Mohammed Borhandden Musah

Novice Head Teachers’ Isolation and Loneliness Experiences: A Mixed-Methods Study

Most studies in headship focus on the elements of training and head teachers’ capabilities in leading schools. The concept of isolation experienced by head teachers during the early years of their headship is, however, overlooked. This article attempts to explore the neglected aspect of headships’ experiences with isolation that later contributes to the betterment of the headship appointment. This mixed-methods study explores the experience of head teachers’ isolation in the early phase of their leadership years, and presents findings on the strategies used to overcome the isolation. Using an open-ended questionnaire, a total of 170 novice head teachers from Malaysian primary and secondary schools were asked to give their responses on experiences of isolation. Furthermore, 10 novice head teachers, who experienced isolation in the early phase of their leadership years, were interviewed. Findings revealed that the level of isolation among the head teachers was fairly low, and they perceived their isolation experience as temporary.

Organisational climate as a predictor of workforce performance in the Malaysian higher education institutions

Purpose This study aims to investigate whether organisational climate (OC) predicts academic staff performance at Malaysian higher education institutions (HEIs). The study equally aims at validating the psychometric properties of OC and workforce performance (WFP) constructs. Design/methodology/approach Survey questionnaires were administered to 800 academic staff of eight selected HEIs. Principal component analysis, confirmatory factor analysis, full-fledged structural equation modelling and multiple regression analysis were performed to explore the underlying factors and test the factorial validity of the constructs. Findings The analysis yielded a five-factor index for the OC construct, whereas the WFP construct comprised two factors. The findings reveal a strong predictive causal effect between OC and WFP. These results suggest that establishing a positive OC enhances academic staff performance. Furthermore, the hypothesised model adds new knowledge to the literature of OC, from the Malaysian context, which could be used to predict WFP at the tertiary level. Practical implications The study concludes by discussing the theoretical and practical implications of the findings for HEIs. Originality/value This paper makes a significant contribution to the understanding of how OC could be used as an effective instrument in improving academic staff performance in the context of Malaysian HEIs.

Challenges in distributed leadership: evidence from the perspective of headteachers

Purpose – The purpose of this paper is to investigate the issues and challenges faced by headteachers in practicing the suggested distributed leadership (DL) approach in three primary schools to their middle layer leaders. Design/methodology/approach – The study employed a case study design and data were collected through semi-structured interviews. A total of three headteachers were interviewed in examining and exploring challenges within the DL practices. The transcripts from the semi-structured interviews formed the basis of the findings. Findings – The findings suggest that senior teachers lack confidence in making decisions and rely on the consent from headteachers even though they are empowered to make their own decisions. Another significant issue faced by headteachers when distributing their leadership is the ability, expertise, experience, and willingness of teachers to hold leadership roles and responsibilities. Originality/value – The results are important since there have been few empirical studies on the issues and challenges faced by headteachers in practising DL approach in primary schools in the context of Malaysia. This initiative sidelines the traditional school leadership approach which emphasises on the accountability of headteachers as the sole school leader.

Primary school leadership in Malaysia: The experience of stress among deputy heads

Unquestionably, studies focusing on school leaders’ stress while managing schools have received extensive attention. However, there is still a lack of research focusing on deputies’ stress, even though deputies play an essential role in a school’s improvement process. Despite deputies’ dual roles, it is an accepted fact that deputies do experience stress while simultaneously dealing with their ‘superiors’, fulfilling their administrative tasks and helping teachers to work at their fullest capacity. Based on these two noteworthy premises, this mixed-methods study was designed to explore and address whether dealing with educational superiors causes stress to primary deputies. Regarding the sample, 120 deputies from across 45 primary public schools in two urban districts were selected as respondents for the study. Regarding the quantitative data, the non-parametric and descriptive statistics were employed in determining deputies’ views of their superiors. Further, eleven deputies were interviewed, and their anonymity was also protected to sustain the ethical considerations of the study. As expected, truculent attitudes and criticisms from school inspectors and parents were highlighted by deputies as contributing to their experiences of stress, with the levels of stress being classified as ‘moderate’ based on their demographic differences. Surprisingly, primary deputies revealed that they do not face much stress when working with their own head teachers; in fact, primary deputies informally revealed that their heads were quite open and understanding of their viewpoints and lenses.