LEADERSHIP PRACTICES OF HIGH PERFORMING SCHOOLS PRINCIPALS

IN MALAYSIA
Jamilah Ahmad1 jamilah_ahmad@utm.my
Universiti Teknologi Malaysia, Skudai, Johor, Malaysia
Yusof Boon2, Najib Abdul Ghaffar3, Hanifah Jambari4, Norul Huda Ismail5,
Sharifah Osman6, Shahrin Hashim7
p-yusob@utm.my2, p-najib@utm.my 3, hanifah-j@utm.my 4, p-norulhuda@utm.my5,
sharifah.o@utm.my6, p-shahrin@utm.my7
Universiti Teknologi Malaysia, Skudai, Johor, Malaysia

Abstract
The Ministry of Education (MOE) has set up guidelines to ensure that leaders are
appointed from among those who are knowledgeable, skillful and competent but many
related studies have found that some of the principals in Malaysia do not fulfil the
criteria. On the contrary, there are High Performing School (HPS) with exceptional
principals who have proven their leadership by sustaining their performance over several
years. Thus, characteristics and practices of these HPS principals should be investigated
and be used as a guide by other principals to attain success for their own schools. This
study aimed to identify the model of leadership practices of HPS principals. This study
used a qualitative methodology with a case study design. The key subjects were three
principals of three selected HPS in Malaysia. There were also three groups of HPS
informants comprising a senior assistant, teacher, school staff, student and chairman of
the Parent Teacher Association (PTA) from each school. Data were collected through
interviews, observations and analysis of relevant documents and reports and analyzed
through several stages of coding, categorizing, cross-case analysis and interpretation
using N-VIVO10. The findings of the study revealed that the HPS principals practised
Transformational Leadership by using strategies such as setting the direction, developing
people, redesigning organization, managing instructional process or programme and
1 1
Jamilah Binti Ahmad, Universiti Teknologi Malaysia Email: jamilah_ahmad@utm.my
2
Yusof Bin Boon, Universiti Teknologi Malaysia Email: p-yusof@utm.my
3
Najib bin Abdul Ghaffar, Universiti Teknologi Malaysia Email: p-najib@utm.my
4
Hanifah binti Jambari, Universiti Teknologi Malaysia Email: hanifah-j@utm.my
5
NorulHuda binti Ismail, Universiti Teknologi Malaysia Email: p-norulhuda@utm.my
6
Sharifah binti Osman, Universiti Teknologi Malaysia Email: sharifah.o@utm.my
7
Shahri bin Hashim, Universiti Teknologi Malaysia Email: p-shahrin@utm.my
 high performing management. Based on the findings of the study, a model of HPS
principal leadership practices for Malaysian schools has been developed and can be used
as a guide to assist school principals who aim to achieve HPS status.
Keywords: Principal, High Performing Schools, Leadership

1.0 INTRODUCTION
Since achieving independence five decades ago, Malaysia has become an advanced
country through change and development. Various initiatives have been taken by the Malaysian
government to ensure that Malaysia continues to develop innovatively, competitively and
comparably with other countries in the world. On July 27, 2009, the Prime Minister of Malaysia,
Dato Seri Mohd Najib Tun Razak announced the National Key Results Areas (NKRA), which
encompasses six main fields National Key Result for national achievement (MOE, 2010, 2011,
2012). In the gathering held at the Putrajaya International Convention Centre (PICC), the Prime
Minister outlined the approaches to transform the government to one that places emphasis on the
citizen’s needs. The Ministry of Education (MOE) is directly involved in the third NKRA that is
to provide wider access to a quality and affordable education. With respect to the third sub KRA,
the MOE had taken a proactive and responsive step to identify 100 effective schools which may
receive the title of High Performing School (HPS) by 2012. The initiative is in line with the
concept of “1 Malaysia: People first, Achievement Preferred”. On January 25, 2010, the MOE
announced a list of 20 HPS schools, 32 schools in 2011 and followed by another 39 schools in
2012. In 2013, the MOE has recognized another 24 more HPS involving 14 primary schools and
10 schools medium (MOE, 2013). This brings the total number of HPS in Malaysia from 2010
until 2013 to 115 schools.
HPS are defined as effective schools with ethos, character, identity and unique in all
aspects of education and able to compete on the world stage (MOE, 2013). The main objective of
the MOE is to place all the HPS as a benchmark in terms of educational excellence and a model
to all other schools in the country. Only 115 schools were selected from more than 10,000
schools in Malaysia (MOE, 2013). There was a great difference in school performance from the
selected schools compared to other schools in Malaysia, even though unselected schools may
had better facilities and were more sufficient, or at least had equal facilities as it was in the
selected HPS. According to Hussein (2008) and Alimuddin (2006), the effective schools can be
of seen from the changes in organization features that include a focus on educational leadership,
achievin
g high academic achievement, organization, discipline, culture and a positive and condusive
the level school environment. Principals have a great influence over the organizational excellence and
of
school achievement in schools so they must equipped themselves with great leadership, knowledge,
skills and positive attitude.
The MOE has set up many strategies to ensure school leaders are appointed from among
those who are competent, by appointing principals based on their seniority and qualifications.
Some of them attended a course called National Professional Qualification Principalship
(NPQH) for a year in Institute of Aminuddin Baki (IAB) and other courses for the purpose of
equipping themselves with competencies. Logically, the strategy that had been taken by the
MOE should helped them to be competent but unfortunately, some studies conducted in
Malaysia found that some principals were passive, incompetent and unable to perform well.
The principals’ weaknesses in their leadership will prevent the management of schools to
function effectively. Among the major weaknesses were the practices of leadership, lack of
communication skills and poor time management. From the studies made by Azlin (2006), there

evidence of were principals in Malaysia who still support the classical management model as the best
ineffective model for managing the schools. Ashikin (2008) and Vishalache (2005) reported that most of
school
management the principals in Malaysia practiced one-way communication. Teachers and school staffs were
by principal
not given opportunity to give ideas or make decision and had a very limited interaction. Azlin
(2006) revealed that some principals did not give priority to the important matters. Some of them
get over involved in the school’s administration, spent to much time in the office, attended
meeting and answered phone calls. However, they ignore the importance of instructional
processes or programmes in schools. The above findings warrant a detailed analysis of the
leadership practices of HPS, to create a model and set guidelines for the principals to produce a
vision credible of making the quality of their schools world class in leadership.
Principals have a great influence over the achievement of their schools. Many studies
have been made about the leadership of successful schools in the context of diversity. One of the
largest and well known research on successful school leadership practices is the International
Successful School Principalship Project (ISSPP). This project implemented by Day, Harris,
Hadfield, Tolley and Beresford (2002), is composed of three phases involving fourteen countries
in the world. More than 100 case studies involved from various perspectives on successful
 leaders (ISSPP, 2011, 2010; Raihani, 2007). The ISSPP study revealed that the majority of the
successful school leaders applied Transformational Leadership dimension introduced by
Leithwood et al. (2003) which consists four main dimensions; setting direction, development of
people and redesigning the organization and managing the instructional programme .
By using the same methodology used by the ISSPP Project, several researchers from
other countries have conducted the studies on successful school leadership. The study by
Mulford & John (2004) in Tasmania, Australia found that the principals’ personal set of beliefs
and values were the basis for their leadership practices which led them in making decisions and
taking actions and the most dominant practice of leadership was the leadership proposed by
Leithwood et al.(2003). The study by Gur, Drysdale & Mulford (2006) in the Victorian schools,
Australia, confirmed the findings of Leithwood et al. (2003) regarding successful school
leadership practices and developed 'a contemporary model of educational leadership'. The study
by Raihani (2007) in several schools in Indonesia, found that the most dominant leadership style
among principals was Transformational Leadership of Leithwood et al. (2003) and he found that
there was an element of religion and cultural beliefs and values, which influenced the principals’
actions in carrying out their duties. Wang (2010) explored the characteristics and practices of the
principals in four effective primary schools in Singapore and found that the principals in
Singapore had contributed significantly to success of their schools and their leadership was
underpinned by their personal qualities, beliefs and values, which guided their practices. From
the study, Wang (2010) developed a model of 6Es- Educate, Envision, Energize, Engage, Enable
and Embrace and confirmed the findings of Leithwood et al. (1999, 2000, 2003).
The practices of successful leadership of principals influence the school success. Principals

weaknesses are responsible for leading schools to function effectively (Harris, 2003; Abdul Shukor Abdullah
of principals
in M’sia
2004). They must equipped themselves with great leadership, knowledge, skills and positive
attitude. They also need to be proactive and committed to their works. The major weaknesses
among the principals in Malaysia are the practices of leadership, poor communication skills and
lack of knowledge on giving priority to their tasks (Azlin, 2006; Chan, 2004; Herbet, 2006; Nor
Ashikin, 2008; Vishalache, 2005). There are High Performing School (HPS) with exceptional
principals who have proven their leadership by sustaining their performance over several years.
Thus, characteristics and practices of these HPS principals should be investigated and be used as
a guide by other principals to attain success for their own schools.
 2.0 MATERIALS AND METHODS
This study was a qualitative research approach with case study design. The use of case
study research design is particularly suitable when a study involving observation an individual or
unit, a group of people, a class, school, community, or cultural events. The key subjects were
three principals of three selected HPS in Malaysia which located in the South Zone, Malaysia
(Melaka, Negeri Sembilan and Johor). There were also three groups of HPS informants
comprising a senior assistant, teacher, school staff, student and chairman of the Parent Teacher
Association (PTA) from each HPS. Data were collected through interviews, observations and
analysis of relevant documents and reports, and analyzed through several stages of coding,
categorizing, cross-case analysis and interpretation using N-VIVO10. Interview questions used
were adapted (with permission) from a survey conducted by Raihani (2007) and has been
modified according to the context of education in Malaysia. In this study, semi-structured
interview was used for the purpose to allow respondents to provide information and opinion
clearly. All the interviews were recorded on audiotape and transcribed, with the transcripts sent
to the respondents for checking and amendments if necessary. Within-case analysis, in which
each school case was treated and analyzed as a comprehensive case in and of itself, was
conducted. At this stage, transcribing, coding, and categorizing of the interview data were carried
out. Then, the data were put into the matrices and interpreted both inductively and deductively.

3.0 FINDINGS AND DISCUSSION

The findings of this study were based on emerging themes drawn from the interviews
strategies used conducted. The findings of the study revealed that the HPS principals practised Transformational
by effective
HPS principals Leadership by using strategies such as setting the direction, developing people, redesigning
organization, managing instructional process or programme and high performing management.
The study also found that the HPS principals encouraged an open door policy, Action Research
culture and believe strongly with the teaching of Islam in order to lead their schools, which was
not mention in the Transformational Leadership proposed by Leithwood et al.(2003, 2005,
2007).
1. Setting Direction
mission & vision The effective HPS principals set the direction by identifying and articulating a school
vision, framing and communicating school goals, creating high performance expectations, and
 motivating others through creating purpose (Hallinger, 2003; Leithwood et al., 2009; Jamil et al.,
2009; Leithwood et al., 2007; Blasé et al. , 2010; Raihani 2007). The HPS principals ensured all
citizens share and understand the vision clearly. They accepted responsibility and accountability
strategies to for promoting and achieving the vision and mission. There were several strategies used by the
promote MV
by HPS HPS principals for communicating the mission and vision of the school to the staff, students, and
principals
parents. They practised open-door policies, effective staff meetings, built leadership teams, had
two way communications, issued bulletins and newsletters, communicated through school
website, facebook, whatsapp and by being visible. They were capable to develop strategies to
increase school performance, to analyze and understand the internal and external context of
schools and acted as planned.

2. Developing People
The successful principals are not born naturally but they are created after gaining a lot of
training and experience as well as through the process of self-improvement and lifelong learning
(Hussein, 2007). The HPS principals took responsibility for their personal, staff and schools
performances. They improved themselves by acquiring new and useful knowledge and skills.
They were proactive, committed, creative, 'think out of box' and they had skills to develop their
subordinates. Among the strategies used by HPS principals for developing subordinates were;
(i) Stimulate intellects
Learning The HPS principals encouraged teachers to attend courses or seminars, further their
organization (LO)
studies and apply to become excellent teachers. They also encouraged the teachers and staff to
actively obtain
and transfer make self-reflection and finding solutions for the improvement of the existing practices. They
new knowledge
to adapt encouraged them to conduct Action Research and use ICT to gain new knowledge which can be
changing environment
used for the purpose of instructional process.
(ii) Offer individual support
The HPS principals practiced an open door policy and provided moral support and ideas.
(iii) Profesional Development
They had the knowledge and skills to develop subordinates in the professional
development program in regular basis and effectively. They organized an effective professional
development program, such as In-Service Training, talks or workshops related to instructional
 process, transformation of HPS, Action Research, ICT and FROG-VLE, and also a
benchmarking visit to schools located in and outside the country.
(iv) Positive values and beliefs
The HPS principals were proactive, thoughtful, charismatic, accountable, visionary,
creative, reflective, patient, honest, sincere, trustworthy, inspiring, punctual and firm but loving.
They emphasized the values and beliefs in their work and daily life. They were religious and
any actions in leading the school guided by the teachings of Islam. These positive values and
practices made them accessible and be a great model to their subordinates.

3. Redesigning The Organization.

school strategy (ss) Prinicipals must have knowledge and expertise to manage the organization and to
structure the organization with the needs and the changes of times (Blase et al., 2010). From the
findings, the HPS principals did not make any changes in the existing organization structure but
they encouraged the schools citizen to adopt an excellence and creative culture, create a
collaborative culture, ensure secure environment, create good relationships internal and
externally, create networks with schools and higher education institutions within and outside
Malaysia and also make decisions collaboratively.

instrucional program
4. Managing the Instructional Process or Program = curricular design

The HPS principals understood and applied the characteristics of instructional

effectiveness in the management of the instructional program. Hallinger (2003) stated that one of
the three factors that correlated with successful principals is managing the instructional program.
The HPS principals took the responsiblity to supervise and evaluate the classroom instruction, to
coordinate the curriculum, to appoint the right staff for the right subjects, to provide resources,
responsibility
of HPS
to manage the committees and to monitor the students’ progress. They frequently measure
principal in academic student progress through a variety of assessment procedures.
successful
school
management
5. Managing High-Performance Management Aspects
The successful principals are effective leaders and managers. In creating an outstanding
school management, the successful principal activities include planning, implementation,
directing and monitoring (Hussein, 2008). The HPS principals surveyed are involved in school
planning, program implementation, supervision and monitoring, especially in human resource
management, curriculum, co-curriculum, staff development, finance, environment and etc. They
had the knowledge, skills and expertise in managing aspects of high performance work systems,
curriculum, co-curriculum, financial and discipline management.
Based on the findings of the study, a model of HPS principal leadership practices for
Malaysian schools has been developed (Figure 1) and can be used as a guide to assist school
principals who aim to achieve HPS status.

HPS
PRINCIPALS

-Vision , goal and

- high performance work school directions
system -Develop strategies for
- curriculum management, school improvement
- co-curriculum
management SETTING DIRECTION
- financial management
- discipline management
- Intellectual stimulation
- Individual support
- Professional
MANAGING HIGH- development
DEVELOPING
PERFORMANCE PEOPLE
- Lead by example
MANAGEMENT - Positive value &
beliefs

MANAGING
INSTRUCTIONAL REDESIGNING
PROGRAMMES ORGANIZATION
-Focus on teaching and
learning process
-Managing curriculum -Develop creative culture
-Observation and -Develop collaborative
evaluation on instructional culture
process -Condusive and safe
-Reward/ incentive environment
-Support for pupils -Relation (Internal &
learning process external)
-Network (School / HEI
locally/internationally)
HIGH PERFORMING SCHOOL
-Making decision together
(HPS)
*Successful Leadership
* Successful students (academic
and co-academic)
 Figure1. Model of HPS Leadership Practices in Malaysia

4.0 ACKNOWLEGDEMENT
To summarize, in this study a model of successful school leadership in the context of
Malaysia was developed, which is drawn directly from the findings and based also on the
investigator's reflections on the data and the relevant literature. The main factor that lead to the
achievement of the HPS is the leadership of the principals or headmasters . Leadership is both a
process and behaviour in which a leader apply certain actions to influence others to work on a
voluntary basis and in team towards achieving the vision of the organization. Based on the
characteristics of HPS, the most dominant leadership style among principals of sucessful HPS is
Transformational Leadership of Leithwood et al. (2007). It is a must for the school leaders to
practice the best and excellence leadership in order to achieve a successful school and help to put
Malaysia on world class standards of education.

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