Headteacher change leadership competency: a study in Malaysian primary schools

The main aim of the study was to examine whether headteachers in Malaysian primary schools were equipped with the relevant competencies to execute school change, in the light of increasing demands for educational excellence and ensuing school reforms. A comparison was made between the National Schoo...

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Vydané v:Professional development in education Ročník 46; číslo 2; s. 292 - 305
Hlavní autori: Tai, Mei Kin, Abdull Kareem, Omar
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Routledge 14.03.2020
Predmet:
Administrator Qualifications
Capacity Building
Change leadership competency
Change Strategies
Competence
Conflict Resolution
defusing resistance and conflict
Elementary Schools
Foreign Countries
goal framing
Goal Orientation
Institutional Characteristics
institutionalizing
Instructional Leadership
Leadership Effectiveness
Principals
Professional Continuing Education
Professional Development
Program Effectiveness
Resistance to Change
School Administration
School Culture
School Effectiveness
Malaysia
ISSN:1941-5257, 1941-5265
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Shrnutí:The main aim of the study was to examine whether headteachers in Malaysian primary schools were equipped with the relevant competencies to execute school change, in the light of increasing demands for educational excellence and ensuing school reforms. A comparison was made between the National School (NS) and National-Type Chinese School (NTCS). Data were analysed based on 1776 responses from headteachers, senior assistants and teachers. The finding showed that headteachers of NS and NTCS were found competent in change leadership competency (CLC). They were found competent in Goal Framing, Capacity Building and Institutionalizing but less competent in Defusing Resistance and Conflict. Comparatively, headteachers of NS were found more competent than headteachers of NTCS in every domain of CLC and the differences were significant. Three important observations were found in the current study: (i) the incidence of headteachers being exposed to professional development programmes accounts for a significant variation in participant competence; (ii) professional development programmes must be specifically targeted to the distinct needs of the leaders if it is to be effective; and (iii) any examination of change resistance and conflict must start with the human factor as the most potent leverage for sustainable change resides within the human system.
ISSN:1941-5257
1941-5265
DOI:10.1080/19415257.2018.1561494