Distributed leadership and student performance

Abstract

The purpose of this study is to find the relationship between distributed leadership and student performance in secondary schools in Johor Bahru.. About 300 respondents from secondary school in Johor Bahru were involved as samples. The study was conducted using the distributed leadership model: Theory of distributed leadership by Spillane (2006) and the component of student performance by Misnah A. Hamid (2009). Descriptive statistic was used to examine the study. The data was analysed by using computer software, Statistical Package for the Social Sciences (SPSS) version 16.0. Frequencies, percentages and standard deviations were used to examine the most dominant of the constructs in distributed leadership and level of student performance in secondary school in Johor Bahru. In addition, Cronbach’s Alpha used to examine the reliability of the item. Meanwhile, Spearman correlation analysis statistical was used to examine the relationship between distributed leadership and student performance in secondary schools in Johor Bahru. The findings revealed that the most dominant dimension for distributed leadership practised by secondary school teachers are school culture and teacher leadership with the mean score is 3.99. There is a strong significant relationship between the distributed leadership and student performance in secondary schools in Johor Bahru. Based on findings, researcher had given several suggestions in order to improve distributed leadership and student performance in secondary schools in Johor Bahru. It is recommended that principal attend principal preparation program for the training of the principal as the traditionally management through the top-down management approach couldn’t meet the challenges posed in an era of accountability. A complex and multidimensional activities can develop the administrators’ capacity. The principal preparation program should be planned to concentrate on the significance of the roles play for principal in the distributed leadership. The professional development between the principals and teachers also need to be emphasis where the principals and teachers could attend the development program together. It is assumes that the principals and teachers team could attend the program together in order to enable them to work alongside with each others to improve the leadership practice in the compound of school