POSTGRADUATE DIPLOMA IN TEACHING

FAKULTI:
FACULTY OF EDUCATION

SEMESTER/TAHUN:
2/2023

KOD KURSUS:
HPGD2203

TAJUK KURSUS:
EDUCATIONAL MANAGEMENT

No Matrikulasi CGS03026726
No Kad Pengenalan: 981125-10-5254
No Telefon: 018-4713005
Emel: khugesh@oum.edu.my
Pusat Pembelajaran: Shah Alam Learning Centre
Table of Content

No Content Page Number

1 Question 1: Interview Report 2-3
2 Question 1: Qualitative Data Analysis 3-7
3 Question 1: Key findings and Conclusion 7-9
4 Question 2: Reflection 9-11
5 Interview Script 11-15
6 References 16-17
7 Part 2: OCP Forum 18-19

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Part 1
Question 1: Interview Report

Introduction
In the realm of education, a school leader holds an important role to ensure the overall environment of the
school which could influence the climate of the school and culture of the school. A positive school
climate would be able to play an influence on the interaction of the people in the school, and also in
increasing the overall achievement of the school. A positive school climate is the essence which is
collectively created based on the experience of the people in the school, encapsulating the norms, goals,
values and organisational structure of the school (Bo, 2020). A principal holds an important role in
shaping the overall environment and culture of the school. Central to their responsibilities, lies their role
in ensuring that the school will be able to nurture and ensure a positive school climate at all times and it is
the cornerstone of a thriving institution.
A school climate plays an important role and could affect the mental and emotional outcome of
the school personnel, hence, the school leader plays a crucial role in building the school environment to
ensure that it promotes a desirable atmosphere to the personnels of the school. A few factors play an
influence on building the climate of a school which includes, the style of leadership, the role of
communication, the overall plans, organisation, leadership method and the control in situations. The
principal should be able to devise a comprehensive approach that would tailor in addressing the needs,
creating a conducive environment that focuses on the holistic development and academic achievement of
the students (Smith, 2020). This study is done to delve into the strategies that are applied by the selected
principal of the chosen school in achieving a positive school climate to create a holistic school
environment. The school selected in this study was chosen after studying the achievements of the
principal in his role as a principal of the school and his new undertaking as a School Improvement Partner
(SIP+) in which it is believed that he would be able to share inputs in regards to the study.

Profile of key informant

The research was conducted by interviewing a principal who is currently serving in a national school in
Selangor. The principal will be addressed as Mr Jalil, a pseudonym to safeguard his privacy. Mr Jalil who
is currently fifty seven years old was first posted to a national school as a Bahasa Melayu teacher at the
age of twenty six after completing his studies at Universiti Malaya. Prior to the completion of his
Bachelor's Degree, Mr Jalil was offered to become a “guru sandaran tidak terlatih” which led to his
interest to pursue this noble job. He then proceeded to further his studies at Maktab Perguruan Lembah
Pantai for his Kursus Perguruan Lepasan Ijazah (KPLI) in Pengajian Bahasa Melayu in 1992. Upon

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completing his course, he was then offered to become a full time teacher in 1994, and was first posted to a
national rural school as a Bahasa Melayu teacher at Sarawak. In 2012, Mr Jalil furthered his education in
Masters of Educational Leadership and Management at Universiti Malaya and graduated in 2014.
Throughout his 26 years of experience in the teaching line, Mr Jalil has held the experience of
holding various teaching positions. With this current sizeable school being his sixth school of service, Mr
Jalil will be advancing in his career in November’23 by joining the District Education Office as a School
Improvement Partner (SIP+). A SIPartner+ is incharge to train and aid principals and headmasters/
headmistress of any schools in the district to ensure the schools in the district will be able to improve their
performance. Mr Jalil has been serving as a principal of this school in Selangor for the past three years
since 2020. Prior to this, he held several positions in his previous school. He served as a Senior language
teacher for four years from 2005- 2009 at his fourth school and was then promoted to the deputy head of
Afternoon session at the same school for three years from 2009-2014, continued his journey to his fifth
school as a deputy head of Students Affair for five years from 2014- 2019 before becoming the principal
at this school that he is serving. Soon, he will be taking up a new role in the Education Department in the
district.
Mr Jalil has received many awards throughout his service. He has also received the “Pengetua
Cemerlang” title during his service. Besides that, he also received the Active Principal Award and
Excellent School Management Award in 2021 that was awarded by the Selangor Education Department.
En Jalil was also nominated as a Guru Cemerlang for the Malay Language in 2014. Not only that, En Jalil
has also received the Anugerah Perkhidmatan Cemerlang award for six times during his service. En Jalil,
has received many awards during his service, which proves his dedication towards his role as a teacher
and a good team and head in his management team. His extensive list of achievements and accolades
throughout his working experience makes me believe that he would be able to share his views and
perspective to developing a positive school climate as he has demonstrated an excellent track record in his
career, besides that his recognised leadership qualities proves his testament towards his effective
leadership skills. Mr Jalil’s ability to lead and manage the team evidently proves that he does not excel
individually but is also capable of fostering a positive and productive working environment.
(920 words)

Qualitative data analysis

In line to the interview session conducted with Mr Jalil, there were a few themes that arose according to
the four principles processes of management on the strategies and leadership style of Mr Jalil as a school
leader to ensure a positive climate school. The five themes that were discovered from the interview

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session are Collaborative Strategic Planning, Inclusive Decision Making, Resources Allocation
Efficiency, Positive School Culture and Continuous Monitoring and Improvement.

In terms of Planning, Mr Jalil has emphasised on the importance of collaborative strategic planning
involving the stakeholders of the schools which includes all the members of the school, from the teachers
to parents and students. The school, according to Mr Jalil, would often engage in annual strategic
planning, where they are open to receive feedback and identify areas of improvement, set goals and also
devise strategies together to ensure the school remains a positive climate that is convenient and suitable
for all.
“..... I would always open up room for parents to send in their feedback on the areas of
improvement in any areas of the school. We do not only wait to hear from parents during
Parent-Teacher Conference, instead I am very open to receive feedback etc from time to
time. They could either contact me through any convenient networks or through google
form ....”

By opening up opportunities for parents to voice up, it helps to enhance his planning to ensure the school
improves from time to time. Another strategy that he shared was the implementation of student
mentorship programs and timely professional development initiatives for teachers. In setting his
objectives, he also highlighted his commitment towards improving the academic performance of the
student, ensuring that the students well being are being looked after and also to foster a positive school
environment.
“.....collaborative planning and strategy is definitely important. I believe by involving the
stakeholders of the school community in this process would help to elevate it better.
Besides the use of online platforms to share timely feedback, this school has an active
parent teacher group, of which we conduct annual strategic planning to set goals and
devise the strategies. This inclusive approach ensures that everyone's insights contribute
to the success and a better direction of the school.”

In terms of organising, according to Mr Jalil, staff allocation is a meticulous process that considers the
individual strengths and expertise. Teachers and staff of the schools are assigned to specific roles that
align with their skills and passion which would help in fostering a sense of purpose and their job
satisfaction. This strategic allocation applies for the allocation of resources efficiency and aims to
maximise the collective effectiveness of the team. Mr Jalil believes that this could aid cultivating a
positive school culture.

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 “.. staff allocation involves understanding individual strengths and assigning roles
accordingly. I believe that as a leader, it is important for me to understand the strengths
and weaknesses of my staff as a leader, only then I will be able to assign tasks and jobs
according to their capability. I understand that people in general would give their all if
you assign a task that is suitable to them, not all but if possible...”

Besides that, he also indicated the allocation of budget for resources allocated to each department. This
would help the teacher to purchase the necessary items for the benefit of the students. Furthermore, he
also provides teachers with the teaching basics, books, markers etc that could be beneficial for teachers.
“....prioritise efficient resource allocation, ensuring that teachers are well equipped with
the materials they need”
“....budgets are thoughtfully allocated, balancing educational tools, maintenance and
extracurricular support….”

The school promotes open communication, collaboration, and a shared commitment to the well-being of
everyone in the school community where the Positive School Culture applies. Regular staff meetings,
cultural events, and professional development activities contribute to a cohesive and supportive school
culture. Efficient resource allocation is a priority for Mr. Jalil. The school ensures that teachers have
access to necessary materials and resources to deliver high-quality education. Budgets are allocated
thoughtfully, with a focus on providing modern educational tools, maintaining facilities, and supporting
extracurricular activities.

In terms of Leading, Mr. Jalil believes in recognizing and celebrating the achievements of both
teachers and students. Motivational programs, appreciation events, and opportunities for professional
growth are integral to maintaining high morale among the staff. This approach fosters a sense of pride and
dedication among the educators.
“…leadership is about setting an example. I actively embody values like integrity,
respect, and a strong work ethic. Leading by example reinforces the values essential to a
positive school climate. Paramount qualities include effective communication, empathy,
and adaptability to navigate the dynamic nature of education…”

Mr Jalil understands that this challenging job to be working and serving in a huge school could lead to
demiotivation among teachers in this field. Addressing on the importance of being motivated to ensure a
smoother workflow, Mr Jalil shared on the importance of being motivated and the step that he would

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always take the opportunity whenever possible to provide teachers with motivational programs that would
boost their motivation in this journey. During LADAP programmes (Latihan dalam Perkhidmatan, a
course that teachers are required to complete under MOE), En Jalil would always try his best to provide
motivational sessions or sessions that would help teachers to cope with the pressure in the line.
“... LADAP’s I would try to include a short motivational session that would help teachers
to cope with the pressure cause there’s a lot of challenges here, i don't want my teachers
to get burnout, or give up in this line….”

As for decision-making, Mr. Jalil adopts a Inclusive Decision-Making approach. Decisions are often
made collaboratively, involving input from teachers and staff. This inclusive process not only ensures that
decisions reflect a consensus but also promotes a sense of ownership and responsibility among the school
community. As a leader, Mr. Jalil actively models the behaviour he expects from others. His commitment
to integrity, respect, and a strong work ethic sets a standard for the entire school community. Leading by
example, he reinforces the values that contribute to a positive school climate.
“…Decision-making is participatory, involving teachers and staff ensures decisions align
with the collective vision. This inclusivity fosters a sense of shared responsibility and
commitment…”

In terms of Controlling, Mr. Jalil highlighted the importance of Continuous Monitoring and
Improvement. Regular evaluations of teaching methods, curriculum effectiveness, and administrative
procedures are conducted to identify areas for improvement. This ongoing assessment ensures the school
remains responsive to the evolving needs of students and staff. To assess performance, Mr. Jalil
emphasised the regular comparison of outcomes against established targets.
“…continuous monitoring is essential. Regular evaluations of teaching methods,
curriculum, and administrative procedures identify areas for improvement. Comparing
outcomes against targets involves measuring academic achievements, attendance, and
satisfaction.…”

Academic achievements, attendance rates, and student and staff satisfaction are measured against
predetermined benchmarks. Any deviations are addressed through targeted interventions to realign with
the school's objectives. Strategic human resource management is a priority for Mr. Jalil. This involves
investing in their professional development of which the school would send teachers out for any
mentorship programs, workshops, and opportunities to participate in any competitions under the District

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or State Education Council, or even under the Ministry of Education, contributing to a skilled and
motivated teaching staff.
“..to me awards are the collective efforts of the contributor. My leadership revolves
around recognising and celebrating achievements, promoting open communication, and
fostering a positive culture. A positive and productive working environment is not just my
success; it's the success of the entire school community…”

Mr Jalil also added on how he would always encourage the teachers to participate in any events, coming
up with “kajian tindakan” from time to time. This would help to elevate their professional development as
a teacher as they would be able to learn and adapt the best practices besides being able to reflect on their
teaching and make necessary adjustments from time to time.
“.. I always encourage my teachers to participate in competitions when I see an
opportunity and I know they can do it. Not only that, I would encourage teachers to do
kajian tindakan. Some schools have already made it mandatory for teachers to submit
one research, but I find no use if the teachers are being forced to do something, so the
only thing I can do is to motivate them, and provide the necessary support.”

By participating in this opportunity, it would not only help the teachers to boost their professional
development, but also the students. Here it is proven that Mr Jalil has contributed in his efforts to create a
good and positive culture to elevate the professional development of the teachers that could indirectly
benefit the students of the school.
(1396 words)

Key findings and conclusions

Education is more than a simple transfer of knowledge, it intricately weaves together the collective efforts
of educators, administrators, students, and parents. At the core of this educational ecosystem stands the
school leader, a pivotal figure entrusted with steering the institution toward academic excellence and
establishing a positive and conducive learning environment.

Mr. Jalil's vision for his school surpasses conventional notions of academic success. He envisions
a nurturing and inclusive learning environment, fostering not only academically proficient individuals but
also socially responsible and well-rounded citizens equipped with essential life skills. The objectives set
under Mr. Jalil's leadership aligns with this vision, emphasising measurable outcomes such as improved
student performance, increased parent involvement, and heightened teacher satisfaction. This holistic

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approach to education establishes the foundation for a school climate that extends beyond conventional
academic metrics (Amrollahi, 2023).

In the realm of organisation, Mr. Jalil employs a meticulous approach to staff allocation. This
strategic deployment of teachers and staff, considering individual strengths and passions, nurtures a
profound sense of purpose and job satisfaction. The synergy achieved through this strategic allocation
maximises the collective effectiveness of the team (You, 2017). Additionally, Mr. Jalil places strong
emphasis on efficient resource allocation, ensuring teachers have access to necessary materials and
resources. Deliberate budget allocations prioritise modern educational tools, facility maintenance, and
support for extracurricular activities. This commitment to optimising resources contributes to a thriving
and well-supported educational environment (Cavendish, 2017). This is a defining aspect of Mr. Jalil's
leadership is his dedication to cultivating a positive school culture. The school actively promotes open
communication, collaboration, and a shared commitment to the well-being of everyone in the school
community. Regular staff meetings, enriching events and professional development activities contribute
to establishing a cohesive and supportive school culture. This emphasis on a positive culture not only
positively impacts the well-being of individuals within the school but also creates an environment
conducive to effective teaching and learning (Di Lascio, 2018).

Mr. Jalil's leadership style is characterised by recognition and celebration. He actively

acknowledges and celebrates the achievements of both teachers and students. Motivational programs,
appreciation events, and opportunities for professional growth are seamlessly integrated into the school's
fabric, fostering high morale and instilling a profound sense of pride and dedication among educators
(Morris, 2019). This approach not only boosts morale but also contributes to a positive and collaborative
atmosphere within the school community (Klemp, 2023).
“…Motivation is key. Recognition, appreciation events, and professional growth
opportunities contribute to high morale. Decision-making is participatory; involving
teachers and staff ensures decisions align with the collective vision. This inclusivity fosters
a sense of shared responsibility and commitment…”

A notable facet of Mr. Jalil's leadership is his adoption of an inclusive decision-making process.
Collaborative decisions, incorporating input from teachers and staff, not only reflect a consensus but also
nurture a sense of ownership and responsibility within the school community. This inclusive decision-
making process fosters a dynamic and engaged educational environment where every member feels heard
and valued.

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 Mr. Jalil places paramount importance on the continuous monitoring of systems and processes.
Regular evaluations of teaching methods, curriculum effectiveness, and administrative procedures form a
comprehensive strategy to identify and address areas for improvement. This dynamic and ongoing
assessment strategy ensures the school remains agile and responsive to the evolving needs of students and
staff. Performance assessments, comparing outcomes against established targets, further contribute to a
culture of continuous improvement. Mentorship programs, workshops, and avenues for career
advancement collectively contribute to the cultivation of a skilled and motivated teaching staff (Ly,
2023). This strategic approach to human resources not only ensures the recruitment of the best talents but
also contributes to the sustained growth and success of educators and, by extension, the school.

In conclusion, the interview with Mr. Jalil reveals a leadership journey marked by vision,
inclusivity, and a steadfast commitment to fostering a positive school climate. The key findings
underscore the importance of a holistic approach to education, where academic success is complemented
by the development of well-rounded individuals. Mr. Jalil's meticulous organisation, commitment to a
positive culture, inclusive decision-making, continuous improvement, and strategic human resource
management collectively contribute to an educational environment that goes beyond traditional metrics.
The insights gained from Mr. Jalil's leadership journey serve as a guide for educators and administrators
aspiring to create not just academically proficient institutions but also nurturing environments where
individuals thrive holistically. The emphasis on collaboration, recognition, and continuous improvement
resonates with a broader call to reimagine education as a holistic and transformative journey. Mr. Jalil's
leadership journey stands as a testament to the transformative power of visionary leadership in shaping
the future of education.

(769 words)
Question 2: Reflection
Based on the interview that was conducted with Mr Jalil, I understood that effective leadership plays a
huge role in cultivating a positive leadership in school. An effective leadership in school usually requires
a vast understanding of the variety management styles available. In this reflective essay, I would like to
delve into the leadership philosophy of an experienced principal, Mr Jalil, who soon will be moving as an
SIP+ partner under the District Education Department to provide aid to other principals. Through the
interview conducted, I was able to gain a better understanding and insights of the management style that
has been adopted by Mr Jalil during his service as a principal that helped to steer the school towards

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excellence ensuring that it remains in its positive learning environment that would be comfortable for the
teachers and the students.
Leadership in the education realm goes beyond the administrative task and plays a huge role to
ensure a smooth sailing process. It also involves focusing on an inspiring and collective vision and to
foster a conducive environment to cater for the learning process in the school (White, 2021). Mr Jalil is
capable of adapting his leadership style accordingly. Based on the interview, in my opinion, I understand
that Mr Jalil is an inspiring principal and has visions, makes decisions by involving others and puts his
stakeholders as his priorities. This blend of the leadership styles makes Mr Jalil an effective leader.
Transformational leadership is the leadership style that is demonstrated by Mr Jalil, is marked by
his focus on his inspiring vision, motivation and the cultivation of his positive organisational culture
which he fostered to create a positive school environment. His leadership vividly exhibits these traits,
with his vision to always look forward to nurturing responsible and well rounded citizens throughout the
school. Bass and Avlio indicated four dimensions of transformational leadership, which is believed to be
embodied by Mr Jalil in his role as a leader of the school. These dimension encompasses which includes
idealised influence of which any behaviour instils respect and confidence, inspiration motivation of which
he encourages teachers to participate in competitions from time to time, intellectual stimulation of where
he is expected to generate innovative ideas as a leader and individualised consideration, of which they
should always be an active listener and pay attention to the challenges and concerns faced by the
employee (Bass & Avolio,1990).
Besides that, Mr Jalil's cultivated a positive school environment by celebrating achievements and
acknowledging successes as powerful motivational tools. Through this approach it helps to boost teachers
morale but it also serves as a catalyst for increased participation of the teachers in competition as they are
fueled by the supportive environment that he has fostered in the school. His leadership also embraces
participative principles, where he emphasises on collaboration among the teachers and shared decision
making. By prioritising inclusive decision making, he ensured that every suggestion and view shared by
the teachers and staff of the school are valued. This approach instils a sense of ownership and
responsibility within the school community, as he fosters a dynamic and engaging educational setting.
Alternatively, as I glanced through the interview on his management style, I believe Mr Jalil also
has another leadership approach that I could relate to the theme which is servant leadership. This is
prominent to his consistent focus and effort on looking after the well being and growth of the people in
the school in general. Mr Jalil, often looks into the well-being of his stakeholder and school is evident in
various initiatives. Mr Jalil, shared that he always encourages the teachers to take part in competitions and
encourages the teachers to participate in writing research, shall he know they have the skills needed.
Actively acknowledging and celebrating achievements, coupled with investments in professional

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development, exemplifies a servant-leader mindset that contributes to the creation of a supportive school
community. Strategic leadership involves making decisions that align with the overall goals of an
organisation (Wottrich, 2023). In the case of Mr. Jalil, his leadership is characterised by strategic
decision-making. The meticulous allocation of staff, efficient resource management, and continuous
monitoring and improvement strategies contribute to a thriving and well-supported educational
environment. These decisions are not just operational; they align with the overarching goals of the school
(Morris, 2019).
Autocratic leadership, marked by a centralisation of decision-making power, is typically viewed
with caution in educational settings. While Mr. Jalil predominantly exhibits participative and
transformational leadership, there may be instances where an autocratic approach becomes necessary.
Rapid decision-making or addressing critical issues might require decisive action, showcasing the
adaptability in his leadership style. Adaptive leadership is crucial in responding to the ever-changing
landscape of education. Mr. Jalil's continuous monitoring and improvement strategies exemplify an
adaptive approach. By addressing areas for enhancement and responding to changing educational needs,
he ensures that the school remains agile and responsive (Meyer, 2019).
In conclusion, Mr. Jalil's leadership styles represent a harmonious blend of various approaches,
each contributing to the overall success of the school. The transformative, participative, servant, strategic,
autocratic, and adaptive elements in his leadership collectively create an environment that goes beyond
traditional academic metrics. This reflection on Mr. Jalil's leadership journey serves as an inspiring
example for educators and administrators seeking to adopt a holistic and transformative approach to
school management. His ability to navigate the complexities of education with a diverse set of leadership
styles stands as a testament to the transformative power of visionary and adaptable leadership.
(915 words)

Interview outline
Interviewer: Good day, Mr. Jalil. To begin, could you share some insights into your journey in education, from

your early years as a Bahasa Melayu teacher to your current role as a principal?

Mr. Jalil: Thank you. My journey began at the age of 26 when I started as a Bahasa Melayu teacher after

completing my studies at Universiti Malaya. I was offered the opportunity to become a " guru sandaran tidak

terlatih," igniting my passion for this noble profession. Subsequently, I furthered my studies at Maktab Perguruan

Lembah Pantai for Kursus Perguruan Lepasan Ijazah (KPLI) in Pengajian Bahasa Melayu in 1992. This laid the

foundation for my career, leading me to become a full-time teacher in 1994.

Interviewer: You've had a diverse career, holding various teaching positions and now serving as a principal. Can

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you elaborate on the different roles you've undertaken and the experiences that shaped your leadership style?

Mr. Jalil: Certainly. Over the years, I've served in many different roles, from being a Senior Language Teacher to

Deputy Head of Afternoon Session and Deputy Head of Students Affair. Each role brought unique challenges and

opportunities for growth. These experiences, coupled with my studies, have contributed to my leadership style,

emphasising collaboration, inclusivity, and a commitment to continuous improvement.

Interviewer: Looking specifically at your current role as a principal, how do you approach collaborative strategic

planning to ensure a positive school climate?

Mr Jalil: To me I strongly believe that every stakeholder in the school should be participating to ensure the success

of the school. It is important to include the parents too when it comes to planning and ensuring that the school

ensures a continuous positive climate. As for me, personally, I would always open up room for parents to send in

their feedback on the areas of improvement in any areas of the school. We do not only wait to hear from parents

during Parent-Teacher Conference, instead I am very open to receive feedback etc from time to time. They could

either contact me through any convenient networks or through google form. I believe with this approach it would be

easier for the parents to update on any challenges, could be the smallest one easily.

Interviewer: I believe google form is for any short term feedback that parents would like to share, do you think

collaborative planning would aid to make the environment of the school better? How do you conduct strategic

planning for a long term schooling year? In planning a long term strategic, do you think stakeholders, like parents

and students should be involved or otherwise?

Mr. Jalil: Collaborative strategic planning is crucial. I believe that involving stakeholders—teachers, students, and

parents—in the process would help to elevate the process better. Besides the use of online platforms to share timely

feedback, this school has an active parent teacher group, of which we conduct annual strategic planning to set goals

and devise the strategies. This inclusive approach ensures that everyone's insights contribute to the school's

direction. As for the short term feedback mentioned just now, it is for small feedbacks/ complaints about the school.

Interviewer: Your upcoming role as a School Improvement Partner (SIP+) indicates a commitment to supporting

other schools. How do you foresee applying your experiences to aid other principals and headmasters in improving

their schools?

Mr. Jalil: As a SIP+, my role will be to train and assist principals and headmasters across the district. My diverse

experiences, particularly as a principal, will be valuable. I aim to share effective strategies, foster collaboration, and

12
guide them in enhancing their schools' performance.

Interviewer: You've received several awards and recognitions throughout your career. How do you believe your

leadership qualities contribute to creating a positive and productive working environment?

Mr. Jalil: Awards are a testament to the collective efforts of the team. My leadership revolves around recognizing

and celebrating achievements, promoting open communication, and fostering a positive culture. A positive and

productive working environment is not just my success; it's the success of the entire school community.

Interviewer: Moving on to the organising aspect of your role, how do you approach allocating staff to tasks and

ensuring that staff are being assigned accordingly.

Mr. Jalil: Organizing is about optimising resources. Staff allocation involves understanding individual strengths and

assigning roles accordingly. I believe that as a leader, it is important for me to understand the strengths and

weaknesses of my staff as a leader, only then I will be able to assign tasks and jobs according to their capability. I

understand that people in general would give their all if you assign a task that is suitable to them, not all but if

possible. Maybe if I know the teacher is interested in editing videos, I should assign something related to that, so not

only the teacher gets to perform well in the task but also will be able to improve themself in the process.

Interviewer: What about organising efficient resource allocation for optimal school efficiency?

Mr Jalil: To me I think it is very important to prioritise efficient resource allocation, ensuring that teachers are well

equipped with the materials they need. I made it a point to provide the teachers with a box of markers and refills in

the beginning of the year, and provide free flow refills for the teacher. Alhamdulilah for a good Parent Teachers

Group that has supported this idea for 2 years now. Besides that, I also ensure that budgets are thoughtfully

allocated, balancing educational tools, maintenance and extracurricular support. Usually we would allocate a fair

amount of budget to every subject department of the school, if needed additionally they are free to write in to me

and I will consider. Even if the money is distributed, teachers will have to write to me before releasing the money.

This is to ensure that the money is being used wisely.

Interviewer: Your dedication is evident in your upcoming role as a SIP+, where you'll be training and aiding other

principals. How do you motivate your staff, and how do you make decisions that positively impact the school's

climate?

Mr. Jalil: Motivation is key. Recognition, appreciation events, and professional growth opportunities contribute to

high morale. Decision-making is participatory; involving teachers and staff ensures decisions align with the

13
collective vision. This inclusivity fosters a sense of shared responsibility and commitment.

Interviewer: Being a new teacher myself, I honestly feel that this job despite the rewarding outcomes in the end, but

in the current time I have the burnout feelings, the urge to just let everything go. How do you address and aid the

teachers in your school, shall they face this issue?

Mr Jalil: With the current workload of teachers, many teachers do feel demotivated and are going through burnout.

This could lead to a negative school environment. I am honestly open and understand the feelings of a teacher. I

always tell my teachers and staff to meet me and voice out their dissatisfaction or share out their concerns. Besides

that, I would organise LADAP training from time to time and during the training I would include a short

motivational session that would help teachers to cope with the pressure cause there’s a lot of challenges here, i don't

want my teachers to get burnout, or give up in this line or during their serving period.

Interviewer: How do you encourage your teachers to further develop in terms of their career etc.

Mr Jalil: As much as I can do is that I would always encourage my teachers to participate in competitions when I

see an opportunity and I know they can do it. Not only that, I would encourage teachers to do “kajian tindakan”.

Some schools have already made it mandatory for teachers to submit one research, but I find no use if the teachers

are being forced to do something, so the only thing I can do is to motivate them, and provide the necessary support.

Interviewer: As a leader, you play a crucial role in modelling expected behaviour. How do you embody the values

you expect from teachers, staff, and students, and what leadership qualities do you consider paramount?

Mr. Jalil: To be honest, it is not easy to remodel a behaviour. The teachers are mostly experienced here and it's not

easy to tell them what to do etc. However, I believe that leadership is about setting an example. I actively embody

values like integrity, respect, and a strong work ethic. Leading by example reinforces the values essential to a

positive school climate. Paramount qualities include effective communication, empathy, and adaptability to navigate

the dynamic nature of education.

Interviewer: Could you elaborate further on your leadership style and how your leadership style would be able to

impact the school and teachers achievement? Do you think teachers receiving awards could create a positive school

environment?

Mr Jalil: Earning awards is a motivation sign that I believe could influence others. To me awards are the collective

efforts of the contributor. As for me, my leadership revolves around recognising and celebrating achievements,

promoting open communication, and fostering a positive culture. A positive and productive working environment is

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not just my success; it's the success of the entire school community

Interviewer: In terms of controlling, how do you monitor systems and processes to ensure ongoing improvement?

What strategies do you employ to compare outcomes against targets and maintain strategic human resources?

Mr. Jalil: I believe that continuous monitoring is essential. Regular evaluations of teaching methods, curriculum,

and administrative procedures identify areas for improvement. Comparing outcomes against targets involves

measuring academic achievements, attendance, and satisfaction. Strategic human resources include investing in

professional development, mentorship programs, and career advancement opportunities.

Interviewer: Reflecting on your extensive career, what aspects of your experiences and leadership style do you

believe contribute most significantly to fostering a positive and productive working environment in the school?

Mr. Jalil: Collaboration, inclusivity, and a commitment to continuous improvement are pillars of my leadership. A

positive working environment stems from recognizing achievements, promoting open communication, and

cultivating a supportive culture. It's about creating a space where every member feels valued and motivated.

Interviewer: Alright, that's all for now Mr Jalil. Thank you for your time and for sharing your inputs on some of

your best practices to ensure a positive climate school. Also, congratulations on the new journey that you will be

embarking on soon.

Mr Jalil: You’re most welcome. Thank you for having me and giving me the opportunity to share my input.

Wishing you the best of luck.

References

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Beyond. Journal of European Industrial Training, 14(5).
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Perspective. Taylor and Francis, 1(1), 228.
Cavendish, W., & Connor, D. J. (2017). Toward authentic IEPs and transition Plans:
student, parent, and teacher perspectives. Learning Disability Quarterly, 41(1),
32–43. https://doi.org/10.1177/0731948716684680

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Di Lascio, E., Gashi, S., & Santini, S. (2018). Unobtrusive Assessment of Students’
Emotional Engagement during Lectures Using Electrodermal Activity Sensors.
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Part 2
Online Class Participation

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