CHAPTER 1

INTRODUCTION

1.1 Introduction Challenges faced by todays school leaders are much more complicated than before due to hopes and expectations of the community and the increase of a principals responsibilities. School leaders across the nation also exploring ways to a better educate students and improve the school performance . To address these challenges, the school leaders need to bring forward the behaviour and practice of culture of excellence in the management exercise so that there can be changes in attitudes, values and performances of the schools. Generating and strengthening the behaviour and practice of organizational work culture through the management theories is not something new in current management system.

1.2 Background of study

Scenario in Malaysia about teaching profession shows that number of women teachers are more than man. Thats why the criteria of school leaders are not only focus on gender, otherwise the criteria such as ability, seniority, experience and knowledge level also included as a factor. (Harvey & Donaldson 2003). The increase in the number of women principals at school level cannot be overlooked anymore

because the data by the Ministry of Education Malaysia (2003) showed that 26 percent of the 8832 school managers (principals and headmasters) were women.

As a school leader, the women principals faces a dualism task, as a school leader and as a house wife (Langer & Boris-Schacter2003). Their ability to carry out the task as a leader in schools sometimes make others feel uncertainties especially male teachers. These uncertainties are affected the trust and cooperation among the staff. Aside from this, women principals are also confronted with personal challenges, community expectation.(Langer & Boris-Schacter 2003).

But as a school leaders, women principals are also still responsible for bringing change to the school. They must have a braveness to face the risks and must take the responsibility for any decisions they have made.

1.3

Statement of the problem

Recognizing the challenges faced by women principals, researchers studied the behaviour that they practiced in their school. The situation of a place and challenges affecting the management style and the priorities was set by the principals ( Hersey and Blanchard , 1977). Management behavior of the women principals is crucial in determining the success of a school. Teacher collaboration will be obtained if the principals behavior is appropriate and enhance the motivation of teachers in performing their duties.

1.4 Research objective

The objective of this study is to identify the management behaviour of women principals in 3 schools in Pasir Gudang

1.5 Research Questions Research questions that will presented in this study are as follows: 1.5.1 What is the perception of teachers on the management behaviour of women principals in their school 1.5.2 What is the perception of teachers about the success of the school and its relation to the management behaviour of women principals in their school.

1.6 Definition of Terms

In this study, there are some terms used by researcher. Each terms carries meaning of its own. Definition of this terms is important to avoid confusion and misinterpretation among readers.

1.6.1 Management Management is the process of achieving organizational objectives, within a changing environment , by balancing efficiency, effectiveness and equity, obtaining the most from limited resources, and working with and through other people. (Naylor J ,2004)

Management is viewed as applying to both private and public sector organizations; and administration is interpreted as part of the management process. (Mullins ,2005)

1.6.2 Behaviour

Behavior or behaviour (see American and British spelling differences) refers to the actions and mannerisms made by organisms, systems, or artificial entities in conjunction with their environment, which includes the other systems or organisms around as well as the physical environment. It is the response of the system or organism to various stimuli or inputs, whether internal or external,conscious or subconscious, overt or covert, and voluntary or involuntary. (Wikipedia)

The way in which one acts or conducts oneself, especially towards others, the way in which an animal or person behaves in response to a particular situation or stimulus:the feeding behaviour of predators, the way in which a machine or natural phenomenon works or functions:the erratic behaviour of the old car (Oxford Dictionary)

1.6.3 PRINCIPAL

The most important or senior person in an organization or group ,the head of a school, college, or other educational institution (Oxford Dictionary)

CHAPTER 2

LITERATURE REVIEW

2.1

Management Theory

The management theory is often called the human relations movement because it addresses the human dimension of work. Behavioral theorists believed that a better understanding of human behavior at work, such as motivation, conflict, expectations, and group dynamics, improved productivity.

2.1.1 Frederick Taylor - Scientific Management Frederick Taylor was decrying the awkward, inefficient, or indirect movements of men as a national loss. He advocated a change from the old system of personal management to a new system of scientific management. Taylors strongest positive legacy was the concept of breaking a complex task down into a number of small subtasks, and optimizing the performance of the subtasks.

The Principals of Scientific Management : a) Environment b) Successes 2.1.2 Max Webber Bureaucracy Max Webber was attempting to do for sociology what Taylor had done for industrial operations. He believed that civilization was changing to seek technically optimal results at the expense of emotional or humanistic content. Weber also developed a set of principals for an ideal bureaucracy. The principals are: a) Fixed and official jurisdictional areas b) A firmly ordered hierarchy of super and sub ordination c) Management based on written records d) Thorough and expert training e) Official activities taking priority over others activities f) Knowable rules 2.1.3 Henri Fayol Administration Henri Fayols theories of administration dovetail into the bureaucratic superstructure described by Weber. He focus on the personal duties of management at a much more granular level than Weber. He also believed that there are five principals on management roles : a) To forecast and plane b) To organize c) To command d) To co-ordinate e) To control

Fayol also developed fourteen principals of administration to go along with managements five primary roles. There are : Specialization / division of labor Authority with responsibility Discipline Unity of command Unity of direction

Subordination of individual interest to the general interest Remuneration of staff Centralization Scalar chain / line of authority Order Equity Stability of tenure Initiative Esprit de corps

2.1.4 Douglas McGregor Theory X and Theory Y It was heavily influenced by both the Hawthorne studies and Maslow. He believed that two basic kinds of managers exist. One type, the Theory X manager, has a negative view of employees and assumes that they are lazy, untrustworthy, and incapable of assuming responsibility. On the other hand, the Theory Y manager assumes that employees are not only trustworthy and capable of assuming responsibility, but also have high levels of motivation. An important aspect of McGregor's idea was his belief that managers who hold either set of assumptions can create self-fulfilling prophecies that through their behavior, these managers create situations where subordinates act in ways that confirm the manager's original expectations. As a group, these theorists discovered that people worked for inner satisfaction and not materialistic rewards, shifting the focus to the role of individuals in an organization's performance.

2.2

Theory of motivation Some popular theories of motivation such as Maslow's need theory, theory X

and theory Y by Douglas Gregor, Herzberg health motivation theory, theories erg, the theory needs Mc Clelland, by Victor Vroom expectancy theory, Adams Stacy equilibrium theory, the theory of goal setting by Edwin Locke and Heider attribution theory of motivation theories is often tried.

2.2.1 Theory of Needs Maslow's Hierarchy Abraham Maslow introduced the theory of motivation of human behaviour based on their needs. These requirements can be classified into five hierarchical understanding of human behaviour. Five of this requirement is i. physiological needs of basic human needs for survival such as food, drink, shelter, etc. ii. the need for protective covering security and career whether physical or emotional iii. social need to interact with others, accepted by others, loved, having friends and feeling needed iv. need to make yourself valuable personal tribute to an organization, confident and respected v. perfection on requirement refers to the need to develop a self to the maximum level of satisfaction in the course of a matter

Maslow's Needs Hierarchy Model

Based on the hierarchical model introduced by Maslow's needs is important for managers / administrators to understand the needs of each employee under him. Knowledge of the employees will enable managers / administrators to stimulate

employees to provide rewards in the form desired by the employee needs in order to induce them to carry out tasks with excellence. Employees will be more excited to meet each level of hierarchy in a more productive work. For example, for a school organization that has teachers who need the love hierarchy levels will be more productive in school assignment success achieved if given attention and praise by the Principal / Headmaster. 2.2.2 Theory X and Theory Y Who founded the Douglas Mc Gregor Theory X and Theory Y assumes that employees have two perceptions of the work they do where X describes the theory of negative workers in carrying out their duties. Theory Y workers as human beings reflects the positive nature of the work entrusted to them. i. Theory X According to the theory X workers do not like to work with nature, lazy, do not like the responsibility and must be compelled to perform a given job. Workers will try to push the responsibility given, except after obtaining the formal instruction. Employees are more safe and not motivated to achieve high ambitions. ii. Theory Y Theory Y assumes that workers have a job like the character, creative, trying to find a responsible and willing to do a particular task through minimal supervision. Knowledge manager / administrator of the group under which employees enables managers / administrators formulate an appropriate strategy based on the theory X and theory Y as there are employees who should be forced or threatened to do any work by monitoring the maximum. There are employees who only need to be monitored a minimum and keep a positive attitude towards the assignment. Different approach to employee needs to be applied by the manager / administrator to obtain the maximum productivity.

2.2.3 Health Motivation Theory Herzberg theory introduced by this individual expressed confidence in relation to the work they do is the basics and their attitude towards work which will determine the success or failure. Two main factors associated with this theory is the intrinsic and extrinsic factors. i. Intrinsic factor is the individual internal factors such as personal fullfilment, recognition, respect and progress in doing things to achieve success ii. Extrinsic factor is the external factors that can affect performance, such as working conditions, salary, supervision and management system. Extrinsic factors that control and good will rise to factors intrinsic to the next worker on the positive implications of a job.

2.2.4 Theory of Motivation erg Clayton Alderfer Erg pioneered the theory of meaning 'Existence' (existence), 'relatedness' (relationship) and 'growth' (development). He thought that humans have three basic needs of existence, communication and development. i. human existence is the need for the basic needs for survival ii. relationship refers to the human need to communicate with each other and need each other iii. development is the need for individuals to achieve personal excellence and perfection According to this erg theory, managers / administrators play an important role help employees strengthen their presence in an organization by providing encouragement and guidance as needed. After the first requirement is achieved then a healthy work environment where communication and understanding among workers with good walking needs to be established by the manager / administrator. This can be done through the distribution of tasks in groups to be resolved to further strengthen relationships with other employees. Next to the guidance given to

employees for excellence and perfection of self-will strengthen the organization led by a manager / administrator.

2.2.5

Theory of Needs Mc Clelland This theory was introduced by David Mc Clelland, where he states that every

individual has three needs is a desire to succeed, desire for power and desire for self merger. Employees who have a desire to succeed is always ready to try to achieve success without heed to target benefits to be received instead emphasizes success. Employees who have a desire for power will make them want to control others and especially difficult to receive instructions from a colleague. It will make workers in this group will strive to achieve a higher rank, so that they obtain the desired power. For employees who have a desire for self merger will work to make sure they are accepted by colleagues. Groups of workers such as this will have a friendly relationship among colleagues and have a sense of cooperation and a high tolerance of the organization. Manager / administrator who will exploit efficiently the needs of three the above to motivate them to give maximum effort in carrying out their duties.

2.2.6

The theory of hope

This theory was founded by Victor Vroom is also known as VIE theory (Value, Instrument, Expectation) or expectancy theory. This theory says that job satisfaction is not driven by high performance but job satisfaction is a result of the high performance shown by the employee. The significance here is that when workers produce high performance, they will feel satisfied with their employment. According to this theory the possibility for individuals motivated to do a higher work when the individual feels that the work done will give positive results on her. As a manager / administrator of an organization are important targets realistic working to achieve for this group so that they can attain the success of the work done which is a motivation factor for them to work harder and longer.

2.2.7 Balance Theory Equilibrium theory presented by Stacy Adams who believe that all human behaviour stems from their efforts to avoid psychological stress. Employees will be motivated to do any work at least equal the achievement of his friends. Low achievement will encourage them to redouble efforts to match what was achieved by their colleagues to avoid psychological stress. Psychological stress acts as a positive motivational factor for employees to maximize their productivity. Managers /administrators who are wise will create positive competition among employees to motivate optimal performance of their duties to enhance the productivity of an organization.

2.2.8

Achievement Goal Theory Edwin Lokce basic linking individual motivation in doing a job depends on the

desire to achieve goals. This goal represents actions to be done in the future. Setting specific goals, clear and challenging behaviour can motivate and direct the direction of effective work performance. Managers / administrators to effectively engage will provide encouragement and support needed by employees to achieve common goals. i) Attribution Theory Determination of behaviour in the workplace by using the concepts pioneered by Heider locus of control. Locus of control is able to identify employees who are responsible in doing a job. Locus of control divided into two, internal locus of an external locus. i. Internal locus of an individual tendency to blame themselves against a failure / problem. ii. External locus also is the tendency of individuals to put offense against a failure to another person, system, weather and others without blaming himself. Managers / administrators need to focus on groups of employees who have a sense of external

locus of control because their behaviour has close ties with the failure of an organization

CHAPTER 3

RESEARCH METHODOLOGY

3.1

Introduction In this study, the method or methodology is an important factor to obtain the

results that have validity and reliability. Therefore, the approach to sampling and data analysis method is very important before any decision is made. This chapter describes the design and the method to be use and a number of matters such as design of study, population and sample, research instrument, scope and limitation of study, study procedures and data analysis.

3.2

Design of Study This study is a descriptive survey that can provide on the condition that occurs

in the population. According to Mohd Najib (1998), descriptive research is suitable for use in research that seeks to explain a phenomenon that is asking place or relationship between variables.

3.3

The study Area This study will be conducted in three schools in Pasir Gudang involving 30

teachers. Targets schools are: 3.3.1 SMK Kota Masai 3.3.2 SMK Pasir Gudang 3 3.3.3 SMK Tanjung Puteri Resort

3.4 Sample and Population This study will conduct in three schools in Pasir Gudang involving 30 teachers. According to Dallen (1979), minimum percent for the sample of the study was between 10 20 percent. According to Mohd Najib (1998), the descriptive study was 30 percent of the population. These samples were chosen randomly because every teacher has the same chance to answer the questionnaires. According to Mohd Najib (1998), using a simple random sample is a simple method to select a sample of the population.

3.4

Research Instrument This study use a qualitative as a tool to get feedback and data collection. The

selection of this instrument is consistent with Mohd Najib (1998) which state that the questionnaires is a common tool in research to get an accurate information. The questionnaire used because it is more practical, efficient and save

money. In addition, the questionnaires can avoid the bias of the interviewer and give time to respondent to think when answering the questionnaires.

3.5

Construction of questionnaires

This questionnaire contains 30 items. It is also a questionnaire that modified version of the questionnaire 'Leader Behaviour Description Questionnaire (LBDQ). All the items presented are based on the research questions stated in chapter 1:

a)

What is the perception of teachers on the management behaviour of women principals in their school

b)

What is the perception of teachers about the success of the school and its relation to the management behaviour of women principals in their school.

3.6

Data Analysis

According to Majid (1994), data processing is a technique for collecting, processing, analyse, storage and data produce. Descriptive statistical analysis will be perform on the collected data (Armore, 1966). The use of descriptive statistics can complement methods to administer, summarize and explain the data that reflects the whole population. In addition, according to Pilscher (1990), researchers should be able to know clearly whether the subjects use in study population or sample.

CHAPTER 4

DATA ANALYSIS

4.1

Introduction

This chapter will be present the results of feedback from the questionnaire that has been done. The results obtained in this study aims to answer the research questions stated in chapter 1:

a)

What is the perception of teachers on the management behaviour of women principals in their school

b)

What is the perception of teachers about the success of the school and its relation to the management behaviour of women principals in their school.

Analysis was obtained is shown in tables containing frequency and percentage. Section A are analysis of the background of the respondents, while section B describes the items presented to the respondents according to the research questions.

4.2

Section A Background of the respondents

Purpose of Section A analysis are to explain about the background of the respondents. Theres four personal information submitted : 4.2.1 Distribution of respondents by gender 4.2.2 Distribution of respondents by age 4.2.3 Distribution of respondents by race 4.2.4 Distribution of respondents by teaching experience

4.2.1 Distribution of respondents by gender

No 1 2

Gender Male Female Total

No of respondent 9 21 30

Percentage (%) 30% 70% 100%

Table 4.1 Distribution of respondents by gender

Refers to Table 4.1, the majority of the respondent are female, 21 respondents ( 70%) are female while 9 respondents are male (30%).

4.2.2 Distribution of respondents by age

No 1 2 3

Range of age 20 - 25 years 26 30 years 31 years and above Total

No of respondent 4 16 10 30

Percentage (%) 13% 53% 34% 100%

Table 4.2 Distribution of respondents by age From Table 4.2, 13% of the respondent is around 20 25 years old, 53% around 26 30 years old and 34% of the respondent is above 31 years old.

4.2.3 Distribution of respondents by race

No 1 2 3 4

Range of age Malay Chinese Indians Others Total

No of respondent 22 3 5 0 30

Percentage (%) 73% 10% 17% 0% 100%

Table 4.3 Distribution of respondents by race

Refer Table 4.3, 22 person or 73% of the respondent are Malay, 3 person or 10% are Chinese and 5 person or 17% are Indians. Theres no one from the respondent from other race.

4.2.4 Distribution of respondents by teaching experience

No 1 2 3 4

Range of age Less than 1 years 1 - 5 years 6 - 10 years More than 10 years Total

No of respondent 3 7 5 15 30

Percentage (%) 10% 23% 17% 50% 100%

Table 4.4 Distribution of respondents by teaching experience

Table 4.4 shows that 10% of the respondent had been teaching less than a year, 23% have taught for one to five years, 17% had an experience around six to nine years and 50% of the respondent are teaching more than ten years.

4.3

Section B - Feedback statement of the respondent

Section B consists of questions based on the objectives of the study on which it using likert scale. This scale used five stage of score, 1 for Never, 2 for Seldom, 3 for Occasionally, 4 for Often and percentage for every item. 5 for Always. All analysis is based on the

Stage Never Seldom Occasionally Often Always

Scale 1 2 3 4 5

Table 4.5 : Table of score

Item no 2 17 24 29

Statement I'm doing an assignment without direction from the principal She having a difficulties to ask teachers to work effectively She determine all the duties of teachers She never compromise on the problem of teacher Average f 10 0 6 4

1 % 33% f 4 1

2 % 13% 4% f 3 4

3 % 10% f 12

4 % 40% f 1

5 %

4%
50% 17% 20%

0%

13% 10 10% 9 30% 5

33% 15 30% 5 17% 6

20% 7 13% 6 16.5%

23% 3 20% 9 15%

15.75% 30% Table 4.6 Distribution of respondents about principals direction

22.75%

From table 4.6, for item no 2 found that 33% respondent said they never do the assignment without direction from their principal, 13% seldom, 10% occasionally, 40% often and 4% always. For item no 17, nobody found that their principals are having a difficulties to ask teachers to work effectively, 4% seldom, 13% occasionally, 33% often and 50% always. For item no 24, 20% found that their principal determine all the duties of teachers, 23% seldom, 10% occasionally, 30% often and 17% always. And, for item no 29, 13% found that their principal never compromise on the problem of teacher, 20% seldom, 30% occasionally, 17% often and 20% always.

Item no 1 6 8 9 11 12 14

Statement f She give freedom to the teachers to implement a program She is a strong need for confidentiality She act without consulting with the teachers and staff of the school Teachers can implement a program without having to talk with the principal She gave freedom to the teacher to make a decision She receive recommendations from teachers and school staff to do things She get the approval from staff to implementing a project or important program She give teachers the freedom to carry out tasks She give a job to staff with confidence She strongly believe the teachers to perform certain tasks Average 6 3 3 6 7 6 3

1 % 20% 10% 10% 20% 23% 20% 10% f 3 7 9 9 5 3 5

2 % 10% 23% 30% 30% 17% 10% 17% f 5 9 8 3 10 4 7

3 % 17% 30% 27% 10% 33% 13% 23% f 7 10 5 4 3 9 9

4 % 23% 33% 17% 13% 10% 30% 30% f 9 1 5 8 5 8 6

5 % 30% 4% 17% 27% 17% 27% 20%

15 18 22

7 3 3

23% 10% 10% 15.6%

5 7 5

17% 23% 17% 19.4%

10 12 14

33% 40% 47%

3 5 4

10% 17% 13% 19.6%

5 3 4

17% 10% 13% 18.2%

27.3%

Table 4.7 Distribution of respondents about principals trust

From the table above, item no 1, 11 and 15 are similar, and the finding shows that the principals are not give the freedom to teachers to implement the program, make a decision and carry out tasks. While for item no 6, 8, 12, 14 shows that the principals got their confident to manage the school and they have to believe the teacher recommendation, approval and performance.

Item no 3

Statement f She concern about small things, in order to please the teachers and staff of the school She firmly in the running of the school She give an assignment to the teacher without monitoring She refused to explain to teachers and school collaborationist actions to be taken She make all staff feel comfortable when they talk to them She criticize teachers for unsatisfactory performance She willing to help all staff She are monitoring each tasks given She do not have a systematic approach in dealing with a problem She will make individual discussions with teachers about school progress She always use discretion in dealing with the problems faced by teachers All problems submitted to the Senior Assistant teachers to be solved Average 0

1 % 0% f 4

2 % 13% f 7

3 % 23% f 16

4 % 53% f 3

5 % 10%

4 5 7

4 6 4

13% 20% 13%

6 9 6

20% 30% 20%

6 9 10

20% 30% 33%

5 4 7

17% 13% 23%

9 2 3

30% 7% 10%

10 13 16 19 20 21 27 30

0 0 0 1 12 2 0 7

0% 0% 0% 4% 40% 7% 0% 23% 12%

1 2 0 2 12 2 0 6

40% 7% 0% 7% 40% 7% 0% 20% 20.4%

4 2 3 13 6 7 7 11

13% 7% 10% 43% 20% 23% 23% 37%

8 6 11 8 0 3 10 5

27% 20% 37% 27% 0% 10% 33% 17% 26.7%

17 20 16 8 0 16 13 1

57% 67% 53% 27% 0% 53% 43% 4%

28.5%

36.1%

Table 4.8 Distribution of respondents about principals responsibility Findings from table 4.8, shows that every principals able to solve the problem in the school. Principals also need to discuss with other staff to dealing with a problem.

Item no 23

Statement f She appreciate and commend personal to teachers who show excellent performance or their efforts She gave active support to teachers who try new innovations in implementing the tasks She think all teachers have their own potential and able to do a good job All teachers are given the same treatment Average 2

1 % 7% f 2

2 % 7% f 5

3 % 17% f 12

4 % 40% f 9

5 % 30%

25

0%

7%

20%

12

40%

10

33%

26 28

0 3

0% 10% 4.25%

3 6

10% 20% 11%

4 3

13% 10% 15%

8 9

27% 30%

15 9

50% 30%

34.25%

35.75%

Table 4.9 Distribution of respondents about principals appreciation

Table 4.9 shows that, all principals appreciated their staff. They also support their staff in order to implement the new innovations in their task. But several teachers found that their principals are not fair when give the treatment.

CHAPTER 5

CONCLUSION AND RECOMMENDATION

5.1

Introduction

This chapter contains the conclusions and recommendations as it thinks fit the findings derived from the analysis in chapter 4. Hopefully this study will help women principals to improve school management.

5.2

Summary of the study

Researcher divide the questionnaires into four parts: a) Direction of the principal b) Trust of the principal c) Responsibility of the principal d) Appreciation of the principal

Results of the study, found that:

i.

Teachers are comfortable when doing something with the knowing of

principals. Teachers also feel excited when principals encourage them when a tasks is given. Good principals will give complete instructions, giving a fair division of labour and always tolerate and compromise with the teachers.

ii.

In this study, many teachers felt that their principals are not fully

confidence to give them the new assignments. But most of them understand that, every principal should monitor every task given due to the results of each task is to meet the objectives. Each principal also has the mission and vision for schools that are administered, so the principal will always ensure that the tasks given to teachers to reach all the insight, vision and mission schools.

iii.

Many teachers found that their principals could cooperate when tasks are

assigned. Their principals also bear all the problems that arise in school. Teachers also felt that their principals are always working to solve problems at school. But, there are teachers who felt their principals about not skilled in dealing with the problem. Good principals will always be discussed with relevant teachers on school achievement and excellence.

iv.

Teachers also expect that every effort made, they got the gratitude of

their principal. They also expect their principals are fully supportive of each renewal and innovation implemented by the teacher. They also felt that, principals should give equal treatment to each teacher.

5.3

Recommendation

Based on the findings of the study which was carried out, below are some suggestions:

5.3.1

Future Researcher

Number of respondents in this study is only 30 teachers. Its very small sample to determine the better results and have high reliability. Method used in this study is the questionnaire, so other methods can be used such as interviews and observations to make the information more accurately collected

5.3.2

Principals

They also must learn from the experience which they are also a regular teacher before. Teachers usually want their principals to understand their workload, cooperation and tolerance. They also must constantly increase their knowledge about the management of schools which is school management including human resource management, finance, administration and student management.

5.3.3

Ministry of Education

Ministry of Education should also take part in the strengthening of principalship institutions and courses are always organized for the school management. Principals that are excellence, glory and distinction is going to generate school of excellence, glory and distinction as well.

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