Journal of Educational Administration

The best practices for school transformation: a multiple-case study

Zarina Waheed, Sufean Hussin, Megat Ahmad Kamaluddin Bin Megat Daud,
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practices for school transformation: a multiple-case study", Journal of Educational Administration,
https://doi.org/10.1108/JEA-11-2016-0136
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Best practices
The best practices for for school
school transformation: a transformation

multiple-case study
Zarina Waheed, Sufean Hussin and
Megat Ahmad Kamaluddin Bin Megat Daud Received 6 November 2016
Department of Educational Management, Planning, and Policy, Revised 19 June 2017
Accepted 16 July 2017
University of Malaya, Kuala Lumpur, Malaysia

Abstract
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Purpose – The purpose of this paper is to explore the best practices of school leaders, teachers, pupils,
parents and the community in selected transformed schools in Selangor, Malaysia.
Design/methodology/approach – This qualitative multiple-case study explores the best practices in two
selected transformed schools through in-depth interviews, observations and document reviews. The data
were collected from 2 school heads, 6 teachers with administrative responsibilities and 20 teachers.
The themes were elucidated via open, axial and selective coding based on the grounded theory approach.
Findings – The analysis identified various best practices exhibited by school leaders, teachers, pupils,
parents and the community. Four themes were found to be common as best practices in both selected schools,
which were adaptive and multi-dimensional leadership, winning-the-hearts, extensive use of Information and
Communication Technology in school operations, and a culture of acquiring and sharing professional
knowledge. The unique theme for School A was the emphasis on the social, emotional and ethical well-being
of the students, while extensive parental involvement and support was a unique theme identified in School B.
Research limitations/implications – The findings of this paper may be used as guidance tool for policy
makers and educational planners regarding school transformation in Malaysia, and as well as in other
countries. Such practices can be learned, adapted and replicated by other schools in order to transform.
The findings also have direct implications to current teachers, school leaders, parents and the community.
Originality/value – This study contributes to the growing body of research on the best practices and school
transformation in Malaysian transformed schools. There is a decisive need to explore the best practices
of transformed schools in Malaysia based on their own cultural and contextual needs in order to help schools
that aspire for transformation.
Keywords Malaysia, Leadership, Best practices, Transformed schools
Paper type Research paper

Introduction
Sekolah Kebangsaan Ulu Lubai (SKUL), a national primary school situated in a remote area
of Sarawak, Malaysia, exhibits a rare and unique case of school transformation. It attained
the status of high-performing school (HPS) under the National Key Result Areas initiative in
2011, which is a historic achievement. Furthermore, it earned the Commonwealth Award in
2009 for its ability to deliver effective education in an extremely disadvantaged and socially
deprived community, 5 national education ministry awards, 14 state awards and 26 district
level awards (Ministry of Education Malaysia, 2013).
Similar to SKUL, other stories of school transformation illustrate that schools excelled and
surpassed their counterparts by meeting national standards and achieving exemplary
statuses and successes. The Illinois’ “Golden Spike” Schools in America, HPS in Tasmania in
Australia and Sekolah Jenis Kebangsaan (Tamil) Ladang Rem, Kota Tinggi Johor in Malaysia
are some examples (Mulford et al., 2008; McGee, 2009; Harris et al., 2015). The characteristics
and practices of these transformed schools differed from those of many high-performing and
effective schools throughout the years. These transformed schools experienced a sudden Journal of Educational
Administration
extensive and intensive change involving the cultural, social and emotional aspects of © Emerald Publishing Limited
0957-8234
the school not limited to the schools’ financial resources only (Caldwell and Spinks, 2008). DOI 10.1108/JEA-11-2016-0136
 JEA Thus, researchers focussed on examining such transformed schools as models to learn, adapt
and replicate their practices and characteristics, as well as understand the conditions
distinguishing them from average and low-performing schools (e.g. Caldwell and Spinks, 2008;
Mulford, 2008; McGee, 2009; Demie and Lewis, 2010; Muhammad Faizal et al., 2011; Lewis and
Demie, 2015). In parallel to this objective, an increasing amount of research on characteristics
and practices of transformed schools has been explored in the past three decades (Muhammad
Faizal, 2013). The results of such research have been used as a guiding tool for policy makers
and educational planners of school transformation ( James et al., 2006; Wilcox and
Angelis, 2011). More significantly, many countries in the world have taken initiatives and
started projects to document the best practices of transformed schools. To illustrate,
McKinsey and Company’s report on best-performing systems and an international project
that frames the transformation of schools document the best practices of transformed and
successful schools (Caldwell and Harris, 2008; Ewington et al., 2008).
Similar to other countries, the Ministry of Education Malaysia (MoE) aspires to
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transform its educational system by transforming its schools. Accordingly, the MoE, with
other stakeholders, developed the Malaysian Education Blueprint (MEB) 2013-2025 to
outline a comprehensive reform programme for the system to meet new demands and rising
expectations (Ministry of Education Malaysia, 2013). To successfully implement the MEB, a
significant number of initiatives have been taken. Reforms in curriculum and assessment
methods, excellence through innovations and Information and Communication Technology
(ICT) integration, school autonomy, professional development, accountability and provision
of different incentives for HPS and principals are some examples of such initiatives. Despite
these initiatives, a higher number of HPS are aspired. According to current statistics, the
total number of schools in Malaysia is 10,154, and among them, only 128 are ranked as HPS,
which is less than 2 per cent (Ministry of Education, 2014). Consequently, a critical need
arises to explore the best practices of the transformed schools to assist struggling schools in
Malaysia (Muhammad Faizal et al., 2011) and in other countries. To the researchers’ best
knowledge, few studies have been conducted on the best practices of transformed schools in
the Malaysian context. Hence, this study aims to add to the limited literature on best
practices for school transformation in general and in the Malaysian context in particular.
More specifically, it answers the following research questions:
RQ1. What are the best practices exhibited in the transformed schools selected from
Selangor, Malaysia?
RQ2. How do best practices contribute in the transformation of schools selected from
Selangor, Malaysia?

School transformation
Change is a shift from one state to another or moving from the current state to a new desired
state. It is a process of dynamism in beliefs, understandings, routine practices, processes
and structures of any organisations. Based on the objectives, needs and processes, change
has been categorised differently by various researchers. For example, Levy and Merry
(1986) classified change into first-order and second-order changes. The former involves
improvement in organisations without changing their core values, beliefs and systems;
whereas the latter includes multi-dimensional, qualitative and radical change involving
paradigm shift. Alternately, Anderson (1986 cited in Anderson and Anderson, 2001)
categorised changes into the following three types: developmental change involving
improvement of current knowledge, skills, practices and performance; transactional change
based on redesigning current systems, structures, strategies, processes and works; and
transformational change consisting of an overhaul of strategies, systems, structures,
processes, works, cultures, behaviours and mind-sets. Similarly, Oden (1999) divided change
 into incremental or continuous change and radical or discontinuous change. According to Best practices
him, incremental change is the systematic improvement implicated more on the commitment for school
of people, time and money; whereas external forces cause radical changes. Radical change is transformation
regarded as complex, wide-ranging and requires quick departure from previous work
habits, rituals, beliefs, practices and structures. The second-order radical change is actually
transformational change – a paradigm shift in beliefs, behaviours and mind-sets of the
people, which also included paradigm shift in mission, vision, values, processes, structures
and tools of any organisation (Levy and Merry, 1986; Kotnour, 2010, 2011).
Similar to other organisations, transformation in school settings is also a paradigm
shift in beliefs, behaviours and mind-sets of the school members, including teachers, staff,
leaders and parents. It is a constructive and long-term change embraced internally
through shared ownership of the consequences (Zmuda et al., 2004). Different factors and
characteristics have been considered essential for school transformation. Some of the
researchers have regarded some external factors as triggering factors or forces to initiate
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the process of change in school settings. Such external factors force schools to be adaptive
to change to fulfil the expectations and demands of individuals, society and the nation.
These factors include globalisation, technological advancements, pressure from the
environment and demography (Mulford, 2008; Ghavifekr et al., 2013; Tai et al., 2014).
Similarly, According to Ghavifekr et al. (2013), educational organisations must harvest
a culture of change and innovation to maintain their dynamic and competitive position.
The Program for International Student Assessment (PISA) has forced many countries
worldwide to transform their educational systems (Hartong, 2012). Through PISA,
comparing the educational systems of different countries with one another is now
possible. Consequently, a competitive environment has been developed where every
country promotes the schools to perform well and succeed. Different countries have
planned short- and long-term plans to transform their schools and educational systems
(Hartong, 2012; see also Ministry of Education Malaysia, 2013).
Conversely, some of the researchers have considered some internal factors as important,
facilitating and instrumental factors for school transformation. For example, for Fullan
(2003), grouping together schools, districts and state levels of education departments is
essential for school transformation, where each level must hold the responsibility of
increasing interaction and collaboration at their level and beyond. According to Zmuda et al.
(2004), without maintaining focus on the performance of the students, achieving systems
thinking, as well as collective planning and implementation, collegiality and collective
accountability transformation are nearly impossible. Similarly, parents and community
involvement and support have also been recognised as factors aiding school transformation
(Sammons et al., 1995; Zmuda et al., 2004; Shannon and Bylsma, 2007; McGee, 2009).
Caldwell (2009) highlighted that one of the main reasons of the success of Finland schools is
the attraction and retention of competent teachers. However, Mulford et al. (2008) found that
the school transformation and success in high-poverty communities were the results of
high-performing leadership.
Consequently, school transformation is a complex and multi-dimensional process
(Urick and Bowers, 2013). It embodies alteration in status quo, which subsequently
changes many aspects of school life. Generally, the changes can be observed in school
settings, current thinking, structures, rules and regulation, processes, long-held traditions,
curriculum and instruction, school infrastructure and school design, students’ academic and
non-academic achievements, community interactions, administration and leadership
(Sammons et al., 1995; Zmuda et al., 2004; Shannon and Bylsma, 2007; Leiringer and
Cardellino, 2011; Hsiao et al., 2012; Starr, 2014). However, the criterion for transformed
schools in the current literature is generally based on the academic performance of the
students. For example, for Caldwell and Spinks (2008) “a school has been transformed if
 JEA there has been significant, systematic and sustained change that secures success for all of
its students” (p. 28). Similarly, the focus of school transformation for Mara et al. (2009) is also
on students as emphasised in the following statement: “to close the achievement and
resource gaps for all students” (p. 4) only (see also, Demie and McLean, 2007; Harris et al.,
2009; Lewis and Demie, 2015). This perspective partially explains school transformation.
Therefore, a need arises for a more positive and broader view of the school transformation in
terms of structure, strategy, processes, culture, leadership and curriculum, including a
change in students’ academic and non-academic achievements.

The literature on best practices contributing in school success

The topic of school practices or characteristics first appeared in the early 1970s in
Weber (1970). He raised the slogan “schools matter” by criticising early researchers who
claimed that the poor achievement of the socially disadvantaged students was exclusively due
to their Socio-Economic Status (SES). He examined four schools where poor students
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performed better. He identified leadership, atmosphere of school and high expectations as

common factors among selected schools influencing student learning. Weber’s revolutionary
study encouraged many researchers to explore how schools matter. The second main
contribution can be traced to Edmonds’ (1979) theory, which was an extension of Weber’s
study focusing on equity. He confirmed Weber’s findings that the low SES failed to influence
students’ personality and intelligence. He discovered that strong leadership, climate of
expectation, permissive and flexible atmosphere conducive to instructions and accountability
of student’s performance are key characteristics in successful schools.
Sammons et al. (1995) found that previous literature investigating the practices and
characteristics in transformed school focus mainly on equity in terms of students’
achievement in the schools serving high-poverty and ethnic minority students. Apart from
this information, the effectiveness of the schools has been measured in the context of
students’ achievement in basic literacy and numeracy tests only. According to Sammons
et al. (1995), this outlook is limited because it focuses only on students’ cognitive outcomes.
This viewpoint ignores other aspects (social, cultural, moral and emotional) in the
students’ lives and fails to consider all schools in all settings. Sammons et al. (1995)
provided a new direction to literature on practices and characteristics of effectively
performing schools, where every school matters, regardless of students’ SES and
ethnicity. Subsequently, many researchers found that school factors contribute to the
successful transformation of all types of schools (Shannon and Bylsma, 2007; Muhammad
Faizal, 2013; Lewis and Demie, 2015).
A shared vision, high expectations for students’ learning, capacity development, parent
and community involvements and effective collaboration among stakeholders have been
identified as the best practices in transformed schools by previous researchers (Shannon and
Bylsma, 2003). Similarly, according to Zmuda et al. (2004), transformed schools collect, analyse
and synthesise information on student achievement to minimise the gap between current and
expected performance while employing research to enhance teachers’ performance. Moreover,
orderly and well-organised instructional and curriculum practices have also been regarded as
the best practice in successful schools (Shannon and Bylsma, 2003). Furthermore, while
examining the best practices of HPSs in high-poverty areas, McGee (2009) found that these
schools had many similar characteristics and practices. Commonalities were as follows: strong
and visible leadership, emphasis on early literacy through the allocation of significant
financial and human resources, competent, hardworking and talented teachers, extra time for
academic activities, teamwork and parents’ involvement. Furthermore, the aforementioned
characteristics and practices were factors contributing to the success of a school instead of
class or school size and alignment with state standards. To identify the strategies employed
by schools to raise the achievement of the white working class students in multiracial schools,
 Lewis and Demie (2015) found that the schools possessed strong leadership; leaders were Best practices
either from the white ethnic group or they had a strong commitment for the achievement of for school
the white working students. Creating and nurturing rigour by balancing it with a fluid transformation
exchange of ideas and facilitating innovative actions have been considered the best practice in
transformed schools as well (Wilcox and Angelis, 2011). Aziah and Abdul Ghani (2012)
verified through their study on the award-winning jungle school in Sarawak, Malaysia that
community involvement, teacher’s commitment and innovative thinking and practices are the
fundamental elements of their remarkable transformation.

Methodology
This exploratory qualitative study aimed to explore the best practices exhibited by school
leaders, teachers, pupils, parents and community in the selected transformed schools in
Selangor, Malaysia. A multiple-case study design (Miles and Huberman, 1994; Yin, 2009) was
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employed to collect, analyse and interpret data. Multiple-case study design involves the
description of each case in their natural settings and then comparison with one another to
provide additional insights on the phenomenon (Yin, 2009). For this study, two transformed
schools were selected as sites through purposive sampling, considering it as the most
appropriate type of sampling for selecting single or multiple sites (Miles and Huberman, 1994;
Creswell, 2012). The criteria for the selection of transformed schools were national schools
(primary and secondary) from the state of Selangor that experienced a drastic change from the
last five years in terms of school infrastructure, status, recognition, students’ academic and
non-academic achievement and school culture. The underlying reason for selecting national
schools was the similarities in funding source, programmes and rules and regulations.
Table I elaborates the profile and selection criteria of the schools.
The data were collected through multiple tools to ensure the reliability of the study and
to obtain an in-depth insight and understanding of the phenomenon (Merriam, 2009).

Schools Change from the last 5 years School background Unique features of school

School A Yes A secondary school situated in 1. The principal has been

Change in: a suburban area with 116 rewarded a new deal for the
Infrastructure teachers, 18 supporting staff achievement of good
Students performance in and 1,844 students academic and co-academic
academics and co-academics Majority of the students are successes and minimising
Students discipline from low and average SES students discipline-related
Status of the school The students are from a diverse problems in 2013
School culture ethnic background consisting 2. An excellent principal who is
of Chinese, Malay, Indian and district representative for
others Malaysian super-principals
3. School is a 5-Star Smart
School in 2016 (The highest
ranking award for the
schools incorporating ICT)
School B Yes An urban national primary 1. The headmistress has been
School status school with 127 teachers, 7 rewarded with a new deal
School academic performance supporting staff and 2,093 2. The headmistress has won
Infrastructure students the title of the excellent
Parents’ participation, Majority of the students are leader for four times
contribution Malay-Muslims with high SES 3. The school received Cluster
Reputation and Recognition school status and high- Table I.
School culture performing status The criteria for
consecutively in 2013 case selection
 JEA Semi-structured interviews, direct observations and document reviews were used as tools
for data collection. For interviews, similar to the selection of sites, purposive sampling has
been regarded as the most appropriate method for participant selection in the case study
design (Miles and Huberman, 1994; Creswell, 2012). For this study, school leaders and
teachers were selected as participants. Teachers with administrative responsibilities, such
as senior assistants, head of the departments (HoD) and panel heads were also included in
the sample. The sample for interviews constituted two leaders, six teachers with
administrative responsibilities (three from each school) and 20 teachers (ten from each).
The criteria for selecting teachers with and without administrative responsibilities were
the ones with over three years of working experience with school leaders. Selecting
more experienced participants aimed to obtain reliable and authentic information.
For observations, 19 observation sessions were conducted for nearly 132 hours, ranging
from two to nine hours per session from 21 January to 3 March 2016 in School A; whereas
for School B, 15 observation sessions for nearly 118 hours, ranging from 4 to 11 hours
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per session were conducted from 21 March to 11 April 2016. The documents for this study
were not limited to formal written documents; instead, pictures, emblems, diagrams,
physical materials and other artefacts found around the school were also considered
(Prior, 2003; Merriam, 2009).
Data collected through interviews, observation and documents were consolidated,
reduced and interpreted for further analyses (Merriam, 2009). In this study, the data were
analysed using grounded theory approach by Corbin and Strauss (1990) through open
coding, axial coding and selective coding. Furthermore, the data analysis also followed the
multiple-case study analysis procedures reported by Miles and Huberman (1994) and
Yin (2009). The data collected for multiple-case studies were analysed in the following two
stages: within-case analysis where individual cases were analysed separately to preserve
their context and identity and cross-case analysis where both cases were synthesised and
aggregated to analyse the differences and similarities. ATLAS.ti Version 7 was used to
manage, extract, compare, explore and reassemble meaningful pieces of the data.
The common and unique themes identified in both schools as their best practices are
presented in Figure 1 and are explained in the subsequent sections.

Emphasis on the social,

Multi-dimensional
emotional and ethical
leadership
well-being of students

Unique best
practice
Extensive use of ICT
in school
School A

Common best
The best practices for practices
school transformation
A culture of acquiring
and sharing
School B professional knowledge

Unique best
Figure 1. practice
Summary of the
findings displaying Winning the hearts
common and unique Extensive Parental
best practices Involvement and
Support
 Findings: common best practices in both case schools Best practices
From data analysis, a number of interesting common themes were seen as best practices for for school
both cases. Nonetheless, the practices that had certain remarkable influence on transformation
transformation of both case schools are explained below as best practices.

Adaptive and multi-dimensional leadership

Evidently, both case schools had leaders who demonstrated multiple leadership behaviours
facilitating transformation. Moreover, their multiple leadership behaviour was also adaptive
where they could change the behaviour dimension according to needs and situation. They
functioned as change agents by initiating, managing and supporting the process of change.
They created a shared vision and displayed a strong commitment to promote and achieve it.
A teacher in School A mentioned that “Our principal is more focused on change and
bringing up the reputation of the school”. The principal claimed, “My vision is, I want this
school, as years go by, it would become better and better […]”. The principal in School B
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shared her story of initiating the process of change as follows:

When I first came to this school, I realised that the year six teachers are very good. But I needed to
do something to make the school as cluster and High-preforming school; so, I initially asked the
teachers, “What do you want to do to get the status of cluster and HPS School?” I can help you but
we must do it together.
Apart from change, they were also prioritising proper planning and wisely assigning tasks
and duties. They assigned the tasks and duties between teachers and staff based on their
competencies and willingness. The teachers in both schools reported the following:
She [headmistress[1]] will delegate the job according to the suitable people; that is why it is
important to know the strength of the teachers. Knowing what they can do with their areas is
necessary, for us to avoid wasting our time, our money, our efforts and our talents.
My principal (see footnote 1) knows who can do what. She knows that this teacher is capable of
doing this; this teacher is capable of doing that. Okay, so when she knows that if she has something
to do and she will get the teachers in her mind […] she puts the right person to fit in the shoe.
They clarified the tasks, roles, responsibilities and expectations to simplify the completion
of the assigned tasks. They used the school budget appropriately based on priorities and
needs and devised different strategies to secure additional funds to facilitate school
functions and operations. They allocated extra time to instructional practices, such as
cooperating and collaborating with teachers and monitoring their performance. They used
multiple methods to monitor the teaching-learning process. Students’ results, teachers’
record book (lesson plans), planned classroom observation, extempore visits of classes and
taking rounds in school are some of the methods identified in both case schools.
Meanwhile, the leaders were also focusing on the development of strong bonds with teachers
and staff, as well as with parents and community members via mutual respect and
understanding. Behaviours, such as consulting, recognising, supporting, motivating and
empowering facilitate the development of effective relationship with school members. The
principal in School A shared how she empowered and motivated the schoolteachers as follows:
After I came to know that I have this type of teachers, I subsequently told them okay let us enter this
competition, let us enter that competition. Before this, they would not dare. They said no, we cannot
do it. I said no, you are all skilled, you have your own expertise; I said okay; so, let us give it a try.
An HoD from School B shared how the principal supported him in presenting a research
paper as follows:
When I wanted to go to Turkey to present my paper. I went to see her [Headmistress]. She said,
“For a month I have been noticing you are coming up and down. Is there anything?” I shared with
 JEA her regarding my idea. She asked me only one thing, “Do you dare to go all way to Istanbul all by
yourself.” I said I dare to go but if you support me. She said, “Ok you go, and do all your paper work
first.” This is a leader. So, when I presented everything, she said, “do it like this not like that.”
She really helped me to the point that I got on the plane. Because of her, all these things are
happening. This is the way that if someone has interest, do not kill that.
Both leaders preferred shared decision making in their respective schools. They involved
the teacher and staff in the decision-making process. Data analysis also indicated that
leaders used praises and recognition as a method to develop stronger and effective
relationships with fellow school members. A teacher from School A mentioned, “Previously
we were not really appreciated in this way. She has taken a very drastic step and this would
make an impact”. A teacher from School B emphasised the following:
When our headmistress got an email from a parent that I am teaching well. I did not know that the
headmistress was so happy, and she forwarded the email to all teachers. She praised me, and I was
so impressed.
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The leaders also demonstrated key moral principles that included being nice, humble, kind,
open, approachable and helpful to others. They developed a friendly and trusting
relationship with teachers, staff, management team and other school members. They created
a productive communication with school members through their ethical practices by
showing warmth, respect and care. They were also regarded as being fair and honest.
Thus, one of the best practices in selected transformed schools was “adaptive and
multi-dimensional leadership”, with leaders working as change agents, financial resource
managers, community facilitators, instructional facilitators and moral agents. Thus, transforming
the schools requires leaders to possess excellent multiple leadership behaviours, encompassing
the ability to be task-oriented, change-oriented, relation-oriented and ethical-oriented.

Winning the hearts

Good leaders do not lead people, they lead hearts instead. One of the best practices found in
both case schools was that the leaders were using “winning-the-heart” strategy to facilitate
the process of transformation. The leader in School A shared her secret for school
transformation by saying that “for the transformation, actually […] I have to win their
[teachers, staff and parents] hearts. When I win their hearts, when I get to share my vision,
they know where the school is leading to”. She further explained her strategy as follows:
My strategies the first time I entered this school, include planning to win the teachers’ hearts. I have
to win their hearts; especially I need to connect with my 11 management team members for them to
know our shared vision […].
Similarly, the leader in School B also appealed and won their hearts while simultaneously
engaging the school members’ minds. She used emotions as a tool to facilitate the process of
change. “We must win these hearts; we must win the teachers’ hearts because teachers can
do everything that we want to. So, should not any problem arise […]”, reflected the leader.
The leader in School B further explained the following:
First, we must win their hearts; we must win the teachers’ and the students’ hearts, win the hearts
of the staff around you, the guards, cleaner, canteen workers. We must win their hearts to make
them happy; then, no problem is insurmountable. If we win their hearts, we can go far.
The critical analysis of the findings showed that they were demonstrating different
practices to win the school members’ hearts. They were friendly and cheerful in school and
listened to the personal problems of the teachers and staff. They celebrated small wins and
provided recognition for achievements and contributions. Consequently, the school
members have developed an affection for the leaders.
 Extensive use of ICT in school operations Best practices
The use of ICT was an integral part of the schools’ operations. The teaching-learning for school
process and administration was carried out through the Virtual Learning Environment transformation
(VLE-Frog) in both schools. Both leaders were not only efficient in the use of ICT, but they
also encouraged and supported the teachers to use it as much as possible. The students were
given assignments through VLE-Frog, and they were updated regarding their assignments,
results and learning resources through this platform. The teachers also used online teaching
via Facebook and WhatsApp groups. The excerpt below is extracted from the field notes
explaining the use of Facebook:
[…] In the staff room, I asked one of the experienced teachers who will soon retire regarding her
methods of teaching. She showed me her mobile and described to me that she used it to teach
several things. She had created a Facebook group with students; she shares everything related to
her subject and plans for her upcoming classes. She is a chemistry teacher. She showed me her
messages in that group. She had sent different pictures of chemical formulas. Different
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experiments, work and experiments of previous students and many other interesting reading
materials were also included there.
The primarily significant element found in both schools was the utilisation of Telegram and
WhatsApp. Mobile technologies were also widely used in school activities. They were being
used as tools to communicate, appreciate, update and offer emotional support to school
members. “We use Telegram and WhatsApp application when communicating information to
teachers and parents […]”, shared a teacher from School A. School A was planning to develop
a WhatsApp group with the parents. Meanwhile, such groups were fully functional in School
B, where WhatsApp groups were created for most classes between the class teacher and
parents. A teacher said, “Due to advancements in technology, the class teachers created
WhatsApp group with parents who use this media to post questions about school activities,
homework and other school-related matters to allow the teachers to give their feedback […]”.
Furthermore, the principal in School A mentioned that she plans to initiate the twenty-first
century teaching and learning as well as start further interactive learning with online learning
application. A special ICT room reflecting the twenty-first century technology was allocated
exclusively for teaching and learning in School B. The room was equipped with Microsoft
Surface 3 tablets, special tables, chairs and a smart board, and these were regarded as
important tools for teaching young children. During the field observation, students were
found to be using Surface 3 tablets. One of the projects currently being conducted in this
school was a partnership with an Australian school. The students were assigned friends from
this partner school to share their knowledge and cultural experiences online.
The most recent trainings for teachers and staff capacity development were also focussed
on the use of ICT in teaching and learning. School B was organising a Microsoft training
session for teachers on how to implement the twenty-first century learning in classroom
teachings using Microsoft programmes. They wanted the parents to come and join the
training because parents were also involved in their children’s studies. School B has given an
open invitation to all schools for the workshop on twenty-first century learning. Interestingly,
two of the teachers from School A also attended that workshop. ICT was also being integrated
in school administrative and management tasks. Daily updates, administrative information,
latest courses and classroom management were constantly referred online. The filing system
was also being transferred online. The students’ demographics, results and other related
information could be retrieved simply by a click of the button.

A culture of acquiring and sharing professional knowledge

The findings indicated that a culture of acquiring and sharing professional knowledge
prevailed in both case schools. Similar to other national schools, every teacher must attend
 JEA at least seven days of professional development programme known as “LADAP” (Latihan
Dalam Perkhidmatan). However, both schools arranged learning and professional
development programmes beyond LADAP. Teaching was not considered as merely a job.
Instead, it was a collective responsibility among teachers. Teachers were found to support
one another by helping to conduct classes and develop their capabilities and skills to ensure
that everyone possesses the qualities required for a twenty-first century teacher. During
data collection, teachers were found to teach and help one another in teaching and learning.
The team teaching was integral to the school instructional process in School B. For example,
one of the teachers who was also an HoD, was found to help teachers implement the
“Six Thinking Hats Strategy” in their classroom teaching. He commented, “We have
informal teaching and learning. To illustrate, I teach my teachers under my unit different
teaching techniques and other skills, such as six thinking hats and team building. It will help
the teachers to achieve their goals”.
In School A, a strong professional learning community was developed, where the
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teachers were encouraged to share their best practices, knowledge and skills they received
from trainings and workshops outside the school. Reflection sessions were being conducted,
where experienced teachers with innovative teaching techniques were encouraged to share
their best practices with other teachers. The principal claimed, “I encourage my teachers for
each unit that during the reflection session, they have to come up with the best practices
[…]”. The teachers in both schools mentioned that they occasionally pay on their own to
attend the programmes related to their subjects and teaching methodologies that they
consider necessary.

Unique best practices in both schools

The findings indicated some unique best practices in both case schools. For example, School
A emphasises social, emotional and the ethical well-being of students; whereas in School B,
the parents’ extraordinary support and involvement were considered a unique best practice.

Emphasis on the social, emotional and ethical well-being of students

School A was having a set of practices focussed on social, emotional and ethical well-being
of students. First, students were being cordially and generously welcomed everyday by the
teachers and principal at the schools’ main entrances. A teacher said the following:
We […] teachers greet the students, welcome them to school, make them feel comfortable, and make
them want to study. We don’t use harsh words; we talk to them nicely. We encourage them;
we motivate them to ensure that they like to come to school, they don’t feel stress and they want
to learn.
Second, adequate consideration was given for the celebration of the students’ birthdays in
school. The teachers mentioned that they were asked by the principal to put the birth dates
of the students in the class and celebrate. During field observation, a chart with the students’
birth dates for the month was displayed in each class. The principal also randomly
celebrated a few of the students’ birthdays. On the students’ feeling, a teacher mentioned the
following: “The students also get birthday cards from the principal, and they feel very
happy. It never happened before that a principal is sending cards to the students”. Finally,
as previously pointed out, School A was a multi-ethnic school. The school celebrates the
annual religious and cultural rituals of each ethnic group.
The practices mentioned above mainly aimed to synergise the gap between students,
teachers and the principal. Such practice was being used as a means to develop a sense of
belonging; make the school a comfortable and attractive place to study; and to make the
students feel that they are cared for, accepted and respected. These attempts were also being
used as a means to instil moral and ethical values in students, where acceptance and respect
 for others were created. Moreover, the same habit of hospitality and generosity was also Best practices
embedded among students via role modelling. The students were given responsibilities to for school
welcome teachers at the entrance of the school and assembly as well. They greeted and transformation
slightly bowed to teachers while passing the hallways. They were seen to participate in
cultural and religious programmes and other celebrations; thus, developing religious
harmony was developed via such practices.

Extensive parental involvement and support

Although parents and community members were involved in both schools to obtain their
financial and technical support, parents in School B showed extra concern and commitment
towards the school. They were the second most financial contributors to the schools after the
government. One of the main reasons was that the parents in School B were well educated and
well informed regarding the current trends and practices required for the school’s success.
In other words, School B was extra open and collaborative with the parents. The school
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was found to welcome the parents, their suggestions and contributions in school matter.
The school provided various formal and informal opportunities to establish an effective
communication between the parents and teachers. The parents were informed regarding
everything going on in the school and the changes in curriculum and instruction. The school
also provided an opportunity for the parents to meet the teachers at a mutually convenient
time to discuss the relevant issues and concerns. The school not only encouraged a face-to-face
communication but also established channels through phone, e-mail and Facebook whenever
convenient for the parents. However, as a free communication application and platform,
WhatsApp was the most commonly used communication tool.
In turn, the parents were demonstrating a sense of responsibility towards the school
and their children’s education. They were capable enough to contribute not
only financially but morally and technically as well. The Parent-Teacher Association
was frequently observed to visit the school. In a month’s time, they were found to be in the
school for over five times. They were holding meetings regarding sports week, Microsoft
programme activities and a study visit to Australia. A few of the parents reportedly
travelled on their own to participate and accompany the students in different national
and international competitions to give them and the school moral and emotional support.
For example, the schools joined competitions in Turkey and Poland, where some parents
followed their kids at their own expense.
Furthermore, the parents were prepared to assist the teachers in all types of school
activities. They participated in decorating the school for specific functions. They were
prepared to assist teachers decorate the classroom as well. The parents were also involved
in the cleaning campaign, where parents and schoolteachers worked as a team to clean the
school. The parents also contributed alongside the teachers-in-charge of programs and
functions as colleagues. To illustrate, parents helped in the makeup and speech writing
during the story telling programme. They were also prepared to obtain the costumes for
students participating in dance competitions. Hence, the moral and financial support of the
parents was one of the most contributing factors to the school success.

Discussion
James et al. (2006) claimed that society is rapidly changing; consequently, the characteristics
and practices of schools are also changing; what were applicable and adequate as best
practices and characteristics of effective schools in the past may not be true today. Hence,
this study attempted to explore the best practices of two transformed schools in Selangor,
Malaysia and their contribution in school transformation. Four common themes were
identified as best practices in selected case schools. It was also found that these identified
best practices were playing triggering role in school transformation.
 JEA The first theme was adaptive leadership that was multi-dimensional. As emphasised by
Leithwood and Riehl (2003), “scratch the surface on an excellent school and you are likely to
find an excellent principal. Peer into a failing school and you will find weak leadership” (p. 2).
Leadership is the most influential factor affecting a school’s success and performance
(Harris et al., 2009) and the second most influential factor on students achievement (Leithwood
and Riehl, 2003; Crum et al., 2009; Mulford and Silins, 2011; Valentine and Prater, 2011).
However, for the success of a school, leadership must be flexible and adaptive based on
multiple leadership behaviours to meet the varying needs and demands of schools
(Mulford, 2008). These findings are also in line with Yukl (2004) when he emphasised the
following: leadership must be multi-dimensional and adaptive to improve any organisation,
given that leaders’ different types of behaviours may influence different functions and aspects
of an organisation that ultimately help the organisation transform.
The second identified theme was the leaders’ winning-the-hearts strategy. Winning-the-
heart is a strategy of knowing and managing the emotional needs of school members and
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responding accordingly. Emotions are a part and parcel of human life; and they affect
attitudes, behaviours, motivation and relationships in both personal and professional lives
(Brown, 2003). Emotions can change in response to actions and behaviours of the people
around and can shape decisions, actions and behaviour (Brown, 2003). Therefore, the
leaders in transformed schools are aware of the importance of emotions. They use and
manage the emotions positively and effectively to facilitate the process of transformation in
their schools by minimising stress, depression and resistance to change on the one side, and
enhancing happiness, enjoyment and excitement on the other side.
Furthermore, the extensive use of ICT in school activities and a culture of acquiring and
sharing professional knowledge were the additional common themes emerging from the
data. ICT was integral to the school functions because it was being used in nearly all aspects
of school life, including teaching and learning, communicating among colleagues and
parents, networking with other schools and in school administrations. The schools that
promote a culture conducive for exploration of new techniques using ICT in their teaching-
learning process and school management, they are more inclined towards change and
transformation (Anantha et al., 2015).
One of the most important findings was the extensive use of ICT by school leaders.
Undeniably, they were the ones motivating and pushing teachers to use ICT in schools.
These findings are inconsistent with findings of some previous studies, in which leaders in
Malaysian schools moderately use ICT in their respective practices (Anantha et al., 2015).
In contradiction to many school leaders, the leaders in selected transformed schools had
notably high levels of competency in the use of ICT, which enhanced the performance and
the productivity of the school.
Acquiring and sharing knowledge and information were a core practice in both schools,
where the teachers and LADAP were involved in informal learning via collaboration and
participation. The time spent on teachers’ professional development was comparatively
high and the monitoring system was supportive and constructive. Surprisingly, LADAP
was not limited to seven days because the schools were providing various professional
development opportunities to the teachers. These findings are broadly in line with the
results obtained by Caldwell and Harris (2008), who found that transformed schools spend
relatively extra time in teachers’ professional development. The teachers in selected schools
showed significant interest for learning and gaining further education. They knew that
learning new things and improving their professional capacities are required for the
successful transformation of their respective schools and the fulfilment of expectations
from the MoE. Teachers desire to learn new techniques and procedures helps them to
enhance their skills and keep them updated that as a results smoothens the ways for school
transformation.
 Data analysis also found some unique practices in both schools considered as practices Best practices
that extensively influenced the process of transformation in particular schools. For example, for school
for School A, emphasis on the social, emotional and ethical well-being of students via transformation
celebrations and greetings was a practice that resulted in various positive outcomes.
For instance, they developed connectedness and love for their school and their studies
resulting in reduced disciplinary problems and increase in students’ performance on
academic and co-academic activities. James et al. (2006) argued that the effective schools
make long-term contributions in the students’ lives by making school a happy place for the
students through access to happy experiences and less fear and anxiety. Welcoming
students and celebrating their birthdays and religious and cultural rituals were also happy
experiences provided to students in School A.
Notably, school transformation is impossible without gaining the financial, technical, moral
and emotional support of the parents (Harris et al., 2009; Aziah and Abdul Ghani, 2012).
Parents support and cooperation were marked as a strength and a best practice for School B.
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One of the main reasons behind parents’ extensive contribution in School B as compared with
School A was the parents’ educational level and SES. The majority of the parents in School B
were working in well-reputed and highly paid organisations. They were well aware that
schools cannot work in isolation and their support is essential for the success of schools.
Previous research support the finding that the parents play one of the crucial roles in school
transformation by offering their finical and technical help and support (McGee, 2009; Aziah
and Abdul Ghani, 2012).
Consequently, the findings of this study shed light on some of the common and unique
best practices in two selected transformed schools in Malaysia. Notably, the qualitative
nature of the study was limited to research design, selection of sample and site and
researcher bias. However, to ensure the trustworthiness in the study triangulation, member
check, case study database, experts’ opinion and peer review methods were employed.
Further research is necessary to bring the exemplary practices of other schools that have
successfully transformed. In the absence of in-depth studies, such practices are unlikely to
be informed by evidence and hence tend to remain in particular schools only. Furthermore,
conducting comparative studies among national schools, national-type vernacular schools,
religious schools and private schools can also be an interesting topic for research by
other researchers. Hopefully, the findings of this study will enable the average and
low-performing schools in Malaysia and the other parts of the world to learn and replicate
the identified best practices. The findings of this paper may be used as a guiding tool for
policy makers and educational planners regarding school transformation in Malaysia,
including other countries. Finally, this paper may further have direct implications on
current teachers, school leaders, parents and community members.

Note
1. The primary school heads are titled as headmasters and headmistresses while secondary school
heads are known as principals.

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Corresponding author
Zarina Waheed can be contacted at: zarinarashid4@yahoo.com

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