CHAPTER 1

INTRODUCTION

Upgrading the quality of education to be a top education is still a big plan for

then education authority's department in Malaysia. In 2013, Ministry of Education

Malaysia (MOE) had focus on the essential to provide and develop high performing

principals to improve student achievement as triggered by the fact that the

performance of Malaysia students is low based on the International Students

Assessment Program (PISA) Report for 2009 and 2015 and the 2011 International

Mathematics and Science Education Trend Report (Ministry of Education, 2013). In

support of this understanding, this action should be taken since effective school

formation requires the high performing principals’ leadership (Day, 2011).

Good school – based management needs effective school leadership whereby

principals can handle external and internal operations and interactions (Lambert et al.,

2001). Countless studies of organization and management related to leadership have

compatibly laid down that leadership style is a critical factor in organizational

performance and effectiveness; affecting organizational process and structure either

positively or negatively, patterns of social interaction, members’ beliefs, attitudes and

job behaviours (Shum and Cheng, 1997). Therefore, schools need effective leadership

style to give planned results and assist job satisfaction to teachers. Principals

leadership style can be divided into few categories namely; autocratic, democratic,

laissez faire, transactional, transformational and many more.

Even though principals’ leadership style is important, the effectiveness of

educational institutions is not solely dependent on leaders alone (Ling, Abdul

 Ghani Kanesan, & Fairuz, 2015). This is because teachers as individuals in schools

play an important role as a motivator in reaching the government's aspirations and

improving the quality of education to be equal with other developed

countries. Therefore, in the term to achieve the school objectives, teacher motivation

level is an important aspect to deal with by school principals. Sutikno (2016) proves

that the motivation of teachers’ performance is affects the teacher teaching

performance. Sutikno explained that the motivation is a main factor that support the

teachers’ performance success, with high motivation in a teacher self, so the teacher

performance also will be increased. Thus, the motivation of teachers is a major

driving factor and should not be neglected as it contributes to the success of the

production of high-quality productivity (Ames, 1990).

1.1 Background of Study

Leadership styles particularly influence two major things: performance and

job satisfaction which link to motivation level. Leadership styles used in educational

settings are intended to motivate the teachers, who will motivate their students to be

passionate about learning and their performance in the classroom. In term to achieved

high level of motivation among teacher, school principal should apply leadership style

that can increase this motivation.

Many researches stress the correlation between the management style and the

teachers’ commitment to their work (Dou, et al., 2016; Ling & Ling, 2012; Raman et

al., 2015). It was found that teachers are more committed when the principal provides

encouragement, recognition and clear goals (Nguni, Sleegers & Denessen, 2006).

Meanwhile, Park and Rainey (2008) emphasized the positive correlation between

transformational leadership and teacher motivation which mean transformational

 leadership can increase motivation level of teachers. Eyal & Roth (2010) also show a

positive influence between transformational leadership with teachers’ motivation in

term of teachers’ feelings of exhaustion. In addition, study conducted by Abdullah,

A.G.K., Ling Y. & Sufi, S. (2018), identify that there is significant positive

connection in transformational leadership style and teacher motivation but not

towards teachers’ gender. This study recommends that principals should be fair in

applying transformational leadership to improve teachers' performance in accordance

with the school suitability and the needs of the situation. Meanwhile, Ori and Roth

(2011) investigated the relationship between teachers’ motivation and educational

leadership. With the application of the two theories, Ori and Roth found that

transformational leadership was ideal in establishing self-governing motivation

among teachers.

Further research regarding this type of relationship should occur to establish

more evidence and knowledge especially in primary schools in some districts in

Malaysia since previous researchers more focuses to western countries. Therefore,

again by going through this background, it would be very interesting to find out the

relationship of transformational leadership style practice by principal towards

teachers' motivation level in selected primary schools in Bandar Baru Bangi,

Selangor. The outcome of this study is expected to contribute toward adding more

knowledge and understanding on both theories in this school setting.

1.2 Problem Statement

According to Bass & Riggo (2006), most of research conducted in the field of

leadership styles recently was based on transformational leadership style. To

determine if the transformational leadership style goes with high teachers’ motivation
level in educational institutions has continue to exist a problem in many countries

including Malaysia. Up till now, most primary schools in Malaysia, particularly

government owned are facing problem of teachers’ motivation level.

In Malaysia, the issue has been researched on the effects of principal

transformational leadership style on teachers’ motivation level in Penang, Malaysia

national schools (Abdullah, A.G.K., Ling Y. & Sufi, S. (2018). This study identified

that there are significant differences in leadership style and teachers’ motivation

towards teachers’ gender. Relationship analysis also showed that there was a

significant positive connection between transformational leadership and teachers’

motivation level.

In relation to that, the problem of low teacher motivation level where some

situations can be seen such as teachers attend class late, leave before their scheduled

time, skip required material or not finished syllabus. Such behaviour results in poor

outcomes for schools, which may cause students change to another school with better

performance, affect the growth of a school in terms of improved academic standards

and could lead to more students scoring poorly. Frequently, conflicts between

teachers and principals, poor related performance of teachers as discussed earlier said

related to principals leadership style which causing some schools perform better while

others perform poorly.

Thus, this study, took up the task of filling gap through an investigation of

principals transformational leadership styles towards teacher motivation level using

Maslow Hierarchy (1943, 1954)– 5 tiers (belongings’ needs, self-actualization needs,

physiological needs, safety needs and esteem needs) in primary schools in Bandar

Baru Bangi, Selangor.

1.3 Purpose of the Study

This study was conducted to see the relationship between transformational

leadership styles and working motivation level among primary school teachers at

Bandar Baru Bangi, Selangor, Malaysia in order to improvise the teachers’ motivation

due to achieve high students’ performance in academic.

1.4 Research Objective and Research Question

The objectives of this study are:

a) To assess teachers’ knowledge on transformational leadership style.

b) To identify teachers’ level of motivation.

c) To evaluate the relationship of transformational leadership on teachers’ motivation.

Accordingly, the following are the research question for this study:

a) What is the level of knowledge among teachers on transformational leadership?

b) What is the teachers’ level of motivation?

c) Is there any significant relationship between principal transformational leadership style

and motivational level among teachers?

1.5 Significance of Study

Finding of this study are important to:

a) To measure the current transformational leadership style practise by principal in school

b) To measure the working motivation level among teachers in school

c) To extend corpus of knowledge on measurement of current principal transformational

leadership style and activities towards teachers motivational level in school.

 The information gained from this study benefits principals and administrators

in ascertaining the effectiveness of approaches to transformational leadership, which

may help teachers from different settings to better understand leadership expectations.

The findings of this research also can help enhance learning on criteria relating to

increasing motivational level of teachers.

1.6 Definitions

Transformational leadership involves directing the attention and energies of

the followers toward the mission of the organization (Bass, 1991). Motivation

of follower origins from the charismatic inspiration transfer through behaviour and

messages; intellectual stimulation of goal orientation, or the direct relation and

meeting of the followers’ emotional needs (Bass, 1991). Intrinsic motivation is

the main factor to improve or achieve personal satisfaction through achievement that

meets emotional or intellectual needs (Janssen, van Vuuren, de Jong, 2014; Ryan &

Deci, 2000).

Motivation is the wish to achieve a goal because of the personal or social value

in the outcome that may or may not provide fulfilment to the recipient (Ryan & Deci,

2000). Hellriegel, Slocum, and Woodman (2001) described motivation as the force

acting within an individual that causes individual to act or behave in a certain manner

that is goal leaded. The success of the effort is the key in the quest to exploit the full

potential of worker. These efforts are to ensure the quality of services or products

and, finally, the success of the organization or institution. Kimball and Nink (2006)

described motivation as internal forces that drive an individual to engage his or her

ability willingly toward accomplishing a set of goals.

1.7 Limitations of Study

The limitations of this study are in collecting data from respondents which

dealing the availability of the respondents to answer the survey and the time

constraint to go to the schools to do the survey and respondents’ time to spend in

order answer the questionnaire.