Leadership and Organisation

1.0 INTRODUCTION

In the study of leadership, the influence of leadership is crucial in determining successful of
the organization. Leaders can influence and efficiency leads an organization towards
excellence. Therefore, an organization such as schools, the influence of principal leadership
and efficiency is important in determining a school’s success under his leadership. A leaders
who have different personalities and various honor usually lead effectively. (Kirkpatrick and
Locke, 1991). The role of principals in dealing with various problems involving either
employees under his leadership, the community in or walk around the school, or business at
the top affect school performance.
Therefore the school is said to be the institution where the level of implementation
policies, education and innovation policies play an important role. Any policy or educational
innovation implemented at the school level effects on teachers behavior. Such circumstances
and constraints put pressure on the job determinant of teacher effectiveness. Despite all
this tension is said to occur in many commercial and industrial areas but other areas such
as education could not escape from it. Leadership processes in schools today requires a
paradigm shift from principals to teachers even it cannot be implemented in a short time.
(Nathan, 2001).
Almost the same principals position with middle managers under pressure from
many parties. They also act as shock absorbers in the system education requirements as a
result of opposition from all levels (Moser 1974). Principals considered as the heart of a
school where the event leadership patterns can give satisfaction to all its employees
consisting of teachers and non teachers will be creating a work environment fun and
indirectly the performance of teachers and staff will be increased.

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2.0 DEFINITION AND CONCEPT

Leadership has some of definition that can be used to describe this words based on someone’s
understanding. According to Kamus Dewan (1989), leaderships can be defined as someone’s
ability in order to being a leader. While, Certo (1997) had described leadership as one process
of directing someone’s behavior to ensure the main objective has fulfill completely. Directing
means individual will take some action according to certain way or something like policy,
organization and work’s description. Kamus Dewan (2004), mention that leadership is the
ability to lead.
As there are so many definitions of leaderships that can be acceptable, so in generally
there is one definition that easy to understand by anyone. Leadership referred to the process
of influence people or some organization to achieve one same goal that had been decided.
Leaderships were connected to the leaders. Leaders can be differentiate by the type their
belongings. Based on Haris and Muijs (2005), there are two concept that build up the
characteristic of teacher leadership which is roles and responsibilities and cooperation. There
are many types of leaders which is democracy, Laissez-faire, and autocratic. These 3 types of
leaders always had been practice by individual to manage their organization (Abdul Ghani
Abdullah, 2009). In addition, there are some leaders that manage organization by following
the orientation of work or orientation of people. These types of leaders usually practice by big
organization.
The different types of leader bring to the different results. A leader’s personality is
one of the important factors in leadership. (Stodgill, 1948) People or leaders that choose
autocratic leadership will force their followers to do something that they want without
consider their follower’s needed. This autocratic leader does not concern to the follower’s
feeling, so all the leaders that using this type of leadership will be hated by their workers.
Many of workers will doing their work based on motivation of fear. They were doing their
work just because the feeling of fear to their leaders. They does not want to be punished or
fired by their employer if they doing something wrong. This situation will gives them
pressure to work and there are no friendly environments in this workplace. If the workers are
feeling bad and tension with this situation, it will effect to their performance of works and it
will caused to the unproductive result.
While democratic leaders referred to employer that taking decision or some action
after he or she had been discussed with their workers. That means, all of them are playing the
important function and doing some work together without any different between the

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employer and workers. The workers will be motivated to do their work as they feel that the
company had given appreciation to them. The Laissez-faire leaders will give freedoms or
power to the workers so that they can take any actions or decision as they want. This type of
leaders will cause many problems as the employers did not participate to handle their workers.
This will bring a big trouble in the workplace. In conclusion, the best type of leader is
democratic and it should be practice by all leaders or employer so that the goal can be
achieved.
Meanwhile, organization had been defined as one group of people ( two or more ),
which formally joined in a partnership to achieve the purpose that already set. Organizations
have a connected to the leadership as both will decide the achievement they want. If the
organizations want to fulfill their objective, they must have a good leadership to conduct this
part of organization. Example of organization is education system in Malaysia. We will
describe the organization of the school to give more understanding.
Organizations of school includes all aspects like the ideals of the school, standard of
education, social usefulness of the school, discipline and control and the system of work in
the office. Almost all of the school had been practiced the types of democracy leadership. In a
democratic system, the school organization serves as a means of achieving the ideals of
democratic thought. In this system, each individual is taught that he has to develop himself
and do his duty to the society.
There are 3 elements that have been regarded as an importance in the organization of
the school. First, organization must have the planning and outlining of each activity in the
school. Second, the organization should implement the plan on the basic of the outline that
had been given. Lastly, an assessment of the results of the implemented plan. These elements
will determine either the organization had achieved their objectives or not. This is also
regarding to the problems that may occurred to the organization.
The problem likes the number of children in schools that has been increased also
gives many works to the school organization. The school needs to arrange the numerous co-
curricular activities and new subjects in the syllabus. At this time, the good organization will
take effort. In an ideal school organization, the child should be provided with an environment
which is in accordance with his abilities. It is necessary to have a good organization and
leadership to encourage the success. In a democracy school in Malaysia, management is not
controlled by one person or a chosen few. It requires the co-operation of teachers and the
public. This co-operation is the basis of school management.

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In conclusion, the organization and leadership has relationship between each other.
Without effective leadership, the organization will not come out with the success.
3.0 LEADERSHIP STYLE

Leadership style can be the best way in creating an excellent student, both in curriculum and
curriculum. The methods how a leader is going to lead also known as leadership
style. (Smith, 1989 in Mahawa binti Pilus’s article). The selection of the leadership styles by
principals and teachers need to be match with their personalities and situation
nowadays. Leadership style should be selected base on strengths in certain aspects. It is
important so that the governance and organization of a school can be implemented
smoothly. Way of thinking, attitudes and behaviour of a person is defined as a style of
leadership. (Ainon, 2005 in Tinah Bt Naim’s thesis). A leader must also set a good example
to those who led.
According to Leithwood, Tomlinson and Genge (1997), in Abdul Ghani Abdullah’s
article, transformational leadership style give a positive impact on job satisfaction,
commitment to the organization and performance of teachers. Diversity of leadership styles
on display will be able to produce different school organizations. Leaders wisdom in
choosing the leadership of the relevant rules will established a close relationship with the
community led. This thing will be able to create a good learning environment and organized
in the school.
Through the leadership styles shown, we will be able to recognize the character of
the person. As a leader, he should be practicing wise leadership style chosen. It is important
to maintain a good relationship between subordinates. In one class, the teacher should wisely
choose the appropriate leadership style to adopt. This is so because each student has a
different character, by the leadership style should be shown also different. Generally, there
are various types of leadership styles that can be practiced. However, typically only three
type of leadership that always has been used which is autocratic, democratic and laisser-faire.
These three styles of leadership have different advantages and disadvantages. Any mistaken
in choosing leadership style will give a bad impact on school organization and the student.

3.1 Autocratic leadership

According to the Kamus Dewan (2005), the word autocracy itself bring the meaning of
constitutes the rule by the person or persons with full powers. This means the leader has full

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authority in determining the organizational of a school. All orders made by teachers who
adopt this style should be implemented without the need reason. Not only that, students also
will not have any freedom to decide a matter. This will create a passive interaction between
the school, teachers and students. This leadership style will also lead to a tense school climate.
Community led will start thinking negatively of the individual who led the event of a decision
in the context of school organization that is made is not accurate. This situation can cause an
adverse impact on the reputation and performance of the school.
In addition, if a teachers use this kind of leadership style, it will cause students to
lose interest and enthusiasm for learning. However, from the other aspects, it will be able to
control the situation within a class. For example, when the teachers give punishment to
students who come late to school, then it will influence other students to not repeat the same
thing. This situation would also establish discipline among students. Therefore, it can be
regarded as something positive. Not only that, it is also suitable leadership style practiced in
facing critical situations. In the face of this situation, the decision must be done with a short
time. Therefore, the consent of the other person is not required. For example, in solving
certain cases like criminal case, a quickly action should be taken immediately. However, this
style is not usually liked by everyone and it is also deemed to be dangerous in an organization
that is led.

3.2 Democratic leadership

This type of leadership style shows the attitude of teachers as leaders who encourage their
students to involve actively in the learning process. Students will be given the opportunity to
voice their ideas or suggestions during the process of teaching and learning. In addition,
teachers who adopt this leadership will be more open and the view conveyed by the students
received positively. This style of practicing teachers will lead students to feel that they are
valued and trusted. Therefore, the governance of the organization of schools will be able to
run smoothly. In addition, teachers also play an active role in giving their views and ideas
when planning an activity.
Leadership also requires that the leaders which is principal to share power with other
teachers. This mean that all teachers have their right to give any opinion before a decision is
reached. Such attitude of teachers was also very conscious of common interest instead of self
interest. Problem that exists in the school organization be resolved with cooperation of all
teachers. This situation can create a conducive learning environment where students will feel

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comfortable and satisfied with the leadership shown by the leaders. In addition, the close
relationship between teacher and student can also be created through this kind of leadership
style. When a love feeling occur for a job, he or she will feel satisfied when doing that job.
(Razali Mat Zin, 1999). This mean that, when a student love their teacher, they will show a
positive attitude.
In facing student behavior issues such as involved in gangsters, drugs, etc., action
from all teachers is needed to resolve this matter. A leader which is principals would have to
speak with other teachers to find effective solutions to overcome this situation. Therefore,
any mistaken in making decision can be avoided. Teachers can also let their students to
actively participate during the learning process is conducted through question and answer
session. This thing not only will make students to understand in a topic but it also will
improve their performance in academics. According to Marzono (2003) in Kirsten Miller’s
article, the actions of a person in the classroom will bring multiple outcomes in student
achievement than school regulations on curriculum, assessment of cooperation between
teachers and the involvement of many communities. Democratic leadership styles can also
produce students who are patient and tolerant. Therefore, students' behaviour can be
controlled and discipline problem can be decreased.

3.3 Laissez-fair

The next style is the style of leadership is Laissez-fair style. In this style, the nature of one's
leadership will not be noticed. In class, the students were given full freedom to make
decisions. This kind of teacher does not take any part in the planning of an activity. A teacher
who practices this kind of leadership is said that they give a little contribution and did not
show any initiative to the activities in class. (Abdul Ghani Abdullah and Abdul. Rahman
Abd. Aziz, 2009). Behaviors exhibited by the student will not be evaluated by teachers who
adopt this style.
This style will give a poor impact toward student’s academic performance. Among
them is that it limits the communication between students and teachers. Sometimes, things
will cause students to be afraid and no interest to ask teacher any problems. As such, they
will choose to remain silent. Therefore, a free communication such as gossiping and talking
nuisance which is out of the learning contexts will happen because of lack of regulation. This
thing would create problems related to discipline problem. This situation will definitely affect
the teaching and learning process. Academic climate in the classroom and effective teaching

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is a discipline in classroom because it can prevent students from involve with discipline
problem. (Burden, 2003). This style will certainly give negatively impact the learning process.
In some cases, this kind of leadership style that applied in students is said can build
up their creativity especially in academic aspect. However, this type of leadership style is not
appropriate for students in primary and secondary schools. This is so because the thinking
level of student is still low and requires a lot of guidance and support from teachers in the
learning process. At the university level, this leadership style may be trying to use to
encourage student to think creatively in all aspect.

3.4 The differences of three leadership style

The three styles of leadership exhibited by the teacher will produce students who are
different. In autocratic leadership, the students will tend to show two types of response which
is to be aggressive and attitude 'why not'. Students will work hard in front of autocratic
teacher, although this job rate will decline rapidly after the teacher out of class. These
students are also highly dependent on the teacher and always want attention.
This is contrary to the instruction given by the teacher of democracy. Attitude shown
by the students is that they will continue to work even if the teacher was out of class. Attitude
of cooperation and tolerance practices are observed among these students. For students who
receive a teacher with laissez-faire leadership, they will ask questions and seek more
information from the teacher. After the teacher out of class, students found that the work hard
rate is high, compared with autocratic and democratic leadership.
Overall, the leadership style played by teachers significantly influences the learning
process. As a competent teacher, they must be smart and creative in choose the style to be
adopted. Ubben and Hughes (1992) in Ariffin Bin Che Yahya’s thesis said that effective and
excellent schools have a creative leader .The environment and character of students is an
important element in determining the selection of the ideal leadership style. So that, student
will be able to adopt with the leadership style shown by teacher. After that, their study
performance will become better.

4.0 SCHOOL ORGANIZATION

School is social organizations which have common features as a social organization. As a
social organization, the school has specific goals to be achieved, the structure of the task and

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interpersonal interaction between members of the organization. In Malaysia, the school's aims
are to promote, improve, enhance and ensure teaching and learning activities of students in
the smooth running and able to meet the needs of the community. The goal was to ensure
students acquire the knowledge and all the necessary skills to enable them to face the
challenges of life after school. In addition, the school also aims to create unity among
students of various ethnic groups in Malaysian society to ensure the existence of a united,
democratic, liberal and dynamic.
Task structure refers to the various levels of the organization of the upper level,
intermediate level and lower level. Upper level consists of a row of administrators who work
in directing the organization through planned management strategy plan. Intermediate level
refers to those who monitor the implementation of management strategies, while the lower
level is the implementation of the strategy set.
At school level, the administrative structure consists of a principal, three Senior
Assistant Teacher, four senior subject teachers, subject teachers, some support staff, general
staff and pupils. Principals are at the highest level and have full or absolute power to direct all
teachers, support staff and pupils. Position of other members including teachers, support staff
and general workers are based on the responsibilities distributed according to the
qualifications, experience and specialization, respectively. Outline the rights and position of
their power, thus determining the duties and responsibilities that must be implemented.
In addition, there are other elements that affect interpersonal interaction, behavior
and the role of principals as school managers. Among the elements are like skills, knowledge
and experience. The principals who have the knowledge and experience will be more
confident in managing the school. The experiences that they get will make them to be more
creative in solving any kind of problem. The new principals are feeling less confident and
may make mistakes in dealing with the same crisis. Personality differences influence the
creativity of the principal as a manager. In addition, it can also affect the behavior of the
principal as a manager. High expectations of teachers and students the ability to give
confidence and motivation to the entire school community to achieve something better, while
the low expectations which in turn will produce the output.
The structure of an important task is to ensure that all school staff knows the duties,
responsibilities and authorities respectively. The structure also facilitates the principal task of
moving the organization to achieve its goals and objectives of the school management. Figure
1 shows the structure of a schools organization management in Malaysia

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Figure 1: The Structure of an Organization's Management in Schools

Source: Obtained from http://images.vertex42.com/ExcelTemplates/orgcharts/school-
organizational-chart.gif at 9 March 2012

There are two existing interpersonal interaction in school organizations. There are
two dimensions that influence the interaction and behavior of individuals in an organization.
Dimension and the dimension are called namotetik idiographic. Namotetik dimensions
determine the roles and expectations that enable organizational goals achieved, while
idiographic is determined by the individual in the organization, such as personality and its
own needs (Chaube, S.P. et al., 1995).
Trust and understanding of the principals of the task also determine the behavior and
their role in discharging their duties. Principals believe that school is an educational
institution and understand her duty is to enhance students' learning process will serve as
instructional managers. School today is a shrinking organization in a larger organization, but
at the same time educational organizations play a more important role to ensure that he is not
left out of mainstream or, more precisely at the global level. Thus the school has no choice
but to make itself a learning organization if it does not want to vanish the passage of time.

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School as an organization full of confusion should be led by a principal who is
visionary and willing to take risks. Among the features that need to be owned by a principal
of this millennium are intelligent forecasting, power mapping, as well as patient and calm. It
cannot simply assume that it will be able to get things done and achieve what is desired. This
can only be done when they were ready with the knowledge and skills principals hip.
Principal actually lead an organization in which consists of a wide variety of human
appearance, behavior, and will do something that is sometimes beyond expectations.

5.0 SCHOOL LEADERSHIP

In the era of liberalization, the school plays an important role in shaping the direction of
educating the young of our country such as Malaysia. Quality educations a benchmark for
national development in order to produce heirs rule the country in the future.
School-level leadership must act in the form of so-called instructional leader who has
a specific role in the level and their position to implement an education program based in
schools. In addition, school leaders also need to have a sense of the transformational leader as
an agent of transformation towards the changes in school administration.
At the school level, school leadership is inclusive of principal, senior assistant
teachers, parents, inspectors of the Ministry of Education and representatives from the local
community have duties and responsibilities of each. Leadership needs to be done with
confidence by working in groups. This is because they belief that a person will start to
increase that a difficult and hard work will become more difficult and hard if implemented
lonely (Muhammad al-Sayyed al-Representative, 1986:27)

5.1 Role of the Principal

Principal is the main pillar of leadership in schools. We need to know the school leadership
differs from one place to another, which may also differ from one state to another state
depends on who is leading the school. This is because; every principal who led the planning
of a school has a different agenda for their respective school carried out. Principals play a
role as head of administration, other managers of school leaders. Tasks that need to be to
oversee the implementation of the school curriculum in line with the National Philosophy of
Education Policy, member of professional leadership to all staff who are in school, and

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strengthen cooperation between the school and community through an organization called the
Association of Parents and teacher of the PTA.
In addition, principals will also serve as instructors at the school leader to set the
direction for the school. This is because; leadership will be the image of the pattern of school
to drive towards achieving the school's vision. They also serve as a reference point, the expert
consultation, and the place to discuss and talk of a problem and where to seek advice as a
leader. It is possible principals as role models for teachers working with full commitment to
the mission of the school vision to work together as a cohesive team. In addition, principals
need to make a SWOT analysis and analysis of the school environment to identify
weaknesses and strengths and opportunities in the school. (Chaube, S.P. et al., 1995). This is
to ensure that any shortcomings could be overcome to ensure the implementation of its
strategic planning of effective schools.

5.2 Senior Assistant of Student Affair

In addition to the principal, the leadership at the school level also led by senior assistant
teachers. Senior assistant teachers are as teachers Student Affairs and Co-curriculum teachers.
Senior assistant teacher's role is to assist the principal in his absence at the school in terms of
business. For example, to check the presence of staff, managing data and information, control
and discipline which represents principals to attend the briefing or official functions. In terms
of teaching, the role of senior assistant teacher is that it needs to understand and practice the
syllabus requirements and demands outlined by the ministry to teaching in schools. In
addition, the conduct of teaching and learning (P & P) effectively in the class being taught
that all knowledge can be understood by students easily and effectively. This is because,
effective teaching and learning can positively impact both to the students in the near future by
using the knowledge given to them properly (Al. Ramaiah, 1992).
In curriculum management, senior assistant teacher will be responsible in assisting
principals to distribute academic tasks to staff in schools, to coordinate the conduct of
committee meetings subjects such as Malay Language, Mathematics, Science and English as
well as overseeing and updating the school's annual schedule and timetable class of students.
In addition, senior assistant teacher's role is to assist the principal tasks such as guiding the
teacher trainees, new teachers and teachers back in the conduct of their duties at the school by
giving some advice and guidance to them about ways of teaching and learning in the
classroom teacher as well as the duties of other duties outside the classroom. Assist principals

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in planning the school's annual academic calendar is to be made throughout the year, helping
to prepare the annual school budget, and implementing instructions or task, other tasks as
assigned by the Ministry on Education or other higher authority from time to time.

5.3 Nazir

Nazir is the officer appointed under subsection role to carry out inspections of schools may
be directed to them from time to time in researching all aspect in terms of their curriculum,
instruction and training, conducting examinations, use of textbooks by the education and
teachers in schools and the qualifications and performance of a school whether there is any
increase or decrease in academic performance and curriculum. In addition, inspectors are
assigned to determine whether the requirements of Enactment method as well as guidelines
set by the Council and the Registrar fully complied with by the school (Hussein Mohmood,
2008).
Nazir also plays a role in reviewing and checking account money to ensure it is
properly maintained and all receipts of money and the expenditure incurred must be
accounted for properly and attached once all the details of receipts and expenditure waning
was made in accordance with the requirements of this Act on direction of the Registrar. If the
school commits an offense who contravenes Enactment done then the inspector must submit
a report to the Registrar of the schools that have been inspected by him and can make any
comments which it considers it appropriate that the report be written on.
Inspectors play an important role in school leadership as it helps school administrators,
especially principals to plan and administer the school the right way outlined by the Ministry
of Education. It is important that all facilities and the needs of students can be given a fair
and effective without any deviation.

6.0 TEACHER LEADERSHIP

All of us can be “teachers” but not all of us are “school teachers” and even fewer are
“effective teachers”. All teachers share common characteristics. All have certain knowledge
and skills, make a variety of decisions, posse’s personal qualities and transmit that knowledge
and skills to more than one person. Barth (2001), mentions that teacher is a leader who acts as
an agent of changes in schools and classrooms.

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Music teachers, coaches, private tutors, performer, religious teachers, animal trainers,
parents and grandparents are “all teacher”. But school teachers have official assessments and
formal teacher and pedagogical training. Pedagogical training has command of subject matter,
general pedagogical knowledge and curriculum. The effective teachers are teachers who
promote student learning that enhances their cognitive, social, affective and personal
development in accordance with a reported of teaching modes and principle.
Danielson (2006) saw leadership as a teacher at a teacher’s repertoire of skills that
besides teaching also have an influence which extends beyond the classroom, whether within
or outside school. Teacher’s leadership is moving the other teachers to improve school
performance, particularly in teaching and learning. This situation exists not because the
teachers is the head of organization, but because the teachers has expertise and capabilities
and be able to influence other colleagues.
School improvement process often involves the implementation of activities and
programs that different materially from those made in the past. Katzenmeyer and Moller
(2001), states that teacher leadership often face problems and obstacles that are
inevitable such as lack of interaction with other teachers, cannot accept the leadership of
others and so on. Therefore, the role of the teacher is faced with change management.
Teacher leadership needed to manage the change process and motivating colleagues to create
innovative learning and performance of duties by way of better and more effective.
Teachers also formed collaborative relationship with other teachers and see the
problem as an opportunity to make a change in the problem. The teacher’s leaders in school
usually longer (about 20 – 30 years) when compared with the principal (about 3 – 5 years).
When the principal changes, the policies and school programs also will be changed. Then, for
the sake of continuity and stability program of excellence, leadership, teachers need to be
fostered and encouraged. For the time being, the efforts of teachers should be made
collectively and collaboratively to achieve better results. This involves the teacher leaders in
decision making process and the run program initiative.

6.1 Styles Leadership Teacher

6.1.1 Efficient of Use Resources
Leadership styles of the new millennium must have an efficiency of use of all available
resources to the optimum. Therefore, teachers need to have leadership skills and ability to
access information, perform analysis, skills in planning and organizing programs and

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expenditure and financial management to avoid wastage. Stolp (1995), states that leadership
of teacher can influence students toward a good learning concept and will build up a suitable
study culture also a visionary ideas. In fact, the use of ICT, which provides a seamless
concept to enable mobile access to information, should be a catalyst for teaching methods as
such the leadership of teacher should take this opportunity to harness him to be an efficient
use of ICT facilities provided.
Teachers help their colleagues by sharing instructional resources. These might
include Web sites, instructional materials, readings, or other resources to use with students.
They might also share such professional resources as articles, books, lesson or unit plans, and
assessment tools.
Tinisha becomes a resource provider when she offers to help Carissa, a new staff
member in her second career, set up her classroom. Tinisha gives Carissa extra copies of a
number line for her students to use, signs to post on the wall that explain to students how to
get help when the teacher is busy, and the grade-level language arts pacing guide. (Catherine
Gaymor, 1997).

6.1.2 Ability to Communicate Effectively
Effective communication skills are very useful in the conversation and transfer of information
to increase understanding of teacher leadership to improve communication challenges
includes formal and informal communication. In the context of education, communication
can be expressed as the delivery or exchange of information between two person which is
teacher and students. (Lewin and Nolan, 2000). Communication can be divided into two
types which verbal and non-verbal communication. Verbal communication refers to the
delivery of information through oral while non verbal communication is our body languages.
Through communication, teachers will be able to interact with all students. This situation will
not only strengthen the relationship between teachers and students, but can make the learning
process to be smooth.
In connection with this teachers must not only have the communication skills but
skills in using various mediums of communication skills in using tools are new challenges to
teachers changes such as the communications medium is essential especially in an era of
global. When teacher start to communicate with student, they can sharing any idea and
problem about learning process. Through communication process, it can build up a student
with a good discipline. A good discipline in the classroom requires a proper management to
minimize any disruption and to facilitate the learning process to occur. (Charles, 2002). Goh

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Swee Chiew (2002), mentions that classroom discipline is the key to refrain from bad action
and if it happen, immediate action should be taken to prevent it from continue spread.
Teacher leaders can also be catalysts for change, visionaries who are “never content
with the status quo but rather always looking for a better way” (Larner, 2004, p. 32).
Teachers who take on the catalyst role feel secure in their own work and have a strong
commitment to continual improvement. They pose questions to generate analysis of student
learning.
There are the example situation whereas in a faculty meeting, Larry expresses a
concern that teachers may be treating some students differently from others. Students who
come to him for extra assistance have shared their perspectives, and Larry wants teachers to
know what students are saying. As his colleagues discuss reasons for low student
achievement, Larry challenges them to explore data about the relationship between race and
discipline referrals in the school. When teachers begin to point fingers at students, he
encourages them to examine how they can change their instructional practices to improve
student engagement and achievement. Although teachers have access to a great deal of data,
they do not often use that data to drive classroom instruction. Teacher leaders can lead
conversations that engage their peers in analyzing and using this information to strengthen
instruction. (Catherine Gaymor, 1997).
Carol, the 10th grade language arts team leader, facilitates a team of her colleagues as
they look at the results of the most recent writing sample, a teacher-designed assessment
given to all incoming 10th grade students. Carol guides teachers as they discuss strengths and
weaknesses of students' writing performance as a group, as individuals, by classrooms, and in
disaggregated clusters by race, gender, and previous school. They then plan instruction on the
basis of this data. (Aziah Ismail, et al., 2006).
This is show that communication have so many way can use. A creative teachers will
use various style to attract and treated their student. For student, the new style and enjoyable
learning will improve their achievement. They also will feel comfortable to learning and
sharing everything with us. So, the relationship a teacher and student will become closer then
it will help each other.

6.1.3 Constantly Monitor and Assess the Progress of Each Program and
Organization
Nathan (2001) in Abdul Ghani Abdullah et al. (2007), states that school leadership is
progressively changing from the traditional leadership model to a model bary, which also

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gives you more control to the teacher. The emergence of the new millennium is also
demanding that teachers have the skills to monitor and evaluate the progress of each program
and organization. In other words, teachers should have an understanding and appreciation of
the overall mission and values of the organization and ensure that all actions taken by the
students under surveillance. There are need a comprehensive understanding of the
organization he represents.
Teachers also need to have the ability to do strategic action for the survival, expansion
and growth programs and organization. For example, the head of the English committee
should also go into the field to ensure the English Week activities run smoothly. Serving as a
mentor for novice teachers is a common role for teacher leaders. Mentors serve as role
models; acclimate new teachers to a new school; and advise new teachers about instruction,
curriculum, procedure, practices, and politics. Being a mentor takes a great deal of time and
expertise and makes a significant contribution to the development of a new professional.
For the example, Ming is a successful teacher in her own 1st grade classroom, but she
has not assumed a leadership role in the school. The principal asks her to mentor her new
teammate, a brand-new teacher and a recent immigrant from the Philippines. Ming prepares
by participating in the district's three-day training on mentoring. Her role as a mentor will not
only include helping her teammate negotiate the district, school, and classroom, but will also
include acclimating her colleague to the community. Ming feels proud as she watches her
teammate develop into an accomplished teacher. (Aziah Ismail, et al., 2006).

16

7.0 CONCLUSION

Leadership role in implementing the program in school is important. Principal’s act as
moderating the job such stress teachers. Appropriate leadership pattern can improve the
performance of teachers’ further increase effectiveness. Instead the pattern leadership who
are not will be to develop a relationship that less well with the teachers. This is a source
of stress to teachers. Although teachers are the most important human resources in education,
if the resource is not managed wisely, many problems will arise. The teacher ability to give
attention on leadership, encouragement and support to solve problems, improve and enhance
teaching and learning process is also known as instructional leadership. (Murphy and
Hallinger, 1987).
Principals can increase the effectiveness of the organization if dimensions of job
stress leadership organizations such as discipline problems control and lack
of school principals on the aspects of concern task can be reduced with this teacher
effectiveness can be enhanced. Organizational effectiveness can also be enhanced if
principal emphases on tasks involving increase the quality of teaching and learning because
most of school output is producing quality students.

17

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Leadership and Organisation

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