1.

Introduction
1.1. Background of the study
Educational system is dynamically revolving around changes in all aspects including theories,
technologies, strategies and so on. Demand of educational transformation increasing rapidly not
only in physical resources but also in human resources especially in the aspect of serving
leader’s manner. Efforts are needed to make the necessary changes to enhance productivity. To
produce better results, performance which translated by teacher’s commitment must be enhanced
as “teacher commitment is at the core of promoting teaching profession, work performance,
school and student achievement. Teacher commitment is an essential component for quality
education” (Mustafa, 2017). In relation to that, an effective leader in the organization would
definitely inspire their subordinates to commit and perform their works at the highest level.
In a school context, the principal should be open to lifelong learning since the school requires
principal’s leadership capabilities to achieve school’s objectives. To be an effective leader,
principal should practice suitable leadership style. Transformational leadership style is assumed
to be the best among leadership styles to manage well and have good engagement with
subordinates. In backing to that, “The transformational leadership is assumed as a multi-
functional process including technical leadership, human leadership, political leadership, cultural
leadership, and educational leadership, that contribute to initiating, developing and maintaining
each stage of the strategic management process” (Cheng, 1997). Hence, this study is intended to
identify the related factors of transformational leadership and to evaluate the level of work
commitment practiced by teachers applied in the primary school setting.
The goal of this study was to determine how the transformational leadership traits of the head
teacher or principal and the commitment of their staff members related to one another. It
investigates whether a transformational leader's actions can have an impact on teachers'
dedication or commitment to their jobs. This study is crucial to recognize the value of principal
and teachers’ development in the pursuit of improved performance. The result of this study will
benefit education system especially in management strategies as they can be expanded for further
development.
1.2. Statement of the problem
The study on the relationship between transformational leadership style and work commitment
amongst teachers received little attention among academic scholars. Therefore, there are few
issues found with the variables. Firstly, achieving organizational objectives or goals is depends
on the evolution of leadership perspectives and styles which carry by the principal in a school.
Future issues will be caused by a principal who is not willing to transform to meet the demands
of the school. According to Barnet, McCormick, and Connors (2001), transformational
leadership is thought to be attentive to the organizational structures, the developing of shared
visions, the distribution of leadership and the built-ups of school cultures that are required for the
present demands of the restructuring initiatives in schools.
Next, the effectiveness of an educational organization depends on several aspects and the most
important one is the interaction among administrators, teachers and students. Teachers act as the
bridge between administrators and students. That makes teachers’ commitment matters towards
students’ performance as well as school’s effectiveness. Mart (2013) stated that a dedicated
teacher will constantly go above and beyond to improve students' professional competency by
creating a positive learning environment. A dedicated teacher works to ensure that students are
well-educated in their community by effectively enhancing students’ accomplishment. It should
be highlighted that teacher dedication or commitment has a significant impact on student
progress.
However, the study on the connection between work commitment and transformational
leadership is rarely discussed. As a matter of fact, this study aims to clarify the issues related to
principal’s transformational leadership style and work commitment among primary school
teacher at Sekolah Kebangsaan (SK) Seksyen 17 Shah Alam, Selangor, Malaysia.
1.3. Research Question
1. What is the characteristic of leadership’s dimension of the principal of SK Seksyen
17, Shah Alam, Selangor, Malaysia?
2. What is the work commitment dimension of teachers of SK Seksyen 17, Shah Alam,
Selangor, Malaysia?
3. Is there any significance relationship between the transformational leadership and the
work commitments in SK Seksyen 17, Shah Alam, Selangor, Malaysia?
4. What are the relative contributions of principal’s transformational leadership styles as
independent variable towards dependent variable of teacher’s work commitment
amongst the primary school teachers at SK Seksyen 17, Shah Alam, Selangor,
Malaysia?
1.4. Research Objection
1. To identify the characteristics of transformational leadership dimensions of principal in
Sekolah Kebangsaan (SK) Seksyen 17 Shah Alam, Selangor, Malaysia
2. To identify the work commitment dimension of teacher in Sekolah Kebangsaan (SK)
Seksyen 17 Shah Alam, Selangor, Malaysia
3. To examine whether there is a significant relationship between the dimensions of
transformational leadership and work commitments in primary school.
4. To investigate the relative contributions of principal’s transformational leadership
styles as independent variable towards dependent variable of teacher’s work
commitment amongst the primary school teachers at SK Seksyen 17, Shah Alam,
Selangor, Malaysia.
2. Literature Review
2.1. The Leadership theories
2.2. The origin of transformational leadership
2.3. Transformational Leadership Theories
2.3.1. Idealized Attributes
 2.3.2. Idealized Behavior
2.3.3. Inspirational Motivation
2.3.4. Intellectual Stimulation
2.3.5. Individual Consideration
2.4. Definition of commitment
2.5. Work Commitment
2.6. Teachers work commitment
2.7. Conceptual Framework
2.8. Theoretical Framework
3. Methodology
This study conducted descriptive correlation research design using quantitative method approach
to explore the relationship between principal’s transformational leadership and work
commitment among primary school teachers in Sekolah Kebangsaan (SK) Seksyen 17 Shah
Alam, Selangor, Malaysia. The data collected by applying survey method.
The population of this study is primary school teachers in SK Seksyen 17 Shah Alam. The
sample of this study was 30 respondents. The collection data in this study applied the survey
design using questionnaire. The instrumentation adopted by Bass and Avolio (1994), Multifactor
Leadership Question (MLQ). This instrumentation divided into Part A, demographic profile, Part
B, dimension of transformational leadership style, and Part C, dimension of work commitment.
The instrumentation shared by conducting online form.
The responds of the instrumentation be the main data which analyzed by using Statistical
Package of Social Science (SPSS). The Analysis of this study derived into three parts based on
the research questions. The data was analyzed using descriptive analysis to find the mean score
and standard deviation.

No. Data Analysis

Research Questions Statistics
Techniques
1. What is the characteristic of leadership’s dimension of the
principal of SK Seksyen 17, Shah Alam, Selangor,
Malaysia?
2. What is the work commitment dimension of teachers of SK
Seksyen 17, Shah Alam, Selangor, Malaysia?
3. Is there any significance relationship between the
transformational leadership and the work commitments in
SK Seksyen 17, Shah Alam, Selangor, Malaysia?
4. What are the relative contributions of principal’s
transformational leadership styles as independent variable
towards dependent variable of teacher’s work commitment
amongst the primary school teachers at SK Seksyen 17,
Shah Alam, Selangor, Malaysia?
And the limitation of this study was done at SK Seksyen 17 Shah Alam, Selangor, Malaysia.
Therefore, the findings of this study could not be used to generalize other teachers in other
schools. For this reason, it is recommended that in the future, to do more comprehensive study
should be conducted to other school teachers to ensure better generalizability.
4. Findings

5. Discussion
6. Conclusion
7. Recommendation of study
References
Appendix