Headteacher Change Leadership Competency: A Study in Malaysian Primary Schools

Autor/inn/en	Tai, Mei Kin; Abdull Kareem, Omar
Titel	Headteacher Change Leadership Competency: A Study in Malaysian Primary Schools
Quelle	In: Professional Development in Education, 46 (2020) 2, S.292-305 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2018.1561494
Schlagwörter	Principals; Leadership Effectiveness; Elementary Schools; Foreign Countries; Change Strategies; Competence; Institutional Characteristics; Professional Development; Program Effectiveness; Resistance to Change; Conflict Resolution; Capacity Building; Instructional Leadership; School Administration; School Effectiveness; Professional Continuing Education; Administrator Qualifications; Goal Orientation; School Culture; Malaysia + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Führungseffizienz; Elementary school; Grundschule; Volksschule; Ausland; Lösungsstrategie; Kompetenz; Conflict solving; Konfliktlösung; Konfliktregelung; Instruction; Leadership; Bildung; Erziehung; Führung; Schuleffizienz; Berufsfeldbezogener Unterricht; Weiterbildung; Zielorientierung; Zielvorstellung; Schulkultur; Schulleben
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01