1. PRINCIPALS AS TRANSFORMATIONAL LEADER BY
PROF DR ZAIDATOL AKMALIAH LOPE PIHIE
FAKULTI PENGAJIAN PENDIDIKAN
UNIVERSITI PUTRA MALAYSIA
Prof Dr Zaidatol Akmaliah Lope Pihie, UPM

2. MANAGEMENT CHANGE UNDERSTANDING TRANSFORMATIONAL LEADERSHIP
Prof Dr Zaidatol Akmaliah Lope Pihie, UPM

3. DEFINITION OF EDUCATIONAL LEADERSHIP
Leadership is accomplishing something through other people that would not have happened if you weren’t there. And in today’s world, that’s less and less through command and control, and more and more through changing people’s mindset and hence altering the way they behave.
Today, leadership is being able to mobilize ideas and values that energize other people.
Prof Dr Zaidatol Akmaliah Lope Pihie, UPM

4. LEADERSHIP AND MANAGEMENT
Management is being able to develop a plan and manage according to the plan within a relatively short time horizon of one or two years
Prof Dr Zaidatol Akmaliah Lope Pihie, UPM

5. Prof Dr Zaidatol Akmaliah Lope Pihie, UPM
Leadership is having the vision of knowing where to take your school over a longer haul, having that vision and setting the direction, getting everybody enthused about meeting the longer term goals, meeting the philosophies of the school and really making employees feel it (goals) inside them.
Prof Dr Zaidatol Akmaliah Lope Pihie, UPM

6. Prof Dr Zaidatol Akmaliah Lope Pihie, UPM
A true leadership capability is where he can go infront of a group of people – talking to them enthused about things, setting the direction and getting the people to understand the goals
Prof Dr Zaidatol Akmaliah Lope Pihie, UPM

7. Prof Dr Zaidatol Akmaliah Lope Pihie, UPM
Is leadership a trait that can be taught or is a person born with it?
It is a combination of both,It used to be said that leadership is something a person is born with. There is some truth in it esp. in small children
Prof Dr Zaidatol Akmaliah Lope Pihie, UPM

8. Prof Dr Zaidatol Akmaliah Lope Pihie, UPM
But leadership also can be learned, and it has to be practiced
Conclusion: It is a combination of both
Prof Dr Zaidatol Akmaliah Lope Pihie, UPM

9. Prof Dr Zaidatol Akmaliah Lope Pihie, UPM
ACTIVITY: DISCUSS
BOSSES GIVE ORDERS
MANAGERS ACCOMPLISH THINGS
LEADERS CREATE VISION
Prof Dr Zaidatol Akmaliah Lope Pihie, UPM

10. Prof Dr Zaidatol Akmaliah Lope Pihie, UPM
Managers are people who do things right (efficient)
and
Leaders are people who do the right things (effective)
Prof Dr Zaidatol Akmaliah Lope Pihie, UPM

11. TRANSFORMATIONAL LEADERSHIP
EXTRAORDINARY LEADERS
ABLE TO INSPIRE FOLLOWERS TO PERFORM BEYOND COMMONLY HELD EXPECTATION
ALTER ENVIRONMENT
NOT TO REACT BUT TO CREATE CIRCUMSTANCES
Prof Dr Zaidatol Akmaliah Lope Pihie, UPM

12. Prof Dr Zaidatol Akmaliah Lope Pihie, UPM
Leaders are change agents – leaders are seen as one who can respond to change positively and one who actively creates change , they are transformational leaders Followers are elevated from their everyday ‘selves’ to their better ‘selves’ These leaders can be anybody in the organization – it involved people influencing peers or superiors as well subordinates. coach them to develop their full capabilities.
Prof Dr Zaidatol Akmaliah Lope Pihie, UPM

13. CHARACTERISTICS OF TRANFORMATIONAL LEADERS
1 CHARISMA
Leaders ability to arouse devotion & involvement
INSPIRATION
Increase followers awareness & understanding of mutually desired goals trough symbols
Prof Dr Zaidatol Akmaliah Lope Pihie, UPM

14. Prof Dr Zaidatol Akmaliah Lope Pihie, UPM
INDIVIDUALIZED CONSIDERATION
Let subordinate develop capabilities
Treat followers on one to one basis
Raise followers needs perspectives
INTELLECTUAL STIMULATION
Take risk
Challenge statusquo
Followers are supported for his creativity and self direction
Prof Dr Zaidatol Akmaliah Lope Pihie, UPM

15. TRANSFORMATIONAL LEADERSHIP
Is development oriented for the purpose of change
Focus on the individual subordinate development to enhance their performance. so the leader should focus on:
ability to show confidence
vision / mission
behave to reinforce vision and mission
maintain and create positive image in the minds of followers
Prof Dr Zaidatol Akmaliah Lope Pihie, UPM

16. DIMENSION OF TRANSFORMATIONAL LEADERSHIP
development of vision and goals
development of collaborative decision making structure
symbolizing good profession practice
providing individual support
providing intellectual stimulation
holding high performance expectation
Prof Dr Zaidatol Akmaliah Lope Pihie, UPM

17. SCHOOL AND TRANSFORMATIONAL LEADERSHIP
Vision - leader identify new opportunity for his school. he should develop, inspire and articulate others also - consensus on school goals and priorities
2 Collaborative decision making. leader aim to involve staff in decision making and facilitating the distribution of leadership among staff
Prof Dr Zaidatol Akmaliah Lope Pihie, UPM

18. Prof Dr Zaidatol Akmaliah Lope Pihie, UPM
symbolize good practice- leader set example, leader demonstrate openness to change based on new understanding
provide individual support. leader respect staff, leader concern about followers feeling and needs
Prof Dr Zaidatol Akmaliah Lope Pihie, UPM

19. Prof Dr Zaidatol Akmaliah Lope Pihie, UPM
5 Intellectual stimulation – leader challenge staff to reexamine and rethink to do work 6 High performance expectation: leader expects excellence, quality and increase performances
Prof Dr Zaidatol Akmaliah Lope Pihie, UPM

20. TRANSACTIONAL LEADERSHIP
contingent rewards - based on exchange relationship. follower’s compliance is exchanged for expected rewards
concentrate on clarifying, explaining and implementing the status quo requirement, roles and rewards of the task
Prof Dr Zaidatol Akmaliah Lope Pihie, UPM

21. Prof Dr Zaidatol Akmaliah Lope Pihie, UPM
contingent rewards (exchange of appropriate rewards for meeting objectives that had been agreed)
transactional leaders practice management by exception
do the work, react only if we face problem
Prof Dr Zaidatol Akmaliah Lope Pihie, UPM

22. TRANSFORMATIONAL LEADERSHIP MODEL
TRANSFORMATIONAL LEADERSHIP BRING CHANGE TO MRSM
ORDINARY EFFORT
(ORDINARY SELF)
TEACHERS PRODUCE OUTPUTE AS EXPECTED
EXTRA EFFORT
(BETTER SELF)
TEACHERS PRODUCE OUTPUT BEYOND EXPECTATION
Prof Dr Zaidatol Akmaliah Lope Pihie, UPM

23. WHO ARE THE TRANSFOMATIONAL SCHOOL LEADERS?
they are those principal who set high standards of conduct and become a role model gaining trust, respect and confidence from teacher
they articulate the future desire state and a plan to achieve it
Prof Dr Zaidatol Akmaliah Lope Pihie, UPM

24. Prof Dr Zaidatol Akmaliah Lope Pihie, UPM
those who question the status quo and continuously innovate, even at the peak of success
those who energize teachers to develop and achieve their full potential and performance
Prof Dr Zaidatol Akmaliah Lope Pihie, UPM

25. Prof Dr Zaidatol Akmaliah Lope Pihie, UPM
transformational leadership involves influence by a leader on subordinates, but the effect on the influence is to empower subordinates to participate in the process of transforming the organization
Prof Dr Zaidatol Akmaliah Lope Pihie, UPM

26. MRSM PRINCIPALS: CHARACTERISTICS OF TRANSFORMATIONAL LEADER
Prof Dr Zaidatol Akmaliah Lope Pihie, UPM

27. IDEALIZED ATTRIBUTTES/ BEHAVIOR (CHARISMA)
INSTILL PRIDE IN OTHERS
GO BEYOND THEIR SELF INTEREST
ACT IN WAYS THAT BUILD OTHER’S RESPECT
DISPLAY A SENSE OF POWER AND COMPETENCE
MAKE PERSONAL SACRIFICES
Prof Dr Zaidatol Akmaliah Lope Pihie, UPM

28. Prof Dr Zaidatol Akmaliah Lope Pihie, UPM
REASSURE OTHERS THAT OBSTACLES WILL BE OVERCOME
TALK ABOUT MOST IMPORTANT OF HAVING A STRONG SENSE OF PURPOSE
CONSIDER THE MORAL AND ETHICAL CONSEQUENCES OF DECISION
CHAMPION EXCITING NEW POSSIBILITIES
TALK ABOUT THE IMPORTANCE OF TRUSTING OTHER
Prof Dr Zaidatol Akmaliah Lope Pihie, UPM

29. INSPIRATIONAL MOTIVATION-INSPRING OTHER
TALK OPTIMISTICALLY ABOUT THE FUTURE
TALK ENTHUSIASTICALLY ABOUT WHAT NEED TO BE ACCOMPLISHED
ARTICULATE A COMPELLING VISION OF THE FUTURE
PROVIDE AN EXCITING IMAGE
TAKE A STAND ON CONTROVERSIAL ISSUE
Prof Dr Zaidatol Akmaliah Lope Pihie, UPM

30. INTELLECTUAL STIMULATIONS-STIMULATE OTHERS
REEXAMINE CRITICAL ASSUMPTION
GET OTHERS TO LOOK AT PBROLEMS FROM MANY DIFFERENT ANGLES
SUGGEST NEW WAYS IN LOOKING AT HOW TO COMPLETE ASSIGNMENTS
ENCOURAGE NON- TRADITIONAL THINKING TO DEAL WITH TADITIONAL PROBLEMS
ENCOURAGE RETHINKING - THOSE IDEA WHICH HAVE NEVER BEEN QUESTIONED BEFORE
Prof Dr Zaidatol Akmaliah Lope Pihie, UPM

31. INDIVIDUAL CONSIDERATION: COACHING AND DEVELOPEMENT
SPEND TIME TEACHING AND COACHING
TREAT OTHERS AS INDIVIDUALS RATHER THAN JUST MEMBER OF THE GROUP
CONSIDER INDIVIDUALS AS HAVING DIFFERENT NEEDS, ABILITIES,& ASPIRATION
HELP OTHERS TO DEVELOP THEIR STRENGTHS
LISTEN ACTIVELY
PROMOTE SELF DEVELOPMENT
Prof Dr Zaidatol Akmaliah Lope Pihie, UPM

32. TRANSFORMATIONAL LEADERS AND EFFECTIVENESS
Transformational leadership has been shown to have a direct positive relationship with performance
Transformational leadership may result in higher level of satisfaction and effectiveness among the followers
Prof Dr Zaidatol Akmaliah Lope Pihie, UPM

33. Prof Dr Zaidatol Akmaliah Lope Pihie, UPM
u.s marine officers were more productive with this transformational leadership
Financial performances of 27 business firms was higher when the 27 presidents were evaluated as transformational
There was a significant relationship between transformational leadership and teacher’s attitudes towards schools improvement
Prof Dr Zaidatol Akmaliah Lope Pihie, UPM

34. Prof Dr Zaidatol Akmaliah Lope Pihie, UPM
transformational leadership is the most appropriate style of achieving teacher’s performances beyond their usual limits, and in developing teacher’s potential.
employee of a manufacturing firm have greater satisfaction with transformational leadership and viewed the approach as more effective
Prof Dr Zaidatol Akmaliah Lope Pihie, UPM

35. Prof Dr Zaidatol Akmaliah Lope Pihie, UPM
transformational leader behavior has influence on subordinates' trust and satisfaction. the core characteristic of transformational behavior – ‘individual consideration’ and ‘intellectual stimulation’ are the key determinants of trust and satisfaction
leaders who exhibits idealized attributes also represent the highest level of transformational leadership
Prof Dr Zaidatol Akmaliah Lope Pihie, UPM

36. CONCLUSION
BURNS (1978) DAN BASS (1985) PREFERED TO STUDY‘EXTRA ORDINARY LEADERS’
The leaders focus on the individuals development of subordinates, exchange their performances which in turn leads to organizational ‘growth’
Prof Dr Zaidatol Akmaliah Lope Pihie, UPM

37. WHAT ARE THE RESULT OF THIS KIND OF LEADERSHIP?
Evidence of the effect transformational leadership, according to Leithwood, is “uniformly positive.” He cites two findings from his own studies: (1) transformational leadership practices have a sizable influence on teacher collaboration, and (2) significant relationships exist between aspect of transformational leadership and teachers’ own reports of changes in both attitudes toward school improvement and altered instructional behavior. Segiovanni suggest that student achievement can be “remarkably improved” by such leadership.
Prof Dr Zaidatol Akmaliah Lope Pihie, UPM

38. Zaidatol Akmaliah Lope Pihie* Amir Sadeghi Habibah Elias
Analysis of Head of Departments Leadership Styles: Implication for Improving Research University Management Practices
Zaidatol Akmaliah Lope Pihie*
Amir Sadeghi
Habibah Elias

39. Introduction
The vision of Malaysia’s government for the country is to be a fully developed nation by 2020 (National Higher Education Action Plan, 2007).
The vision of government for higher education sector is to transform Malaysia to an international center of higher education excellence until 2020 and beyond.
In order to facilitate the transformation of the higher education sector, Ministry of Higher Education (MoHE) has chosen four public universities as Research Universities (RUs) at 2006.

40. Leadership and lecturers’ Job Satisfaction as crucial factors of organizational effectiveness
Based on National Higher Education Action Plan (2007) leaders and lecturers are two important factors for achieving goals of higher education transformation.
Job satisfaction positively affects employees’ performance, commitment and reduces their absenteeism and turnover. This in turn leads to organizational effectiveness and goal achievement.
Leadership style as a key factor affects subordinates job satisfaction which in turn is essential for success of each organization.

41. Transformational Leadership: As a new Paradigm
Transformational leadership refers to the process of building commitment to the organization’s objectives and empowering followers to accomplish these objectives.
In this leadership style, leaders use their personal values, vision, commitment to a mission, and passion to energize and move others towards accomplishment of organizational goals.
Applying transformational leadership gives a set of capabilities to leaders to recognize the need for change, to create a vision to guide that change, and to carry out the change effectively.
This leadership style is significant to the continued success of organizations because it enhances team cohesion, organizational commitment, and higher levels of job satisfaction which result in leadership and organizational effectiveness.

42. Transactional Leadership
Transactional leadership emphasizes the transaction or exchange that takes place among leaders, colleagues, and followers.
This exchange is based on the leader discussing with others what is required and specifying the conditions and rewards these others will receive if they fulfill those requirements.
This type of leadership focuses on maintaining the status quo and motivating people through contractual agreement.
This form of leadership is basically the same as management in which it involves usual and organized activities

43. Laissez-faire Leadership
Laissez-faire leadership is the avoidance or absence of leadership.
This type of leader gives up responsibility, and do not use their authority.
A laissez-faire leader exhibits passive indifference about the task and subordinates by ignoring problems as well as subordinates’ needs.
Laissez-faire is generally considered the most passive and ineffective form of leadership

44. Methods A quantitative correlational study.
Participants: academic staff of three Malaysian RUs
Sampling procedure: stratified proportional random sampling
Simple size: 305
Instruments: MLQ 5x and WFJSDS
α Values of pilot study: MLQ .93 and WFJSDS .97

45. Findings
Table 1: Distribution of Transformational, Transactional and Laissez Faire leadership styles
Variables
Mean SD
Interpretation
MLQ Norms
Transformational
2.52
.72
Fairly often
2.85
Idealized Influence (attribute)
2.55
.82
2.94
Idealized Influence (behavior)
2.61
.80
2.77
Inspirational Motivation
2.73
.84
2.92
Intellectual Stimulation
2.37
.76
Sometimes
2.78
Individualized Consideration
2.33
.79
Transactional
2.02
.53
1.86
Contingent Reward
2.54
2.87
Management-by-Exception (active)
2.20
.83
1.67
Management-by-Exception (passive)
1.33
Once in a while
1.03
Laissez Faire
1.14
.90
.65
Interpretation Score: Not at all=0-.8; Once in a while= ; Sometimes= ; Fairly often= ;
Frequently if not always=3.21-4

46. Findings Variables Intrinsic Satisfaction Extrinsic Satisfaction
Table 3: The Descriptive Statistics, Zero-order Correlation of Head of Departments’ Transformational, Transactional and Laissez-faire Leadership styles and Lecturers’ Intrinsic, Extrinsic, and Overall Job Satisfaction
Variables
Intrinsic Satisfaction
Extrinsic Satisfaction
Overall Satisfaction
Transformational
.365**
.506**
.465**
Transactional
.263**
.297**
Laissez-faire
-.192**
-.356**
-.297**
**correlation is significant at the 0.01 level (2-tailed), n=298

47. Findings
Table 4: Stepwise Multiple Regression Analysis of Overall Job Satisfaction on Predictive Variables
Independent Variables
Beta R R²
Adjusted R²
R² change
Transformational Leadership
.405
.465
.216
.213
Laissez-faire Leadership
-.21
.505
.257
.251
.041
Note: R²=.26, F {2, 294} = , Sig F=.000. Transactional Leadership was not significant and
excluded.

48. Discussion
The lecturers perceived their heads of departments fairly often exhibit transformational and sometimes display transactional leadership behavior. They perceived the heads of departments once in a while exhibit laissez-faire leadership.
Based on the findings for intrinsic satisfaction, the work itself received the highest mean score, followed by growth, achievement, recognition, while responsibility had the lowest mean score.
In terms of extrinsic satisfaction, interpersonal relations received the highest mean score at a high level of satisfaction, followed by working condition, supervision, policy and administration, while salary received the lowest mean score.

49. Discussion
In terms of the relationship between transformational leadership and respondents’ intrinsic, extrinsic and overall job satisfaction, the findings demonstrated positive and moderate correlations between this type of leadership and intrinsic, extrinsic, and overall satisfaction.
Findings revealed a positive and weak relationship between the heads of departments’ transactional leadership and lecturers’ intrinsic, extrinsic, and overall satisfaction.
In connection with laissez-faire leadership and respondents’ intrinsic, extrinsic and overall satisfaction, the findings disclosed that there are negative and weak correlations between laissez-faire leadership and respondents’ intrinsic as well as overall satisfaction. Also there was a negative and moderate relationship between laissez-faire leadership and the lecturers’ extrinsic satisfaction.

50. Discussion
The results of stepwise multiple regression analysis demonstrated among the three different types of leadership, transformational and laissez-faire leadership styles were the significant predictors of overall job satisfaction.
They explained 26% of the variance in overall satisfaction.
Transformational leadership was the prominent predictor of overall job satisfaction (beta= .40), followed by laissez-faire (beta= -.21).

51. Conclusion
The findings revealed that RUs heads of departments exhibited a combination of transformational, transactional, and laissez-faire leadership styles.
Research Universities, as forefronts of transforming Malaysia’s higher education into centers of excellence, require administrators who should pay more attention to lecturers’ creativity and innovation to solve the institutional problems with a new point of view.
They should consider lecturers’ need as an important issue and try their best to delegate appropriate responsibility to them, coach lecturers as persons who can be capable individuals that can help RUs to confront with complicated situations.
Since the RUs were selected to be the forefront of Malaysian higher education institutions in obtaining characteristics of world-class universities, moderate levels of job satisfaction are not sufficient for achieving their goals. Therefore, different aspects of lecturers’ job satisfaction should be more considered by RUs policy makers and administrators.

52. Thank you for your attention