INVESTIGATING LEADERSHIP CHARACTERISTICS OF AN EXCELLENT PRINCIPAL IN MALAYSIA

Sidhu, Gurnam Kaur and Chan , Yuen Fook (2006) INVESTIGATING LEADERSHIP CHARACTERISTICS OF AN EXCELLENT PRINCIPAL IN MALAYSIA. Prosiding Seminar Nasional Pengurusan dan Kepimpinan Pendidikan Ke-13 2006. pp. 19-28. ISSN 983-9479-17-2

Preview

PDF - Published Version Download (419kB) | Preview

Abstract

Effective leadership is widely accepted as being a key constituent in achieving school improvement. Research findings from diverse countries and different school contexts have revealed the powerful impact of leadership in securing school development and change (e.g., Van Velzen at al., 1985; Hopkins 2001a; West at al., 2000). McEwan (2003) emphasizes that, highly effective principals are not called to the job per se, but more importantly to the opportunity to make a difference in the school. This could mean a change in the educational landscape, heal an ailing school, or work for the concepts of greater accountability, equity and excellence. Hopkins (2001b) highlights the centrality of transformational and instructional leadership practices in achieving school improvement in schools facing challenging circumstances. Existing literature also indicates that the most popular theories are located in the transactional and transformational models identified more than 20 years ago (Burns, 1978) and lately reinvented through such terms as 'liberation' (Tarnpoe, 1998), 'educative' (Duignan and McPherson, 1992), 'invitational' (Stoll and Fink, 1996) and 'moral' leadership (Sergiovanni, 1992). What is clear from these, and from literature of effective schools, is that, successful leaders not only set direction but they also model values and practices consistent with those of the school, so that "purposes which may have initially seemed to be separate become fused" (Sergiovanni, 1995: 119). Effective leaders are proactive and seek help that is needed. They also nurture an instructional program and school culture conducive to learning and professional growth. Nevertheless, effective instructional and administrative leadership is required to implement change processes.

Actions (login required)

View Item