The effect of school bureaucracy and teachers’ demographic variables on the relationship between principals’ leadership practice and teacher commitment in Penang secondary schools / Teoh Hong Kean
This was a mixed method research. The purpose was to determine the relationship between principal leadership practices and teacher commitment. The mediator was school bureaucracy while the moderator was teacher demographic data. The study was conducted using quantitative survey questionnaire to 3...
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Format: | Thesis |
Published: |
2016
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Online Access: | http://studentsrepo.um.edu.my/14607/1/Teoh_Hong_Kean.pdf http://studentsrepo.um.edu.my/14607/ |
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Summary: | This was a mixed method research. The purpose was to determine the relationship
between principal leadership practices and teacher commitment. The mediator was
school bureaucracy while the moderator was teacher demographic data. The study
was conducted using quantitative survey questionnaire to 367 teachers from 126
secondary schools, ranging from band 1 to band 6 in Penang using multi stage
stratified cluster random sampling. Then, it was followed by qualitative interviews
upon 12 school teachers and principals, chosen by purposive stratified random
sampling to seek a better understanding of significant phenomenon. This study was
using SPSS nonparametric analysis and Partial Least Squares Structural Equation
Modeling (PLS-SEM) to analyze the data. The study found that teacher commitment
was high, especially in commitment in teaching work. The study also identified three
significant predictors of principal leadership practices that could enhanced teacher
commitment. Another key finding that emerged from the study was that the school
bureaucracy had partial mediating effect on the relationship between principal
leadership practices and teacher commitment. Teacher demographic data had
significant effect on the relationship. Findings from this study could be used to tailor
professional leadership development programs that emphasize on the understanding
of principal leadership practices. Principal leadership practices such as continuous
improvement of instruction, cooperation and collaboration and school climate that
impacting teacher commitment might regard as necessary core business in school.
School bureaucracy, though it is highly centralized, was another matter of important
with regard to teacher commitment.
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