Teachers' Readiness To Be Leaders and Its Relationship With Students' Engagement in The Classroom

Teachers’ Readiness to be Leaders and its Relationship with
Students’ Engagement in the Classroom

Hamidah Yusof, Kumutha Kanvidi, Norasibah Abdul Jalil, Mohd Asri Mohd
Noor, Mahaliza Mansor
To Link this Article: http://dx.doi.org/10.6007/IJARBSS/v8-i4/4128 DOI: 10.6007/IJARBSS/v8-i4/4128
Received: 02 April Feb 2018, Revised: 24 April 2018, Accepted: 29 April 2018
Published Online: 05 May 2018
In-Text Citation: (Yusof, Kanvidi, Jalil, Noor, & Mansor, 2018)

To Cite this Article: Yusof, H., Kanvidi, K., Jalil, N. A., Noor, M. A. M., & Mansor, M. (2018). Teachers’ Readiness to
be Leaders and its Relationship with Students’ Engagement in the Classroom. International Journal of
Academic Research in Business and Social Sciences, 8(4), 1011–1022.
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Teachers’ Readiness to be Leaders and its

Relationship with Students’ Engagement in the
Classroom
Hamidah Yusof
Faculty of Management and Economics, Universiti Pendidikan Sultan Idris
Email: [email protected]
Kumutha Kanvidi
Norasibah Abdul Jalil

Mohd Asri Mohd Noor

Mahaliza Mansor
Abstract
This study aims to examine the relationship between teachers’ to be leaders and pupils’
engagement in the classroom. A total of 142 primary school teachers are chosen as respondents
and questionnaire set is used as the instrument to collect data. The collected data are analysed
by using descriptive statistics. The findings show that the level of teachers’ readiness to become
leaders and the pupils’ engagement is relatively high with means score value for each is 4.02 and
4.05 respectively. The result of the t-test analysis provides indication that there is a significant
mean difference of teachers’’ willingness to become leaders based on gender; whereby, female
teachers are more willing to become leaders compare to the male teachers. The findings of the
1012
correlations test also show that there is a positive and significant relationship between the
teachers’ readiness to become leaders factor and pupils’ engagement in the classroom factor. In
terms of implications, this study provides a suggestion that teachers should be prepared to be
leaders to improve pupils’ engagement in the classroom. Hence, teachers training session must
embed leadership elements in the education structure in the effort to build knowledge, skill and
confidence to lead while in teaching.
Keywords: Teacher Leader, Pupils’ engagement in the classroom, Primary School
Introduction
Teacher leadership refers to principled actions held or practiced by teachers to achieve a
complete school’s success by applying his or her own power in teaching (Gardner, 1990; Marsh
et al., 2014). This practice helps to shape quality students by giving long-term contribution to the
life of the community. Currently, the task of the teacher is not limited to just teaching, but they
are also expected to be role models to the students, colleagues and also to the local communities
(Crowther et al., 2002). This view is supported by Gardner (1990) who explained that teachers
will become leaders when they are able to contribute to school’s reformation; specifically in
students’ learning (in or outside of the classroom), colleagues’ improvements in professional
practices and also to community upbringing. In specific, the capabilities of teacher leadership to
bring positive changes in school is approved in study by Rosenholtz (1989), improves students’
achievement is approved in a study by McKeever, (2003), helping to make the school as a safe
and conducive place for teaching and learning activities is approved in the study by Little in Hook
(2006). Therefore, teachers should be encouraged to accept and practice leadership qualities.
However, encouraging teachers to accept the concept of the leadership should be handled with
care (Moller & Katzenmeyer, 1996). Before the teachers act as leaders, they need to prepare
themselves by understanding and accepting the role of a leader in order to avoid any
misunderstandings within the organisations (Ibrahim & Abdul Wahab, 2012). Teacher leadership
basically requires the powers and authority that allows them to influence others (Wasley, 1991),
especially students. Furthermore, their role would be beneficial if it had an influence on the
relationship that was created with the group being led (Wasley in Murphy, 2005). At the same
time, knowledge, skills and values are among the most important aspects in developing the
concept of teacher leadership (Katzenmeyer & Moller, 2001). However, no one has these three
aspects until given proper and complete disclosure (Gardner, 1990). Thus, developing and
promoting teacher leadership is one of the ways to increase the number of quality teachers.
Teachers’ Readiness to Become Leaders

According to Salamun et al. (2012), the most effective approach to expose teachers to leadership
qualities is to encourage and provide opportunities for them to engage in matters related to
school management and administration. At the same time, teachers should also be given
opportunity to make decisions as well as participating in activities involving outsiders for the sake
of school’s wellness. This statement is supported by Webb et al. (2004) who suggesting to allow
teachers to make decisions together. By this way, they feel more committed and responsible for
the decisions that have made. In a nutshell, the willingness of a teacher to become a leader begins
when he or she empowered to make decisions.
1013
Besides that, according to Katzenmeyer & Moller (2001), work atmosphere, intrinsic rewards and
professional development opportunities are among the factors that encourage the teachers to
accept leadership tasks. These factors also increase the participation and commitment of the
teachers who are interested in taking leadership tasks to achieve school’s goals (York-Barr &
Duke, 2004). Meanwhile, Suranna & Moss (2000) also agreed with York-Barr & Duke, where
leaders need to be involved in the process of professional development, enhancing the sharing
of professionalism knowledge, having a stand on educational issues and acting as facilitators in
order to pursuit school excellence. From this, it is understandable that the participation of
teachers activities or matters related to the organisation is important in developing the concept
of teacher leadership.
In order to improve the quality of leadership among teachers, the policy makers, researchers and
stakeholders began to focus on leadership preparation programme so that the teachers can truly
understand the real meaning of teacher leadership concept and the ways in which it is practised
(Orphanos & Orr, 2014). However, teacher leadership can only be extended with a supportive
school culture such as encouragement and support from administrators and colleagues
(Katzenmeyer & Moller, 2001; Birky et al , 2006). Therefore, teacher leaders are important at the
school level either in terms of maximizing support or contributing to school and professional
development such as creating a professional learning community (Swanson et al., 2011). Since
teachers are able to provide inputs that help to change and improve the situation in the
classroom and school culture, then they need to see themselves as a potential and responsible
group to lead (Webb et al., 2004). According to Barth (2001), the excellence of the school relies
heavily on the leadership of the teachers.
Pupils’ Engagement
Pupils’ engagement is a key aspect in determining effective teaching in the classroom (Marzano
et al., 2011). If the pupils are less or do not engaged in teaching and learning activities in the
classroom, then they will be left behind. Although this aspect of engagement has a clear
significance in teaching and learning, but it is not a construct that can be easily defined, as said
by Skinner et al. (2009). According to them, until now there is no exact definition to define the
meaning of engagement and often overlap the meaning with other constructs such as
motivation, participation, attention, interest, effort, spirit and so on.
The concept of student engagement has been introduced by Astin (1984). At that time, he
proposed a development theory focusing on the concept of participation (Junco et al., 2010).
However, Astin has later renamed the concept of participation as the concept of engagement.
According to Astin (1984), the engagement of students refers to the amount of physical and
psychological energy used by the students to gain academic experience. Finn & Rock (1997),
Brewster & Fager (2000) and Marks (2000) have divided them into two main categories, namely
psychological and behavioural characteristics. However, both divisions of this aspect carry the
same meaning, which is the psychological involvement of the student resulting from the intrinsic
motivation factor. As a result, pupils began to show their involvement through physical behaviour
or activity.
1014
Prince (2004) has defined student engagement as active learning because the activities of the
students and their involvement in the learning process are among the core elements in active
learning. Diemer et al. (2012), Willms et al. (2009) and Thomas (2012) has attributed the student
engagement with positive and brilliant student learning outcomes. Handley et al. (2011) and
Parkin et al. (2012) emphasized that student engagement has a close relationship with the
feedback process including receiving, using and taking action on feedback. According to them,
students are often involved in this process spontaneously which then helps to increase their
engagement. Thus, it is concluded that pupils’ engagement refers to the students’ efforts to
actively participate in teaching and learning activities in the classroom.
Chickering and Gamson (1987) has proposed seven fundamental principles to identify the pupils’
engagement, namely the relationship between students and educational organisations,
cooperation among students, active learning, instant feedback, emphasising time factor in
assignments, expressing high hopes and respecting diversity. MacGregor (2007) stated that
teacher can measure the pupils’ engagement in the classroom through the aspects of teaching
preparation, teaching techniques, student engagement, assessment, behaviour management
and student learning. Basically, teachers have a direct relationship with pupils in terms of learning
(Sergiovanni, 1996) as well as responsible for shaping pupils with high personality (Don, 2009).
Teaching effectiveness studies show that positive teacher behaviour is the basis for achieving
positive student engagement (Martinez & Martinez, 1999). Leadership practices that practised
by teachers can have an impact on every student who are in the classroom which later helps
them to determine and achieve the set goals (Lambert, 2010). For that reason, teachers need to
inculcate students to actively participate in all the teaching and learning activities that take place
in the classroom. In addition, MacGregor (2007) also supported the statement. According to him,
teachers need to use positive behaviour management strategies to create conducive and
appropriate environment for student learning. However, teachers need to clearly state their
hope or expectations of student behaviour. This will allow the students to demonstrate positive
behaviour as expected by their teachers.
Methodology
A total of 142 teachers from 12 selected primary schools are involved in this study. This study
uses questionnaire set as the instrument for data collection. The dimensions for the teacher
readiness construct are adapted from Katzenmeyer & Moller (2001) while the dimensions for
the pupils’ engagement construct are adapted from MacGregor (2007). The construct for teacher
readiness is comprised of seven dimensions with the reliability value of .875, while the construct
of pupils’ engagement has six dimensions with reliability value of .943. The data are analysed by
using descriptive statistics and the relationship analysis is conducted by using the correlation test.
The Findings
Teacher Readiness to Become a Leader
Table 1 summarizes the findings for teachers’ level of readiness to become leader analysis. The
overall mean score of teachers’ perception on readiness to become leader is 4.02 (SD = .717). It
1015
is found that the dimension of Collegiality recorded the highest mean score of 4.19 (SD =.655).
This is followed by dimensions of Autonomy (mean= 4.18, SD= .670), Positive Environment
(mean= 4.16, SD= .685), Open Communication (mean= 4.09, SD= .618), Participation (mean=
3.88, SD= .773) and Developmental Focus (mean= 3.83, SD= .805).The lowest mean score is
recorded in the Recognition dimension, 3.79 (SD=.810). Based on the findings, we may conclude
the level of teachers’ readiness to become leaders is relatively high.
Table 1: Teacher Readiness to Become a Leader
Dimension Mean Standard

Deviation
Developmental Focus 3.83 .805
Recognition 3.79 .810
Autonomy 4.18 .670
Collegiality 4.19 .655
Open Communication 4.09 .618
Positive Environment 4.16 .685
Teacher Readiness To Become A Leader 4.02 .717
Means difference on Teachers’ Readiness to Become Leader Based on Gender

This analysis is conducted by using the t-test analysis. The overall findings of the t-test analysis
are portrayed in Table 2. The result shows that there is a significant difference on teacher
readiness to become a leader between genders (t = -.329; p=.002). The mean score value
documented for female teachers is 4.03 (SD=.352) while for the male teachers is 4.00 (SD=.667).
Table 2: Difference of Teacher Readiness to Become A Leader

Based on the Gender
Matter mean Standard Mean t p

Deviation Difference value
Gender
Male 4.00 .667 -.029 -.329 .002**
Female 4.03 .352
**Significance at 0.05
Pupils’ Engagement in the Classroom Analysis

The findings of this analysis are displayed in Table 3. The overall mean score value documented
for the pupils’ engagement in the classroom analysis is 4.05 (SD=.675) , which can be considered
as relatively high. The aspects of Teaching Preparation and Teaching Techniques have both
recorded the highest and the same mean score value of 4.13 (SD respectively .670 and .619). The
1016
next highest score are documented in the Pupil Engagement (mean= 4.06, SD= .645), Behaviour
Management (mean= 4.00, SD= .696) and Student Learning (mean= 3.99, SD= .718) dimensions.
The assessment dimension recorded the lowest score value of 3.96 (SD=.701). In relating with
the findings, we may conclude that the Teaching Preparation and Teaching Techniques
dimensions are practised more often compared to other dimensions discussed above. This
clearly shows, by characteristic and qualities, teachers are not only skilled but also able to provide
and practice their teaching efficiently. It can also be concluded that; the level of pupils’
engagement in the classroom, as perceived by teachers, are at a relatively high level.
Table 3: Pupils’ Engagement in the Classroom
Dimension Mean Standard

Deviation
Teaching Preparation 4.13 .670
Teaching Technique 4.13 .619
Pupil Engagement 4.06 .645
Assessment 3.96 .701
Behaviour Management 4.00 .696
Student Learning 3.99 .718
Pupils’ Engagement In The Classroom 4.05 .675
The Relationship between Teachers’ Readiness to Become Leader and Pupils’ Engagement in
the Classroom
The result summary of this analysis is displayed in Table 4. The result of the correlation analysis
provide indication that both variables are having a moderate and significant relationship (r=.495,
p=0.00).
Table 4: Relationship between Teacher Readiness to Become a Leader
and Pupils’ Engagement in the Classroom
Teacher Readiness Pupil

Engagement
r p
Developmental Focus .388 .000
Recognition .263 .001
Autonomy .338 .000
Collegiality .358 .000
Participation .401 .000
Open Communication .437 .000
Positive Environment .427 .000
Teacher Readiness To Become A Leader .373 .000
1017
Discussion and Conclusion

In summary, the findings show that the level of teachers’ readiness to become leaders is relatively
high. Among the dimension of teachers’ readiness to become leaders; which are often practised
by teachers, is the dimension of Collegiality. On the other hand, the dimension of Recognition is
the dimension that is less practised among teachers. The findings of this study are parallel with
Tang et al. (2010). Tang et al.’s (2010) study which examined the effect of teacher leadership on
school effectiveness shows a significant relationship between the seven dimensions of teacher
leadership and the effectiveness of schools in six schools in Male, Maldives. The findings of Ishak
(2014) also show appear to have similarities with the current study. Whereas, the findings of
Hanuscin (2012), Coward et al. (2012) and Salamun et al. (2012) showed that the practice of
teacher leadership is relatively moderate. The findings of Hanuscin’s (2012) found that teachers
were less clear about the true meaning of teacher leadership, although in fact they were involved
in leadership activities. Coward et al. (2012) argued that teachers feel more comfortable and
confident in their role as classroom teachers as their power and influence as a leader at the school
level is limited. However, the study by Hanapi (2014) revealed that school leaders do provide
opportunities for teachers to become leaders but teachers are not willing to accept them.
The findings of the study on the level of pupils’ engagement show that most teachers encourage
the engagement of pupils in the classroom. The overall score for pupils’ Engagement dimension
is relatively high score. Among the aspects, the highest score are recorded in the aspects of
teaching preparation and teaching techniques. Meanwhile, the least influential aspect in pupils’
engagement in the classroom is the dimension of assessment. The findings of this study is in line
with the results of Hamzah’s (2010) study which revealed that most teachers are able to plan
their teaching well in order to increase pupils’ engagement in the classroom. In addition, Dixson
(2010) and Halm (2015) stressed that the interaction process in the classroom also affects the
level of pupils’ engagement in the classroom. Whereas, the findings of Hepplestone and Chikwa
(2016) and Kearney and Perkins (2014) are similar to this study, where they suggested that the
evaluation process that used by the teachers should be appropriate to increase the level of pupils’
engagement in the classroom.
The results show that there is a moderate, positive and significant relationship between the
dimensions of teachers’ readiness to become leaders with the level of pupils’ engagement in the
classroom. This finding is consistent with the findings of Ishak (2014), Hanapi (2014), Rajeswari
(2013), Lai and Cheung (2015), Micek (2014,) and Hamzah (2010). Healthy collaborative among
teachers is the basis for planning, decision-making, reflection, problem-solving as well as sharing
expertise and skills in school related matters, especially those involving students. Furthermore,
collective cooperative attitude is fundamental in preparing teachers as leaders. Most of the
teachers, especially the primary school teachers have positive outlook on teachers’ readiness to
become leaders and the importance of engaging the pupils actively in the classroom. This clearly
shows that they are indirectly capable in practising the 21st century learning features in the
teaching and learning process in the classroom.
It is widely accepted that teachers’ becoming leaders is one of the important factors that must
have in order to improve the pupils’ engagement in the classroom which in return is foreseen will
1018
improves school excellence. In order to strengthen the readiness of teachers to become leaders,
this study provides suggestion that efficient follow-up efforts need to be planned and
implemented by the education ministry to improve leadership skills among the teachers. For
example; give exposure to prospective teachers on the importance of leadership. As suggested
by York-Barr and Duke (2004), whom asserted that teachers need to be exposed to leadership
skills while undergoing teachers’ training in the institutes itself. This is one of efficient step in
order to produce competent teachers as well as has a crucial implication on nation’s education
system in line with global demands.
In addition, recognition of services and contributions are among the aspects that need to
emphasize in order to improve the readiness to become leaders among the teachers. Teachers
should always be appreciated for their efforts to make them always stay motivated and ready to
become leaders as stated in the teacher leadership theory. Therefore, it is important for both the
administrators and ministry to identify and recognise the skills and capabilities of the teachers to
lead in order to improve students’ success.
Meanwhile, teachers need to work and take their own initiative to develop their leadership skills.
This can be done by forming partnerships with colleagues whether from the same school or other
schools. With the establishment of this partnership, all views, opinions, skills and expertise that
owned by teachers can be shared. This effort will then help teachers to find solutions for the
problems that arise in schools, especially in the classroom as well as working together to
overcome. In a nutshell, teachers’ efforts to collaborate are an efficient step towards improving
the level of pupils’ involvement and at the same time encouraging their engagement in the
classroom.
Acknowledgement
This study is partially funded by Ministry of Higher Education Malaysia through NRGS.
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Students’ Engagement in the Classroom

Published Online: 05 May 2018

In-Text Citation: (Yusof, Kanvidi, Jalil, Noor, & Mansor, 2018)

Copyright: © 2018 The Author(s)

Vol. 8, No. 4, April 2018, Pg. 1011 - 1022

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Teachers’ Readiness to be Leaders and its

Norasibah Abdul Jalil

Mohd Asri Mohd Noor

Teachers’ Readiness to Become Leaders

Table 1: Teacher Readiness to Become a Leader

Dimension Mean Standard

Means difference on Teachers’ Readiness to Become Leader Based on Gender

Table 2: Difference of Teacher Readiness to Become A Leader

Matter mean Standard Mean t p

Pupils’ Engagement in the Classroom Analysis

Table 3: Pupils’ Engagement in the Classroom

Dimension Mean Standard

Teacher Readiness Pupil

Discussion and Conclusion

Diemer, T. T., Fernandez, E. &Streepey, J. W. (2012).Student Perceptions Of Classroom

Marks, H. M. (2000). Student Engagement In Instructional Activity: Patterns In The Elementary,

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