Professional Documents
Culture Documents
0 Background of Research
In a research done by Rahmad & Mariam (2007), they say that morality is mainly about
how we relate to and deal with others, and also include how we interact with ourselves,
specifically the respect in which we engage ourselves. Effective moral leadership will foster a set
of systematic learning process of good human abilities within the institution that serve future
society. According to Rahmad (2007), there are five major paradigms used to analyze moral and
ethical dilemmas. The first is on ethics of justice. Ethics provides basis for legal principles and
ideals. Ethics can be expressed in two thought; school and social contract.
Second, is on ethics of care, which focuses on compassion and empathy. Critique is the
third ethics, seeks to challenge the status quo and give voice to the marginalized sector of
society. The ethics of profession calls for school leaders to consider professional and personal
ethics and codes. The fifth ethics for educational leaders are the community which is defines the
community as the moral responsibility of the educators. These five paradigms are important to
educational leaders in making ethical decisions. Principals in the school are the essential key
persons to influence and engage the efficacy of moral leadership style for teachers, students and
parents. The principals as a moral role model must work to sustain climate, culture and
community. Rahmads & Mariam (2007) report is based on observation done in school leaders.
Although the five paradigms discuss were applicable among school leaders in Malaysia but it
was not surveyed if our leaders posses all the propose ethics. More over the five paradigms
discussed also co insight with Nancy and Candaces dimensions.
Giuffetelli Parker (2008) embarked on a study with staff and administrator of Mosaic
Park School to study the educators relationship with others on the moral dimensions involved in
authentic learning communities. In her study literacy not only refers to reading and writing but
also about knowledge, language and culture. Literacy is seen as a reflection on how teachers and
administrators see themselves in their world as they teach their students. (Giuffetelli Parker,
2008). From her experience as a school administrator at that school, she conclude that moral
actions are portray as community building; is a group of people who care about each other, who
respect others diversity and show integrity by commitment to the community through mutual
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vulnerability and confirmation. Her finding was reported in two; administrators and researchers.
From the viewpoint for an administrators, she suggested that a moral obligation to include all
the decisions of schooling. It is also suggested that Moral Leadership from within advances
everyones continuous growth and professional development. From her research point of view
the improvement of teaching of teaching practice happened through trust and support of working
through teachers dialogue of successes and weakness. The researcher suggests further research
to explore existing field practice and connection of Moral Leadership in the field in order to
incite a new way and meaning of leadership.
Nancy and Candace (2001) carried out a research on Defining Moral Leadership:
Perspectives of 12 Leaders. In their qualitative research, they tried to establishment a definition
for moral leadership which includes actions and behaviors that frame up this leadership. The 12
participants were asked ten open-ended questions about various aspects of leadership. Two
questions were selected which led to two primary objectives; to discover how those identified as
contemporary moral leaders define ethical and moral leadership and to identify the behaviors and
actions the leaders believe moral and ethical. The findings were provided based on 2 questions
asked;
a) How do you define ethical and moral leadership?
b) What behaviours or qualities constitute the moral and ethical?
For the first question the answers were focused into four areas; leading by example,
taking a stand and speaking for others, calling forth the best in others and following ones own
and/or prescribed definition of right or wrong. In response to the second question the participants
discussed on two areas; qualities and actions. The qualities that constitute moral and ethical
values are kindness, humility, listening and dialogue, religious belief and personal truthfulness.
Meanwhile the actions that show required moral and ethical values are loving, considering, being
fair, respecting others and building community and relationships. The finding showed that moral
leaders as change agents, risk takers and even as rule breakers.
Moral leadership is still a very new topic in Malaysia. It is a high time for us to give more
attention to values, belief and ethics of a leader. Teachers in Malaysia are currently over load
with work and more teachers are under tremendous stress due to stringent leadership. This type
of leadership creates an unfriendly school culture with less important given to moral and ethic
values. This lower teachers motivation despite many extrinsically given rewards. Pleasant
interpersonal, relationship on the job, no stressful and fair supervision, reasonable policies and an
administrative climate that does not hinder will make teachers self motivated. Intrinsically
satisfying work makes sense because it leads to higher levels of commitment and performance
among teachers ( Segiovanni, 1992).
It is sad to say that there are very limited source of literature regarding moral leadership.
Most of discussion done on moral leadership is fragmented with little reference to other works
on the subject. Rost (1995), claims that this type of literature is not a high priority among
ethicists or among leadership scholars. As the result of moral leadership on job satisfaction is not
documented less importance are give to this field. In our country the majority of school heads are
either transactional or transformational leaders. Less importance was given to leadership that
focuses upon values and moral purpose. The scenario is different in many developed countries
whereby importance was given for morally values. Leadership in general must maintain an
ethical focus which is oriented towards democratic values. Implicit in the idea of moral
leadership is stewardship whereby people and institutions entrust a leader with certain
obligations and duties to fulfill and perform on their behalf: in other words, the means by which
leaders can get the necessary legitimacy to lead(Sergiovanni, 1995).
ii.
Secondary schools
iii.
iv.
Religious schools
v.
Vocational schools.
c) This research is done on moral leaderships practices among heads of primary schools.
The effects of moral leaderships will show in form of the schools achievement. There are
four dimensions that will be used to measure the moral leadership level among the heads.
The four dimensions are:
i.
ii.
iii.
iv.
variables that are involved directly or indirectly. These variables will effects the findings
of the research but the variables were not studied. (Najib, 1999).
d) Another factor that may dent the result are the involvement other administrators. In a
school organizations there are four main administrators; the head, senior assistance
curriculum, student affairs senior assistance and co-curriculum. In our study we only give
priority to the leadership practices by the head of the school. Besides the three senior
assistances, the head of panels for subject also have a say in the school management. The
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involvement of all the other parties will definitely play a significant role in the results
collected.
Introduction
This chapter consists of the methodology in this research. In this chapter
the discussion will be on the design of the research, sampling, research instrument,
research procedure and research analysis. In this research, the qualitative method was
used. Qualitative research is more suitable because a depth interview is done on the focus
group and we are able to review the interview. More over it is subjective and a problem
can be described from the experience.
5.2
Research Design
The methodology uses a case study of six alternative school administrators. This
research involves both intention and current practices. Patton (1990) suggests that case
studies are valuable in creating a deep understanding of particular people, problem or
situations better. This study is particularly suitable for case study design because it give a
direct understanding of particular school administrators. Through direct interview, they
will express their knowledge on their understanding of moral leadership.
5.3
Location of Research
This research will be carried out in 6 schools in Subang Jaya, Selangor. All these
schools are national primary schools. The schools are categorized into grade A and B
schools.
School
SK Sri Subang Jaya
SK Subang Jaya
SK SS19, Subang
SK Seafield
SK USJ 2
SK Seri Selangor
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2
3
4
5
6
5.4
5.5
Research Instrument
A great deal of qualitative material comes from talking with people whether it is through
formal interviews. The best technique for this is the unstructured interview, where the researcher
has some general ideas about the topics of the interview. The researcher engages in 'active'
listening, which shows the interviewee that close attention is being paid to what they say; and
also tries to keep the interviewee focused on the subject, as unobtrusively as possible. Official
documents include registers, timetables, minutes of meetings, planning papers, lesson plans and
notes, confidential documents on pupils, school handbooks, newspapers and journals, school
records, files and statistics, notice boards, exhibitions, official letters, textbooks, exercise books,
examination papers, work cards, blackboard work, photographs were gathered too. Any of these
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might give useful information, but they do not all provide an objective truth. They have to be
contextualised within the circumstances of their construction.
5.6
Research Procedure
After discussion with supervisor, this research was started off. This research is
carried out to see the practice of Moral Leadership among heads in primary schools around
Subang Jaya. From this research also, the researcher hopes to relate the significant level of Moral
Leadership practice among the heads with the schools achievement. Before interviewing the
selected school heads, approval from EPRD, Ministry of Education and the state Education
Department were obtained. Upon the approval the researcher will visit the selected schools to get
approval from the head of the respective schools. Each school heads will be interviewed
according to their preference. After two weeks their interviews transcript will be handed to the
heads for a check. At the same time the researcher will gather all the necessary documents for
pupils achievement.
The table below shows the activities that will be carried out in this research.
Table 5.2
No
1
2
3
Activity
Writing of Chapter 1
Discussion with supervisor
Correction in Chapter 1/Writing
Time frame
June 2012
July 2012
of August 2012
4
5
Chapter 3
Discussion with supervisor
September 2012
Correction in Chapter 1, 3/ Writing of September,
October
6
7
8
9
10
11
12
13
Chapter 2
Discussion with supervisor
Approval from EPRD
Approval from JPNS
Pilot study
Actual study
Writing of Chapter 4 and 5
Correction on Chapter 4 and 5
Submission of Report
2012
December 2012
January 2013
January 2013
January-February 2013
March-May 2013
June-July 2013
August 2013
September 2013
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5.7
Research Analysis
In qualitative research, analysis frequently takes place at the same time as data collection.
Many consider it a mistake to go on accumulating data without examining it from time to time to
see if any major themes or patterns are emerging. Analysis therefore, begins almost immediately
with primary analysis. Later on, after more data collection in interaction with primary analysis, a
second stage occurs with category and concept formation. As interview transcripts are made, the
researcher continuously examines the data. Then the major categories were identify under which
the data can be subsumed. All the data will be included. The categories have to be exclusive, that
is to say data must fit within one and one alone, and the categories should be on the same level of
analysis. Several shots were tried, before coming to the most appropriate arrangement, reading
and re-reading notes and transcripts, and experimenting with a number of formulations. It may be
helpful to summarise data in some way, tabulate them on a chart, or construct figures, or sketch
diagrams.
7.0 Bibliography
American Psychological Association (1994). Publication manual of the American
Psychological Association (4th ed.). Washington , DC: Author
Ayob Jantan (2004). Pengetua Sekolah yang Efektif. Bentong:PTS Publications
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Rahmad Sukor Ab. Samad and Mariam Mohamed Nor (2007). Do School Leaders Need
Moral Leadership to Create Effective Schools? Jurnal Pendidikan (Jilid 3)
Rost, J.C. (1995). Leadership: A discussion about ethics. Business Ethics Quarterly,
5(1), 129-142
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