Strategic Leadership: Realizing Student Aspiration Outcomes

By Inas Zulkipli Ph.D. and Hairuddin Mohd Ali Ph.D.

Strategic leadership is considered alienated to the education administrators’ fraternity. The scholars of education were unaware of this knowledge because education stood by itself. The dynamic globalization changed the world in almost everything, including education. This dynamic and fast-changing environment almost shocked the education fraternity. Instantaneously, they felt left out and lacking of effective and dynamic strategies to cope up with the swift change. Therefore, the new and contemporary educational strategic leadership knowledge content of this book is able to contribute to the endeavors of future educational leaders. Our precious book is definitely invaluable to educational leaders and educational managers all over the world. As for postgraduate students in educational leadership, this book might be useful for you as well.

• Language: English
• Publisher: Partridge Publishing Singapore
• Release date: Oct 8, 2018
• ISBN: 9781543747799

Inas Zulkipli Ph.D.

The synergy of academic affiliation between a postgraduate student (first author) and her research supervisor (second author) was able to initiate and generate a new and contemporary knowledge that will definitely enrich the relevant literature. Therefore, this book is generated purely due to the contemporary knowledge that it contains.

Book preview

STRATEGIC LEADERSHIP: REALIZING

STUDENT ASPIRATION OUTCOMES

INAS ZULKIPLI PH.D.

HAIRUDDIN MOHD ALI PH.D.

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Copyright © 2018 by Inas Zulkipli Ph.D. & Hairuddin Mohd Ali Ph.D.

Library of Congress Control Number:     2018957264

ISBN:                    Softcover                          978-1-5437-4780-5

                              eBook                               978-1-5437-4779-9

All rights reserved. No part of this book may be used or reproduced by any means, graphic, electronic, or mechanical, including photocopying, recording, taping or by any information storage retrieval system without the written permission of the author except in the case of brief quotations embodied in critical articles and reviews.

Because of the dynamic nature of the Internet, any web addresses or links contained in this book may have changed since publication and may no longer be valid. The views expressed in this work are solely those of the author and do not necessarily reflect the views of the publisher, and the publisher hereby disclaims any responsibility for them.

www.partridgepublishing.com/singapore

TABLE OF CONTENTS

Preface

Chapter 1     Background of the Malaysian Education System

Chapter 2     The Upper Echelons theory and Strategic Leadership

Practices

Chapter 3     Organizational Bureaucracy

Chapter 4     In-Service Training Effectiveness

Chapter 5     Students’ Aspiration Outcomes

Chapter 6     The Research Methods

Chapter 7     Analysis of the Sampled Data and Results

Chapter 8     The Strategic Leadership Practices of Vocational College

Leaders: The Way Forward

References

LIST OF TABLES

Table 1.1 Distribution of the Vocational Colleges throughout Malaysia

Table 1.2 Mapping Students’ Aspiration Outcomes based on the

Malaysian Educational Plans

Table 2.1. Seven levels of leadership-followership style

Table 5.1 Conceptual Definitions of Students’ Aspiration Outcomes

Table 6.1. The Population of the Leadership Group in

Vocational Colleges as of 2015

Table 6.2 Determination of Sample Size from a Given Population

Table 6.3 Summary of the Sampling Technique and Procedures

Table 6.4 Details of Items to Constructs Investigated

Table 6.5 Summary of the GOF Indices

Table 6.6 Summary of the Statistical Techniques

Table 7.1 Demographic Profiles of the Respondents

Table 7.2 Mean, Standard Deviation, Skewness, Kurtosis and

Internal Reliability of Each Construct

Table 7.3. Summary of the Fit Indices of the Multi-dimensional

Constructs of ORG

Table 7.4 Summary of the Convergent Validity of the Re-

specified Multi-dimensional Constructs of ORG

Table 7.5 Summary of the Fit Indices of the Multi-dimensional

Constructs of INDV

Table 7.6 Summary of the Convergent Validity of the Re-

specified Multi-dimensional Constructs of IND

Table 7.7 Summary of the Fit Indices of the Hypothesized

Multi-dimensional Constructs of OB

Table 7.8 Summary of the Convergent Validity of the Re-specified Multi-dimensional Constructs of OB

Table 7.9 Summary of the Fit Indices of the Multi-dimensional Constructs of IST

Table 7.10. Summary of the Convergent Validity of the Re-specified

Multi-dimensional Constructs of IST

Table 7.11. Summary of the Fit Indices of the Multi-dimensional

Constructs of SA

Table 7.12. Summary of the Convergent Validity of the Re-

specified Multi-dimensional Constructs of SA

Table 7.13. Summary of the Fit Indices of the Measurement

Model of TVESAI

Table 7.14. Summary of the AVE and the Squared Correlations

of the Re-specified Measurement Model

Table 7.15. Inter-variable correlations, Means and Standard

Deviation of the Constructs of the Hypothesized Model

Table 7.16. Summary of the Fit Indices of the Structural Model

of TVESAI

Table 7.17. The Direct and Indirect Effects of TVESAI

Table 7.18. Summary of the Fit Indices of the TVESAI and the

Competing Model

Table 7.19. Summary of the Main Findings of the Study

PREFACE

Salam and cheerful greetings to everybody, the readers, postgraduate students, researchers, educators, educational managers and leaders, and scholars.

This book titled Strategic Leadership: Realizing Student Aspiration Outcomes is solidly a research based book originated from a PhD thesis, a comprehensive study by the first author and supervised by the second author. Due to lacking of contemporary knowledge in educational strategic leadership and management, this book is definitely able to contribute considerably to the present literature.

Altogether, there are eight separate chapters comprising: Chapter One (Background of Malaysian Education System), Chapter Two (The Upper Echelons Theory and Strategic Leadership Practices), Chapter 3 (Organizational Bureaucracy), Chapter Four (In-service Training Effectiveness), Chapter 5 (Students’ Aspiration Outcomes), Chapter Six (How the Research was Conducted), Chapter 7 (Descriptive Analysis of the Sample Data), and Chapter 8 (The Strategic Leadership Practices of Vocational College Leaders: The Way Forward). The readers, scholars and educational fraternity will find that the chapters are arranged in a manner how a comprehensive study was conducted scientifically.

Chapter One (Background of the Malaysian Education System). This chapter describes the background of Malaysian Education System in general and how it develops since the nation gains her independence in 1957. The aim, objectives and the research framework of the study are also outlined in this chapter in such away as a clear road-map in conducting a comprehensive study. Chapter Two (The Upper Echelons Theory and Strategic Leadership Practices). This chapter accommodate the main theory uses by the study i.e. The Upper Echelons Theory. The concepts of leadership particularly its applicability in education are also described. The latest literatures are also part of this chapter. Chapter 3 (Organizational Bureaucracy). This chapter in particular is about ‘Organizational Bureaucracy’ which this particular study hypothesized it as a mediator. Organizational bureaucracy is considered pertinent to the administrators in controlling and organizing processes in their management endeavors. But organizational bureaucracy is sometime considered as hindrance to the smoothness of the management processes. Thus this book is trying to highlight how effective this variable acts as a mediator in Malaysian context. The result could be a blow to Malaysian system of administration. Chapter Four (In-service Training Effectiveness). This chapter comprises a description of in-service training conducted in Malaysian vocational education system. As one of the staff development endeavors implement by the education system, this book is highlighting it as one of the mediating factors similar to organizational bureaucracy. Thus, this book is trying to justify if in-service training plays as an effective mediator or vice-versa.

Chapter five (Students’ Aspiration Outcomes). This chapter tries to highlight what are the students’ outcomes as the main condition for Malaysian system of education to become world class education provider. The success and achievements of students’ aspirations are the goals of Malaysian Education Blueprint 2013-2025. This book highlights and explains the students’ outcomes factors and applies in Malaysian context. Chapter Six (The Research Methods). This part highlights how the research study is carried out. Thus aspects such as population, sampling, instrumentation, data analysis and statistical techniques used are clearly explained. Chapter 7 (Analysis of the Sampled Data and Results). This chapter is merely discussing how the data collected is analyzed based on the suggestions by the authors. Demographic profiles of the respondents is discussed followed by the analyses and results of various statistical techniques employed. Chapter 8 (The Strategic Leadership Practices of Vocational College Leaders: The Way Forward). This is the final chapter of the book which discusses the results of the research, how the results implicate the Malaysian Vocational education sector and last but not least is the recommendations for the concerned education sector for future improvements and sustainability.

With the successful publication of this book, the authors are looking at as many as possible the readers, educational managers and leaders as well as scholars out there are taking the opportunity to enrich their contemporary strategic leadership knowledge transpired from this book and successfully apply them in their future endeavors.

INAS ZULKIPLI & HAIRUDDIN MOHD ALI

AUGUST, 9th. 2018.

CHAPTER ONE

BACKGROUND OF THE MALAYSIAN EDUCATION SYSTEM

The Malaysian education system underwent a few stages of changes since the British occupation. In general, the stages can be divided into five periods: the pre-independence period (before 1957), post-independence period (1957–1970), the New Economic Policy period (1971–1990), the National Development Policy period (1991–2000), and the National Vision Policy period (2001–2010). In each phase, there were significant reformations carried out on the education system.

The Malaysian education system subsisted since before the Independence of Malaya (before 1957). During the British colonization, the education system practices were in-line with the divide-and-rule concept imposed by the British. Each race (i.e. the Malays, the Chinese and the Indians) had their schools established using their mother tongues. The curriculum, books and teachers were from the respective races too. The British also established the English schools for all races, but the majority of the people opposed this.

When the British agreed to give independence to Malaya, one of the concerns was to create an integrated education system for all races. Several committees had been established to study the existing education system and produce some relevant reports such as Barnes Report (1951), Fenn-Wu (1951), Education Ordinance (1952) and Razak Report (1956).

The Barnes Report (1951) aimed to review and improve the Malays’ education. The Fenn-Wu Report (1951) sought to review the Chinese education system. The Education Ordinance (1952) was produced to recommend the National School concept as the national education system, whereas the Razak Report (1956) aimed to lay a platform for the development of a one-nation education system with the aim of fostering unity. The development included the usage of the Malay language as the medium of instruction, a standardized curriculum and syllabus for all schools.

The second stage of the Malaysian education system was after independence (the period of 1957–1970). During this stage, the government’s focus was on the establishment of a national education system. The Education Ordinance 1957 was enacted based on the Razak Report. In 1960, the Rahman Talib Committee reviewed the Razak Report, which led to the enactment of the Education Act 1961. The Education Act outlined the Malay language as the primary medium of instruction at all levels of education and enacted a standardized curriculum and examinations for all students.

During the third stage, from 1971 to 1990, the focus of education was to reduce the imbalance in the society by promoting equal education access for all races. Significant changes in the education system were introduced. These included:

1. Making the Malay language a compulsory medium of instruction in all secondary schools.

2. Maintaining the Chinese and Tamil languagesas the mediums of instruction in the national-type schools.

3. Introducing Civics education as a subject to enhance the national identity.

4. Emphasizing science and technical education to fulfil the labour market needs.

The most significant reform during this period was the establishment of the National Education Philosophy in 1988. The composition was meant to strengthen the aims of the national education system with an emphasis on producing holistic and integrated students.

The fourth stage witnessed rapid changes in the education system starting from 1990. Most of the legal basis for the implementation of the educational policies was enacted during this period, which involved primary, secondary and mostly the tertiary levels of education. The National Education Policy was launched in 1999 and was revised in 2004 and 2012.

The fifth stage, mainly starting from the year 2000, saw the impact of globalization on the Malaysian education system and the rapid demands of the information communication technology (ICT). Thus, while maintaining the holistic and integrated aims of the education system, a new emphasis was added in response to the 21st century‘s need which was students must be ICT-capable. In line with the objectives of Vision 2020, the Ministry of Education Malaysia (MOEM) had launched a number of education master plans to upgrade the standards of the Malaysian education system. These included:

1. the Education Development Master Plan (PIPP 2006-2010),

2. the Ministry of Education Strategic Interim Plan (2011–2020),

3. the Malaysian Education Development Plan (2013-2025)

THE MALAYSIAN GOVERNMENT’S OFFICIAL EDUCATIONAL DOCUMENTS ON EDUCATION

This section presents four authoritative documents related to the Malaysian education system, i.e. the National Education Philosophy, the National Education Policy, the Education Development Master Plan (PIPP 2006-2010), and the Malaysian Education Development Plan (2013-2025).

The National Education Philosophy

The