<PROGRAM >

MAY 2023 SEMESTER

HPGD2203

EDUCATIONAL MANAGEMENT

NO. MATRIKULASI : <NO MATRIKULASI>

NO. KAD PENGENALAN : <NO. KAD PENGENALAN>

NO. TELEFON : <TELEFON>

E-MEL : <EMEL ID>

PUSAT PEMBELAJARAN : <PUSAT PEMBELAJARAN

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 Contents

PART 1.......................................................................................................................................................3

QUESTION 1 : ARTICLE REVIEW......................................................................................................3

1.0 ABSTRACT...................................................................................................................................3

2.0 INTRODUCTION.........................................................................................................................3

3.0 LITERATURE REVIEW.............................................................................................................4

5.0 FINDINGS.....................................................................................................................................7

6.0 DISCUSSION.................................................................................................................................9

QUESTION 2...........................................................................................................................................11

1.0 INTRODUCTION.......................................................................................................................11

2.0 INFORMANT BACKGROUND................................................................................................12

3.0 FINDINGS...................................................................................................................................13

4.0 IMPLICATIONS OF FINDINGS..............................................................................................14

5.0 CONCLUSION............................................................................................................................16

REFERENCES........................................................................................................................................16

APPENDIX..............................................................................................................................................18

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PART 1

QUESTION 1 : ARTICLE REVIEW

Teachers’ perceptions of school principals’ role in tackling the pandemic crisis

By Antonios Kafa Open University of Cyprus, Latsia, Cyprus

1.0 ABSTRACT
This study accurately describes its objective, design/methodology/approach, findings, research
limits and consequences, originality/value, keywords, and paper type. The reader will learn the
basics about this paper by reading the abstract. The goal of this work, as stated in the abstract, is
a qualitative investigation of teachers' perceptions of school principals' responsibilities during the
Greek pandemic crisis, with an emphasis on communication and leadership facets.

The focus group interviews that were conducted to collect the data comprised 19 teachers from
Greece's primary and secondary institutions. The usage of the Zoom software environment was
necessary for the interview process due to the pandemic crisis-related circumstances. One of the
tools used to collect data was a conventional semi-structured interview approach developed
expressly for this study based on the most recent theoretical sources on the responsibilities of
school administrators in tackling the pandemic issue.

According to the research, the pandemic problem brings to light critical facets of cooperation,
trust, and a favorable atmosphere, with school principals addressing external factors and
technical equipment challenges. Because convenience sampling was used in the study, there are
limitations in the research. Moreover, the information obtained throughout the epidemic and
lockdown.

2.0 INTRODUCTION
Distance learning and teaching methods were introduced as a result of the COVID-19 issue,
which had a huge influence on the worldwide educational process. These modifications, which
had an impact on over 1.6 billion students in more than 200 nations, exposed the lack of
infrastructure and personnel training in the education systems.

In the midst of the pandemic crisis, instructors struggled to adapt traditional instruction to an
online setting, placing pressure on both them and the school administration. They had to deal

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with adjusting to novel situations and satisfying students' demands remotely while upholding
strict academic standards. The learning results of pupils were significantly influenced by school
leaders as well. This claim is corroborated by a WHO statement from 2020, according to which
the COVID-19 pandemic causes the closure of universities throughout the world, affecting 1.5
billion students. 1 805 706 secondary school pupils and instructors in Malaysia will transfer to
online learning during the Movement Control Order (MCO) on March 18, 2020.

According to the author, school administrators kept up their leadership style during the pandemic
crisis, guiding and supporting students. However, there is little study on teachers' perceptions of
how principals handled the crisis and the level of assistance they gave. Scholars, educators, and
policymakers all concur that the most crucial element in raising student achievement and
ensuring the effectiveness of the system is the leadership of school administrators (Fullan, 2007;
Harris, 2013; Leithwood K. and Jantzi, 2005).

This study focuses on the function of school administrators in times of stress and
uncertainty, emphasizing how that function was altered by the pandemic crisis. The study
emphasizes the viewpoints of educators in various Greek school groups, however because
of the convenience sample used, it is impossible to generalize its results. As a result,
information acquired will provide answers to various study topics, including:

(1) How did administrators of schools interact with teachers when dealing with the
pandemic crisis?

(2) From the viewpoint of the instructors, what qualities of leadership were emphasized
in dealing with the pandemic crisis?

(3) From the viewpoint of the instructors, what were the primary challenges faced by
school administrators throughout the pandemic crisis?

3.0 LITERATURE REVIEW

School Principals’ Role In Crisis Tackling: Insights From The Literature

According to the author, the pandemic crisis fundamentally changed the educational environment
and redefined the roles of school administrators and faculty. Teachers had a significant impact on
the teaching and learning process, which had an adverse effect on their job. In times of crisis,

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managers and leaders are essential in helping firms be more innovative and change-resistant.
Leaders have the chance to change the status quo and respond to crises in novel ways. However,
a major challenge in school organizations continues to be the conflation of true crises with
academic issues.

Some scholars concur that school principals are essential in crisis management since they deal
with foreseeable occurrences and difficulties in educational institutions. However, rather than
life-threatening conditions like the COVID-19 pandemic, crises frequently relate to issues that
arise within the business. Understanding the value of knowledge, teamwork, and quick action is
necessary for effective leadership in crisis circumstances. Instead of duplicating effective
leadership techniques, which could lead to a subpar reaction, school principals must advocate for
methods that are suitable for handling the situation.

According to other writers, school administrators must put emotional stability, external
collaboration, communication, trust-building, and accountability first when a crisis arises.
Success depends on working together with external stakeholders, such as the community. For a
healthy work environment and higher employee satisfaction, effective communication and trust-
building are crucial. According to Wang, Zhang, and Yang, effective online teaching depends on
teachers using the right teaching techniques and taking outside circumstances into account.
Different competences are needed for each stage of online teaching, including lesson planning,
preparation, and design before, during, and after.

Trust between teachers and principals is essential for sharing vulnerability and taking risks in
ambiguous circumstances, according to Twyford and Le Fevre's research from 2019. Effective
crisis management requires a clear decision-making procedure when a crisis arises. A leader's
decision-making method and procedure determine how well they can handle emergencies. In
times of crisis, school leaders must balance workload, autonomy, fairness, excellence, and the
needs of the individual and the whole community.

The Case of Greece During the Pandemic Crisis

In March 2020, a pandemic crisis in the Greek educational system forced the closure of all public
and private institutions. In response, the Greek Ministry of Education created a distant learning
environment and provided all primary and secondary schools with free e-learning platforms and

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resources. This program comprised instructional TV shows as well as synchronous and
asynchronous learning. The closures were implemented to reduce the possibility of the virus
spreading.

Greece's educational institutions encountered structural and organizational issues when they
switched from conventional to online learning settings. During closures, principals were required
to cooperate with the police. The crisis was made possible by the centralized educational system
and the role of the central government, which allowed school groups to make effective and
creative use of their autonomy.

Despite the pandemic catastrophe, school administrators were a source of direction and support.
During the sudden transition to online education, HoTeachers were expected to be able to use the
online learning systems straight soon (Zhang et al., 2020). Teachers acknowledged that they
lacked the skills and knowledge necessary to make offline (hardcopy) information available
online (softcopy) on platforms like the internet. Since they have limited experience, teachers
lacked the skills essential for online instruction. There is, however, no research on teachers'
perceptions of how principals handled the circumstance and the extent of their aid. As a result,
they encountered difficulties in developing instructional materials that can accommodate learners
of various abilities, developing universally applicable teaching strategies, and developing
synchronous classes. .................. ..............................................................................

4.0 METHOD

The purpose of this research project was to evaluate the function of school administrators in
responding to the pandemic crisis using a qualitative methodology. The goal of the study was to
gather knowledge on the crisis phenomena either in real time or after the fact. Under the
direction of the school principals, two focus groups with experienced teachers were held in
Greece during the pandemic crisis. For the purpose of interpreting the stories that individuals
narrate, the study used a narrative methodological design.

19 currently employed instructors who took part in two focus groups during the pandemic crisis
were included in the research. Nine elementary school educators made up the first group, while
ten secondary school educators made up the second. All of the participants were active
instructors who volunteered to take part in both elementary and secondary school. The survey,

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which focused on teachers' perceptions of school leadership during the pandemic crisis, was
carried out during the lockdown of the second wave. However, since the survey is not
specifically on school principals, there is no data from them. ............................................................................................................................................................

Focus groups are an expanded version of the conventional qualitative interview technique, with
competent and experienced school instructors serving as the participants. A semi-structured
interview technique based on recent theoretical sources on the role of school principals in
addressing the pandemic issue was one of the data gathering strategies employed in this study.
The interview process included 21 open-ended questions regarding leadership, the primary
challenges encountered by teachers, and how school principals interacted with them throughout
the crisis. While the second study question focused on support for professional training and
development in distant education, resources for insufficient technical equipment, and
unambiguous judgments concerning pandemic-related difficulties, the first research question
centered on trust and collaboration throughout the epidemic. The third study question focused on
the challenges that principals of schools faced during the crisis as well as those that the director
and the Ministry of Education encountered while exchanging information and communicating
about pandemic-related concerns. ....................................................

. . Data was gathered during a Zoom online conference in March 2021. Based on three study
questions, the focus groups' transcripts were categorized into themes and patterns. Open and
thorough coding was used to evaluate the data, producing tables and themes. A three-fold coding
frame (CF) based on the three study questions—communication among school principals,
leadership styles, and major challenges—was developed using an inductive coding technique.
Following the presentation of the major findings, codes were added in accordance with
participant replies.

5.0 FINDINGS
School principals’ communication aspects with teachers in tackling the pandemic crisis

Due to the lack of criteria in IJEM 37, school instructors reported uncertainty and worry
regarding unexpected closures by school principals. Since the Ministry of Education neglected to
tell principals, the primary area of uncertainty was the duration of closures. This resulted in an
environment where school administration and administrators were unorganized. Teachers lacked

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knowledge because principals received notifications via official emails, phone calls, or media
sources. Teachers at schools also felt that administrators lacked a clear strategy or set of
principles for converting traditional teaching and learning into a distance learning environment.
Principals waited for official instructions and updates before taking action to resolve problems.
........................................................................................................

According to the survey, school administrators took steps to reach out to teachers throughout the
epidemic, including sending parents educational emails and utilizing social media and mobile
applications like Facebook, Viber, and WhatsApp. While using Skype software for first
conversation, nine principals employed these methods to solve issues. Some principals who had
limited digital capabilities communicated by phone and email. ..........................

School principals’ leadership aspects in tackling the pandemic crisis from teachers’ perspective

According to the report, 16 instructors in particular continued to exercise leadership within the
Ministry of Education's regulations. They were instructed to "work and keep everything by the
law," making sure the best interests of the pupils were considered. During the crisis, the
leadership component stressed communication, cooperation, and trust between principals and
teaching staff. Thirteen instructors in particular discovered that tight collaboration and trust, even
across distances, strengthened emotional components and enabled teachers to work
successfully. ............................................................................................................................................................

Students were affected by the teamwork and effective organization displayed by school leaders
throughout the crisis. To solve issues and handle educational issues, they formed smaller groups.
They emphasized an external leadership component, with 17 teachers working with the
principals to collaborate with local companies and shops to help children with technical
equipment. The crises in their organizations was exacerbated by this external factor.

School principals’ main obstacles in tackling the pandemic crisis from teachers’ perspective

The major challenge that school administrators have in online learning settings is the subject of
the third research question. Due to the unavailability of computers and tablets while secondary
pupils utilize cell phones, primary school instructors confront additional difficulties. The absence
of WebEx software training, connectivity challenges, and internal staff training are all concerns

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that primary principals must solve. Additionally, dealing with and overcoming these issues can
be difficult for kids with special needs and other groups.

6.0 DISCUSSION
From a distinct angle, this study investigates the function of school principals throughout the
pandemic crisis. It focuses on the technological and digital aspects as well as the influence of the
instructor on students' crisis-related decision-making. The results back up Papazoglou and
Koutouzis' claim that innovation has been introduced to Greek schools as a result of
transformation. However, similar to the centralized education system in Cyprus, school
principals encountered difficulties with communication and assistance from the Ministry of
Education. A centralized educational system offers structure and direction, yet communication
and direction were difficult in the Greek environment.

Cyprus's unified educational system has caused confusion owing to the excessive amount of
daily circulars. In order to stay in touch and plan their actions throughout the crisis, school
administrators and instructors used a variety of communication technologies, including social
media and phone applications. However, Argyropoulou et al. (2021) discovered that
teleconferences, email, and phone calls were the primary methods of contact among instructors,
parents, and students. This study found that school administrators encouraged trust, teamwork,
emotional support, and a healthy atmosphere inside their organizations. Communication is a key
leadership factor during a crisis. These skills aid in the efforts of leaders to address emergencies,
such as the COVID-19 situation.

A research conducted in Greece emphasizes the value of cooperation, trust, and solidarity among
members of school organizations during the COVID-19 crisis. This discovery is related to
studies on the functions of school administrators in a number of settings, including Sweden,
Cyprus, and England. The study emphasizes the value of external leadership, which includes
reaching out to nearby communities, parents, and private groups, which has been validated in
literature.

The literature emphasizes the value of school administrators' connections to local communities
and their aptitude for entrepreneurial leadership, which is connected to working with
stakeholders and acquiring resources. Principals encountered technological challenges during the

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pandemic crisis, such as pupils' shortage of supplies. Instead of concentrating on external
leadership as a solution, they developed external leadership dimensions, such as the Ministry of
Education. Teachers clashed over the absence of Webex training, and some principals created in-
house courses for the teaching staff. This strategy encourages collaboration between stakeholders
and the development of leadership style.

7.0 CONCLUSION AND IMPLICATION

The pandemic crisis has brought to light the critical part played by school heads in maintaining
control and direction during the crisis. Future stages in the development of principals' capacities
must be taken into consideration, drawing on both theoretical and empirical viewpoints in the
field of educational leadership. The following pillars are highlighted in this study as potential
areas of growth for successful leadership in the post-pandemic age. This paper includes insights
from teachers' perspectives on the role of school administrators in addressing the crisis.

The framework's first pillar promotes school administrators as digital coordinators and
pedagogical leaders by focusing on their technology and digital literacy. The second pillar places
a strong emphasis on entrepreneurial leadership, which can assist principals in navigating
adversity. The third pillar places a focus on the growth of all-encompassing leadership abilities,
such as trust and communication systems, which may aid principals in efficiently handling
crises. The development of principals' crisis management skills during the post-pandemic era can
be aided by these pillars, which can be vital training for practitioners and education officials.
Governments and legislators everywhere should reevaluate their function in the post-COVID-19
age to improve the capacities of school leaders. In the upcoming years, these abilities will
eventually help school leadership.

Through cooperation with public and private organizations, training, seminars, and professional
development programs for school administrators can be implemented. The Cyprus Pedagogical
Institute worked with the Ministry of Education and the Ministry of Research, Innovation, and
Digital Policy to introduce e-learning throughout Cyprus, for instance, while higher education
institutions in Italy offered professional development for elementary and secondary education.
Governments and educational planners should modify funding distribution in times of crises to
assist school groups. To generalize findings and support the implications for educational policy
and school administrators, more research is being requested.

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Implementing training, seminars, and professional development for school leaders can be made
easier through cooperation with public and private organizations. While Cyprus's Pedagogical
Institute collaborated with the Ministry of Education to establish e-learning, higher education
institutions in Italy offered professional development for elementary and secondary education.
Governments should modify budgetary allocations to help school organizations during times of
crises. To generalize findings and support educational policy and principles, more study is
required.

QUESTION 2

1.0 INTRODUCTION
The capacity to execute changes, boost student accomplishment, and enhance school
performance should be a quality trait in highly successful and dedicated school leaders. The
Malaysian Ministry of Education (MoE) is completely committed to putting the PPPM
(Malaysian Education Development Plan) 2013–2025 aims into practice. One of the main goals
of this strategy is to designate principals and school administrators who are highly competent in
order to guarantee that all schools across the nation achieve or surpass national criteria. In order
to increase school leadership effectiveness, it is now of utmost importance to improve the
selection and training procedures for school leaders.

The Ministry of Education (MoE) is adamant that this reform would enable principals to become
more than just outstanding head administrators; they will also be able to lead the faculty, create
change, and benefit their schools and communities. As a result, in order to improve and keep up
the quality of instruction offered, it is crucial for the headmaster to serve as a motivator, mentor,
and supervisor of instructors. The leadership of school leaders is the most important aspect in
enhancing school performance and assuring the success of the educational system, according to
academics, education experts, and policymakers (Fullan, 2007; Harris, 2013; Leithwood K. and
Jantzi, 2005).

Additionally, they came to the conclusion that strong school leadership contributes to greater
student academic achievements and better school performance in general (Day et al., 2008;
Hallinger and Heck, 1996; Leithwood K. et al., 2008). The relationship between school
leadership and students' academic success has been studied by Bogler (2005) and Waters et al.

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(2003). Both studies highlight the influence that a school leader's style can have on a variety of
aspects of the school environment, including teacher and staff morale, teaching and learning
procedures, and students' overall academic performance.

2.0 INFORMANT BACKGROUND

Better end-of-year scores on state and local tests, a stronger and more favorable campus culture,
and motivated student learning can all be the effects of an effective principal's leadership at a
school. One of the first stages in obtaining a position as school principal is an interview, and it's
crucial to project professionalism to present oneself in a way that emphasizes your strongest
qualities. To gather information regarding the role of school principals in schools for this article,
two principals and one vice principal were interviewed. The history of each responder is as
follows:

Principal 1:

Sex : Male

Age : 51 years old

Experience : 25 years

Position : Principal

Principals 2 :

Sex : Male

Age : 55 years old

Experience : 30 years

Position : Principal

Principals 3

Sex : Female

Age : 45 years old

Experience : 20 years

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Position : Vice Principal

Here is the question asked to the respondents.

 What academic background do you have?

 What is your proudest achievement?

 What are your best qualities?

 How have you handled difficulties in the past, and what strategies have you used to
overcome them?

 How do you function under duress?

 In what capacities do you work?

3.0 FINDINGS
Principle 1 says that the idea of leadership development has been centered on the interpersonal
growth, abilities, and traits that help organizations function better. Research has shown that
businesses that engage in leadership development have a beneficial influence on corporate
performance relative to student achievement. Principals 2 concur, stating that competent
administrators employ a number of strategies to foster productive environments and inspire
student learning. The monitoring of instruction is one of these methods for efficient classroom
management.
Vice principals stated that the principle is in charge of maintaining and enhancing the
instructional program's quality to ensure that the school's established educational goals are met
effectively and efficiently. Litchfield (2003) characterized the duties of the principal of a school
as being those of an educational leader. These duties include, among others, overseeing
classroom instruction and administering the curriculum and instruction. The principal must take
on duties and leadership roles in managing curriculum and teaching, since the curriculum is
crucial to creating an effective instructional program.

principle 1 said that in respect to curriculum creation, the principle serves as the team leader
based on her expertise. The principal oversees classroom instruction by monitoring teachers and

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evaluating their classroom practices and teaching and learning methods. The principal is present
as a witness to monitor classroom activities while the instructor is interacting directly with the
students.

Vice Principals with expertise in lesson plan monitoring noted that when teaching is done well,
students learn effectively, and this transfers to strong success on other exams. The importance of
the lesson plan and the requirement for periodic monitoring stem from this.

Principal 2 was also accountable in PLCs. According to him, instructors in PLCs mostly discuss
the following two questions: "What do we want students to learn?" and "How will we know if
they have learned it?" These inquiries are the cornerstone of any PLC since they call for
instructors to reach an agreement on the learning objectives and on assessments that will be used
to gauge comprehension.

PLC, a phrase that is relatively new to Malaysian educators, was discussed by Principal 1. She
has just started taking charge of these activities and has seen several advantages. This application
enables all educators to collaborate and learn together to create effective teaching and learning
activities in the classroom.

4.0 IMPLICATIONS OF FINDINGS

Before being appointed to the post, a head teacher's leadership and conduct styles are a key
factor in Malaysia. The nation has a strict program that requires the head teachers to go through
routine training and skill assessments on leadership and behavior management. They are always
expected to serve as positive role models for the instructors, and the post carries a high salary
(Slarhabi, 2011). This is a crucial quality that has prompted head teachers to excel in their
instructional supervising duties and be willing to do so as a gauge of their production. ................................

According to Olembo, Wanga, and Karagu (1992), supervision of instructional practices includes
all tasks that educational supervisors perform to demonstrate leadership in enhancing teaching
and learning, such as observing lessons in the classroom, supervising teachers' meetings, and
conducting one-on-one and group conferences. By observing and evaluating the lesson,
documenting the teacher's performance, and providing advice on areas for development, the
leader in the school should supervise, assess, evaluate, and instruct all teachers and employees to
accomplish the stated goals (Gregory, 2010). ................................

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Monitoring is the process of routinely and continuously checking in on and keeping an eye on a
project or program. On the other hand, evaluation involves assessing a program's worth, value,
and quality in order to judge, evaluate, or determine it. In order to determine the degree to which
the established objectives have been accomplished, it includes comparing the current situation to
the past (Handbook for inspection of educational institutions, 2000). ................................

In the field of education, monitoring and evaluation are carried out to keep an eye on initiatives
like education quality. Teaching is done by the instructors, and learning is done by the students,
and these two activities take place in education. Secondary school teachers typically possess
degrees or diplomas in education. The teachers go through teaching strategies during training, so
they are familiar with effective teaching techniques. To guarantee that effective teaching and
learning are taking place, the principal is in charge of monitoring and evaluating activities at the
school level (Williams, 2000). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Lesson plans, on the other hand, are written descriptions of the educational process that outline
what, when, where, and how students should learn as well as how they should be evaluated. One
of the most important aspects of the educational process is the lesson plan. One key duty of the
school leaders is to monitor the instructional plan. It will decide how well the classroom's
teaching and learning activities go.

The phrase "professional learning community" (PLC) is relatively new among Malaysian
educators. However, PLC has been the subject of extensive discussion and controversy among
educators throughout the world (DuFour, 2016). According to DuFour, DuFour, and Eaker
(2008), a PLC is a group of teachers who work together on collaborative projects to improve the
quality of teaching and learning (T&L). One such project might involve conducting action
research to develop an intervention that will benefit students' learning and raise their academic
achievement.

The second benefit is that PLC may foster a vibrant and healthy school culture (DuFour &
Fullan, 2013). The notion and impression that PLC may improve students' academic
performance and foster professional growth among instructors was also backed by a number of
literature studies (DuFour, DuFour, & Eaker, 2008; Lieberman & Miller, 2011; Newmann &
Wehlage, 1995; Senge, 1990). PLC also emphasizes teachers' group initiatives for kids' learning
and teachers' own professional growth, which has been well received and widely used by

15
government policy makers, academics, and leadership practitioners worldwide. Principals should
prioritize this program in order to guarantee that benefits can be maintained at all times.

5.0 CONCLUSION
The institution of the school is where the community's hopes for a better future are all educated.
One of the initiatives that schools as an institution where individuals individually work toward a
better life in the future should make is education. The growth of science and technology has an
impact on society's social life and intensifies the need for communal social requirements. The
community's faith in education's ability to address and anticipate the various disparities that
occur is its guarantee of hope. In order to properly accomplish school goals, the principal's
leadership is crucial in managing how education is run.

A principle has an impact on a school's success as a leader who can effectively manage the
institution. Principals with strong organizational abilities and high levels of job stimulation
might motivate instructors to take advantage of new chances by increasing their focus.
Therefore, initiatives to improve educational quality fall under a shared obligation, especially
given that the principle is the highest ranking official in the institution. To obtain effective
accomplishments and outcomes in schools, a competent principal with a solid grasp of school
administration is required. Events to achieve school goals are carried out on the basis of vision,
purpose and educational objectives, initiatives and activities using all the skills of the school and
the society around the school. The priorities and outcomes that will be accomplished in
enhancing the standard of the school are responsible for developing and executing based on the
vision, impact on project success that have been decided within a certain period of time.

REFERENCES
Vrazel J. (2013). Managing change and Leading through transitions: A guide for community and
public health practitioners. Leverage points Consulting, Ohio. USA.

Wallace foundation, (2013). The school principal as leader: guiding schools to better teaching
and learning. www.wallacefoundation.org

Natcharin, S. (2010). The Roles of School Principals in Implementing change in elementary and
secondary schools in Thailand. School of Education, Faculty of Arts, Education and Human
Development, Victoria University, Australia. Unpublished Doctoral Dissertation paper.

16
Dinham, S. (2005). Principal leadership for outstanding educational outcomes. Journal of
Educational Administration, 43(4), 338-356

17
APPENDIX
Principal 1

 What academic background do you have?

I am graduated from Universiti Kebangsaan Malaysia around 1992.

 What is your proudest achievement?

When my plan work especially my technique in teaching gives positive impact to the
students.

 What are your best qualities?

My braveness, my determination and my strong will in anything I do.

 How have you handled difficulties in the past, and what strategies have you used to
overcome them?

With my best qualities.

 How do you function under duress?

I just think that period of time as a temporary test for me and I have to be creative to
solve it.

 Which of these categories, instructional supervision, lesson plan monitoring, and

supporting professional learning objectives (PLC), best describes your best practices?

PLC was under my control. PLC, in my opinion, is a really good strategy for enhancing
the effectiveness and efficiency of educational operations. Even though it is relatively
new among Malaysian educators, I can already see its potential. And I'll see to it that it's
put into practice in plenty of schools.

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Principal 2

1. What academic background do you have?

I am graduated from Universiti Sains Malaysia around 1990.

2. What is your proudest achievement?

When most of my students success in everything they do especially their carrier.

3. What are your best qualities?

My age and experiences.

4. How have you handled difficulties in the past, and what strategies have you used to
overcome them?

With a plan and alternative plan. If I face difficulties, first thing I do is to find out the
root of cause. Then I will plan the next step.

5. How do you function under duress?

I love my job so I don’t have moment where I felt depress. Everything I faced since day
one I am a teacher, is my valuable moment.

6. Which of these categories, instructional supervision, lesson plan monitoring, and

supporting professional learning objectives (PLC), best describes your best practices?

As one of the strategies I used to increase the efficiency of the classroom, I instituted
supervision of instruction.

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 Vice Principal

1. What academic background do you have?

I am graduated from Universiti Islam Antarabangsa Malaysia around 2001.

2. What is your proudest achievement?

I was chosen as the best teacher in town.

3. What are your best qualities?

My teaching skills.

4. How have you handled difficulties in the past, and what strategies have you used to
overcome them?

I always refer my senior and I will come up with solutions.

5. How do you function under duress?

I will try to solve the problem which pressured me.

6. Which of these categories, instructional supervision, lesson plan monitoring, and

supporting professional learning objectives (PLC), best describes your best practices?

Monitoring the lesson plan was my responsibility. I can see that when teachers arrange
their lessons well, students will score well on tests.

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