Abul Fuad Mohamed Salim (Penyelia : Dr. Abdullah Mohd Noor)
PERTALIAN antara tingkah laku kepimpinan pengetua dengan tahap kepuasan bekerja guru di sekolah-sekolah menengah gred A daerah Kuala Lipis
Tujuan kajian ini ialah untuk melihat sama ada wujud pertalian yang signifikan antara tingkah laku kepimpinan pengetua dengan tahap kepuasan bekerja mengikut penilaian guru. Kajian ini juga berusaha mendapatkan jawapan tentang sama ada terdapat korelasi antara tingkah laku kepimpinan mengarah, menyokong, partisipatif dan untuk kejayaan dalam kepimpinan pengetua di sekolah, sama ada terdapat perbezaan tingkah laku kepimpinan antara pengetua dan perbezaan penilaian tingkah laku kepimpinan dan tahap kepuasan bekerja mengikut faktor jantina, kategori perkhidmatan, umur dan pengalaman mengajar guru. Seramai 116 orang guru dari 3 buah sekolah menengah gred A di daerah Kuala Lipis terlibat dalam kajian ini. Teori Path Goal oleh House (1974) dan Teori Hieraki Keperluan oleh Maslow (1954). dijadikan kerangka teori kajian ini. Hipotesis utama kajian ini menyatakan tidak terdapat korelasi yang signifikan antara tingkah laku kepimpinan pengetua dengan tahap kepuasan bekerja mengikut penilaian guru. Kaedah korelasi Pearson telah digunakan untuk menguji hipotesis ini dan hipotesis 2. Analisis varian (ANOVA), scheffe dan ujian-t telah digunakan untuk menguji hipotesis-hipotesis seterusnya. Aras signifikan 0.05 digunakan untuk membuat keputusan sama ada menolak atau menerima hipotesis nul. Dapatan analisis data menunjukkan: (1) Hipotesis pertama ditolak kerana terdapat korelasi yang signifikan antara tingkah laku kepimpinan pengetua dengan tahap kepuasan bekerja guru. (2) Hipotesis kedua juga ditolak kerana terdapat korelasi yang signifikan antara jenis tingkah laku kepimpinan yang diamalkan oleh pengetua. (3) Hipotesis tiga ditolak kerana terdapat perbezaan yang signifikan dalam tingkah laku kepimpinan antara pengetua. (4) Hipotesis empat diterima kerana tidak terdapat perbezaan penilaian tingkah laku kepimpinan mengikut faktor jantina guru. (5) Hipotesis lima diterima kerana tidak terdapat perbezaan penilaian tingkah laku kepimpinan mengikut kategori perkhidmatan. (6) Hipotesis enam ditolak kerana terdapat perbezaan penilaian terhadap tingkah laku kepimpinan mengikut kategori umur guru. (7) Hipotesis tujuh ditolak kerana terdapat perbezaan penilaian terhadap tingkah laku kepimpinan mengikut pengalaman mengajar guru. (8) Hipotesis lapan diterima kerana tidak terdapat perbezaan penilaian tahap kepuasan bekerja mengikut faktor jantina. (9) Hipotesis sembilan diterima kerana tidak terdapat perbezaan penilaian tahap kepuasan bekerja mengikut kategori perkhidmatan. (10) Hipotesis sepuluh ditolak kerana terdapat perbezaan penilaian tahap kepuasan bekerja mengikut kategori umur guru. (11) Hipotesis sebelas ditolak kerana terdapat perbezaan penilaian tahap kepuasan bekerja mengikut kategori pengalaman mengajar guru.
PRINCIPAL'S leadership style and correlation with job satisfaction among teachers in religious secondary schools in Selangor
The main purpose of this research was to identify if there was any significance relationships between directive, supportive, participate and achievement leadership among headmasters with job satisfaction among teachers in religious secondary schools in Selangor Darul Ehsan. This research also tried to identify job satisfaction level among to religious teachers and to identify if there is any differences in achievement among teachers based on gender, academic level and attendance in service courses. This research involved 10 out of 20 schools in Selangor Darul Ehsan. Selection of schools were done based on random sampling. 110 religious teachers became the respondents of this research. The Path Goal theory by House (1974) and job satisfaction referred to the two factors theory of motivator and Hygene by Herzberg (1959) were the framework of this research. Data was collected and processed using the SPSS package. Data were analysed using the descriptive analysis and inferential analysis. Descriptive analysis such as frequency, percentage, min and Standard Deviation were used, where as inferential analysis such as t-test, and Pearson Correlation were used in analyzing the data. All hypotheses were significant at p<0.05. Firstly, the results showed that there is no significant different in headmasters leadership style between male teachers and female teachers. Secondly, there is a significance different in headmasters leadership style between graduate and non-graduate teachers. Thirdly, there is no significance different in headmasters style between teachers who had attended in-service courses and teachers who had never attended in-service courses. Next, there is no significance different in job satisfaction level between male and female teachers. In addition, there is no significance different between job satisfaction among graduate and non-graduate teachers. Furthermore, there is significance different between job satisfaction among teachers who had attended in-service courses and teachers who had never attended in-service courses. Finally, was no significance correlation between headmasters behaviorial leaderships with job satisfaction among teachers.
THE STYLE OF COMMUNICATION AMONG TEACHER TRAINING
COLLEGE PRINCIPALS AND ITS RELATIONSHIP TOWARDS
LECTURERS JOB SATISFACTION
The objective of the study is to determined the styles of communication among the teacher training college principals from the perceptions of the college lecturers. The study also analysed the relationship of the principles communication styles and the lecturers job satisfaction. The samples of the study consist 180 lectures from the three teacher training college in the state of Kedah and Perlis such as Darulaman Teaching Institute in Jitra (IPDA), Sultan Abdul Halim Teacher Training College in Sungai Petani (MPSAH) and Perlis Teacher Training College in Kangar (MPP). The study instrument involved a set of questionnaires measuring both aspects of the study. The styles of communication among principles was measured using The Supervisory Communication Scales (SCS) while the lectures job satisfaction was measured by the Job Satisfaction Index (JSI). Data obtained from the study was analysed using Statistical Packages for Social Sciences Version 11.0 (SPSS 11.0) and the data analysis was based on Min test, Pearson-r correlation test, T-test, One Way Anova test and the Regression test from both descriptives and inferential statistical test. The study focused on the styles of principals communication and also identified the most dominant style from their practice in the college. The purpose of the study is also to identify the differences of the lecturers perception based on the factor of gender, age group, ethnic ground, service category, the occupation position and teaching experience in the college. Another purpose of this study is also identify the significant stage of relationship among the two variance. The result of the findings showed that the six communication styles often practiced by the principals were positive expressive, involvement, job rationality, job instruction, response and job explanation. The findings also showed that there are no different perception among the lecturers from the factors of gender, ethnic ground, service category and the teaching experience in the college but the different perception showed in the factor of occupation position and the age group. The study also confirmed that there are significant relationship between principals communication styles and the lecturers job satisfaction during their interaction in the teacher training college but it’s contribution to the lecturers job satisfaction remain at the weak level.
RELATIONSHIP between leadership behaviour of principals and teacher job satisfaction. A study of the secondary schools in Kluang district, Johor
The purpose of this study was to determine the type of leadership behaviour orientation of the school principals and the degree of jos satisfaction among teachers in the district of Kluang, Johor Darul Takzim. The types of leadership behaviour orientation included in the study were 'Initiating Structure' and 'Consideration' while the factors of teacher job satisfaction were 'motivator' and 'hygiene' . The study analysed the relationship and effects of the principals' leadership behaviour on teacher job satisfaction. Besides, it also undertook the task of determining if there were differences between male and female teachers, as well as graduate and non-graduate teachers in their perception of the principal's leadership behaviour and teacher job satisfaction. Respondents comprised a total of 176 teachers selected at random from six secondary national schools in Kluang. A set of research questionaires were used in the study, namely: the Leader Behavior Description Questionaire (LBDQ) as an instrument for measuring the orientation of the principal's leadership behavior, and the Minnesota Satisfaction Questionnaire (MSQ) for measuring the job satisfaction level of teachers. The data obtained were analysed with the aid of computer programmes such as the SPSS PC 7.5 For Windows. Data analysis based on mean, t-test and Pearson's correlation revealed the following findings. The orientation of the principals' leadership behaviour was more towards Initiating Structure. Generally, the teachers shared the opinion that both types of leadership behaviour and contributed towards teacher job satisfaction. Nevertheless, Consideration plays a more significant role in this. The findings also showed that teachers derived greater job satisfaction when their principals practised higher degrees of both the mentioned types of leadership behaviour, that is Initiating Sructure and Consideration. There were differing views between male and female teachers over the leadership behaviour Consideration practised by their principal, but this was not so for Initiating Structure. Where job satisfaction is concerned, there were no significant differences between male and female teachers, as well as between graduate and non-graduate teachers.
PRINCIPAL'S leadership style and its relationship to teacher job stress
This study examined the relationship between the principal's leadership style with teacher job stress. This study also specifically analysed the correlation between the dimensions of principal's leadership style in Initiating Structure and Consideration with teacher job stress. The influence of demographic factors such as sex, age, academic qualification and teaching towards the principal's leadership style is also researched in this study. The sample consisted of 225 secondary school teachers from eight grade A co-educational national secondary schools in the district of Batang Padang, Perak. They responded to two questionaires, the Leader Behaviour Descriptive Questionnaire (LBDQ) and Teacher Job Stress Questionnaire (TJSQ) to measure their principal's leadership style and teacher job stress. Data obtained were analysed using the SPSS PC 7.5 for Windows programme. Two types of statistics were used in data analysis. Descriptive statistics was used and it involved the measurement of frequency, mean score, standard deviation and percentage while the inference statistics used were Pearson Product Moment Correlation Coefficient, t-test and One-way ANOVA. The result of this study, based on the significant level of p<0.05 were: 1) the dominant principal's leadership style was the leadership style rated high in both dimensions of Initiating Structure and Consideration (2) Teacher job stress was reported to be in the moderate level (3) Principal's leadership style was not significantly related to teacher job stress (4) When separately examined, the dimension of Consideration was significantly related to teacher job stress but Initiating Structure was not significantly related to teacher job stress (5) The first leadership style quadrant (high in both Initiating Structure and Consideration) was significantly related to teacher job stress (6) The dimension of principal's leadership style in Initiating Structure had a significant correlation with time constraint, one of thefactors in teacher job stress (7) The dimension of principal's leadership style in Consideration were significantly related to three factors in teacher job stress and they were professional recognition, role ambiguity and role conflict (8) The finding showed that sex did influence the teacher's perception of principal's leadership style while three other demographic factors, age, academic qualification and teaching experience did not influence the teacher's perception of principal leadership style. This study strongly recommends the usage of principal leadership style high in Initiating Structure and Consideration because this style is able to significantly lower teacher job stress.
RELATIONSHIP between style, channel and the effectiveness of principals communication with teachers motivation
The aim of this study was to identify the extent of teachers perception towards style, channel and the effectiveness of principals communication with regards to teachers motivation. The study adopts the survey method and was carried out at all 11 secondary schools under the administration of Empangan Teachers Resources Centre, Seremban, Negeri Sembilan. A total of 300 teachers were selected at random for this study. A set of questionaire was distributed to the respondents eliciting the respondent profile, style of communication, effectiveness of communication, channel of communication and teachers motivation. The data was analyzed by the SPSS version 9.1 computer software. The respondents profile was analyzed using the simple frequency and percentage count. Descriptive analysis is used to identify the style, effectiveness and channel of communication employed by the principals. Pearson correlation is used to determine the existence of relationship between two variables. The outcome of the study revealed that principals frequently used two ways communications in administering the school and open discussion is the most effective method of relaying information. The respondents viewed that the effecive communication by principals is through proper planning of communication skills, have the initiative to supervise teachers apart having good personality. The survey also found out that one way or two ways style of communication have no significant correlation with teachers motivation. Besides that the principals style of communication have positive and significant correlation with teachers of high motivation level. The study also revealed that principals with high effective communication have significant correlation with teachers of low level of motivation. In conclusion, the study also found out that positive correlation and significant between the effectiveness of high communication with teachers of low motivation level.
PRINCIPALS' leadership styles and their correlation with teachers' job satisfaction and self-esteem in community religious schools in Johore
The survey emphasizes on the dominant leadership style of principals from Community Religious School in the state of Johore as well as the teachers' job satisfaction and self-esteem. It also aims to seek the different perception among teachers especially the principals' leadership style and to see whether there is correlation between the principals' style and teachers' job satisfaction and self-esteem. In order to carry out the survey, 89 respondents have been randomly chosen from 10 schools, where 32 are male teachers and 57 female teachers. From the 89 respondents, 25 of them are graduate teachers and 64 are non-graduate teachers. 40 of the respondents are aged 30 and below, 36 aged 31 to 40 and 13 aged 41 and above. There are 47 teachers who have 5 year of working experience, 16 teachers have 6 to 10 years teaching experience and 26 teachers are considered seniors with more than 10 years teaching experience. From the respondents there are 64 who have attended in service course while 25 teachers have never been to any course at all. Data collection is gathered through questionnaires, which are divided into four parts. Part A comprises of the respondent's ground, part B on the principal's leadership style, part C on self-esteem and finally part D on teacher's job satisfaction. Part B and D of the questionnaires use 5 point likert scale. Data processing is done by using the SPSS program to obtain the frequency, percentage, min, standard division, t-test and Pearson correlation to test on the survey hypothesis at P<0.05 significant level. The most dominant leadership style exhibited by Community Religious School Principals is that of achievement, followed by supportive participation and directives. The teachers' satisfaction rises up at a higher level while their self-esteem on the whole is moderate. To conclude, there seem to be a significant correlation between principals' leadership style and teachers' job satisfaction especially from the aspect of hygiene.
THE RELATIONSHIP of principals' leadership behaviour and teachers' job satisfaction at several schools in Negeri Sembilan Darul Khusus.
The purpose of this study was to determine leadership behaviour of principals' and teachers' job satisfaction at several schools in Negeri Sembilan Darul Khusus. The aim of this study was determine the correlation between directive behaviour, supportive participation and achievement-oriented principals' leadership in schools and the differences between principals' leadership behaviour and jos satisfactions of teachers based on gender, service category, age and teaching experience. One hundred and fifty teachers from seven rural and urban schools participated in this study. The framework of the study was based on Path Goal and Maslow's theory of needs that was introduced in 1954. Information for this study was obtained through questionnaires. The data has been processed using SPSS (Statistical Package For Social Science) version 0.05, t-test, Analysis of Variance (ANOVA) and Pearson Correlation. The 0.05 level of significance was used to make decisions rejecting of accepting the null hypothesis. The result of the study showed no relationship between the Principals' behaviours of directive leadership, supportive leadership and teachers' job satisfaction through physiological needs, security, social needs, appreciation and self-esteem. It was also found that there was difference in the principals' behaviours of directive, supportive, participative and achievement-oriented leaderships through evaluations made by male, female, graduate and non-graduate teachers of different ages and teaching experiences. The study also showed differences in teachers' job satisfaction between male and female teachers based on physical needs and self-esteem; between graduate and non-graduate teachers based on individual needs; between teachers of different age groups based on social needs and between teachers of different teaching experience based on physical needs, security and self-esteem. The study shows that teachers have moderate level of job satisfaction.
RELATIONSHIP between the principal's leadership style and the level of teacher's motivation: a study in secondary school at Segamat District
The purpose of this study was to determine if there is a significant relationship between the principal's leadership style as perceived by the teachers and the level of teacher's motivation. This study also attempted to determine if significant differences in teacher's motivation existed based on the teacher's sex, service category, age and teaching experience. 297 teachers from 18 secondary school in Segamat district participated in the study. The Leader Behavior Description Questionnaire (LBDQ) was used to measure the principal's leadership style. A questionnaire Measure of Individual Differences in Achieving Tendency (QMAT) was utilized to measure teacher's motivation. Pearson Correlation Coefficient, t-test and analysis of variants (Anova) were used to test this hypothesis. The data analysis produced these findings: 1) There was significant relationship existed between the principal's leadership style and teacher's motivation, 2) There was significant difference between male and female teachers, 3) There was significant difference between graduate and non-graduate teachers, 4) There was significant difference between teacher's age group and 5) There was no significant difference between teacher's teaching experience group. This study supports the notion that the principal's leadership style affected teacher's motivation.
LEVEL of job satisfaction, job stress and job commitment among secondary school teachers in Sepang district
The purpose of this study was to identify the level of the job satisfaction, job stress and job commitment among the secondary school teachers. This study also analysed the relationship of job satisfaction with job stress and the relationships of job satisfaction with job commitment. By using a survey method study a total of 160 secondary school teachers were selected from four secondary schools. Questionaires used in this study, were the Job Descriptive Index (JDI), Stressor Checklist and Three Dimensions Job Commitment Questionaire measuring the level of job satisfaction, job stress and job commitment among secondary school teachers. The data obtained were analysed with the aid of computer programme such as SPSS. Data analysis were based on means and percentages Pearson’s Correlation revealed two important findings : There was a strong relationships between job satisfaction with job stress and job satisfaction with job commitment.
JOB satisfaction among lecturers : a survey at MARA Profesional Colleges
The title of this study is Job Satisfaction among Lecturers : A Survey at MARA Professional Colleges. This study is aimed at examining lecturer’s job satisfaction towards determinant aspects of job satisfaction identified as the job, salary, supervision, promotion and colleages. This study based on a survey done using a set of Job Descriptive Index (JDI) questionnaire as a study instrument. Respondents of this study are lecturers who are attached to MARA Professional colleges in Beranang, Kuantan and Malacca totaling 87 persons. The data collected is analyzed using the SPSS Programme (Statistical Package for the Social Sciences). Descriptive statistics such as frequency, percentages and mean are used for analyzing the population and questions of the study. This study indicated that the questions on aspects related to job had an average mean of 2.28, salary 2.16, supervision 2.21, promotion 2.21 and colleagues 2.22 respectively. In general, this study showed that the mean for lecturers’ job satisfaction towards determinant aspects of job satisfaction is 2.24. This means most lecturers agreed moderately that those aspects had given them job satisfaction at their respective colleges. Thus, the finding of this study for all MARA Profesional Colleges’ lecturers in Beranang, Kuantan and Malacca is satisfactory.