Teachers’ Leadership Styles for Learning and Student Academic Press/Emphasis: A Weird Relationship?
PDF

Keywords

teachers’ leadership styles; academic press; English; quantitative

How to Cite

KUNALAN, H., Ali, H. M., & Nordin, M. S. (2018). Teachers’ Leadership Styles for Learning and Student Academic Press/Emphasis: A Weird Relationship?. Asia Proceedings of Social Sciences, 2(4), 76-80. Retrieved from http://readersinsight.net/APSS/article/view/319

Abstract

This study proposed to address two research hypotheses; H1: Coercive (COE) and coaching (COA) leadership styles represent the leadership styles practices of the English subject teachers at the selected national secondary schools in Kuala Lumpur, Malaysia and H2: There is a significant relationship between English subject teachers’ leadership styles practices with the students’ AP/AE in selected national secondary schools in Kuala Lumpur, Malaysia. The results showed that academic press/emphasis (AP/AE) is determined by leadership style practices particularly COA except COE. Interestingly there is strong evidence that almost all English subject teachers from all three selected schools understudy did not exhibit COE leadership style compared to COA which was the most influential predictor. They might probably try to avoid in practicing COE leadership style as this would create reinforcement patterns among the students. For this reason, Bass and Riggio (2006) described COE leadership style as the absence of leadership.

PDF

References

Bass, B., & Riggio, R. (2006). Transformational leadership, (2nd Ed.). New York, NY: Routledge.

Goleman, D. (2000). Leadership that gets results. Harvard Business Review, 78(2), 78-90.

Hoy. K., Tarter, C.J. & Hoy, W.A. (2006). Academic optimism of schools: a force for student achievement, American Educational Research Journal, 43, 3, 425-46.

Tschannen-Moran, M, Banlole, R.A., Mitchell, R.M., & Moore Jr., D.M. (2013). Student academic optimism: A confirmatory factor analysis. Journal of Educational Administration. 51, 2, 150-175.