Leadership behaviours, best practices and capitals in selected transformed schools in Selangor: A multiple-case study / Zarina Waheed

Zarina, Waheed (2017) Leadership behaviours, best practices and capitals in selected transformed schools in Selangor: A multiple-case study / Zarina Waheed. PhD thesis, University of Malaya.

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Abstract

In many societies all over the world, educators and researchers are seriously looking for concepts and methods related to the school transformation, that is, a comprehensive change, encompassing several aspects in the physical, social and cultural dimensions of a school. The study explored and analysed leadership behaviours, best practices and necessary capitals in two selected transformed schools in Selangor, Malaysia. Second, it portrayed how the identifying inputs, processes and outputs collectively give a better and comprehensive elucidation for understanding school transformation. A qualitative approach, using multiple-case study design was adopted for this study. Semi-structured interviews, observations and document reviews were used as tools to collect data. Through purposive sampling 29 participants were selected from both case schools for interviews including 3 leaders, 6 administrators and 20 teachers. The data were analysed in two stages. During the first stage, individual cases were analysed separately to preserve their context and identity and during the second stage cases were synthesised and aggregated to analyse the differences and similarities. The grounded theory approach was employed to analyse the data through open, axial and selective coding. The study reveals that school leadership works as an input factor in order to initiate and facilitate the process of school transformation. Leaders in transformed schools demonstrate four leadership behaviour orientations. Such leaders are change-oriented, relation-oriented, task-oriented and ethical-oriented. Besides, five types of capitals are developed and strengthened in transformed schools. These capitals are intellectual, social, spiritual, financial and emotional. The findings indicate that leaders play a vital role in the development and strengthening of these capitals. In addition to capitals, it was found that transformed schools exhibit some unique best practices that distinguish them from others. One of the best practices exhibited in school A was empowering students through providing different opportunities for learning and career development. The school was also demonstrating generous behaviour towards students by celebrating their birthdays and welcoming them every day at the main entrance of the school. Best practices in school B were involving parents in school activities and integrating Information and Communication Technology (ICT) in school management, teaching and learning. However, one of the common practices exhibited in both schools was that the teachers in both schools were showing full commitment and hard work towards schools. The findings revealed that the transformed schools experience change in school status, students’ performance, discipline, mind-sets, culture and physical characteristics. It is expected that the findings of this study offer valuable implications for researchers and practitioners in Malaysia and other countries to apply the identified knowledge, concepts and strategies in the process of transforming schools

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