@article{iab_repo154,
           pages = {93--111},
          author = {Balasandran Ramiah},
           month = {June},
         journal = {Prosiding Seminar Nasional Pengurusan dan Kepimpinan Pendidikan Ke-14 2007},
       publisher = {Institut Aminuddin Baki},
            year = {2007},
           title = {HEADMASTERS' REINFORCEMENT BEHAVIOR AND TEACHERS' PERFORMANCE },
        abstract = {Organizational effectiveness represents the fundamental challenges to practice in school administration. School effectiveness has always been the central issue in the Malaysian education system as the sector consumes approximately 33\% of the national budget in the year 2005. Quality education could be ensured if the schools produce desirable student outcome. The business issue the study will address is the effectiveness of national primary schools. There are various indicators such as the poor performance of students of primary schools in public examinations. For example, in 2002 the percentage of students who failed in all subjects in Primary School Achievement Test in the national schools was 6.5\% (22,699 students) while the Chinese national type school was 2.8\% (2,807 students). This trend was similarly seen in the years 2003 and 2004. In the year 2003, students who scored straight 5A's in national schools were 6.8\% and 7.2\% in Chinese national type schools (School Exam Syndicate, 2004). The students' performance was generally poor in subjects such as English, Mathematics and Science. Students' achievements in these two subjects were lower in rural schools compared to urban schools. It is a threat for the primary schools as currently 80\% of the schools are located in rural areas. Moreover out of this, 1,453 are under-enrolled schools with less than 150 students ("Perutusan Tahun Baru YB. Menteri Pelajaran," 2006). This brings about the management issue that surrounds the effectiveness of primary school, which is the performance of the teachers. Teachers influence students' achievement directly, and the teachers are influenced by their school leadership. The quality of teachers varies when they are attached to schools. The difference could be attributed to various factors, but the central one is the working environment. The principal, who provides the leadership necessary in managing the teachers' performance, largely manages the working environment. The research issue of this study is to examine the impact of these reinforcement behaviors on teachers' performance. When teachers are not informed whether they are doing poorly or doing well, uncertainty will surround their performance. This will contribute to negative outcomes such as reduced satisfaction, increase in office politics and lack of commitment. Leadership plays a pivotal role in managing teachers' performance by providing the proper response, employees need performance related feedback but the managers might be unwilling or lack the ability to satisfy these needs. The absence of response or feedback will possibly reinforce undesired behavior and affect the feelings of the subordinates' and result in confusion and dissatisfaction. In achieving the above objective, specific question that the study will address is whether there are any significant relationships between headmasters' reinforcement behavior and teachers' performance. },
        keywords = {headmaster, reinforcement behavior, teachers performance},
             url = {http://eprints.iab.edu.my/v2/154/}
}