An Overview in Qualitative Study : Practices As Instructional Leaders among Secondary Schools Principals in The State of Pahang, Malaysia

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1 An Overview in Qualitative Study : Practices As Instructional Leaders among Secondary Schools Principals in The State of Pahang, Malaysia Jamelaa Bibi Abdullah, Jainabee Md Kassim 0567 Universiti Kebangsaan Malaysia, Malaysia The Asian Conference on Education Abstracts The study tries to explore the pattern of principal s practices as instructional leaders in six types of schools in the state of Pahang Malaysia. The practices as instructional leaders among principals was based on four dimensions, i) define and establish school goals, ii) manage instructional program, iii) promote learning environment and iv) create friendly and cooperative school environment. Interview data collected from six principals and six teachers was analyzed using NVivo. The findings show that the practices of instructional leadership occur in the six types of schools in Pahang. However, the dimensions of managing the instructional program being practiced rarely in all type of schools. Findings of the study indicate a wide difference in the principal s practice as instructional leaders between Boarding Schools, Special Model Schools and Daily Schools as compared to Religious schools and Technical/Vocational Schools. Topic : Educational Vision, Policy, Leadership, Management and Administration iafor The International Academic Forum

2 1.0 Introduction Instructional leadership came to light 25 years ago starting with the study of an effective school by Edmonds (1979). Instructional leadership model has been developed since the 1980s by western scholars such as Hallinger and Murphy ( ), Bossert (1988), Murphy (1990), Weber (1996), Southworth (2002) and Hallinger (2000). The model of Hallinger and Murphy (1985) often used in the research on instructional leadership. Hallinger (2011) states that starting in 1980 until 2010, a total of 130 studies have been conducted using the model of Hallinger (1985). Instructional leadership in Malaysia gets attention among the school principals as it very significant in creating an effective school (Sazali, Rusmini, Abang Hut & Zamri 2007). In the 21st century, the practices of instructional leadership are still relevant and useful in contributing to the school performance (Hallinger 2005; The Department of Prime Minister 2010). The effectiveness of instructional leadership practices were set out in the Education Development Master Plan (KPM 2007) and The Department of Prime Minister (2010). Alimuddin (2010) describes an instructional leader as an agent of a change and create conducive school environment which has significant impact on the student s achievement. According to him, the responsibility of the principal as an instructional leader is to ensure that teaching and learning and academic activities are planned and implemented well, conducted in a good and orderly manner and carry out academic management in order to help teachers to teach effectively (Educators 2010). However, in reality the role of principal is less effective in guiding and sharing goals with the teachers and thus leads to the failure in the planned teaching to achieve the aims of the school (Academic Management Sector 2009). Hallinger and Heck (2001) in his study found that this problem caused by lack of clear goals which made it difficult for the school staff to share the same goals. According to Hallinger (2000), the element of establishing a clear school vision can lead the direction of principals in accomplishing a successful teaching and learning process. Workloads restrict the efforts to accomplish the principal s role as an instructional leader, especially in monitoring and supervising the teaching process. Accordingly, the principal often places the responsibility of supervising and monitoring to the Senior Assistant and Head of Field (Hallinger, 2005). However, the principal s responsibility in the areas of monitoring and supervision is crucial to ensure an effective teaching and learning (Robinson, Lloyd, Rowe, 2009). Supervision is also an important aspect of evaluating the content and teaching methods to ensure it is in accordance with the needs of the curriculum (James & Balansandran 2009). An Increase of the principal s task in managing the various fields limits the time allocated for planning, organizing, leading and controlling the implementation of the school curriculum. This gives rise to the failure to overcome the problem of teacher s absence and eventually limits teaching and learning process. Academic Management Sector Monitoring Report, (2009) showed several factors that lead to a deficit in a curriculum which mainly caused by the absence of teachers during teaching hours in order to fulfill the need to attend school organized events such as meetings (36.04 percent), the course (17.20 percent), seminars (4.81 percent), workshops (10.24 percent), sporst / games (8.60 percent), co-curriculum activities (8.66 percent) and extra-curricular activities (7.49 percent). Some of the problem associated with the instructional supervision among secondary school principals has led researchers to undertake research on the instructional leadership practices. 1123

3 2.0 Research Framework The framework of this research is based on the Instructional Leadership Model of Hallinger (2000) and Murphy (1990). Hallinger (2000) defined the instructional leadership of principal in three main dimensions which are defining the goals, managing the instructional program and promoting school climate. Dimensions were discussed based on ten elements. The first dimension, defining the goals was represented by two elements (i) develop school goals and (ii) clarify school goals. The second dimension, managing the instructional program was represented by three elements (i) supervise and evaluate teaching, (ii) coordinate the curriculum, and (iii) monitor the progress of student. The third dimension of promoting school climate was represented by the elements of (i) preserving teaching time, (ii) always visible, (iii) provide incentives for teachers, (iv) promote professional development and (v) provide incentives for student s learning. Instructional leadership model by Murphy (1990) has four dimensions and sixteen elements, the first dimension of cultivating mission and goals has two elements, namely (i) develop school goals and (ii) deliver the school vision. The second dimension of educational management has five elements, (i)promote quality of teaching, (ii) monitor and evaluate learning, (iii) provide and protect instructional time, (iv) coordinate the curriculum activities and (v) monitor the progress of student. The third dimension, promotes academic learning climate has four elements, (i) establish standards and positive expectations, (ii) maintain a high visibility, (iii) provide incentives for teachers and students and (iv)promote professional development. The fourth dimension of creating a friendly and cooperative environment in schools has the elements of (i) creating a safe and orderly learning environment (ii) provide meaningful opportunities for student s involvement, (iii) foster cooperation and cohesiveness among the staff, (iv) obtain external resources to support the school goals and (v) build a good relationship between home and school. This study will explore the practices of instructional leadership among principals based on four dimensions, i) define and establish school goals ii) manage the instructional program, iii) promote learning environment and iv) create a friendly and cooperative school environment. 3.0 Methodology The main purpose of this study is to explore the instructional leadership practices of principals in six schools in the state of Pahang. Thus, this study attempts to answer the question of how instructional leadership has been practiced among principals in these six schools. The design of this research is qualitative, emphasizing the exploration method as recommended by Creswell (2008) by using three methods for collecting data of structured interviews, observations and document analysis. There are two sets of interviews were conducted, the first involved six principals in six schools and the second type involved a total of six teachers who gave their perceptions of leadership in their schools. Observations made directly to the subject of the study which is the practices of instructional leadership of principals. Document analysis is conducted by looking at the monitoring documents from the State Education Department and the Inspectorate. The sample was selected after a review of the need of the research to find the school with the highest mean. 4.0 Findings The study was carried out on six types of secondary schools in the State of Pahang as follows: 1124

4 School A: Daily school (SMK) is a school located in a rural area, led by female principal which also an Excellent Principal. School B: Special Model School (SM Model Khas) is a school located in a rural area, led and controlled by male principal. School C: Boarding school (SBP) is controlled by the management of boarding school. This school is a high performance school and led by Excellent Principal. School D: Technical / Vocational school (SMT / V) is controlled by the school Vocational Technical Division, led by male principal. School E: Religious School (SMKA) is controlled by Islam Educational Sector, JPN Pahang and led by female principal. School F: Religious School with Government Assistance (SABK) is controlled by the State Religious Department, originally it was a Public Religious School (SAR) and has been taken over by the Ministry of Education in The school is led by male principal. Overall, instructional leadership practices occurred in all these schools, School A, B, C, D, E and F. However, instructional leadership practices implemented were not comprehensive in terms of the four dimensions proposed by Hallinger (2000) and Murphy (1990). 4.1 Define and establish school goals Generally, the principals in all six schools, A, B, C, D, E and F adopted a consistent practices in terms of defining and establishing the school goals and also managed to involve the school community together in the success of achieving the school goals. Table 1 describes the practices of designing the school goals and found that the principals of A, B, C, D, E and F take into account academic achievement in formulating school goals. However, only the principals of B, D, E and F make sure goals are easily understood and applicable to all the staff in the school. Meanwhile, the principal of school C does not involve directly in the process of developing the school goals. Table 1 also describes the findings for the practices of delivering the school goals to ensure that the goals are acceptable by all the staff in the school. The study found that the school principals of A, B, C, D, E and F ensure that the goals that have been built communicated verbally through speech and repeatedly reminded in the assembly or any gathering. All school principals were found to make sure goals were posted at the place which can be seen easily by school community. The principals of B, D, E and F often discuss school goals with their staff in the meetings with teachers. The study also found that the principals of B, D and E ensure school goals are always appreciated by the school community. Surprisingly, the study shows only the school principals of A, C, D and E make sure that academic goals were adopted in the curriculum program such as curriculum meetings. 1125

5 Table 1 Analysis of interview: Theme of defining and establishing the school goals Main Theme Sub-Theme SCHOOL PRINCIPALS Designing And Take Into Account Academic A, B, D, E, and F Clarifying School Achievement Goals Understandable B, D, E and F Applicable B, D, E and F Deliver School Goals Discussion B, D, E and F Internalized B, D and E Adopt Into Curriculum Program A, C, D and E Verbal A, B, C D, E and F Printed A, B, C D, E and F 4.2 Manage the instructional program Overall, the study discovered the school principals of A, B, C, D, E and F were lack of commitments in terms of managing the instructional program. Some of the principal practiced the dimension of managing the instructional program in a collaborative way by involving school administration committee to work together in supervising curriculum. The complete details of the practices of managing the instructional program can be found in the Table 2. In terms of instructional supervision and evaluation, the study shows that the principals of A, B, C, D, E and F have been delegated the task of supervision to the Senior Assistants and head of field. Also, the principals gave approval to the Senior Assistants to praise the strength of teachers and provide guidance on the weaknesses of teachers. The study also found that the principals of D and E assigned Senior Assistants to do focus observation to fulfill the required number of supervision of teachers. The findings demonstrated that the school principals of A, B, C and D handed over the task of student s note book observation to the Senior Assistants because they are busy with the management matter. The analysis observed that the school principals of B, C, D, E and F did supervision in the form of unstructured supervision which is known as MBWA (Management By Wandering About). According to the study, the school principals of A, B, C, D, E and F have been delegated the practice of coordinating the curriculum, which is organizing the curriculum program to the Senior Assistants and head of field. Based on the findings, the school principals of A, B, C and D handed over the task of coordinating the curriculum program to the Senior Assistants. Meanwhile, the school principals of B leave the job of monitoring of teaching materials to the head of field. The school principals of A, B, C, D, E and F are involved directly in the process of monitoring student s progress to observe the student s progress. Principals are also available to meet with the students to find out the difficulties in the learning process and spend time to motivate students. However, only the school principals of A, B, C and F showed an interest in doing the debriefing or post mortem of academic in order to improve student s performance. In an effort to promote a quality teaching, the school principals of A, B, C, D, E and F chaired a curriculum meeting to encourage a quality teaching process. However, the study found that only the principals of A, C, E and F showed an effort to increase teacher s professionalism 1126

6 Table 2 Analysis of interview: The theme of managing the instructional program Main theme Sub-Theme SCHOOL PRINCIPALS Supervise and evaluate Delegation supervision (GPK) A, B, C D, E and F the instructional time Focus observation (GPK) D and E Parallel objectives B, C, D and F Observation of student s note book A, B, C and D (GPK) Formal B, D, E and F Unstructured supervision B, C D, E and F Strength and weaknesses of teachers A, B, C D, E and F (GPK) Coordinate curriculum Curriculum program (GPK) A, B, C D, E and F Coordinate program (GPK) A, B, C and D Teaching materials (GPK) B Monitor student s Informing the students A, B, C D, E and F progress Academic Debriefing, Post Mortem A, B, C and F Promote a quality Chaired the meeting A, B, C D, E and F teaching A quality teacher A, C, E and F 4.3 Promote learning climate In general, the school principals of A, B, C, D, E and F practiced effectively the dimension of promoting learning climate in the school. This explains that, the responsibilities of a principal are to know the learning climate and manages school to be an excellent school. Table 3 shows the practices of principals in promoting professional development, establishing standards and positive expectations, provide incentives for student s learning, protect teaching hours, provide incentives for teachers and always visible. The findings explain the practice of protecting teaching hours and found that the school principals of A, B, C, D, and E ensure that teaching and learning time was used well and avoid any interference by internal or external school activities. However, the school principal of F is quite lenient in controlling and preserving teaching time due to the lack of firmness in the administration. The findings also indicated that the principals of A, C, D, E and F always available in the school when they are needed. The study also showed that the school principals of A, D, E and F ensure their presence at the school is not only spent in the office but also used to interact with teachers to discuss school issues. However, in terms of the practice of providing incentives for teachers, only the principals of A, D, E and F reflected their appreciation to the teachers in the meeting or in any acknowledgement event. The study also found that the school principals of A, C, E and F promote the professional development of teachers by allocating time in the meeting to share ideas, provide support for teachers to use the skills acquired from in-service training in the classroom, ensure all service activities attended by school staff are consistent with the academic goals of schools and provide professional development opportunities. 1127

7 The study also showed that the principals of B, D, E and F provide incentives for student learning including giving recognition to the student and contacting parents to inform their children excel. The findings also indicated that the school principals of A, B, C, D, E and F encouraged teachers to form the standard and positive expectations by showing the accuracy of time management in all activities, inform the students about their expectations of the performance of school and guide teachers in implementing the academic policy. Table 3 Analysis of interview: The theme of promoting the learning climate Main theme Sub-Theme SCHOOL PRINCIPALS Protecting teaching Using time allocate for teaching A, B, C D and E hours School Policies and Procedures A, B,D, E and F Disturbance Control A, B, C D and E Always visible School issues discussion A,B, C D, E and F Interaction A, B, D, E and F Provide incentives for Reinforcement A, D and F teachers Appreciation acknowledgement D and E Appreciation meeting A, D, E and F Promote professional Staff meeting to share ideas C development of Support skills in the classroom A teachers Provide opportunities professional C, E and F development Provide incentives for Students acknowledgement C, D and E student learning Contact parents B, D and F Form standard and Timeliness A, B, C, D, E and F positive expectations School expectations D and E Academic policy B, C, D, E and F 4.4 Establish a friendly and cooperative school environment In general, the school principals of A, B, C, D, E and F were able to form a friendly and cooperative school environment. Table 4 describes the practices of principals in creating a safe and orderly learning environment, providing meaningful opportunities for student participation, foster cooperation and cohesiveness among the staff, outsourced to support school goals and foster relationships between home and school. The findings showed that the school principals of A, C, E and F showed a concern in the safety aspects by ensuring the damaged buildings and infrastructure were repaired, monitor Hem Unit, the safety committee, hostel wardens and security guards to make sure they carry out duties efficiently. The study also indicated that the principals of A, B, C, D, E and F encouraged students to set the niche, organize brilliant sharing for critical subjects and gave instructions to the relevant teachers in encouraging students to participate in co- academic and certain programs. The findings also indicated that the principals of A, B, C, D, E and F foster cooperation and cohesiveness among the staff. However, the principal of D showed the determination of influencing Senior Assistants to gain the support of other teachers and have a family relationship through even a 1128

8 small appreciation, taking care and advice the staff, celebrate the teachers and willing to accept comments and suggestions from the teachers. The study found that the principals of A, B, C, D, E and F outsourced to support the school vision and foster relationships between home and school. The principals always seek help from external funds to support school goals, including the PIBG, district office, Yayasan Pahang, politicians, ministries, colleges community, associations of former students (ALUMNI) and university students. The principals also established a good relationship between home and school to ensure that the trustees have knowledge of information about child under their care through website that displays information of their children's activities to make the information transparent. They also built a good relationship with YDP, share staff s phone numbers with the school custodian, transparent and always meet the parents of the children who attend special remedial classes. Table 4 Analysis of interview: The theme of developing a friendly and cooperative school environment. Main theme Sub-Theme SCHOOL PRINCIPALS Create a safe and School environment and appreciate culture A, E and F orderly learning Safety C environment Teaching & Learning, and co-academic B, and D without intersuperviseruption Provide opportunities Co-academic activities A, B, C D, E and F for meaningful student Academic excellence program B, C, D, E and F involvement Students skill program A, B and C Foster cooperation and A friendly and warm atmosphere A, E and F cohesiveness among the Collaborative discussion B, C and D staff Cooperation D Accepting teacher s idea D Outsourcing to support Outside speakers were invited A, D and E school vision Outside support B, C, D, E and F Build a relationship A good relationship between parents and A, B, C, E and F between home and school school Discussion of learning problem C, D, E and F Involved in activities and programs C, D, E and F 5.0 Discussion The findings showed that all six secondary school principals in the State of Pahang adopted the four dimensions of instructional leadership, however, the dimension of managing the instructional program, rarely practiced by the principals of all types of schools. Overall, the findings also indicated that there was significant difference in the practices of instructional leadership among principals of boarding school (SBP), Special Model School (SM KHAS) and Daily School (SMKH) compared to the Religious School (SMKA), Religious School with Government Assistance(SABK) and Technical /Vocational School (SMT / V). The principals in all types of schools in the State of Pahang ensured that the school vision and mission were delivered and appreciated in the meeting directly and indirectly. The Principal uses an 1129

9 open mind approaches that require teachers to think the importance of vision or goals for school s improvement. This finding is consistent with the Clark's study (2009) who found, the principal who priorities academic goals although did not involve directly in the teaching process can improve student s achievement through collaboration of teacher s attitudes. The study also describes the dimension of managing instructional programs in all six schools in the State of Pahang only focused on the direct monitoring in every examination and every month to see the student s progress directly and meet them in the class with their examination s results. The principals made post mortem or debriefing based on the examination s result to see the academic strengths and weaknesses of student s achievement. Instructional leader must always show a meaningful interaction with students and use examination data to make decisions related to the teaching and learning process. This scenario shows the secondary school principals in the State of Pahang looked in details the headcount in student s performance and continues to make improvements where necessary to achieve school goals. This coincides with the academic sector, the State Education Department (2010) which emphasizes on the academic profile of students which shows in details the achievement of every student in every subject. However, in managing instructional programs, the secondary school principals in the State of Pahang delegated the task of supervision and observation because they are busy with other task or work and lack of skills in certain topics. Nurahiman and Rafisah (2010) described the quality of supervision depends on the factors of knowledge, skills, interpersonal and technical skills. According to Clark (2009), the principals practiced and delegated some duty such as student note book s observation to the senior assistant, teachers, other staff and did unstructured supervision in order to assist schools in achieving the objectives and subsequently improved their school s performance. Instructional leadership practices among the secondary school principals in the State of Pahang which promotes student learning dimension yielded some interesting findings. The study found that the principals of Religious School (SMKA), government-aided religious schools (SABK) and Technical /Vocational School (SMT / V) focused on encouraging staff development to increase opportunities for staff to gain knowledge in pedagogy and teaching skills. According to Islamic Education Sector Monitoring Report (2011), most of the teachers of SABK are still weak in pedagogy and teaching skills. Thus, following the acquisition of the Ministry of Education Malaysia, SABK management and teachers are encouraged to follow a compulsory course in Teacher Training Institutes to improve knowledge and teaching skills. The study also found that the principals of all types of schools in the State of Pahang encouraged the teachers to form standards and positive expectations. This is consistent with the Ministry of Education Malaysia's target in the examination program of School Examination Analysis System (SAPS) which emphasizes student headcount from Take of Value (TOV), down to the targeted Expected Result (ETR) to monitor individual student s achievement for each subject. Instructional leadership practices among the principals in the State of Pahang in developing a friendly and cooperative school environment also yielded an interesting finding. The study concluded that the principal of SMT / V prioritizes cooperation and cohesiveness among the staff. According to Abdul Ghani and Tang (2006), a leader that emphasizes collaborative relationship with the staff is able to develop and achieve the vision of school. Deborah (2002) in her opinion suggests that the leader should be wise in organizing instructional strategies to gain teacher s cooperation to improve teaching and learning process. The study also found that the practices of principals of all types of secondary schools in the State of Pahang were further reflected in terms of acquiring external source to support the school and foster relationship between home and school. According to 1130

10 Lambert (2002) the ability of the principals to share in building the vision, knowledge, responsibilities collectively and collaboratively can lead to the excellence in the organization under his leadership. According to Deborah (2002), instructional leaders must be creative to get the resources to support school s improvement. Zulkifli, Jamilah, and Ismi Aminah Arif (2011) in their study described an academic discussion of parents showed an improvement on the student s academic performance. Department of Education and Skills (2002) suggests that parents should directly involve in the education of their children in school to affect the student s progress on an ongoing basis and help their children succeed in the academic. 6.0 Conclusion The study emphasizes qualitative exploration methods using three methods for collecting data of structured interviews, observation of main subject of the study which is the principal and document analysis. In conclusion, the study found that the principals of daily school (SMKH), special model school (SM KHAS), boarding school (SBP), Vocational / technical school (SMT/V), religious school (SMKA) and religious school with government assistance (SABK) practiced all the dimensions of instructional leadership although not comprehensively practiced. However, all the principals agreed that the instructional leadership is capable to generate school s performance. REFERENCES Abdul Ghani Abdullah & Tang Keow Ngang Motivasi guru dan pengurusan budaya kolaboratif pengurus pendidikan wanita. Universiti Kebangsaan Malaysia. Jurnal Pendidikan. 31: Alimuddin Mat Dom Ciri-ciri pengetua yang outstanding. Pendidik. Widad Publications. Selangor. Bil. 73. Bossert, S.T., Dawyer, D.C., Rowan, B. & Lee, G.V The instructional management role of principal. Education Administration Quarterly. 18(3): Clark, I An analysis of the relationship between K-5 elementary school teachers perceptions of principal instructional leadership and their science teaching efficacy. Thesis of PhD. University of Minnesota. Creswell, J.W Educational research; planning, conducting and evaluating quantitative and qualitative research. Third Edition. Pearson Educational International. University of Nebraska. Deborah, K The changing shape of leadership. Educational Leadership. 59 (8): Department of Education and Skills The impact of parental involvement on children s education. United Kingdom. rthlincs.gov.uk/nr/rdonlyres/5c39fcd fd-9a f4feb1d/14909/theimpactofparentalinvolvementon365kb2.pdf. [10 Februari 2012]. Edmonds, R Effective schools for urban poor. Educational Leadership. 37: Hallinger, P A review of two decades of research on the principalship using the Principal Instructional Management Rating Scale. dingware.com [30 Disember 2009]. Hallinger, P Instructional leadership and the school principal: A passing fancy that refuses to fade away. Leadership and Policy in Schools Journal. 4:

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