way ANOVA it is clearly visible that the
significant value of p-value is 0.01, which is less than 0.05 the critical probability testing
variable. Therefore, the null hypothesis is rejected and alternative Hypothesis is accepted.
Therefore, H21: Better implementation of Transformational leadership in teaching practice
increase students performance, is true.
Thematic Analysis for the responses of interviewees (Principals)
The improvement in teaching quality and dependency on leadership style
Principle 1, Principle 2 and Principle 4 supported that leadership style of the principals
has significant impact on the teaching abilities of the teachers. However, Principle 3 and
Principle 5 clearly says after implementing the transformational leadership the practical

39PROJECT MGMT
improvement is very lower than the expectation. Moreover, it has been found from the opinion of
the Leaders that the transformational leadership is still not implemented in its optimum feasible
way, which is restricting it to increase the positive outcomes. However, Most of the principals
said that transformational leadership is better than the traditional instructional leadership style.
The significance of transformational Leadership to teach the students
Principle 1, Principle, 3 and Principal 5 said that transformational leadership and its
components are not very viable for the teaching practice. They supported more objective oriented
teaching approach rather than the freedom of student’s innovation. However, Principal 2 and
Principal 4 said that teachers should also implement the necessary components of
Transformational Leadership in their teaching practice to improve the learning ability of the
students.
Barriers in implementing Transformational leadership in primary schools
All principals supported the fact there are some significant barrier in current primary
school facilitation that are restricting the potentiality of transformational leadership. Principal 2
and Principal 3 opined that the lack of cooperation from subordinates is creating the barriers.
Discussion
Level of transformational leadership practices among school principals
In order to understand the level of transformational leadership practices amongst the
primary school principals of Manjung district, Perak, descriptive analysis was performed. It has
been found that the implementation of transformational leadership in an appropriate way is
moderate in the mentioned district. One of the chief reason of this lack of effectiveness, as being

40PROJECT MGMT
stated by majority of the principals is the lack of appropriate skills and experience of both the
principals as well as the teachers. In several cases, empowering teachers with the ability to
implement managerial actions have imposed negative impact on the organization. According to
Hicks & Given, (2013) it is highly crucial for the transformational leaders to provide the
followers with effective training session o n they develop the ability to make efficient decision
that will enhance both the revenue as well as the productivity of the organization (Arokiasamy et
al., 2015). Thus it can be clearly understood that, in order to establish effective transformational
leadership in Perak, the principals need to provide their followers with effective training session
before providing them with the ability to make decision for the organization. However Yang,
(2014) have argued that transformational leaders, in order to enhance the positive outcome s as
well as the performance of the employees, needs to take risks and should have the temperament
to handle adverse situation. Hence in order to enhance the efficiency of the principals of primary
schools in Perak, it is important to provide them with training and education about how to deal
with risks taken by the employees and handle adverse situation that takes place due to ineffective
decision making. Another barrier faced by the headmasters as well as principals of the primary
school in Perak is the high work pressure. Majority of the principals possess the responsibility of
administrative work which makes it difficult for them to assess the performance of the teachers
and practice transformational leadership. Principals are often found to suffer from high work
pressure that hampers their intrinsic motivation for practicing leadership techniques. According
to Day, Gu & Sammons, (2016) one of the chief features of transformational leadership is
distributing tasks among the leaders. Hence, it is highly crucial for the principals to educate
themselves and learn the ways of share the administrate tasks with the teachers so that more
concentration can be given to the leadership techniques.

41PROJECT MGMT
When it comes to the evaluation of aspects of transformational leadership from the
perspective of the teachers of the primary schools of Manjung districts, Perak, several issues
faced by the teachers associated with the implementation of the mentioned leadership style was
notices. Firstly, the lack of experience of teachers is affective the outcome of the mentioned
leadership style implemented by their principals. Considering the fact that majority of the
primary school teachers of this district is not more than 1 to 2 years old, it Is highly difficult for
this teacher to efficiently make any kind of decision that will certainly improve the performance
of the learners as well as the organization. As being stated by Shatzer et al., (2014),experience
plays a major part when it comes to transformational leadership. Lack of experience amongst the
followers enhances the risk of wrong decision making which impose negative impact on the
revenue and performance of an organization. Majority of the teachers in Perak agreed with the
fact that the transformational leadership style is imposing positive impact o the job satisfaction as
well as the teaching practices of the teacher. Majority of the teachers were found preferring
transformational leader compared to instructional leaders.
Transformational leadership is considered to be a powerful model of leadership in
political, military as well as industrial organizational environment. However, evidences from
several researches demonstrate that the mentioned leadership style is highly crucial as well as
powerful tool that can help achieving group goals as well as evoking positive challenges in the
educational fields. A good number approach associated to school leadership has been tried.
During the 90s instructional leadership was considered to be the most effective educational
leadership style. Instructional leadership can be defined as the leadership style with multiple
dimensions each of which incorporates a variety of practices. In spite of the fact that the
instructional leadership model has served the educational field for the last two decades, the

42PROJECT MGMT
current demand for reforms in the mentioned field have compelled several school leaders to
embrace and put into practice a school model for transformational leadership.
According to Turan & Bektas, (2013) the chief reason behind the popularity of
transformational leadership is that the mentioned leadership style is follower centered instead of
being leader centered. Transformational leadership builds on inspiring the followers to achieve a
shared vision of the organizational future (MindTools.com). Transformational leaders put
passion and energy into everything they do. Transformational leaders want the followers to
obtain success by efficiently investing time into their training, growth as well as development.
The mentioned leadership is based on selling the future to the followers. In order to achieve the
same, transformational leaders build a trustworthy relationship with the staffs. Transformational
leaders lead by example through their attitudes and actions. They constantly practice integrity
and commitment (Arokiasamy et al., 2014). They seek to engage as well as re-engage their
followers with a high level of commitment to the vision. Along with transforming the
organization, the mentioned leadership style also tends to transform the ideas of the followers
and their point of view towards the organization in a positive way. According to majority of the
teachers, principals who have opted for transformational leadership are demonstrating more
cooperative behaviors as well as understanding which in turn is helping the teachers to
understand their own loopholes and eradicate the same in a more effective way. This in turn in
turning is enhancing the desire of the teachers to put more effort for the benefit of the
organizations. Not only this, the mentioned leadership style is also motivating the intrinsically
which eventually is enhancing their loyalty towards the organization. According to Selamat,
Nordin & Adnan, (2013) it is highly crucial for the leader to understand the benefit of employee
loyalty. If experienced employees are loyal to the organization, it not only enhances the

43PROJECT MGMT
competitiveness of the organization but also the revenue of the same. Retaining of skilled
employees not only save the time and financial expense of recruiting new employees but also
helps the management to retail the knowledge gained by the employees.
According to majority of the teachers, vary few characteristics of transformational
leadership is being followed by the higher authority (Leithwood, 2013). It has been found that
while the intrinsic motivation as well as happiness of the primary school teachers have got
enhanced, in majority of cases trust in administration as well as improvement in the leadership
style of the superior is comparatively low as per the perspective of the teachers. Frequently
changing leadership style as well as lack of transparency can be considered as two of the chief
reasons behind lack of trust in administration. Thirdly, it has been found that according to a good
number of primary school teachers of Perak, it is highly crucial to enhance the leadership style of
the leaders. Teachers believe that a highly limited number of leadership techniques have been
implemented by the principals and hence, it is crucial to implement more leadership styles an
hence it is crucial to involve more transformational leadership techniques in order to
appropriately implement transformational leadership within the organization.
From the findings of this research, it is clear that teachers are receiving enough
inspiration from the principals which indeed is imposing positive impact on their performance.
However, principals in Perak are still highly reluctant to empower the teachers when it comes to
decision making. Majority of the teacher are of the opinion that their decisions are not being
considered. Besides that, a limited number of teachers are found to consider their leaders as role
models. Lack of leadership skills and techniques can be considered as the chief reasons behind
this. When it comes to the impact of transformational leadership n the students of primary
schools located in the Manjung district, learning ability of the students have go enhanced

44PROJECT MGMT
whereas no major significant change in the improvement of students been notices. According to
researchers, it is highly crucial to incorporate the ideas as well as desires of students while
making lesson plan (Abdul Wahab et al., 2014). Incorporating the children while decision
making not only make them feel empowered but also enhances their attraction towards the
lesson. Thus, teachers need to incorporate children during their decision making in order to
enhance their performance as well as success rate.
Thus from the findings it has been proved that better implementation of Transformational
leadership increases employee satisfaction. Along with this, it has also been proved that better
implementation of Transformational leadership in teaching practice increase students
performance.
Chapter 5: Summary, Conclusion and implications
This study sought to develop an understanding of the relationship between principal
transformational leadership and school culture. The data analysis established the importance of
principals’ transformational leadership behavior to the development of a collaborative school
culture. From the above discussion it can be concluded that transformational leadership possess
the potential to bring about effective change in the primary school setting. The term
Transformational leadership is defined as a process where both leaders as well as followers work
hand in hand with advanced morale and motivation (Harris, 2013). The major transformational
leadership behaviors that are followed by the leaders include idealized influence, inspirational
motivation, intellectual stimulation and individualized consideration. The popularity of
transformational leadership in school is attracting more and more school leaders since huge
success have been evidenced in the last decades after the application of this leadership style in

45PROJECT MGMT
educational institutions. Schools are found to evidence increasing scrutiny as well as
accountability associated with the educational outcome of the students as well as success of the
institution. . Principals who follow transformational leadership are found to hold high
performance expectations that demonstrate the expectation for excellence, quality along with
high performance from the school leadership team. However, there still prevails the need to gain
more detailed understanding of these practices for enhancing the performance and culture of the
schools. Educators are found to prefer school environments where the principals exhibit
transformational leadership, specifically when it takes the form of individual consideration that
allows teachers as well as principals to have a cooperative and trustworthy relationship (Ewen et
al., 2013).
Transformational leadership approaches are found to have positive impact on the internal
states of the teacher along with the achievement of the students when it comes to reading and
mathematics. However, several challenges associated with transformational leadership of the
organization has been evidenced. Teachers often grow reluctant to changes since several teachers
are found to be disoriented by needless and sometimes repeated changes to wider teaching
systems. Another major barrier to the mentioned leadership style that has been noticed includes
lack of support from the stakeholders. Some principals maintained that the Departmental
officials were unable to provide professional support because they did not understand their
schools’ curriculum requirements. Another major barrier that has been noticed is the work
overload of the principals. When it comes to the schools located at Asia, lack of resources is
considered to be another major barrier associated with the successful implementing of
transformational leadership in schools. Lack of resources like includes shortage of classroom,
insufficient toilets for the students, limited state allocation to schools and lack of sufficient sport

46PROJECT MGMT
fields are also some of the major barriers to appropriate implementation of transformational
leadership.
As per the result, transformational leadership practices among the school principals as
well as the teacher at the Manjung District, Perak, is low level. There is a significance
relationship between transformational leadership level as well as job satisfaction of the primary
school teachers. In spite of the fact that a good number of leadership practices has been
practiced, leaders of primary school at Perak needs to develop their skills through training as
well as education in order to enhance their leadership skills. However principals are found to be
lacking training as well as proper education that is needed to implement an effective
transformational leadership.
Evidences from several researches demonstrate that the mentioned leadership style is
highly crucial as well as powerful tool that can help achieving group goals as well as evoking
positive challenges in the educational fields. A good number approach associated to school
leadership has been tried. During the 90s instructional leadership was considered to be the most
effective educational leadership style. Instructional leadership can be defined as the leadership
style with multiple dimensions each of which incorporates a variety of practices. In spite of the
fact that the instructional leadership model has served the educational field for the last two
decades, the current demand for reforms in the mentioned field have compelled several school
leaders to embrace and put into practice a school model for transformational leadership.
The huge responsibilities off administrative works often results in little time for
classroom observation and even less time to focus on enhancing the quality of learning of the
students. Appropriate techniques associated with transformational leaderships are not practiced

47PROJECT MGMT
in the primary schools of Manjung district, Perak. Teachers are found to be highly motivated and
prefer transformational leadership over instructional leadership. However, majority of them are
found to lack experience in the teaching profession which in turn, is hampering their skill of
decision making. Besides that lack of empowerment, which is a chief aspect of transformational
leadership is also affecting the job satisfaction of the teachers.

48PROJECT MGMT
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