TRANSFORMATIONAL LEADERSHIP

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TRANSFORMATIONAL

LEADERSHIP

EXTRAORDINARY LEADERS

ABLE TO INSPIRE FOLLOWERS TO PERFORM BEYOND COMMONLY HELD

EXPECTATION

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CHARACTERISTICS OF

TRANFORMATIONAL

LEADERS

1 CHARISMA – LEADERS ABILITY TO AROUSE DEVOTION & INVOLVEMENT

2 INSPIRATION – INCREASE FOLLOWERS AWARENESS & UNDERSTANDING OF

(3)

3. INDIVIDUALIZED CONSIDERATION

 LET SUBORDINATE DEVELOP CAPABILITIES

 TREAT FOLLOWERS ON ONE TO ONE BASIS

 RAISE FOLLOWERS NEEDS PERPECTIVES

4. INTELLUCTUAL STIMULATION 4. TAKE RISK

(4)

TRANFORMATIONAL

LEADERS

• CHARISMA- ADA VISI,MISI,MARUAH PEKERJA DIHORMATI DAN ADA RASA KEPERCAYAAN TERHADAP KEMAMPUAN MAREKA

• INSPIRATION- KOMUNIKASI,GUNA SIMBOL BAGI SESUATU USAHA

• INTELECTUAL STIMULATION- CEKAP,RASIONAL DALAM MENYELESAIKAN MASALAH

• _{INDIVIDUALIZED CONSIDERATION- PERHATIAN}

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 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 / MISION}

(6)

DIMENSI KEPEMIMPINAN

TRANFORMATIONAL

• DEVELOPMENT OF VISION AND GOALS

• DEVELOPMENT OF COLLABORATIVE

DECISION MAKING STRUCTURE

• SYMBOLIZING GOOD PROFESSION PRACTICE

• _{PROVIDING INDIVIDUAL SUPPORT}

• PROVIDING INTELLECTUAL STIMULATION

• HOLDING HIGH PERFORMANCE

(7)

TRANSACTIONAL

LEADERSHIP



_{CONTINGENT REWARDS - BASED ON}

EXCHANCE RELATIONSHIP.

FOLLOWER’S COMPLIANCE IS

EXCHANGED FOR EXPECTED REWARDS



_{CONCENTRATE ON CLARIFYING,}

(8)



_{CONTINGENT REWARDS (EXCHANGE OF}

APPROPRIATE REWARDS FOR MEETING

OBJECTIVES THAT HAD BEEN AGREED)



_{TRANSACTIONAL LEADERS PRACTICE}

MANAGEMENT BY EXCEPTION



_{DO THE WORK,BILA ADA PROBLEM BARU}

(9)

KAITAN TRANFORMATIONAL

LEADERSHIP DGN SEKOLAH

1 VISION- LEADER IDENTIFY NEW

OPPORTUNITY FOR HIS SCHOOL. HE SHOULD DEVELOP,INSPIRE AND

ARTICULATE OTHERS ALSO - CONSENSUS ON SCHOOL GOALS AND PRIORITIES

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3 SYMBOLIZE GOOD PRACTICE- LEADER

SET EXAMPLE,LEADER DEMONSTRATE

OPENNESS TO CHANGE BASED ON

NEW UNDERSTANDING

4 PROVIDE INDIVIDUAL

SUPPORT.LEADER RESPECT

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5 INTELECTUAL STIMULATION –

LEADER CHALLENGE STAFF TO

REEXAMINE AND RETHINK TO DO

WORK

6 HIGH PERFORMANCE EXPECTATION:

LEADER EXPECTS EXCELLENCE,

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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}

(13)



_{THOSE WHO QUESTION THE}

STATUS QUO AND CONTINUOUSLY

INNOVATE, EVEN AT THE PEAK OF

SUCCESS



_{THOSE WHO ENERGIZE}

TEACHERS TO DEVELOP AND

(14)

• _{TRANSFORMATIONAL LEADERSHIP}

INVOLVES INFLUENCE BY A LEADER ON

SUBORDINATES,BUT THE EFFECT ON THE

INFLUENCE IS TO EMPOWER

SUBORDINATES TO PATICIPATE IN THE

PROCESS OF TRANSFORMING THE

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CHARACTERISTICS OF

TRANSFORMATIONAL

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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}

COMPETECE

• _{MAKE PERSONAL SACRIFICES}

(17)

• 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}

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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}

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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

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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

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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

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TRANSFORMATIONAL LEADERS AND

EFFECTIVNESS

1. TRANSFORMATIONAL LEADERSIP HAS BEEN SHOWN TO HAVE A DIRECT POSITIVE

RELATIONSHIP WITH PERFORMANCE

2. TRANFORMATIONAL LEADERSHIP MAY

RESULT IN HIGHER LEVEL OF SATISFACTION AND EFFECTIVENESS AMONG THE

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3. U.S MARINE OFFICERS WERE MORE PRODUCTIVE WITH THIS

TRANSFORMATIONAL LEADERSHIP

4. FINANCIAL PERFRMANCES OF 27

BUSINESS FIRMS WAS HIGHER WHEN THE 27 PRESIDENTS WERE EVALUATED AS

TRANSFORMATIONAL

5. THERE WAS A SIGNIFICANT RELATIONSHIP BETWEEN

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6. TRANSFORMATIONAL LEADERSHIP IS THE MOST APPROPIATE STYLE OF ACHIEVING

TEACHER’S PERFORMANCES BEYOND THEIR USUAL LIMITS, AND IN DEVELOPING

TEACHER’S POTENTIAL.

7. EMPLOYEE OF A MANUACTURING FIRM HAVE GREATER SATISFACTION WITH

TRANSFORMATIONAL LEADERSHIP AND VIEWED THE APPROACH AS MORE

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8. TRANSFORMATIONAL LEADER BEHAVIOUR HAS INFLUENCE ON SUBORDINATES’TRUST AND SATISAFCTION. THE CORE

CHARACTERISTIC OF TRANSFORMATIONAL BEHAVIOUR – ‘INDIVIDUAL

CONSIDEATION’AND ‘INTELECTUAL

STIMULATION’ARE THE KEY DETERMINANTS OF TRUST AND SATISFACTION

9. LEADERS WHO EXHIBITS IDEALIZED

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LEADERSHIP – BECAUSE THEIR

ASSOCIATES HAVE TRUST IN SUCH

LEADERS, THEY EMULATE THE

LEADERS’S BEHAVIOUR,THEY ASSUME

THE VALUES THE LEADER PORTRAY,

AND THEY ARE COMMITTED TO

ACHIEVING THE LEADER’S VISION, EVEN

IF SACRIFICES AE NECESSARY.

(27)

RUMUSAN

BURNS (1978) DAN BASS (1985)

PREFERED TO STUDY‘EXTRA

ORDINARY LEADERS’

THE LEADERS FOCUS ON THE

INDIVIDUALS DEVELOPMENT OF

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WHAT ARE THE RESULT OF

THIS

KIND OF LEADERSHIP?

_{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 instructionl behavior.

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EXAMPLES OF STRATGIES TO PRACTICE TRANFORMATIONL LEADERSHIP

• Visit each classroom everyday; assist in

classroom ,encourage teachers to visit one another’s classes.

• Help teachers work smarter by seeking different interpretations and checking out assumptions;

place individual problems in the larger perspective of the whole school; avoid commitment to

(30)

• Use action research teams or school improvement teams as a way of sharing power. Give everyone responsibilities and involve staff in governance

functions. For those not participating, ask them to be in charge f a committee.

• Find the good things that are happening and

publicly recognize the work of staff and students

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• Survey the staff often about their wants and needs. Be receptive to teachers’ attitudes and

philosophies. Use active listening and show people you truly care about them.

• Let teachers experiment with new ideas. Share and discuss research with them. Propose questions for people to think about.

• Bring workshops to your school where it’s

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• When hiring new staff, let them know you want them actively involved in school decision – making; hire teachers with a commitment to collaboration.

• Have high expectations for the teachers and

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• Use bureaucratic mechanism to support teachers, such as finding money for a project or providing

time for collaborative planning during the workday. Protect teachers from the problems of limited time, excessive paperwork, and demands from other

agencies.

• _{Let teachers know they are responsible for all}

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Analysis of Head of Departments

Leadership Styles: Implication for Improving

Research University Management Practices

Zaidatol Akmaliah Lope Pihie*

Amir Sadeghi

Habibah Elias

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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

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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}

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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,

(38)

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}

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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.

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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

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Findings

Variables Mean SD Interpretation MLQ Norms

Transformational 2.52 .72 Fairly often 2.85

Idealized Influence (attribute) 2.55 .82 Fairly often 2.94 Idealized Influence (behavior) 2.61 .80 Fairly often 2.77 Inspirational Motivation 2.73 .84 Fairly often 2.92 Intellectual Stimulation 2.37 .76 Sometimes 2.78 Individualized Consideration 2.33 .79 Sometimes 2.85

Transactional 2.02 .53 Sometimes 1.86

Contingent Reward 2.54 .82 Fairly often 2.87 Management-by-Exception

(active)

2.20 .83 Sometimes 1.67

Management-by-Exception 1.33 .80 Once in a 1.03

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Findings

Variable Mean SD Interpretation

Intrinsic Satisfaction 3.65 .43 Moderate

Achievement 3.60 .48 Moderate Growth 3.73 .55 High

Recognition 3.52 .65 Moderate Responsibility 3.49 .57 Moderate The Work Itself 3.91 .50 High

Extrinsic Satisfaction 3.47 .52 Moderate

Interpersonal Relations 3.82 .54 High Policy and

Administration

3.32 .62 Moderate

Salary 3.12 .83 Moderate Supervision 3.52 .68 Moderate

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Findings

Variables Intrinsic Satisfaction

Extrinsic Satisfaction

Overall

Satisfaction

Transformational .365** .506** .465**

Transactional .263** .297** .297**

Laissez-faire -.192** -.356** -.297**

Table 3: The Descriptive Statistics, Zero-order Correlation of Head of Departments’ Transformational, Transactional and Laissez-faire Leadership

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Findings

Independent Variables Beta R R² Adjusted R²

R² change

Transformational Leadership .405 .465 .216 .213 .216

Laissez-faire Leadership -.21 .505 .257 .251 .041

Table 4: Stepwise Multiple

Regression Analysis of Overall Job

Satisfaction on Predictive Variables

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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

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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

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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

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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

(49)