Topic 6 : Teacher Leadership

Learning outcomes

1.Explaining the concept of leadership.2.Identify and distinguish the types of leadership.3.Describe the leadership theories of traditional and current perspective.4.Explain the importance of teacher leadership and school leadership in educational organizations.

6.0 Introduction

Scope of writing and discussion on the topic of leadership is wide. In the course of our life or career development, we certainly meet with another person, we; as a leader, we respect or admire as consultants or mentors experienced in connection with its duties and responsibilities.

Actually, everyone is a leader in his own way according to the role played by the individual. Some elected leaders in its work, and there arose a leader in an informal, certified by members of the surroundings.

6.1 Basic Concepts of Leadership

Leadership is an important element in a formal bureaucratic organization. Within the framework of an organization, leadership encompasses all forms of activities aimed at influencing the knowledge, practice and motivation members in it.Many studies show the success of the organization due to the dysfunction leadership. Effective school is to be created by the presence of a political leader. Leaders are individuals in a group that was given the responsibility to direct and coordinate activities to achieve group goals (Ibrahim Mamat, 2001). For him, the leader is a combination of the qualities of a director, and assistant driver of an organization.

According to Kamus Dewan (2002), leadership is the ability to lead. Accordingly, Robbins (2003) explains the concept of leadership as the ability to influence the members of the group to achieve a goal.

Kim and Maubourgne (1992) also define leadership as a person's ability to inspire confidence and support among the group of people that are needed to achieve organizational goals. Furthermore, leadership is the ability to influence the belief systems, actions and values of the gang members (Leithwood & Janti, 1999).Fidler (1997) have identified two key features of the results of his analysis of the diversity of definitions of leadership, namely:

• Ability to generate a sense of direction and confidence among his followers.• Influencing followers towards the goal.

It clearly shows the impact of leadership can be shown in terms of the ability and wisdom of leaders influence the feelings, beliefs and actions of his followers towards a shared goal. However, Murphy (1988) leadership should not be interlinked with the characteristics of the leader alone. Leadership should also be interlinked with the interaction of leaders with followers, influence of leaders and followers in the context of where he is (leadership situation). Therefore, in addition to the characteristics of a leader, effective leadership is subject to context, and the issue of his / goals of the organization (leadership contingency).

6.2 Types of Leadership

6.2.1 Natural Leadership

In any group of people, will appear an influential person, although he was not formally appointed. Often, members of the oldest, most experienced, and have a high interpersonal skills will naturally be considered and accepted by the members of the group as their leader.

6.2.2 Charismatic Leadership

The concept of charismatic leadership was first proposed by Max Weber (1947) in which group members perceive their leader as a person who has special or unusual quality. Charismatic leaders demonstrated its ability to solve problems or face a crisis successfully. When this happened, his followers will have their undivided loyalty to the leader's charismatic.

According to House and Howell (1992), the charismatic leader has personality traits - traits as follows:

•Oriented achievement.• Oriented creativity and innovation.• Highly energetic and self- involvement.• Self-confidence is high.•The need to use their influence on others.• Willing to risk.• Build (Nurturin), thoughtful and sensitive.

In the past, the charismatic leader accepted because there is a major global leader such as Gandhi, Hitler, Napoleon and Mother Theresa. Keep in mind, not necessarily charismatic or effective leaders who can lead the achievements and positive change in the organization or community. If holding or principle misguided leaders struggle then this situation would be a catastrophe to the group.In the 21st century, the charismatic leader appears difficult due to globalization, the democratic process and the broader educational opportunities. View 'Leaders are born, not made' is not a popular statement again with the advent of developments in

research and skills to become an effective leader can be learned through formal training courses.

Many large organizations, including public sector provides a high budget for the development of human capital through leadership training seminars, workshops, courses, and also to pursue higher education at the master's and doctoral degrees.

6.2.3 Leadership bureaucratic

Bureaucratic leadership is structured and operates under specific procedures as established in an organization. Bureaucratic leaders use official powers conferred upon him by appointments to lead an organization.The purpose of the bureaucratic leadership in formal organizations aimed at maximizing efficiency through rational management approach (Weber , 1989) .Pure bureaucratic leadership model by Weber (1989), an emphasis on aspects such as:

•Goal-oriented organization•Distribution area of specialization.•The hierarchical structure.•Concern for rules and discipline.•A highly technical procedures.•Establishment based on qualifications and competence areas.

Application of bureaucratic leadership is quite obvious in school organizations and educational institutions. The bureaucracy is a feature of generic formal organization, especially if the organization is relatively large and complex (Packwood, 1989). Among its bureaucratic leadership in the organization of the school is:

•The structure of the hierarchical organization of the school headmaster or principal in the leadership.•Teachers have their own areas of expertise.•There are rules of the school and the academic timetable for compliance.•General area / subject panel responsible for ensuring that extracurricular activities are implemented according to the guidelines and the correct duration.

Bureaucratic leaders rarely explore new ways to solve problems. Instead, he will ensure that the processes and procedures adopted by the organization are observed and followed by a task developed to a higher level. Bureaucratic leaders may be said to have accountability for its work, ensuring quality and objective preserved and accessible organization. Bureaucratic leader is task-oriented and less focused on the needs of individuals within the organization. Sometimes it can bureaucratic autocratic leader. In military organizations, such as soldiers and policemen, they are trained to execute commands and tasks assigned without question and negotiation. This situation calls for loyalty and obedience to superiors. However, an organization that consists of members of the professional ethos of the practice is quite different. In the organization of the school, the headmaster or principal is responsible for maintaining the quality of teaching and learning ( T & L ). But its authority on teachers may be less explicit for teachers with expertise in their respective areas of authority over the decision of the methodology and content of the lesson presented.

Osborne (1990) identify this situation as a conflict between bureaucracy and professionalism in which a large number of professionals in an organization will bring problems in the practice of bureaucratic leadership.

Principals specializing Social Sciences may be less discerning in T & L activities related to Pure Science. In this regard, the authorities of 'position' may conflict with the authority of 'expertise'. Such conflict can be avoided if the policy scope clarified from the beginning by stating the roles and responsibilities for each position in the organization. Even though there are some weaknesses in bureaucratic leadership, bureaucratic leadership still has its place and relevance in a formal organization.

6.2.4 Distributed Leadership

In organizations that adopt a distributed leadership, leadership activities are distributed in an interactive network between leaders and members in it. Distributed leadership can create a spirit of cooperation and camaraderie among colleagues.Distributed leadership is considered as the most appropriate leadership style for school organizations and educational institutions in which a large number of members were professionals. Professional teachers have authority in their respective fields of expertise. Through collaboration and practice the companionship workers (collegiality), they can benefit from the support and expertise of diverse colleagues (Brown , Boyle & Boyle, 1989). The decision is a joint decision based on more comprehensive information and this situation will lead to increased effectiveness. Shared vision is the basis of the results together.

Distributed leadership is closely related to the concept of effective schools and school improvement. Leadership as similar lines could also be classified under the leadership of a democratic and participative leadership.

6.3 Theories of Leadership

Many studies have been made in relation to leadership and leadership theories have been put forward to explain this complex phenomenon. Although there are various methods and perspectives in leadership theories categorize by author / practitioner different leadership, the scope of discussion and study in this chapter based on a number of traditional theory and current theory.

Early leadership theories focused on the features that distinguish between leaders and followers resulting in the emergence of the traditional theory such as trait theory, behavioral theory and theoretical situations. The focus of the initial theory is on the 'what' features an effective leader while the current theory to shift the focus to the 'how' lead effectively. With this comes the time to discuss theoretical aspects of transactional and transformational leadership, contingency theory and moral leadership.

6.3.1 The traditional theory - Trait Theory

Trait theory developed in the 1920s and 1930s where a leader is identified by trait possessed. The theory assumes people already have the characteristics or traits,

inherited traits and specific traits suited to be an effective leader. Thus, the trait theory of attention is to identify what traits of effective leaders is. By studying trait - of successful leaders, then others who have similar traits will be assumed to be a successful leader as well.

Some early studies of leader trait is a research by Stogdill (1974) to identify traits and skills that distinguish between leaders and followers as shown in the Table below.

Trait Skills

Adapt to various situations

Sensitive to the social environment

Ambitious and achievement-oriented

Assertive

Cooperative

Decision maker

Can be expected

Domination

Energetic

Not easily giving up

Self-confidence

Highly resistance to stress

Willing to accept the responsibility

Highly intelligence

Conceptual skills

Creative

Diplomatic and tactful

Articulate

Knowledgeable about group task

Organize

Persuasive

Social skills

Early researchers of trait theory suggest that there is a set of personal characteristics of leaders and it can be applied in all situations, organization of the battlefield situation came to classroom. After Wright (1996) analyze the hundreds of studies on leadership traits, he concluded that there was no difference between leaders and followers based on any set of personal characteristics that are specific leaders. There are among them being the organization that has set a personal nature, but their leaders are not leaders. This raises the complexity in using trait theories to explain the concept of leadership. However, a number of traits such as high intelligence, responsibility, self-confidence and high resistance are the traits for leader is fairly consistent, but the traits should not be considered as complete condition.

Leader traits, whether charismatic trait or traits like mention by Stogdill (1974), need

to be applied in situations of an organization. Recognizing the lack of leadership trait theory, attention has turned to the situation factors and skills that can be learned and mastered in order to become an effective leader and credible.

Sometime in the 80s, more modern trait theory streamlined and still has a place in the study of leadership. The basic idea is still in use, that is, if a person has a trait 'that was' his tendency or potential to become an effective leader.

According to Yukl (1989), there are three categories of general skills that are relevant to all managers, namely interpersonal skills, cognitive skills and technical skills. Yukl take into account elements of a situation where specific skills (and trait) correlated with leadership effectiveness. The framework used by Yukl to build a set of personal attributes and leadership skills including:

•The need for success.• The need for power.• Self-confidence.• Emotional maturity.• Technical skills.• Conceptual skills.• Interpersonal skills.

Leadership perspective is changing and growing has led to greater understanding of the aspects of leadership.

6.3.2 The Traditional Theory - Behavior Theory

Behavioral theory focuses on how leaders behave in the process of leadership (especially against their followers). Behavioral theory is dominant in the study director successful leadership is behavior that can be trained or learned formally and informally. With the development of leadership studies ever comprehensive leadership training program designed specifically to change / influence the behavior of leaders that leadership style can best and most effectively applied in organizational situations.

The behavioral theory is :

•Theory X and Theory Y by Douglas McGregor (1960).•Grid Management (Managerial Grid) by Blake and Mouton (1964.1978).

Theory X and Theory Y represent the difference in the way a leader thinks of his staff in an organization. In Theory X, the leader considers his staff motivated by money, lazy and will avoid work unless forced, would not cooperate unless directed and controlled. As such, the leaders will be more autocratic behavior, acting directing and controlling its staff in the work process. As long as the leader behavior on assumptions Theory X, the organization will not given space and opportunities for staff to maximize their abilities and potential .

Theory Y leaders thought his staff as hard working, look at the work as a matter of natural as play or rest will foster cooperation, ambitious and have a positive attitude

towards work. Employees really want the responsibility of because of that brings satisfaction to them. Therefore, the leaders will lose control even empowering them (empower) in the performance of duties.

Blake and Mouton (1964, 1978) studied the behavior of the leadership and management have resulted Grid Management describing two different dimensions related to leadership concerns (concerns the leadership), namely:

•Concern for production - leaders show concern for the task and employee productivity in order to achieve organizational goals.•Concern for the human - leaders are paying attention and emphasis on good relations with the workers in the organization.

Management Grid developed by Blake and Mouton based on studies of Ohio State and Michigan gauge the types of leader behavior based on two axis, the horizontal axis measuring Concern of Product while the vertical axis for Human Care measure using a scale of nine - points. In theory, the ideal leader will gain a measure of 9-9, which is scalable to Care Production and Human Care (Management Team).

Grid management leadership highlights five types of action, namely:•Country Club - The emphasis is on human needs, human relations and a harmonious work culture and fun.• Impoverished - Leaders contribute very minimal effort, whether on the welfare of workers (the human element) as well as the achievement of organizational goals (elements of production).• Team - Provides an emphasis on the spirit of positive interdependence between members and a commitment to the goals of the organization.• Oriented Tasks - Provides an emphasis on efficiency without taking into account the human factor.• Middle Road - Leaders try to coordinate the balance the need to ensure the work completed while maintaining human dignity at a modest level .

Blake and Mouton Managerial Grid might look as if there is an act of great leadership. In fact, the effectiveness of each leadership style depending on the situation differently. For example, you want your captain to take the plane more task-oriented, while the tour guide should show leadership style leisure club.

Moorhead and Griffin (1998) concluded that the combination of two forms of leadership behavior that leads to effective performance of the group as follows:

• More effective leaders tend to build friendly relations with its employees also support the leadership. This will improve the self-esteem of its employees.• Leaders are more effective use of supervisory tools and decision-making over the nature of the individual.• More effective leaders tend to set higher goals of the organization.

Leadership behavior theory analyze that the diversity of action without regard to the diversity of leadership situations that may differ from one organization to another. The effectiveness of leadership IS depending on the situation in context. Thus, there is another perspective of the more popular theories of leadership, realistic and attract

practitioners of leadership. The theory that will be discussed next called leadership theory situations.

6.3.3 The traditional theory – Situation theory

The theory assumes that the situation of different organizational environment requires a different way if the leadership wants to be perceived effectiveness. Effective leadership depends on several factors such as the follower, the leader factors and situation factors that affect each other.

The situation theory is:

•Fiedler contingency theory (1967).•Hersey and Blanchard situation theory (1977).

Contingency theory states that there is no one best way to lead an organization. A leadership style may be effective in one situation but rather occur in other situations. In other words, subject to the optimal leadership (contingent upon) psychological orientation leader and claims environment consisting of:

•The size of the organization, how leaders adapt to the environment.•Resources and operation of different ways.•The notion of the leader of the staff and vice versa.•Use of technology and so forth. From the studies carried out by Fiedler, he summed up the effectiveness of leadership is subject to the correspondence between the two variables, the style of leadership and the support environment (situational favorableness). Leader behavior may be motivated by tasks or relationships between people and explained in three critical dimensions:

•Leader- member relations, the extent of the leader is accepted and supported by the members. If members of the group receive the leader, the leader felt honored and inspired to lead members to levels more effectively.•Task structure refers to the clarity of the task and the clarity of the role of the administrative tasks. When tasks are routine and well defined, the situation supports the process of leadership.•Position power (power position) if the leader has a strong formal powers (to appoint, discipline, change, determine promotion), so the situation supports the process of leadership.

Situation Theory by Hersey and Blanchard's (1977) combine and expand the idea of Blake and Mouton Management Grid and Fiedler contingency model.

According to Mersey and Blanchard, leadership effectiveness is based on the situation. There are four leadership styles and issues raised by them, the style of telling, selling participating, delegating).

The uses of leadership style vary to match the maturity level of the group.Interpreted based on the maturity level of the two aspects, namely:

•Psychological maturity which are the confidence, ability and safety of members to accept the responsibilities given.•Maturity of operational tasks, the skills and technical knowledge they possess.

Low Maturity Group - Low motivation, lack of skills, lack of definite goals of the organization, lack of cohesion of the group. Leaders must take the time to clarify the role and goals of the organization, making a more intensive supervision and encourages members to 'accept' work their way through ' persuasion. 'Style - mimpinan kepe appropriate for this group is to inform and sell.High Maturity Group - motivation high, high skills, committed to the goals of the organization, team members and leaders trust. The role of the leader is to facilitate and maintain good communication. Take the appropriate leadership style adopted for the high-skilled group but less enthusiastic. Style lose responsibility is practiced according to the group that has the maturity and high skills.Situation Theory Hersey and Blanchard (1977) can be summarized by the following diagram.

There are several issues that should be considered in connection with the theory of Hersey and Blanchard Situation where the question on the appropriateness of leadership style are discussed. First, a cluster of cultural factors will influence the way people work and leadership style. For example, in some cultures, work and conduct much appreciated, while in other cultures, human relations and bureaucratic elements appreciated.

The second point relates to the notion that men are more task-oriented leaders, and leaders of women are aware and sensitive, which is more oriented to interactions of humans. Thirdly, the situation model only discusses the relationship of leaders and members in custody, structural issues, politics and symbols will not be discussed.

Similarities between Fiedler contingency theory of Situation Theory Hersey and Blanchard are both stated that there is no one best way to lead an organization. The main difference is more focused range Situation theory leadership style should be practiced based on environmental factors (more on the maturity of the members), whereas contingency theory takes a broader perspective, the determinants of leadership effectiveness is subject to the ability of the leader himself as well as supporting factors other environments.

6.3.4 Current Theory Transformation Theory

By the years of the 90s, the pattern of study and research on leadership gradually change to a new paradigm which is also referred to as the 'New Leads' or 'The New Leadership'. Among practitioners and researchers of leadership, passion and the focus shifted to the theory of transformational leadership.

James Mac Gregor Burns pioneered the term 'Transformational Leadership ' in 1978 to describe an ideal situation between leaders and followers. Transformational leaders are able to move his followers to act to achieve specific goals based on values and motivations, needs and desires, aspirations and expectations of both parties, the leaders and followers. Transformational leaders make full use of the

power and influence to persuade his followers to bring about change in the organization.Burns (1978) and after that Bass (1985) distinguishes transformational leaders with leaders of the transaction. According to him, the organization's leadership is leadership customary transaction. Leaders motivate followers by providing transaction as an exchange barter reward to a job well done. Organization is operating at the level of 'acting - received ' where followers agree to work (acting) because expecting a reward (received) from the organization. No personal commitment of followers to improve the performance of the organization or make a creative and innovative. Action followers merely maintain the status quo of the organization.Transformational leaders inspired and give individual consideration, based on the operation and in turn influence their followers to shift from the attitude of ' indifferent ' to the level of motivation and commitment to a higher level. Transformational leaders are the key driver cohesion and followers work together to achieve a common goal (shared goals). Transformational leaders to be catalysts for change, challenging the thinking among his followers to view a problem from different perspectives, consult before acting and to raise awareness and concern for the followers of the importance and value of the organization's goals. For transformational leadership, change and innovation in organizations is inevitable. The role of transformational leader seeks to lead the organization and followers to levels higher moral action.

Bernard Bass (1997), researchers who pursue scholarly works of Burns, discussed the relationship between the transaction and transformational leadership, saying," The best leadership style involves transaction and transformation. 'In reality, transformational leadership is a value added to the efficiency of the transaction and not its successor leadership. Activities ' transaction ' (exchange) is still an effective tool, but a necessary tool for leadership at all levels. When transformational leaders are in a win-lose (win-lose), he might try to change it to a win-win (win-win) through negotiations and bargaining, which is the skill of the transaction as a more effective negotiation techniques .

6.3.5 Current Theory of Moral Leadership

Leadership attention to the moral and ethical leaders which the use of power and influence is in balance of good and true. Sergiovanni (1992) defines moral leadership as a form of worries that motivate others through the principles and holding the admirable. Moral leaders do not find ways to benefit themselves but to act for the betterment of mankind. Through the principles and practice of holding values, moral leaders earn the trust the members of the organization gradually and inspire loyalty to leadership style.

Elements of morality should be embedded in a moral way of life of a leader. School leaders should exhibit ethical values that can be emulated by students, parents and community. In addition, leaders are expected to protect the moral, social and cultural values all students and bring positive transformation through education.Actually, the complete moral leadership and enhance provision of strong leadership style that drives the transformation of its members to act through self-motivation, self-confidence and empowering them to develop their potentials.

6.4 Implications Leads to School

After examining several theories of leadership, general conclusions can be made to apply our knowledge and raise awareness about the strengths and weaknesses of each theory in the context of the school.

6.4.1 Implications of Trait Theory

The author of 10 traits of Highly Effective Teachers: How to Hire, Coach, and Mentor Successful Teachers Mc Ewan (2001) identify traits - traits of effective teachers have the following ten traits:

•Encouraged by the mission and spirited teacher (Mission -driven and passionate).•Positive and real - Respect, caring, empathy and fairness.•Leaders teacher (Teacher Leader) - Leading students, parents, colleagues, has an element of influence.•With-it-ness, classroom management skills, maintaining student involvement in the task.•Teacher style-distinctive style, humour element, creative, novel, knowledgeable.•Expert - efficacy motivational teaching.•Effective teaching and communication skills, teaching skills, research -oriented, and the ability to choose the method of teaching and learning principles apply.

•Knowledge (learning from the book), content knowledge, knowledge of learning outcomes, knowledged to be thorough and comprehensive.•Street smart-reading to learn, listen to learn.•Competitive mind-metacognitive, strategic, reflective, communicative, responsive.

6.4.2 Implications of Theory X and Theory Y

Current developments in psychological research show Theory X is not accurate to describe human behavior in the context of leadership today. Manager of the school or the teacher should not assume employees or students basically lazy and trying to avoid their responsibilities. Students lack motivation to learn rather than something natural. This condition may be caused by a classroom situation or is there something less stimulating unmet need. Pupils say lazy to practice mathematics may diligent and work hard in other situations such as handicraft or work in groups to nasyid performances for Teachers' Day celebration.

Understanding Maslow's hierarchy of needs can help school managers or teachers identify appropriate activities so that their needs are met. Theory X assumes the needs of the low-level determinants of human behavior, while Theory Y of the needs of the higher levels. Therefore, to increase the level of motivation of teachers in schools, school managers should involve teachers in the decision making process of the organization, practicing teachers' abilities in the classroom, encourage the integration of work and show appreciation to the tasks performed.

6.4.2 Implications of Behavioral Theories

A school leader should be smart enough to analyze and show concern for these two aspects, namely the task and human relations. As shown in the Blake and Mouton Managerial Grid, the teacher rushed to finish the syllabus to the extent neglect the welfare of children does not mean he is an effective teacher. The same goes for teachers to keep the heart and emotions of students to ignore the content of the lesson. Wisdom balancing aspects of the job such as the clarity of classroom rules and procedures , planning and implementation of rigorous teaching , emphasis on the efforts and achievements of students while maintaining a friendly teacher-student relationship and promote a culture of shared values together will positively reflect yourself as a more effective teacher leaders .

If you look at the implications of the theory of behavior from the perspective of school managers, teachers build a friendly relationship with them will gain the support of the implementation of the activities or school programs, and to create the feeling that they are valued. School managers should strive to create the space and opportunity to create a spirit of cooperation and camaraderie among colleagues to achieve organizational goals. Teachers will show minatyang more to work if a harmonious working atmosphere can be felt , free from emotional , mental and social . Thus, productivity is enhanced.

6.4.3 Implications of Situation Theory

Imagine this situation. If you are a new headmaster turned into a school known for its discipline problems (and teachers) and school achievement in public examinations also ranks lowest in the region.

Based on these situations, contingency theory Fielder (1967) state leaders should be wise to review the current environment and to determine the style of leadership that support the environment. -Leader-member relationship-Structural assignments-Position power

As teachers, ask yourself these questions, ' How much do I accepted leadership and supported by all levels of staff? 'Hold a social activity that you have the opportunity to leader - member relationship and identify more closely with the school community. Teachers who have the support of his staff would feel respected and encouraged him to lead them to a higher level.

Clarity of structure do have an influence on the effectiveness of leadership. If the teachers and staff are unsure of their roles and responsibilities, vision, mission, goals, rules and routines of each field task should be clearly explained through pamphlets, official documents, display posters or during assembly so that the members of the organization share the same direction. When member know their job field, so the situation will support the leadership.

Centralized system of education in which appointments, discipline or change the civil

service is not located within the jurisdiction of a school headmaster. Therefore, the use of the power to move teachers and staff may be less effective in real school situations compared to the way the relationship leader - member or structure assignment . But in the context of the pupil , the position of a headmaster was extremely strong . Teachers have the authority to discipline, suspend, direct and appoint students in appropriate situations.

6.4.5 Implications of Transformation Theory

Teachers as transformational leader is a teacher who can mobilize the motivation, increase self-awareness and influence students / co-workers to perform tasks to achieve the goals set. Relations between teachers and students and among other staff are at their friendly, accurate and familiar.

According to Abdullah , Abdul and Abdul ( 2007), transformational leadership guru show a strong commitment to the school in its efforts to accept responsibility and accountability , agreed and generate motivation and admirable moral values.

•Teachers leadership transformation can stimulate students together to appreciate and accept the ideology and vision towards realizing the vision of the school.•In addition, teachers present the image of a leader who can be a source of inspiration for students to be followed.•Transformational leaders have set expectations high achievement to students through motivational words, practice leader himself alive and guidance.•Transformational leaders generate consensus, promote collaborative work, clarify the importance of teamwork to the students managed to produce something to the highest self-sufficiency.•Transformational leaders demonstrate concern, respect the uniqueness and diversity of the ability of individuals to grow towards the achievement of the highest potential.•Transformational leaders emphasize performance and reward contingencies given for outstanding efforts demonstrated. Transformational leaders not to maintain the status quo or existing structures but acts to change attitudes,values and thoughts of the higher levels .

DiscussionBy identifying the needs of your student:•What kind of changes might you introduced in school organization?•What steps should be taken to change it can be successfully implemented?•What are the obstacles that you might face?

6.5 Leadership of Schools and Teachers

6.5.1 Leadership School

The success of a school achieving school status effective or outstanding schools will be referred to the ability of the leadership of the school principal or headmaster of the school's traditional leadership model based on a hierarchical structure in which power and control in an organization focused on the leadership alone.

In the era of globalization, rapid technological change and priority to the development of human capital, transformational leadership began to influence the organization of the school. The education system is increasingly complex demands radical changes to the way the school provides educational services.

Decentralisation, excellent school culture and the principles of best practices is a new challenge in the individual's leadership ¬ schools nowadays. In a school that is made up of a group of professional teachers, school organization, hierarchical structures are shaped horizontal. School leadership is seen as a collaborative effort, fostering camaraderie colleagues as a means of enhancing professional practice. Teacher leadership can be seen in the context of the management of school activities, instructional leadership and kepe ¬ mimpinan in the context of the wider community. Today, the concept of teacher as leader is influential to the changes that occur in the system.

6.5.2 Leadership Guru

In this century, the role of the teacher as a ' leader ' in education is very significant because they influence not confined to the classroom. Among teachers are the main coach of subjects, head of the field, senior master, drafters and reviewers curriculum, teacher mentors, teachers in action research and other roles of leadership education. The concept of teacher leadership can be described as a model of leadership in which teachers are involved in R & D has / have the opportunity to lead (Harris & Lambert, 2003). They want to contribute expertise to teach the students a broader, outside the space within which students are taught by them.

Leaders of ordinary teachers, but teachers are able to guide or motivate other teachers to work together to enhance overall professional practice and student achievement levels. Teacher leaders do not wait for orders from the top to implement a teaching innovation but clever use of the opportunities available to encourage R & D activities and to gain the attention and support of the authorities.

In the context of the teaching profession in Malaysia, the ' Outstanding Teacher ' was first introduced in 1993 as the promotion of teacher glorious leader who left the classroom. Therefore, we do not lose teachers who are dedicated and expert in their field when they are promoted.

Excerpt from 'Terms of Reference and the concept of' Excellent Teacher' sites Teachers Excellent www.emoe.gov.my is clear that teachers have the knowledge, skills and expertise in the subject , particularly in the area of R & D. Excellent Teachers also are dedicated and motivated to perform the duties and responsibilities of continuous excellent .

The roles and responsibilities of teachers in teacher leadership are:

•Create lesson plans, implement the teaching of skills and the creation and development of the students according to the highest standards set by the Ministry of Education.

•Lead and assist in the task of curriculum and co-curriculum subjects related to the field of expertise or specialization.•Being a resource, providing advice and guidance in the subject field or expertise.•Conduct research, produce scholarly writing and research, to explore innovations and new discoveries in the subject or area of specialization and expertise in presenting the results.•Perform tasks as directed by the District Education Officer, Director of Education and Director of the Ministry of Education.

This means that teacher leadership is established when there is an opportunity and atmosphere for teachers to learn and work together to contribute to the development of education to achieve a common goal (shared goals).

6.6 The Leadership Challenge

The arrival of the 21st century brought with sophisticated changes and promising an era full of challenges. Therefore, some key elements should be taken into account such as community literacy rates are rising, advances in information technology and computers are becoming more sophisticated, as well as the latest findings dal.un study of human behavior. More and more workers today have a higher level of education and skill is more specific than the last two decades. The role of leader is becoming increasingly complicated and should take a more relevant approach to leadership effectiveness is maintained.

Every teacher should be dynamic leader and able to adapt to the skills to manage change and innovation that happens from time to time. Patterns of distributed leadership, empowerment and collective decision and gaining more acceptance among organizations nowadays. Leaders are rigid and unable to adapt to new challenges will find the failure. Openness to new ideas, a willingness to modify the pattern and style of leadership and a willingness to learn the knowledge to work in an environment that is based on advanced technology is one of the challenges that must be addressed and overcome to ensure the sustained leadership effectiveness.

Transformation in the way things work undertaken has been so sudden and widespread that the change produces uncertainty. Uncertainty may be expected to provide guidance to leaders prepare to deal with it in the best possible way. Among the changes that have affected the implementation of the educational process as well as the attention of all walks of life is the vision of Education, Teaching and Learning of Science and Mathematics Education Development Master Plan (PIPP) and the transformation of the curriculum.

6.6.1 Vision of Education

Vision Education presented by Datuk Dr. Wan Mohd . Zahid Mohd . Nordin , former Director General of Education Malaysia ( now Rector IPG ) in the National Education Conference 8-11 April 1993 , aims to provide direction to educational leaders to jointly perform the roles and responsibilities for achieving the goals of Vision 2020, which makes Malaysia a developed nation economic, political , social, spiritual and cultural . The paradigm shift is made to ensure the filling Vision Education is practiced in all levels of education through seven aspects:

•Unity in all levels of the organization and the community.•Style of leadership quality management and achieve no defects.•Service to close loving relationship and camaraderie and produce educators who are concerned.•Empowerment or empowerment in which the delegation of power from the center to the periphery, from the power and control to the partnership of "technical rationality" to " reflective rationality ".•Cultural knowledge through reading, learning culture, mindset, culture with their discussions, writing culture and cultural works.•Caring school students to cultivate self-esteem and feelings of love for the school's commitment to be created .•Culture of excellence, have an attitude to strive for excellence.

In fact, these challenges are not only delivered to school leaders to act. Management changes in the education should involve various stakeholders, namely teachers, students, parents and the community. Still more needs to be implemented and strengthened so that the systems and institutions to develop human capital that can capture knowledge and skills, to uphold the nation's culture, has a strong sense of patriotism, a highly competitive and competent .

6.6.2 Teaching and Learning of Science and Mathematics in MTL

Since the basis of The Teaching and Learning of Science and Mathematics in English ( PPSMI) introduced from Januari 2003, the leaders of the teachers to meet these challenges with courage to step up efforts and use of the English language , either formal or informal . Leaders as exemplary teachers use English in conversation, conduct of meetings and school assemblies and reproduce reading materials in English. In this transition period, the leadership of the transformation play an important role in determining the success of PPSMI.

However, in July 2009, after nine years of these execution PPSMI, the Ministry of Education has decided to restore the use of the mother tongue as the basis of instruction for the teaching of Science and Mathematics, upholding the Malay language and strengthen the teaching of English. Again, like the captain of the school leaders should review and redesign the map of the journey, ensure that the resources and information sufficient to lead his crew with the destination successfully and safely. Effective leadership is the cornerstone of the management culture change in an organization.

6.6.3 Transformation of Primary School Curriculum

Each curriculum should be changing, which is dynamic in nature so that appropriate and relevant to current developments. Integrated Curriculum for Primary Schools (KBSR) be reviewed to ensure that the curriculum is holistic, not too academic and burden in line with the strengthening of the core curriculum as the main focus of the second PIPP, 2006-2010. Beginning in 2010, will be replaced with the USSR KBSR (Standard Curriculum for Primary Schools) for Year 1 and NPCS (National Preschool Curriculum Standards) for preschool students.

Transforming the curriculum is based on the holistic process changes the existing school curriculum by taking into account the needs of the fundamental aspects of the changes to the curriculum , the structure of the content , pedagogy , time allocation , assessment methods , curriculum materials and school management. Within this curriculum transformation, the top leadership plays an important role in determining the effectiveness of the curriculum KSSR. Vision, mission and goals need to be explained to all staff in the school organization. For example, induction meetings to communicate in a clear and explicit form of the new changes. Any changes need to prioritize the training curriculum for staff development, teaching resources and learning support , encourage teamwork and financial allocation given to the anxiety and stress of work as a result of the change can be reduced. Preference should be given to addressing the changes that lie ahead as a result of the transformation of the curriculum. In addition, school leaders and teacher leaders who demonstrate a strong commitment is the first positive step towards the success of the USSR. Tomeet the challenges of curriculum change, transformation and transaction leadership practices should be given proper considerations without compromising the moral and ethical leadership.

6.6.4 Education Development Master Plan (PIPP) 2006-2010

In the 21st century, the country faces new challenges from globalization, liberalization, internationalization and the development of Information and Communication Technology (ICF). Therefore, the Education Development Master Plan (PIPP) 2006-2010 launched by the Honourable Datuk Seri Abdullah Hj. Ahmad Badawi on January 16, 2007, aimed at developing a world-class education system to fulfill the aspirations of Vision 2020 to make Malaysia a developed nation in our own mold .

In essence, the PIPP is a development plan document which covers three main areas, namely infrastructure, employment and manpower. PIPP is aimed at producing a quality education for all. Thus, leadership education Ministry of Education has a tremendous responsibility in developing the human capital that is comprehensive, progressive, moral and ethical standards as well as human capital who are knowledgeable and highly skilled ICT literacy.

6.7 Summary

The theories and research related to leadership trying to find answers to the most effective way to manage an organization so that productivity able to maximize and costs are minimized. There are researchers who are trying to find a correlation between school leadership and student achievement, there are those who try to connect the organization's leadership style with job satisfaction. Meta-analysis study conducted by Marzano (2005) on leadership in school and student achievement proved there is a model that is dominant in determining the effectiveness of leadership.

Leaders today must be responsive to the currents of change brought about by the

explosion of information and technology in order to manage change and innovation happen by using the skills of the 21st century.

Join activity

Come together to discuss what kind of leadershipyou have as a teacher? Why did you choose the type ofsuch leadership?

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