Leadership practices of high performing schools principals in Malaysia

Abstract

The Ministry of Education (MOE) has set up guidelines to ensure that leaders are appointed from among those who are knowledgeable, skillful and competent but many related studies have found that some of the principals in Malaysia do not fulfil the criteria. On the contrary, there are High Performing School (HPS) with exceptional principals who have proven their leadership by sustaining their performance over several years. Thus, characteristics and practices of these HPS principals should be investigated and be used as a guide by other principals to attain success for their own schools. This study aimed to identify the model of leadership practices of HPS principals. This study used a qualitative methodology with a case study design. The key subjects were three principals of three selected HPS in Malaysia. There were also three groups of HPS informants comprising a senior assistant, teacher, school staff, student and chairman of the Parent Teacher Association (PTA) from each school. Data were collected through interviews, observations and analysis of relevant documents and reports and analyzed through several stages of coding, categorizing, cross-case analysis and interpretation using N-VIVO10. The findings of the study revealed that the HPS principals practised Transformational Leadership by using strategies such as setting the direction, developing people, redesigning organization, managing instructional process or programme and high performing management. Based on the findings of the study, a model of HPS principal leadership practices for Malaysian schools has been developed and can be used as a guide to assist school principals who aim to achieve HPS status.