OPEN UNIVERSITY MALAYSIA (OUM)

SUCCESSFUL LEADERSHIP IN A RURAL, HIGH POVERTY SCHOOL

NAME

SUCCESSFUL LEARDERSHIP IN A RURAL, HIGH-POVERTY SCHOOL

SUMMARY
The article being summarize based on article case study Successful Leadership in a rural,
high-poverty school: the case of County Line Middle School written by Hans W. Klar and
Curtis A. Brewer. The purpose of this article was to examine the adaption of leadership belief
and practices with goal to raise student achievement in school located in high-poverty and
rural area.
The methodology and approach of the research was based on some instruments. A school was
selected in this case County Line Middle School (CLMS) based on data from states
department of education by using schools Absolute Index and multiple linear regression to
get school that had performance exceed expectation. Recorded interview also had been
conducted by interviewing teachers, students and principal. Other than interview, online
survey with open-ended question and Likert-scale item had been use by sent out to all
teaching staff. Essential document collected from school and field notes from observations of
school activities were taken for comparison purpose. All the data collected had been analyzed
qualitatively.
The finding from the research indicates practices and activities that had been applied by the
students at CLMS to achieve exceed performance record on state standardized test from
lowest-performing school previously. The principal at CMLS had created and applied like a
family environment at school, attract students to participate in service learning activities and
charity events. Despite facing numbers of challenges, the principal had actively engage with
students and teachers to turn around school negative self-image and reform the school by
exercising four leadership practices that unique to CMLS which is setting positive direction,
developing people, redesigning the organization and managing instructional program.

STRENGTHS AND LIMITATIONS

Upon review the article, little strength can be identifying through author writing, first strength
that can be identify from the article is the method that had been use in studying CLMS.
CLMS had been choosing randomly, not bias and using multiple data sources. The CLMS
selection was base on multi-step selection process by using open source data from states
department of education. 103 schools identify and then ranking using Absolute Indices before
being analyzing using multiple linear regressions to select school that had exceed
performance in area of levels of poverty and other school factors. Three variables had been
selected for analyzing which is Poverty Index, school enrollment, percentage of prior
adequate yearly progress (AYP) objectives achieve, percentage of students with disabilities
other than speech, and nine indicators of parent, teacher, and student satisfaction with the
learning environment, social and physical environment and school/home relations. Beside
this, data from public sources also had been collected such as school report card and list of
school with state and national winner awards interview with district officer in area of the
school that had been shortlisted also had been held. This lengthy selection process show that
the school selected through random process and selection from open and random data.
Second strength is the author definition in defining leadership and the explanation in general
context and specific context to the research area. In this case is leadership in the rural school
context. Leadership can be defining as the action of leading a group of people or an
organization, or the ability to do it (Hornby, 2010). A person will be called a leader once he
takes lead a group, organization or team of people. Being a leader for a group, organization or
team meaning that person is in charge of group or team leadership. Effective leadership is
critical for an organization, group or team to achieve success. The author had use and applied
in the research leadership practices framework which is setting direction, developing people,
redesigning the organization and managing instructional program. This framework had been
use further by the author to describe and explain the finding from the research. With this
framework the author review will be looks more structure and in order, easily will help reader
to read through and understand the author research findings.
Third strength, the author had make a focus to define a rural context and identifying variable
factor in rural school context. This will give another edge to the readers to understand the
factor that can influence changes in rural school. As quote by the author from Hallinger, that
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principal leadership must be study by referring to school context. Focus had been given by
the author on this area due to there is little focus had been by other researcher in studying
leadership in rural school. Most of the researcher had focused their study on urban school
leadership. The author had stated that due to complexity of the school environments, effective
leadership and together with skills and wisdom is important and critical for principal to
applied and adapt in their specific context.
The fourth strength of the article is related to the completeness of the research by the author.
The research by the author related to the successful leadership in a rural, high-poverty school.
The author had made explanations regarding the findings from the research by structuring
and explaining the result base on four frameworks which is setting direction, developing
people, redesigning the organization and also managing the instructional program, however
what had determine the completeness of the research is not just framework that had been use
but when the author had taken step to include and explaining in details the challenges that had
been faced by the schools principal and also made several suggestions for future research.
Principal in rural school had faced great challenges when they had put efforts to turnaround
the school performances that include little community participation and support, high
teachers turnover and little recruitment pools to meet performance target.
Besides the strengths that can be identifying from the articles there is also few limitations
appear in the article. The first limitations related to the time that had been used by the
research team to collect data in CLMS. From the review the author had stated that research
team had visited CLMS for two days to perform and conduct procedures in collecting data for
research. Therefore this had made credibility of the data gather from data collection
procedures become issues as the research only had two days to conduct the procedures. This
can be seen that such procedures perform in hurry, the data gather might not be enough and
accurate for the research.
Second is the size of the research area had been conduct. Its well knows from the title of the
research name that the research is based on the data from high-poverty, rural area school
somewhere in south eastern state in USA. However the author had stated that the data
collected from the research area only based on area of school and the survey and interview
also related to only CMLS schools teachers, staffs, principal and students. Therefore this had
limited the findings and result gather from the research. The result and findings from the
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research might not correct and misleading due to limited are of research conducted The
author had stated in the article that the successful of CMLS performance schools not just
because of the support of the students, teachers and principal but also support and
participation from community in the school area and from students Parents Teachers
Association (PTA). Therefore this clearly shows that the research had excluded and abandon
the data needed from community and PTA.
The third limitation related to framework that had been used in the research to explain the
findings from research conducted. It appears that the findings from theoretical framework had
been used to explain in details the research results. The theoretical framework usually related
to something that cannot be readily found within literature, therefore the theory that will be
selected must be depend on the appropriateness, explanatory power and ease of application of
the research being carried out. The theoretical framework usually contains limitations or
assumptions that will be linked back to the methodology segments. However no limitation
neither assumption had been stated by the author on the research paper to highlight the
limitation and assumption of the methodology and framework being used. Therefore there
could be missing point had been missed or excluded from the researchers report. CMLS as a
school in rural area is not the same as others school in urban or sub urban school, therefore
theoretical framework that had been applied is seen as just as one framework fit for all. This
is totally contradicts from the leadership context that had been discuss specifically in
leadership in rural school context. Therefore the result and finding could be misleading or too
general.
The fourth limitation related to the clarity of principal area of responsibility in rural school
area and its definition. There is no clear cut and confirmation from the article related to
principal responsibilities stated in the author report. Based on report and review show that
CMLS principal had actively engaged in both school and community way beyond principal
objective to improve and meet student performance targets and goals. Therefore this had
show that principal had go beyond is responsibility to influence the student performance
result and to meet its goals. This explanation is only correct if principal area of responsibility
only subject to school area and related to students.
The fifth limitation related to the ethnicity of method that had been used to collect, analyse
and generate the result from research that had been performed. The researcher had used
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multiple methods to analyses the data that had been collected. As per above first limitation
its clear that the researcher had limited time in collecting the data. Therefore its understood
that researcher had tried to extract as much as they can information from the data that had
been collected. However this cannot cover up the weakness of the method that had been use
in collecting the data. The author also only explain in generally the method had been use to
analyses the data, from the review we can see that the author had focus more in explaining
the data collection segment but only made brief explanations in data analysis segments.
Therefore this shows that the author is not totally fair and bias to site selection and data
collection segment.

THE ARTICLE USEFULLNESS TO SCHOOL LEADERS IN MALAYSIA

The research finding can be applied into Malaysia education environment as Malaysia had
vast rural area that located far away from town. Malaysia government also provide education
to the local tribes known as Orang Asli. Orang Asli can be finding close to forested area.
Therefore the research is useful to be applied in Malaysia as this can provide insight for
principal in district rural or even remote area to improve and achieve the goal and target that
had been set by the ministry of education. However certain issue need to be highlighted in
applying the paperwork in Malaysia school.
The first issue related to the ethnicity in Malaysia multi racial environment. Its wide known
around the globe that Malaysia is a country which had multi racial ethnics in its populations.
Therefore this result in many languages had been used as other than official language, this
high lighting the language barrier as sub issue arise due to ethnicity (Ardi, Bambang and
Nora ,2012). The research carried out in CMLS not mention or takes into consideration any
ethnicity issue as part of the factors that need to be looks out as well. Therefore it can be seen
that the research had make assumption that there is no ethnicity impact on research
paperwork even though United States of America (USA) also have some degree ethnicity
population which is usually identify by white and black populations. In Malaysia the degree
of impact of the ethnicity populations will be greater as Malaysia has not less than three
major ethnics that make up their major populations. Each ethnics had their own cultural and
environment. The Malaysia government also had run school based ethnicity. This something
that not available in others country not even in USA, there is not black or white school and all
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is standardize and mixed. Therefore the research should be extended to include the effect of
ethnicity before being applied in Malaysia.
The second issue related to the level of education systems between countries. Here its mean
the level of education systems between Malaysia and USA. Its obviously known that USA
has high level of education standards in the world. It is wrong to make comparison between
Malaysia and USA level of education systems as Malaysia is still in developing stages and
also the structure of education use in Malaysia school totally different from USA and not
using grade systems not to mention types of public exam being carried out. There are no
others countries had same or even close to Malaysia educations system even though its
recognizing in many countries including USA. It can be said that Malaysia education systems
is far away behind USA education systems. Therefore the article can be said that it is not
totally useful to Malaysia school leader. If the article going to applied by Malaysia school
leader, difference between Malaysia and USA school need to identify and take into
consideration the impact in when using the research article
The third issue related to government support and interventions. In Malaysia all public school
is fully funded by the government as Malaysia education received second or third highest
budget from yearly government budget traditionally. All the students also not need to pay any
fee neither contributes to school fund to run the school except for fund that related school
special program that not included in government program. However it can be said that the
public school in Malaysia had received more government support compare to school in USA
as Malaysia regard education is important for the country. Therefore this provides power to
the government to intervene to any public school if it is necessary. The office of district
education had power to appoint or remove any teachers and principal. Unlike school in USA
where most of the school not depend much on government therefore degree of intervention is
lower. Therefore it can be said the research carried out in USA is more dependence compare
if it is carried out in Malaysia as degree of intervention by the government is high. Nothing
can be done here to solve the issue as it is totally uncontrollable as Malaysia government it
the highest executive power in Malaysia.
The fourth issue related to community involvement and cooperation with school area in
Malaysia. As per above issue being discussed and explain above. School and community
environment in Malaysia is different from school in USA. In CMLS we see from the
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research, the author had stated that principal is actively engage with not just student and
teachers but also community that close the school area that most of them are likely member
of Parents Teachers Associations (PTA). CMLS had use his skills to get the CMLS around
community involve in his school program to motivate students to make better progress in
their study that will boast his school performance. The response he received is totally more
than as expected as the community and students parents had actively involved in school
program to track their children study progress and also the principal had use this chance to
inform the community and parents what he had done and ask for community support that
include fund raising to be use for school program. This could be totally different from
Malaysia and hard to be done in rural and remote district area where the community and
parents had mind that government should provide and contribute all the funds needed by the
school to run their programs. This claim base on the basis that community had paid tax
therefore no others contributions should be provide. Participation by the community and also
parents is another issue as community and parents in rural and remote district unlikely to
involve with school program and also unlikely to engage with school principal as their mind
in conservative. Therefore what had been applied in CMLS unlikely can be done the same in
Malaysia school. It will be hard and problematic for Malaysia school leader to do what
CMLS principal had done.
The fifth issue related to the size of school in Malaysia rural and remote district. In Malaysia
the distance between school and related is far from town. It might days to reach the nearest
town especially district located in east Malaysia. This due to that tribes and ethnic in
Malaysia still staying in area close to forest since before Malaysia established. Its hard for
the government to move them close to the town. Because of this most of school had small
size of students and teachers, some of the school maybe got less than 10 students with less
than five teachers including principal, therefore its easy for teachers and principal to get
close to students and their family. The teachers are most likely local people and also could be
student relatives. Therefore the article might not be useful here even though it is still can be
applied, however leadership still an important things in the school environment regardless
where it was located.
The sixth issue could be address related to the teachers in the school. In Malaysia principal is
also one of the teachers in the school. As per above stated issue earlier, ethnicity is one of
critical issue in considering the usefulness of the article and also its known that Malaysia had
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school system based on ethnicity however the others ethnic can still send their children to this
school. The government also had appointed teachers from different ethnic to become teachers
and also probably to become principal in the school. Therefore this had become critical factor
that will also affect principal leadership. It will be more complex if government had
appointed someone from the different ethnic as principal at the school. This is had to control
since government had direct control and intervention in school management. Language issue
also can raise here and it is well known to the Malaysia public that English Subject is critical
subject and student faced many problems to master the language (Ardi, Bambang and Nora,
2012). This matter did not arise in CMLS environment and also in USA as there is no
ethnicity issue and little government intervention and control as stated earlier. The
environment in CMLS rather looks simple compare to school in Malaysia environment.

Conclusion can be made here is that although principal hold accountability to the public and
parents as he in charge running the school. The teachers also need to share this accountability
as well as they are the frontline in teaching the students every day and the school is empower
by them (Santhanamary and Hamdan, 2010). Therefore putting principal as the only person
liable in managing the school is inappropriate. Furthermore the principal is also the teachers
in the school and also a teacher before he or she become principal.
The government also need to play active role to ensure principal had correct leadership
approach in the school as principal is public servant and appointed by the government to lead
the school, therefore government must provide appropriate support to the principal if
government want to bring Malaysia education system to the next level and parallel with other
countries like USA. Appropriate leadership training must be provide to the principal to ensure
their leadership is align with government policies and suited to the school environment
(Santhanamary and Hamdan ,2010). More research like research at CMLS need to carried out
specifically based on Malaysia environment. Therefore only by this way we know what is
problem that is specific to us.
Monitoring and supervision control mechanism also need to devise to monitor and supervise
principal progress and development. The progress and development will be recorded to be
used in future research. With this control mechanism also government through education
ministry can ensure all the government education policies successfully applied accordingly

and ensure principal not to abusing leadership responsibilities provide to them by the
government (Zanariah, Kamaruzaman, Sharina, Salina and Zarinah 2011).
Research centres to studies the development of school principal need to be established. This
centre can provide training, find a correct solution together with and developed a specific
leadership approaches to be use by principal in school (Santhanamary and Hamdan 2010).
This is necessary as Malaysia education system is complex due to multi racial environment.
Therefore different school will have different leadership approaches.

References.
1. Hornby, A. S., Phillips, P., & Ashby, M. (2010). Oxford Advanced Learners
Dictionary: Paperback with CD-ROM (Includes Oxford iWriter). (J. Turnbull, D. Lea,
& D. Parkinson, Eds.) (8th ed.). Oxford: Oxford University Press.
2. Santhanamary and Hamdan (2010) Educational leadership preparation program for
aspiring principals in Malaysia, Educational leadership preparation program for
aspiring principals in Malaysia,
3. Suber, C. (2011) Characteristics of effective principals in high-poverty
south,Characteristics of effective principals in high-poverty south, 6(4).
4. Zanariah, Kamaruzaman, Sharina, Salina and Zarinah (2011) African journal of
education and technology, Leadership performance in primary schools in Malaysia,
5. Ardi, Bambang and Nora (2012) Revitalizing rural schools: A challenge for Malaysia
11 REVITALIZING RURAL SCHOOLS: A CHALLENGE FOR MALAYSIA,

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