POSTGRADUATE DIPLOMA IN TEACHING

SEMESTER MAY 2020

HPGD 2203

EDUCATIONAL MANAGEMENT

MATRICULATION NO : CSS02047926
IDENTITY CARD NO. : 910914146341
TELEPHONE NO. : 0167643578
E-MAIL : NAJMIFSPPP@OUM.EDU.MY
LEARNING CENTRE : MALACCA LEARNING CENTER
 TABLE OF CONTENTS

CONTENT PAGES

1.0 QUESTION 1: CRITICAL REVIEW

1.1 ARTICLE 1 1

1.2 ARTICLE 2 2

2.0 QUESTION 2

2.1 LEADERSHIP 4

2.2 SCHOOL LEADERSHIP & MANAGEMENT 5

2.3 LEADERSHIP & SCHOOL IMPROVEMENT 6

2.4 THE RELATION OF LEADERS ROLES AND

IMPACT ON STUDENT ACHIEVEMENT 7

2.5 STYLE OF EDUCATIONAL LEADERSHIP 7

2.6 SCHOOL CULTURE 8

2.7 SCHOOL CLIMATE 11

2.8 CHANGE IN SCHOOL CLIMATE AND CULTURE 12

3.0 QUESTION 3 14

4.0 REFERENCES 19
1.0 QUESTION 1: CRITICAL REVIEW

1.1 ARTICLE 1

In the article The Effect of School Culture and Climate On Student Achievement written
by Angus J. Macneil, Prof. Doris L. Prater, and Assoc. Prof. Steve Busch discussed whether the
school’s culture and climate have an effect on student achievement by the school Principal. The
purpose of the study was to investigate the three types of schools; Exemplary, Recognized, and
Acceptable schools whether the school climates were different from each other.

In views of the authors, they identified that school culture and climate affect the quality
of students’ achievement that drives to improving the academic performance of students by the
school Principal. Besides, this article gives evidence that the leadership style of principal impact
positive or negative to the learning working environment for stakeholders at school that comprise
students &teachers. School climate defines by Wilen, Ishler, Hutchison & Kindsvatter (2000),
that the environment that affects the adults who work there and therefore its influence on the
academic success of the student and each school had their identity that impact on the culture for
student, teachers and learning environment at school. Besides, Freiberg & Stein (1999) stated
that school climate as the heart and soul of the school, and it is a core that makes teachers and
students love and want to be a part of the school. Meanwhile, Hargreaves (1994) defines that
culture is the belief, value, and habit of students, staff, and parents. So, It’s important to create a
positive school environment to form a positive emotional bond with others and encourage
students to learn and succeed in learning. Besides, they explained more about climate by giving
examples of two different types of schools; healthy and unhealthy school.

The discussion on this topic was to identify whether the school climate influenced the
students’ achievement. Besides teacher parents and student, principal role as a leader plays an
important role in school climate. Their authority leads to the positive progress of the school and
builds the networking amongst school community that impacts the overall climate, (Day, 2000).
There are two factors to develop a positive school climate, uniting the staff and transformational
leadership which comprises helping teachers to develop professional culture, promoting teacher
development, and helping the school community to solve the problem effectively. As stated by
Lethwood et al (1999), teacher commitment as a key aspect of a school's capacity for change
means that the quality of teachers determines the quality of teaching and the quality of school

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improvement. The other factors stated by Smylie, (1990) that relate to teachers’ commitment
include decision making power, parental involvement in the school, and school climate.

The conclusion is principal should seeking back to the Glasser management concept,
whereas to improve the school environment, there is a need to establish the program or
collaborative decision making among teachers and community to make students become better
learners and behavior and excellent in academic or co-curriculum.

1.2 ARTICLE 2

In the article, Management Strategies and Secondary School Teachers’ Job Performance
in Akwa Ibom South Senatorial District written by Ngozika A, Oleforo, Usen I. Ikpe &
Emmanuel A. Bassey from University of Uyo, Nigeria. They discussed whether the management
strategies have effects on the Secondary School teachers’ job performance.

From the views of the authors, managing teachers is important for school management by
concerning the teachers work as well their relationship within the educational organization. In
addition, they identified that with positive management strategies by school managers or
Principals, it will give a positive effect on the quality of teachers’ job performance that drives to
improving the academic performance of students. Besides, this article gives a piece of evidence
that the leadership style of the principal gives an impact positive or negative to the learning
working environment as well as the job performance of teachers. To enhance teachers to ability
to work productively, the management lead by school Principals or managers adopt three
management strategies. There are supervision, in-service training and compensation to ensure
their job satisfaction performance.

Job performance defined by Doneedy (2002) is concerned with the all-around

effectiveness and efficiency of getting the task or job is done. In other words, teachers’ job
performance based on their ability and effectiveness to get the job done which is concerned by
the school management. An effective job performance with the benefits of higher earnings,
ultimate shorted work hours, increased output or services at less resource, improvement in
working and living conditions and strengthening the general economic foundation of workers can
make the teachers’ performance more productive than ever.

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 The first management strategies to ensure the positive increase in teachers’ job
performance is supervision, Supervision stated by Peretomode (2002) that it focuses upon the
achievement of the expectation of the educational system by the management. In other words,
supervision is an activity which professionals or superiors help in smooth and easy learning by
refining the teaching and learning environments in schools through guiding, advising and interest
stimulation or eagerness to be in the school of both students and teachers. So, supervision is a
tool to ensure the goals of education in school is achieved efficiently.

Next, the other management strategies to enhance the job performance of teachers is in-
service training. In-service training refers to encouraging teachers to enhance their instructional
and knowledge skills through advance academic studies. Funding for conferences, workshops,
seminars, and developing other training opportunities are examples of how school managers in
conjunction with the government to enhance the job performance of teachers so that the teachers’
performance in the job is more efficient. So, in-service training does indeed enhance teachers’
job performance positively.

Lastly, the management strategies to ensure the teachers’ job performance satisfaction is
compensation. Compensation covers remuneration and accruable commendations to a worker. In
other words, salary, benefits, and other monetary rewards as well as special commendations such
as awards, special recognition, and special recommendation. In this article, they stated that
teachers see monetary rewards as an incentive to improve job attitude and performance and
special commendations such as a special award given to a teacher will motivate other teachers to
gain in future years. So, compensation is indeed one of the management strategies to ensure the
teacher’s job performance is satisfied.

To conclude, by applying these strategies on teachers, their job performance will be

increase and well productive while the performance can be low and underdevelopment if these
strategies are not implemented. According to Nwachukwu (2006), skills, compensation,
supervision, evaluation and managerial support must be present in order to improve the teachers’
productivity. So, the researchers Oleforo, Ikpe and Bassey (2015) studied this research between
the relationship of management strategies and Secondary School Teachers Job Performance in
Akwa Ibom South Senatorial District with the aim of the study is to examine management
strategies and job performance of teachers in that area and to know whether the management

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strategies affected the teachers’ job performance in secondary school with the overall
effectiveness and efficiency of getting things done. So, their purpose of this study is to examine
the relationship between supervision and teachers’ job performance, seek out the scope to which
in-service training influences job performance among teachers and determine the relationship
between compensation and job performance among teachers in Akwa Ibom South Senatorial
District in Nigeria.

2.0 QUESTION 2

2.1 LEADERSHIP

Leadership can be defined as all the activities related to “pushing forward” the school in
all its dimensions. In this sense, leadership is neither necessarily linked to the head-teacher, nor
limited to purely administrative or purely instructional activities. Indeed, the distinction of
administrative management from educational leadership has been a source of debate for many
years (Krüger, Witziers, Sleegers, & Imants, 1999) and, from time to time, three terms -
administration, management and leadership – are still used almost interchangeably.

Besides, leadership is a process influencing the activities of an individual within a group

in its effort towards goal achievement in a given situation. It is a total of operations and
processes encompassing all the leaders’ skills and competencies geared towards motivating and
influencing followers to accomplishing a given organisational objectives (which is in this case;
getting higher students’ academic achievement) within a reasonable time frame.

2.1.1 LEADERSHIP STYLES

Leadership style is the way and approach of providing direction, implementing plans, and
motivating people. These are the ways principals (managers) handled subordinates to achieve
their goals or targets in the schools and these are seen or observable practically. Leadership
styles (authoritarian, democratic, and laissez-fare) are something that may differ in every
situation. A different leadership style may be required under different conditions. They may
differ from time to time. If the condition requires an iron fist and the staff to require the stick

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approach, the leader will use an iron fist. On the other hand, if the workers are self-motivated,
intelligent, and work for the benefit of the company, then the leaders will employ a gentler
approach.

2.1.2 INSTRUCTIONAL LEADERSHIP

School leaders are viewed as key agents in the reform of schools. Leaders play a crucial
role in initiating and sustaining schools improvement (Spillane, 2006; Goldring & Rallis, 2000).
In fact, according to Hoerr (2007), the title Principal originated from the word principal teacher
and the supposition behind the title was that the principal or headmaster as a leader has more
skill and knowledge than anyone in an organization (school) and able to guide others in
pedagogy. It was stressed that leaders of schools should be instructional specialists and need to
be educational thinkers, to be able to give direction and expertise to the subordinates and move
towards school’s success.

Leadership is for learning means leaders should understand about teaching and
learning because of the need to engage teachers in collaborative study sessions and support the
classroom practices and be able to understand the associations between curriculum, instruction
and assessment and support teachers in designing the learning part. Joesoef (2009) also added
that leaders should continuously remind the teachers that the school is preparing them to think
analytically and creatively for the future. However, the leaders of schools have to face many
challenges, especially on how to share and sustain ideas about the change, especially transform
what was mainly a conservative system. The leaders need to practice instructional leadership
behaviour as suggested by Hallinger and Murphy (1987) in their instructional leadership research
model, which the researcher has used in this study. The implementation of the stated behaviour
by leaders will enhance their leadership competencies.

2.2 SCHOOL LEADERSHIP AND MANAGEMENT

School leaders have to be alert of the events around the organization and keep informed
in order to provide the demands of students and other stakeholders of the organization. Even
though the main role of headmasters is to focus on the teaching and learning processes in school
operations, they frequently allocate more time for managerial and administrative tasks.

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Leadership and management have to be considered equally in schools in order to operate
effectively and achieve the objectives (Bush & Middlewood, 2005). According to Hallinger and
Murphy (1987), headmasters are fortified to be robust educational leaders. Hechinger, The New
York Times President, commented that “I have never seen a good school with a poor principal,
or a poor school with a good principal. I have seen unsuccessful schools turn around into
successful schools and regrettably outstanding schools slide rapidly into decline. In each case,
the rise or fall could be traced to the quality of the principal.” (Source: IAB, 2009)

This sharp observation by Hechinger (IAB, 2009) exemplifies that the rise or fall of the
schools’ performance is in the leader’s hands. A principal or headmaster leadership is the most
crucial factor in school effectiveness, progress and excellence (Rusmini, 2006). Leadership is a
process that influences an individual and brings all the members in the school’s organization
towards the organizational strategy. Effective leaders can adjust the leadership style with the
environment within the organization (Rusmini, 2006).

2.3 LEADERSHIP & SCHOOL IMPROVEMENT

For school improvement to transpire, there needs to be a commitment to changing ways

of working for the better. School improvement is a process of altering the culture of the school
(Harris and Lambert 2003). For this to take place, leadership is shared, distributed, and there
exists a culture of teacher collaboration (Harris and Lambert 2003). “A school culture that
promotes collegiality, trust, collaborative working relationships and that focuses on teaching and
learning is more likely to be self-renewing and responsive to improvement efforts” (Harris and
Lambert 2003)”. Heads who distribute leadership build competence for change leading to school
development (Harris 2004). Gurr et al. (2005) agree that leadership has a vital role in school
improvement. Bell et al. (2003) state that one of the essential factors for the success of schools is
strong leadership. Hopkins (2001) claims that it is the characteristics of leadership that enhances
teaching and learning. Wallace (2002) found in his research that school leadership has a
significant impact on school improvement. Mulford (2007) discusses the significant impact that
leadership has on student outcomes, even though the effect is indirect.
 2.4 THE RELATION OF LEADERS ROLES AND IMPACT ON STUDENT
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ACHIEVEMENT

Figure 1.0: Integrated Model of Organisational Effectiveness (Hoy & Miskel, 2001)

2.5 STYLE OF EDUCATIONAL LEADERSHIP

a) Invitational Leadership

Invitation leadership is the process of motivating others through the use of power,
invitational leadership promotes collaborative work and shows consideration and respect for all
individuals in the education system. Barth (1991) noted that when the relationship between

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teachers and teachers as well as between principal and teachers were good, the school
improvement goals were more likely to be realized.

Novak (2009) defines invitational leadership as being predominantly a way to focus the
educator’s understandings and actions to create a total educational environment where
individuals are appreciated and able to realize their true potential. He calls the guiding ideal of
education, “an imaginative act of hope” (Novak, 2009). His premise is rooted in the personal
skills of the leader in respect of the connection with a person’s heart, hands, and head. He
suggests that the actions of such a leader have to feel right and make sense as well as being
conducted with skill and mastery. Invitational leadership works from a foundation of democracy;
ethical intentions, tradition, and desire to do things better (Novak, 2009).

b) Moral Leadership

Leadership is focused on people and relationships that the values, beliefs, and ethics of
the leaders themselves are what this model of leadership strives for. ‘Moral/ethical leadership’
and states that the most basic enactment is that of a human being. An educational leader thinks
about what an ethical response to a challenge might be. Moral leadership adds a layer of human
and professional values to educational organizations (Starratt, 2005). The moral leadership of the
educator is about the ideals that should be striven for about creating enhanced opportunities for
the human fulfillment of teachers and pupils through the collaboration of their learning. This
model of leadership takes courage and determination to try and engage the hearts and souls of the
teachers and pupils in addition to their cognition in the work of learning and teaching. 

2.6 SCHOOL CULTURE

Culture is a way we do our work. In this system, there are patterns of ideas, thinking,
norms and values that influence the formation of individual behaviour.  According to Mintzberg
(1989), culture refers to an organization’s ideology, or  the traditions and beliefs of an
organization that distinguish it from other organizations and  infuse  a  certain  life  into  the
skeleton of its structure.  Robbins (1998) describes culture as a system of shared meaning held
by members that distinguish the organization from other organizations. Schein (2010)
investigates that culture should be retained for a deeper level of essential assumptions, values,
and beliefs that become shared and taken for  granted  as  the organization continues to be
successful.

We can conclude that a school culture is a system of shared ideas and practices that exists
within the school which holds us together and that gives us a unique identity. Hoy and Miskel
(2013) explain that culture carries important functions as follows:

(a) Creates distinctions among organisations;

(b) Provides the organisations with a sense of identity;

(c) Facilitates development of commitment to the group;

(d) Improves stability in the social system;

(e) Is the social bond that binds the organisation together; and

(f) Provides standards of behaviour.

The organisational culture that we practise exists at three levels. They are culture as
norms, culture as shared values and culture as tacit assumptions (Hoy & Miskel, 2013). The
following are examples for each level mentioned:

(a) Examples of culture as norms:

(i) Never reprimand students in public;

(ii) Never criticise colleagues or staff in public;

(iii) Be available for students and colleagues; and

(iv) Everybody handles their own discipline problems

(b) Examples of culture of shared values are:

(i) Commitment to the school;

(ii) Commitment to teaching and all school duties;

 (iii) Teamwork; and

(iv) High academic and sports achievement.

(c) Examples of culture as tacit assumptions are: 9

(i) Teachers are professionally capable of making educational decisions;

(ii) Problems can be solved by open communication and by maintaining diplomacy and

civility; and

(iii) Teachers are family; they care for each other.

Cultures can be designed and created. School leaders can initiate of a positive culture.
Examples of cultural practices that could be instilled are: -

(a) Loving culture;

(b) Culture of respect;

(c) Culture of being brave to question;

(d) Reading culture;

(e) Culture of quickness.

2.7 SCHOOL CLIMATE

School climate is the characteristic and environment that exist in a school that
differentiates it from other schools. This characteristic is the product of interaction between
teachers and students as well as the society in that school as a whole. There are six leadership
practices are closely associated with organisational climate: -

(a) Vision sharing;

(b) Focusing on achievements of students;

(c) Managing the safety and effectiveness of learning environment;

 (d) Cooperating with parents and the community;

(e) Acting with fairness and integrity; and

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(f) Influencing the social and political landscapes of the organisation.

2.7.1 TYPES OF CLIMATES

Moos (1979) defines school climate as a social system that forms a learning
environment where students from various backgrounds and different experiences exist in a
group, where their behaviours depend greatly on the type of protocol created by
administrators and teachers. Moos divides social environment into three categories, which are:

(a) Relations, encompassing involvement, sharing and cooperation with friends

and teachers in classrooms.
(b) Self-development or goal orientation, covering personal development and
shared individual goal achievement.
(c) Changes and system reinforcement, which involve clear regulations and
laws and teachers’ actions to ensure that regulations are adhered to.

A school is an agent preparing students in the environment. An educational institution is

an organisation established to achieve continuous educational objectives. Environmental factors
and the school climate will influence input and output of educational organisations in the future.

A school climate can be divided into two types, positive climate and negative climate. A
positive climate is depicted by a school environment that is peaceful, comfortable, safe,
organized and free of threats and severe disciplinary problems either among teachers, staff, or
students. In schools that have a positive climate, typically administrators, staff, and students are
genuine, ethical and sincere, proud of the school and have esprit de corps, possess clear
leadership skills where teachers give full commitment without feeling pressured. Sheninger and
Murray (2017) believe that a positive culture shows attention to social and physical safety.
Hence, positive school climate is the foundation for the improvement of student achievement.   

The negative climate is in a chaotic condition in school, the principal is always anxious,
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teachers are listless, and students are uncontrollable. Such a school will show abnormal, tense
and pretentious behaviour of administrators, teachers, and students. Usually, administrators will
use their power to issue directives with activating programmes, while teachers will be
complacent and show high work dissatisfaction.

Although a school climate is said to be negative or positive, in reality, this cannot be

seen. However, frequently there exist both environments in schools. What is evident is its level
because climate lies within a positive and negative continuum.

2.7.2 IMPORTANCE OF CLIMATE

The school climate greatly influences students’ development, particularly through three
main aspects, namely introduction to self-concept, ability to work effectively and the ability to
build good relations with other people.  School influence plays a major role after family
informing students’ personalities. In fact, for a majority of students, a school is the substitute for
family. The influence of teachers and peers leave a deep impact on students. Therefore, the role
of a school climate is closely related to personality and academic excellence of students as well
as the effectiveness of a school. 

2.8 CHANGE IN SCHOOL CLIMATE AND CULTURE

Culture is shared norms, values, and tacit expressions. In contrast, the climate is the
perceptions of behaviour which is the relatively enduring quality of a school environment
that is experienced by participants, which in turn, affects their behaviour and is based on their
collective perceptions of expression in schools (Hoy & Miskel, 2013).
 According to Humphrey (2000), school climate is similar to school culture, whereby
it explores the types of culture and staff satisfaction towards the school and its leadership.
Climate change and school culture are closely related to the school administrative leadership
pattern. It is because school leaders are the most important people who influence the climate and
culture of a school. If a school leader is open, his school climate will also be open and positive.
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Thus, changes in the environment will occur when teachers work hard and calmly because their
safety is guaranteed. It is very much similar with the concept of the climate of citizenship, where
teachers generally behave in helpful ways.

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Examples of the practice of this concept are selflessness, conscientiousness,
sportsmanship, courtesy, and civic virtue. Students will also feel the changes in school climate
taking place. Conversely, if school leaders are withdrawn, the school climate will be removed;
teachers and students will feel anxious about the school. As such, school leaders should be
individuals who are capable and responsible for improving and bringing changes to the climate
and culture of the school. School leaders can provide emphasis on the relationship between
groups in school. They can also ensure a harmonious environment and attend to students’ and
teachers’ personal development, particularly in terms of values, self-confidence, trust and
attitude.

School climate involves human relations. Subsequently, school leaders, when they
attempt to take measures to improve school climate and culture, need to be aware of the
following four-step process.:

(a) Being aware of situations - school heads should be aware of the behaviours of students,
teachers and staff in the school through observation and inspection.
(b) Analysing the situation - based on information obtained, school heads should analyse
the situation thoroughly to get the total picture and understand it clearly, such as by
studying various contributing factors to the development of school climate and culture.
(c) School heads can take action to change school climate and culture through changes
in value, attitudes, relationships and the conduct of teachers and students. Positive norms
are encouraged, while abandoned the negatives.
(d) Assessing through actions that can be taken to see its effectiveness. Among others, a
school head can modify certain aspects in climate and culture wherever necessary.

To change the school climate and culture, all factors should be taken into consideration
whether it has internal or external characteristics. Attitudes, values, teaching skills, learning,
environment, building, equipment, quality, and quantity of teaching aids and books cannot be
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separated in the change of climate and school culture. Since society also influences school
culture and environment, values and attitudes of the surrounding community should also be taken
into consideration.

Hoy and Miskel (2013) suggested two change strategies in improving organisational
climate, namely clinical strategy and growth-centred strategy. The clinical procedure involves
gaining knowledge of the organisation, diagnosis, prognosis, prescription and evaluation, while
the growth-centred policy is concerned with accepting a set of assumptions. Among the premises
are that change is a property of healthy school organisations, that it has the direction that implies
progress, and that teachers have a high potential for development and implementation for
change.

3.0 QUESTION 3

3.1 THE GIBBS REFLECTIVE MODEL APPLICATION

Gibbs’ Reflective Cycle (or Gibbs’ Reflective Model) Gibbs’ reflective cycle will be
used as a theoretical model or framework that require reflective writing. This model was created
by Professor Graham Gibbs and appeared in Learning by Doing (1988). Gibbs’ reflective cycle
has 6 stages. They are usually given the following headings:

1. Description
2. Feelings
3. Evaluation
4. Analysis
5. Conclusion
6. Action Plan

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Based on the Gibbs Reflective Cycle Model explain how to implement these 5 steps to enhance
the academic achievement through quality of instruction by leaders.

3.2 LEADERSHIP TRAITS LEADING TO STUDENT ACHIEVEMENT &

APPLICATION OF GIBBS REFLECTIVE CYCLE MODEL

Looking to challenge the theory that certain types of leadership will improve student
achievement through the change of school climate and culture, the case study looking at the SK
Serkam Darat at the district of Jasin, Malacca. Penolong Kanan (1) was interview and I was
found that leadership of the school played an important process in transforming the processes of
the school, change the school culture and climate, the direct effect on leadership pertaining to
student achievement.
 The headmaster in the study gave credit to their staff, rather than crediting themselves. It
was also discovered that the headmasters’ recognized the fact that they could not physically be in
each class to guide instruction, therefore the role of the school leader was to facilitate and build
rapport, and that the staff members held the responsibility of student success. It should also be
noted that failure to communicate was a theme that was detrimental to the system, which caused
lack of focus on teaching and student learning. Other than that, the headmaster also does 15

supervision by refining the teaching and learning environments in schools through guiding,
advising and interest stimulation or eagerness to be in school of both students and teachers. He
developed mentor-mentee program which it consists of one teacher and two students with the
objective is to make them know each other well as well as make student sees their teachers as
their mentor or father figure.

Outstanding education outcomes of students focus on student year 6 (UPSR) candidate on

2018 and past result analysis on the result of UPSR 2017. Outstanding educational achievement
was defined as: develop fully the talents of all students, attain high standards of knowledge,
skills and understanding through a comprehensive and balanced curriculum, and be socially just.

Results indicate that principals in successful schools have a positive attitude toward
change and a strong focus on students and learning. I have found that the headmaster uses his
powers and the rules and boundaries of the system creatively, exhibit a bias towards
experimentation and risk taking, and exhibit strength, consistency, yet flexibility in decision
making and the application of policy and procedure. Besides, I have found that teachers indeed
play a huge role in obtaining student achievement, this study recognizes this fact, along with
realizing that school leaders also play a key role in creating conditions where teachers feel
comfortable and can operate efficiently while facilitating student achievement. In addition, in
order to bring positive attitude as well as change the school culture and climate that the
headmaster with his superiors established UPSR Jati Diri program which he called a
professional motivational speaker and UPSR subject experts to teach the student the do’s and
don’ts during answer the UPSR exam. That program is considered a factor which most students
are eager to learn more on how to answering the question during UPSR exam and the outcome of
the program lead to the students UPSR result of 2018 were outstanding and achieve the school’s
target.
 In conducting this assignment, the study focused on two important questions: Do the
focus and quality of leadership have a significant relationship to student achievement? What
specific leadership responsibilities and practices have the greatest impact? From the observation
and interview with the sample of UPSR candidate on 2018 with 202 candidates, the percentage
of successful student achievement UPSR about 12 candidates from 202 students (means 5.95%)
which comprise 1 student score 6A, 5 student score 5A 1B and 6 student score 4A 2B. 16
Meanwhile from the highest subject scoring is Bahasa Melayu (Pemahaman) with 27% A
score and 27.7% B score. Overall the GPS SK Serkam Darat score 3.36%. The detailed analysis
of school achievement (UPSR) conducted since the years of 2013 until 2017 which is overall
percentage (lulus) 59.4% on 2017, 55.1% on 2016, 59.29% on 2015, 66.51% on 2014 and 70.9%
on 2013. Meanwhile the number of scoring pupil UPSR increase compared 2017 and 2016: 6A
(1person), 5A 1B (5person) on 2017 and 6A (1 person), 5A 1B (1 person) and 5A 1C (1 person).

In 2018, school principal already set up their target to increase three pupils will score
UPSR (6A) target as an action plan (KPI) Key Performance Indicator with the overall percentage
62.3% compare on 2017 (59.4%).

On 2018, the headmaster set up the increase percentage of students achievement by

subject; Bahasa Melayu (Pemahaman) (98%) on 2018 compare 2017 (96%), Bahasa Melayu
(Penulisan) 92.1% on 2018 compare 89.1% on 2017, Bahasa Inggeris (Pemahaman) 75.1% on
2018 compare 73.8% on 2017, Bahasa Inggeris (Penulisan) 66% on 2018 compare 64.4% on
2017, Matematik will increase from 68.3% on (2017) to 70.2% on 2018, and Sains from 90.1%
(2017) to 92.3% on (2018). To achieve KPI on 2019, student year 6 were divide into 4 class for
additional class as tuition which is Kumpulan 1 (Sukses and Kreatif), Kumpulan 2 (Maju),
Kumpulan 3 (Jaya) and Kumpulan 4 (Arif and Progress). This tuition will be conduct for UPSR
subject (Bahasa Melayu, Sains, Matematik and Bahasa Inggeris).

From this study, I am looking that at the direct/indirect effects of school leadership on
student learning, the direct implication of school leaders on student achievement are
indeterminable. School leadership appears to have a more indirect impact on a student’s success
by facilitating teams on school improvement. By creating a school culture that nurtures student
success and building leadership models, which include teachers, principals, parents to play
significant roles in the organizational structure, curriculum and instruction, can increase the
potential to circuitously lead to increased student achievement. Collective leadership is directly
related to variables such as motivation, capacity and work situations, which directly impact
teachers, and might indirectly impact student achievement due to the classroom teacher having
a direct impact on student learning Although the direct effects of school leadership leading to
increased student achievement are weak, school leaders indeed play an important role in
indirectly impacting student achievement by forming and facilitating an educational culture that
breeds student success through collaboration and team oriented models.

As Kruger, Witziers and Sleegers (2007) postulated that “leadership is no longer

proposed as having a direct influence on learning outcomes, but as having and indirect influence
through the way it has an impact on instructional organization and culture.”

Teacher efficacy is the understanding that the efforts of the school system will have a
positive impact on student achievement. Besides, I have pointed out that individual efficacy
belief of teachers has a substantial effect on both teacher performance and student achievement.
Classroom behaviour is impacted by a teacher’s willingness to follow transformational
leadership. These findings indicate that due to the established link between collective teacher
efficacy and student achievement, the leadership-efficacy relationship matters.

The conclusion is leadership and district organizational conditions are a reliable indicator
of school leader efficacy. District leaders primarily build working conditions that are aligned,
trusting, share the clarity of values, focus on the future and are conducive to supporting leader
efficacy, which impacts teachers’ efficiency, leading to student performance. School leaders
must build a leadership style that provides the instructional staff with clear direction and
resources to support their work and change the school culture and climate, as well as setting high
expectations relating to academics and student achievement.
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