1.

0 QUESTION 1: CRITICAL REVIEW

1.1 ARTICLE 1

In the article The effect of School Culture and Climate On Student Achievement written
by Angus J. Macneil, Prof. Doris L. Prater and Assoc. Prof. Steve Busch discussed whether the
school’s culture and climate have an effect on student achievement by the school Principal.

In views of the authors, they identified that school culture and climate have an effect on
quality of students’ achievement that drive to improving academic performance of students by
the school Principal. Besides, this article gives an evidence that the leadership style of principal
impact positive or negative to the learning working environment for stakeholder at school that
comprise student and teachers.

School climate defines by Wilen, Ishler, Hutchison & Kindsvatter (2000), that the
environment that has an effect on the adults who work there and therefore it influence on
academic success of student and each school had their identity that impact on the culture for
student, teachers and learning environment at school. In addition, Freiberg & Stein (1999) stated
that school climate as the heart and soul of the school and it is a core which makes teachers and
students love and want to be a part of the school. Meanwhile, Hargreaves (1994) defines that
culture is the belief, value and habit of student, staff and parents. It’s important to create the
positive school environment to form positive emotional bond with others and encourage student
to learn and success in learning.

Besides teacher, parents and student, principal role as a leader plays an important role on
school climate. Their authority leads the positive progress of the school and build the networking
amongst school community that impact the overall climate, (Day, 2000). There are two factor to
develop positive school climate, uniting the staff and transformational leadership which comprise
helping teacher to develop professional culture, promoting teacher development and helping the
school community to solve the problem effectively. As stated by Lethwood et al (1999), teacher
commitment as a key aspect of a school capacity for change means that the quality of teachers
determines the quality of teaching and the quality of school improvement. The other factors
stated by Smylie, (1990) that relate to teachers’ commitment include decision making power,
parental involvement in the school and school climate.
 The conclusion is principal should seeking back to the to the Glasser management
concept, whereas to improve the school environment, there is a need to establish the program or
collaborative decision making among teachers and community in order to make student become
better learner and behavior and excellent in academic or co-curriculum.

1.2 ARTICLE 2

In the article, Management Strategies and Secondary School Teachers’ Job Performance
in Akwa Ibom South Senatorial District written by Ngozika A, Oleforo, Usen I. Ikpe &
Emmanuel A. Bassey from University of Uyo, Nigeria. They discussed whether the management
strategies have effects on the Secondary School teachers’ job performance.

From the views of the authors, managing teachers is important for school management by
concerning with the teachers work as well their relationship within the educational organization.
In addition, they identified that with positive management strategies by school managers or
Principals, it will give a positive effect on quality of teachers’ job performance that drive to
improving academic performance of students. Besides, this article gives an evidence that the
leadership style of principal gives an impact positive or negative to the learning working
environment as well as the job performance of teachers.

To enhance teachers to ability to work productively, the management lead by school

Principals or managers adopt three management strategies. There are supervision, in-service
training and compensation to ensure their job satisfaction performance.

Job performance defined by Doneedy (2002) is concerned with the all-around

effectiveness and efficiency of getting the task or job done. In other words, teachers’ job
performance based on their ability and effectiveness to get the job done which it is concerned by
the school management. An effective job performance with the benefits of higher earnings,
ultimate shorted work hours, increased output or services at less resource, improvement in
working and living conditions and strengthening the general economic foundation of workers can
make the teachers’ performance more productive than ever.
 The first management strategies to ensure the positive increase of teachers’ job
performance is supervision, Supervision stated by Peretomode (2002) that it focuses upon the
achievement of the expectation of educational system by the management. In other words,
supervision is an activity which professionals or superiors help in smooth and ease learning by
refining the teaching and learning environments in schools through guiding, advising and interest
stimulation or eagerness to be in school of both students and teachers. So, supervision is a tool to
ensure the goals of education in school is achieved efficiently.

Next, the other management strategies to enhance the job performance of teachers is in-
service training. In-service training refers to encouraging teachers to enhance their instructional
and knowledge skills through advance academic studies. Funding for conference, workshops,
seminars and developing other training opportunities are the examples of how school managers
in conjunction with government to enhance the job performance of teachers so that the teachers’
performance in the job are more efficient. So, in-service training do indeed enhance teachers’ job
performance positively.

Lastly, the management strategies to ensure the teachers’ job performance satisfaction is
compensation. Compensation covers remuneration and accruable commendations to a worker. In
other words, salary, benefits and other monetary rewards as well as special commendation such
as awards, special recognition and special recommendation. In this article, they stated that
teachers see monetary rewards as an incentive to improve job attitude and performance and
special commendation such as special award given to a teacher will motivate other teachers to
gain in future years. So, compensation is indeed one of the management strategies to ensure the
teacher’s job performance are satisfied.

To conclude, by applying these strategies on teachers, their job performance will be

increase and well productive while the performance can be low and underdevelopment if these
strategies are not implemented. According to Nwachukwu (2006), skills, compensation,
supervision, evaluation and managerial support must be present in order improve the teachers’
productivity. So, the researchers Oleforo, Ikpe and Bassey (2015) studied this research between
the relationship of management strategies and Secondary School Teachers Job Performance in
Akwa Ibom South Senatorial District with the aim of the study is to examine management
strategies and job performance of teachers in that area and to know whether the management
strategies affected the teachers’ job performance in secondary school with overall effectiveness
and efficiency of getting things done. So, their purpose of this study is to examine the
relationship between supervision and teachers’ job performance, seek out the scope to which in-
service training influences job performance among teachers and determine the relationship
between compensation and job performance among teachers’ in Akwa Ibom South Senatorial
District at Nigeria.

2.0 QUESTION 2

2.1 LEADERSHIP

Leadership can be defined as all the activities related to “pushing forward” the school in
all its dimensions. In this sense, leadership is neither necessarily linked to the head-teacher, nor
limited to purely administrative or purely instructional activities. Indeed, the distinction of
administrative management from educational leadership has been a source of debate for many
years (Krüger, Witziers, Sleegers, & Imants, 1999) and, from time to time, three terms -
administration, management and leadership – are still used almost interchangeably.

Besides, leadership is a process of influencing the activities of an individual within a

group in its effort towards goal achievement in a given situation. It is a total of activities and
processes encompassing all the leaders’ skills and competencies geared towards motivating and
influencing followers to accomplishing a given organisational objectives (which is in this case;
getting higher students’ academic achievement) within a reasonable time frame.

2.1.1 LEADERSHIP STYLES

Leadership style is the way and approach of providing direction, implementing plans, and
motivating people. These are the ways principals (managers) handled subordinates to achieve
their goals or targets in the schools and these are seen or observable practically. Leadership
styles (authoritarian, democratic and laissez-fare) are something that may differ in every
situation. A different leadership style may be required under different conditions. They may
differ from time to time. If the condition requires an iron fist and the staff to require the stick
approach, the leader will use an iron fist. On the other hand, if the workers are self-motivated,
intelligent, and work for the benefit of the company, then the leaders will employ a gentler
approach.

2.1.2 INSTRUCTIONAL LEADERSHIP

School leaders are viewed as key agents in the reform of schools. Leaders play a very
important role in initiating and sustaining schools improvement (Spillane, 2006; Goldring &
Rallis, 2000). In fact, according to Hoerr (2007), the title Principal originated from the word
principal teacher and the supposition behind the title was that the principal or headmaster as a
leader has more skill and knowledge than anyone in an organization (school) and able to guide
others in pedagogy. It was stressed that leaders of schools should be instructional specialists and
need to be educational thinkers, to be able to give direction and expertise to the subordinates and
move towards school’s success.

Leadership is for learning means leaders should know and understand about teaching and
learning because they need to engage teachers in collaborative study sessions and support the
classroom practices and also be able to understand the associations between curriculum,
instruction and assessment and support teachers in designing the learning part. Joesoef (2009)
also added that leaders should constantly remind the teachers that the school is preparing them to
think analytically and creatively for the future. However, the leaders of schools have to face
many challenges, especially on how to share and sustain ideas about change especially transform
what was essentially a conservative system. The leaders need to practice instructional leadership
behaviour as suggested by Hallinger and Murphy (1987) in their instructional leadership research
model, which the researcher has used in this study. The implementation of the stated behaviour
by leaders will enhance their leadership competencies.

2.2 SCHOOL LEADERSHIP AND MANAGEMENT

School leaders have to be alert of the events around the organization and keep informed
in order to provide the demands of students and other stakeholders of the organization. Even
though the main role of headmasters is to focus on the teaching and learning processes in school
operations, they frequently allocate more time for managerial and administrative tasks.
Leadership and management have to be considered equally in schools in order to operate
effectively and achieve the objectives (Bush & Middlewood, 2005). According to Hallinger and
Murphy (1987), headmasters are fortified to be robust educational leaders. Hechinger, The New
York Times President, commented that, “I have never seen a good school with a poor principal,
or a poor school with a good principal. I have seen unsuccessful schools turn around into
successful schools and regrettably outstanding schools slide rapidly into decline. In each case,
the rise or fall could be traced to the quality of the principal." (Source: IAB, 2009)

This sharp observation by Hechinger (IAB, 2009) exemplifies that the rise or fall of the
schools’ performance is in the leader’s hands. Principal or headmaster leadership is the most
important factor in school effectiveness, progress and excellence (Rusmini, 2006).
Leadership is a process that influences an individual and brings all the members in the school’s
organization towards the organizational strategy. Effective leaders are able to adjust the
leadership style with the environment within the organization (Rusmini, 2006).

2.3 LEADERSHIP & SCHOOL IMPROVEMENT

For school improvement to occur there needs to be a commitment to changing ways of

working for the better. School improvement is really a process of altering the culture of the
school (Harris and Lambert 2003). In order for this to take place leadership is shared, distributed
and there exists a culture of teacher collaboration (Harris and Lambert 2003). “A school culture
that promotes collegiality, trust, collaborative working relationships and that focuses on teaching
and learning is more likely to be self-renewing and responsive to improvement efforts” (Harris
and Lambert 2003)”. Heads who distribute leadership build competence for change leading to
school development (Harris 2004). Gurr et al (2005) agree that leadership has an important role
in school improvement. Bell et al (2003) state that one of the essential factors for the success of
schools is strong leadership. Hopkins (2001) claims that it is the characteristics of leadership
which enhances teaching and learning. Wallace (2002) found in his research that school
leadership has a significant impact on school improvement. Mulford (2007) discusses the
significant impact that leadership has on student outcomes, even though the impact is indirect.
 2.4 THE RELATION OF LEADERS ROLES AND IMPACT ON STUDENT

ACHIEVEMENT

Figure 1.0: Integrated Model of Organisational Effectiveness (Hoy & Miskel, 2001)

2.5 STYLE OF EDUCATIONAL LEADERSHIP

a) Invitational Leadership

Invitation leadership is the process of motivating others through the use of power,
invitational leadership promotes collaborative work and shows consideration and respect for all
individuals in the education system. Barth (1991) noted that when the relationship between
teachers and teachers as well as between principal and teachers was good, the school
improvement goals were more likely to be realized.

Novak (2003) defines invitational leadership as being predominantly a way to focus the
educator’s understandings and actions to create a total educational environment where
individuals are appreciated and able to realise their true potential. He calls the guiding ideal of
education, “an imaginative act of hope” (Novak 2002). His premise is rooted in the person skills
of the leader in respect of the connection with a person’s heart, hands and head. He suggests that
the actions of such a leader have to feel right and make sense as well as being conducted with
skill and mastery. Invitational leadership works from a foundation of democracy; ethical
intentions, tradition and desire to do things better (Novak, 2003).

b) Moral Leadership

Leadership is focused on people and relationships that the values, beliefs and ethics of the
leaders themselves is what this model of leadership strives for. ‘Moral/ethical leadership’ and
states that the most basic enactment is that of a human being. An educational leader thinks about
what an ethical response to a challenge might be. Moral leadership adds a layer of human and
professional values to educational organisations (Starratt, 2005). The moral leadership of the
educator is about the ideals that should be striven for about creating enhanced opportunities for
human fulfilment of teachers and pupils through the collaboration of their learning. This model
of leadership takes courage and determination in order to try and engage the hearts and souls of
the teachers and pupils in addition to their cognition in the work of learning and teaching.

2.6 SCHOOL CULTURE

Culture is a way we do our work. In this system, there are patterns of ideas, thinking,
norms and values that influence concerning the formation of individual behaviour. According to
Mintzberg (1989) culture refers to an organisation’s ideology, or the traditions and beliefs
of an organisation that distinguish it from other organizations and infuse a certain life into the
skeleton of its structure. Robbins (1998) describes culture as a system of shared meaning held
by members that distinguishes the organisation from other organisations. Scheine (2010)
investigates that culture should be retained for a deeper level of essntial assumptions, values and
beliefs that become shared and taken for granted as the organisation continues to be
successful.

We can conclude that a school culture is a system of shared ideas and practices that exists
within the school which holds us together and that gives us a unique identity. Hoy and Miskel
(2013) explain that culture carries important functions as follows:

(a) Creates distinctions among organisations;

(b) Provides the organisations with a sense of identity;

(c) Facilitates development of commitment to the group;

(d) Improves stability in the social system;

(e) Is the social bond that binds the organisation together; and

(f) Provides standards of behaviour.

The organisational culture that we practise exists at three levels. They are culture as
norms, culture as shared values and culture as tacit assumptions (Hoy & Miskel, 2013). The
following are examples for each level mentioned:

(a) Examples of culture as norms:

(i) Never reprimand students in public;

(ii) Never criticise colleagues or staff in public;

(iii) Be available for students and colleagues; and

(iv) Everybody handles their own discipline problems

(b) Examples of culture of shared values are:

(i) Commitment to the school;

(ii) Commitment to teaching and all school duties;

 (iii) Teamwork; and

(iv) High academic and sports achievement.

(c) Examples of culture as tacit assumptions are:

(i) Teachers are professionally capable of making educational decisions;

(ii) Problems can be solved by open communication and by maintaining diplomacy

and civility; and

(iii) Teachers are family; they care for each other.

Cultures can be designed and created. School leaders can initiate of a positive culture.
Examples of cultural practices that could be instilled are: -

(a) Loving culture;

(b) Culture of respect;

(c) Culture of being brave to question;

(d) Reading culture;

(e) Culture of quickness.

Each culture stated before should be accompanied by various related activities. The
reading culture for instance, is inculcated through the following activities:

(a) Nilam Project which every student who has completed reading a book, writes a

brief report on the book that has been read;

(b) A book corner in class ă becomes a place for magazines and newspapers;

(c) Book shack which a place to read books;

(d) Knowledge walkway - a billboard filled with useful knowledge; and

 (e) A novel a week which instill book reading skills.

The loving culture should be accompanied by various fun activities. For instance,

(a) Teachers greeting students first;

(b) Mentor-mentee project;

(c) Classmates’ biographies books; and

(d) Daily diaries.

2.7 SCHOOL CLIMATE

School climate is the characteristic and environment that exist in a school that
differentiates it from other schools. This characteristic is the product of interaction between
teachers and students as well as the society in that school as a whole. There are six leadership
practices are closely associated with organisational climate: -

(a) Vision sharing;

(b) Focusing on achievements of students;

(c) Managing the safety and effectiveness of learning environment;

(d) Cooperating with parents and the community;

(e) Acting with fairness and integrity; and

(f) Influencing the social and political landscapes of the organisation.

2.7.1 TYPES OF CLIMATES

Moos (1979) defines school climate as a social system that forms a learning
environment where students from various backgrounds and different experiences exist in a
group, where their behaviours depend greatly on the type of protocol created by
administrators and teachers. Moos divides social environment into three categories, which are:

(a) Relations, encompassing involvement, sharing and cooperation with friends

and teachers in classrooms.

(b) Self-development or goal orientation, covering personal development and

shared individual goal achievement.

(c) Changes and system reinforcement, which involve clear regulations and

laws and teachers’ actions to ensure that regulations are adhered to.

A school is an agent preparing students in the environment. An educational institution is

an organisation established to achieve continuous educational objectives. Environmental factors
and the school climate will influence input and output of educational organisations in the future.

A school climate can be divided into two types, positive climate and negative climate. An
positive climate is depicted by a school environment that is peaceful, comfortable, safe,
organised and free of threats and serious disciplinary problems either among teachers, staff or
students. In schools that have a positive climate, normally administrators, staff and students are
genuine, good and sincere, proud of the school and have esprit de corps, possess clear leadership
skills where teachers give full commitment without feeling pressured. Sheninger and Murray
(2017) believe that a positive culture shows an attention to social and physical safety. Hence,
positive school climate is the foundation for improvement of student achievement.

Negative climate is in a chaotic condition in school, the principal is always anxious,

teachers are listless and students are uncontrollable. Such a school will show
abnormal, tense and pretentious behaviour of administrators, teachers and students.
Normally administrators will use their power to issue directives to activate programmes, while
teachers will be complacent and show high work dissatisfaction.
 Although a school climate is said to be negative or positive, in reality this cannot be
clearly seen. However, often times there exist both climates in schools. What is obvious is its
level because climate lies within a positive and negative continuum.

2.7.2 IMPORTANCE OF CLIMATE

Implementation of duties by teachers and staff in an organisation is determined by two

factors, namely individual personality and environment or the environment within the
organisation. This shows that school climate is important to ensure an individual’s effectiveness
and commitment towards the organisation. A positive climate will help students and teachers to
be more motivated and consequently teaching and learning will run smoothly.

The school climate greatly influences students’ development, particularly through three
main aspects, namely introduction to self-concept, ability to work effectively and ability to build
good relations with other people. School influence plays a major role after family in forming
students’ personality. In fact, for a majority of students, a school is the substitute for family. The
influence of teachers and peers leave a deep impact on students. Therefore, the role of a school
climate is closely related to personality and academic excellence of students as well as the
effectiveness of a school.

2.8 CHANGE IN SCHOOL CLIMATE AND CULTURE

Culture is shared norms, values and tacit expressions. In contrast, climate is the
perceptions of behaviour which is the relatively enduring quality of a school environment
that is experienced by participants, which in turn, affects their behaviour and is based on their
collective perceptions of behaviour in schools (Hoy & Miskel, 2013).

According to Humphrey (2000), school climate is similar to school culture

whereby it explores the types of culture and staff satisfaction towards the school and its
leadership. Climate change and school culture are closely related with the school administrative
leadership pattern. This is because school leaders are the most important people who
influence the climate and culture of a school. If a school leader is open, his school
climate will also be open and positive. Thus, changes in climate will occur when teachers work
hard and calmly because their safety is guaranteed. This is very much in line with the concept
of climate of citizenship, where teachers generally behave in helpful ways.

Examples of the practice of this concept are selflessness, conscientiousness,

sportsmanship, courtesy and civic virtue. Students will also feel the changes in school climate
taking place. Conversely, if school leaders are withdrawn, the school climate will be
withdrawn; teachers and students will feel anxious with the school. As such, school leaders
should be individuals who are capable and responsible in improving and bringing changes to
the climate and culture of the school. School leaders can provide emphasis on the
relationship between groups in the school. They can also ensure a harmonious climate and
attend to students’ and teachers’ personal development, particularly in terms of values,
self-confidence, trust and attitude.

School climate involves human relations. Subsequently, school leaders, when they
attempt to take measures to improve school climate and culture, need to be aware of the
following four-step process:

(a) Being aware of situations - school heads should be aware of the behaviours of students,

teachers and staff in the school through observation and inspection.

(b) Analysing the situation - based on information obtained, school heads should analyse
the situation thoroughly to get the total picture and understand it clearly, such as by
studying various contributing factors to the development of school climate and culture.

(c) School heads can take action to change school climate and culture through changes
in value, attitudes, relationships and the conduct of teachers and students. Positive norms
are encouraged, while abandoned the negatives.

(d) Assessing through actions that can be taken to see its effectiveness. Among others, a

school head can modify certain aspects in climate and culture wherever necessary.
 To enhance and change school climate and culture, all factors should be taken into
consideration whether it has internal or external characteristics. Attitudes, values, teaching skills,
learning, environment, building, equipment, quality and quantity of teaching aids and books
cannot be separated in the change of climate and school culture. Since society also influence
school culture and climate, values and attitudes of the surrounding community should also be
taken into consideration.

Hoy and Miskel (2013) suggested two change strategies in improving

organisational climate, namely clinical strategy and growth-centred strategy. Clinical strategy
involves gaining knowledge of the organisation, diagnosis, prognosis, prescription and
evaluation, while the growth-centred strategy is concerned with accepting a set of
assumptions. Among the assumptions are that change is a property of healthy school
organisations, that it has direction that implies progress, and that teachers have high
potential for development and implementation for change.

3.0 QUESTION 3

3.1 THE GIBBS REFLECTIVE MODEL APPLICATION

Gibbs’ Reflective Cycle (or Gibbs’ Reflective Model) Gibbs’ reflective cycle will be
used as a theoretical model or framework that require reflective writing. This model was created
by Professor Graham Gibbs and appeared in Learning by Doing (1988). Gibbs’ reflective cycle
has 6 stages. They are usually given the following headings:

1. Description

2. Feelings

3. Evaluation

4. Analysis

5. Conclusion

6. Action Plan
Based on the Gibbs Reflective Cycle Model explain how to implement these 5 steps to enhance
the academic achievement through quality of instruction by leaders.

3.2 LEADERSHIP TRAITS LEADING TO STUDENT ACHIEVEMENT &

APPLICATION OF GIBBS REFLECTIVE CYCLE MODEL

Looking to challenge the theory that certain types of leadership will improve student
achievement through the change of school climate and culture, the case study looking at the SK
Serkam Darat at the district of Jasin, Malacca. Penolong Kanan (1) was interview and I was
found that leadership of the school played an important process in transforming the processes of
the school, change the school culture and climate, the direct effect on leadership pertaining to
student achievement.

The headmaster in the study gave credit to their staff, rather than crediting themselves. It
was also discovered that the headmasters’ recognized the fact that they could not physically be in
each class to guide instruction, therefore the role of the school leader was to facilitate and build
rapport, and that the staff members held the responsibility of student success. It should also be
noted that failure to communicate was a theme that was detrimental to the system, which caused
lack of focus on teaching and student learning. Other than that, the headmaster also does
supervision by refining the teaching and learning environments in schools through guiding,
advising and interest stimulation or eagerness to be in school of both students and teachers. He
developed mentor-mentee program which it consists of one teacher and two students with the
objective is to make them know each other well as well as make student sees their teachers as
their mentor or father figure.

Outstanding education outcomes of students focus on student year 6 (UPSR) candidate on

2018 and past result analysis on the result of UPSR 2017. Outstanding educational achievement
was defined as: develop fully the talents of all students, attain high standards of knowledge,
skills and understanding through a comprehensive and balanced curriculum, and be socially just.

Results indicate that principals in successful schools have a positive attitude toward
change and a strong focus on students and learning. I have found that the headmaster uses his
powers and the rules and boundaries of the system creatively, exhibit a bias towards
experimentation and risk taking, and exhibit strength, consistency, yet flexibility in decision
making and the application of policy and procedure. Besides, I have found that teachers indeed
play a huge role in obtaining student achievement, this study recognizes this fact, along with
realizing that school leaders also play a key role in creating conditions where teachers feel
comfortable and can operate efficiently while facilitating student achievement. In addition, in
order to bring positive attitude as well as change the school culture and climate that the
headmaster with his superiors established UPSR Jati Diri program which he called a
professional motivational speaker and UPSR subject experts to teach the student the do’s and
don’ts during answer the UPSR exam. That program is considered a factor which most students
are eager to learn more on how to answering the question during UPSR exam and the outcome of
the program lead to the students UPSR result of 2018 were outstanding and achieve the school’s
target.

In conducting this assignment, the study focused on two important questions: Do the
focus and quality of leadership have a significant relationship to student achievement? What
specific leadership responsibilities and practices have the greatest impact? From the observation
and interview with the sample of UPSR candidate on 2018 with 202 candidates, the percentage
of successful student achievement UPSR about 12 candidates from 202 students (means 5.95%)
which comprise 1 student score 6A, 5 student score 5A 1B and 6 student score 4A 2B.

Meanwhile from the highest subject scoring is Bahasa Melayu (Pemahaman) with 27% A
score and 27.7% B score. Overall the GPS SK Serkam Darat score 3.36%. The detailed analysis
of school achievement (UPSR) conducted since the years of 2013 until 2017 which is overall
percentage (lulus) 59.4% on 2017, 55.1% on 2016, 59.29% on 2015, 66.51% on 2014 and 70.9%
on 2013. Meanwhile the number of scoring pupil UPSR increase compared 2017 and 2016: 6A
(1person), 5A 1B (5person) on 2017 and 6A (1 person), 5A 1B (1 person) and 5A 1C (1 person).

In 2018, school principal already setup their target to increase 3 pupils will score UPSR
(6A) target as an action plan (KPI) Key Performance Indicator with the overall percentage 62.3%
compare on 2017 (59.4%). On 2018, the headmaster set up the increase percentage of
student achievement by subject : Bahasa Melayu (Pemahaman) (98%) on 2018 compare 2017
(96%), Bahasa Melayu (Penulisan) 92.1% on 2018 compare 89.1% on 2017, Bahasa
Inggeris (Pemahaman) 75.1% on 2018 compare 73.8% on 2017, Bahasa Inggeris (Penulisan)
66% on 2018 compare 64.4% on 2017, Matematik will increase from 68.3% on (2017) to 70.2%
on 2018, and Sains from 90.1% (2017) to 92.3% on (2018).

To achieve KPI on 2018, student year 6 were divide into 4 class for additional class as
tuition which is Kumpulan 1 (Sukses and Kreatif), Kumpulan 2 (Maju), Kumpulan 3 (Jaya) and
Kumpulan 4 (Arif and Progress). This tuition will be conduct for UPSR subject (Bahasa Melayu,
Sains, Matematik and Bahasa Inggeris).

From this study, I am looking that at the direct/indirect effects of school leadership on
student learning, the direct effects of school leaders on student achievement are indeterminable.
School leadership appears to have a more indirect impact on a student’s success by facilitating
school improvement teams, so districts can operate as coordinated unites of change. By
developing a school culture that fosters student success and building leadership models, which
include teachers, principals, parents to play key roles in the organizational structure, curriculum
and instruction, can increase the potential to indirectly lead to increased student
achievement. Collective leadership has been shown to be directly related to variables such as
motivation, capacity and work situations, which directly impact teachers, and might
indirectly impact student achievement due to the classroom teacher having the direct impact on
student learning Although the direct effects of school leadership leading to increased student
achievement are weak, school leaders indeed play an important role in indirectly impacting
student achievement by forming and facilitating an educational culture that breeds student
success through collaboration and team oriented models.

As Kruger, Witziers and Sleegers (2007) postulated that “leadership is no longer

proposed as having a direct influence on learning outcomes, but as having and indirect influence
through the way it has an impact on instructional organization and culture”

Teacher efficacy is the understanding that the efforts of the school system will have a
positive impact on student achievement. Besides, I have pointed out that individual efficacy
belief of teachers has a large effect on both teacher performance and student achievement.
Classroom behavior is impacted by a teacher’s willingness to follow transformational leadership.
These findings indicate that due to the established link between collective teacher efficacy and
student achievement, the leadership-efficacy relationship matters.

The conclusion is leadership and district organizational conditions are a strong indicator
of school leader efficacy. District leaders primarily create working conditions that are aligned,
trusting, share clarity of values, focus on the future and are conducive to supporting leader
efficacy, which impacts teachers’ efficacy, leading to student performance. School leaders must
develop a leadership style that provides the educational staff with clear direction and resources to
support their work and change the school culture and climate, as well as setting high expectations
relating to academics and student achievement.
4.0 REFERENCES

1. Anderson, K., & Minke, K. (2007). Parent involvement in education: Toward an

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