Prosiding Seminar Nasional FIP 2020 Halaman: 328 - 339 ISBN 978-602-50898-7-9

TRANSFORMATION LEADERSHIP IN SCHOOL LEADERS: ISSUES AND CHALLENGES

AINOL FAJAR

DR. BITY SALWANA ALIAS (Correspondence Author) ​ National University of [email protected]

Abstract

Writing this concept paper aims to explain the leadership of transformation in the circle of leaders, namely headmasters and principals. The results of the analysis of previous studies show that leadership transformation is used in leaders, both in low and middle schools. Transformation leadership refers to the efforts of leaders to encourage followers to change values and attitudes for the better, so that they are committed to achieving the ​​ vision and mission of the school. However, in trying to build a school, the leader is faced with various problems and challenges. The problems that are often faced by school leaders are unsatisfactory commitment and attitude of teachers and low levels of efficacy of teacher control. The challenge for leaders who practice transformation leadership is to inspire and motivate staff and subordinates. Therefore, the leader must wisely choose and use an approach that can solve the problem. Among them by using an individual approach to identify the problems being faced by the teacher.

Keywords : Transformation Leadership, School Leaders, Issues and Challenges ​

Successful school leaders also need to be 1.0. INTRODUCTION wise in influencing others (internally and Leadership determines the direction of the externally) and getting a staff commitment in organization (Mansor & Hamzah 2015). achieving the lead of the organization they lead Leadership is an important requirement in the (J. Ahmad 2015; Awang Lokey & M.Hasani Dali management process to move the organization 2016) . Leaders who practice transformation and create new ideas that are creative and leadership at a high level will get benefits such as innovative towards brilliance (Tengi et al. 2017). success in bringing and change for the Jamilah Ahmad (2015) it also states that a school(Ghani et al. 2016; Yunus et al. 2019). memorable leader can change his organization This statement supports the views of Hoy and rather than the condition that is available to a Miskel (2005) in (Abdullah 2017) that the dynamic state that has clear achievements. leadership model of transformation is most appropriate to be implemented by school leaders. The Malaysian Ministry of Education This is because, with the leadership (KPM) has always ensured that every school, transformation the leader willable to deal with regardless of location and achievement stage, has various problems that exist in school and changes a leader or professor and a military force for in education in the present. Leaders who practice unified support to spur maximum school transformation leadership are also able to deal performance (Tengi et al. 2017). In line with the with challenges to awaken teachers and students statement, Ismail (2017) it also states that to carry out motivating and inspirational actions leadership is important because leaders who that ultimately impact on the school's order and succeed will be able to guarantee brilliance for student achievement (Marimuthu 2012). schools. In other words, a memorable and successful school needs wise school leaders to carry out their duties and responsibilities.

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2.0. THE CONCEPT AND THEORY OF (2016)adding that the transformation leader leads LEADERSHIP OF by explaining the vision, setting a good example, TRANSFORMATION encouraging teamwork, giving support, Leadership relates to one's ability to influence the stimulating the intellect and placing high attitudes and behavior of others (Habib Ismail & expectations so that subordinates are more eager Zaimah Ramli 2012). Leadership will involve to achieve organizational accuracy. Dynamically, more than one party and will involve a process of the leadership of the transformation involves the interaction between individuals and groups, or sharing of vision and organizational parameters between individuals and the whole expert who and efforts to encourage subordinates to do oversees a group (Gordon, 1955) in (R. Ahmad & something without personal interests. Mohamed 2019).Yew (2009) it also states that everyone involved in the interaction process According to (Ibrahim 2018; Norisyah holds a different character between one another, Abd Rahim 2018)indicators of the triumph of the and the principle that distinguishes it is the leaders of transformation can be seen if the influence of its leader. manifestation of the staff's awareness of their self-interest in celebrating the organization's Leadership transformation has been peeled mission together. Bass & Avolio (1996) states off as one of the theories in leadership studies that charismatic leaders will exhibit traits of since the 1970s. He had drawn the attention of transformation due to followers' trust in them. the education community in the 1990s as an act NurshahiraIbrahim (2018) agree with that of retaliation against top-down police leadership statement that the leader of the transformation in transaction leadership which was practiced will foster followers' beliefs, promote future around the 1980s (J. Ahmad 2015). The changes and justify followers in questioning leadership of this transformation is not specific to actions, thus guiding them towards a better school leaders but may also be practiced within direction. organizational experts such as fellow school teachers and staff (Che Sulaiman, IS & Wahab In the field of education, KA Leithwood 2017). (1992) also found that transformation leaders in schools emphasized achieving three main Musa et al. (2014) states Burns (1978) subjects, namely: (1) helping teachers form, introduces the concept of leadership develop, perpetuate a professional work culture transformation as a process in which leaders and and a spirit of cooperation; (2) fostering teacher subordinates awaken each other towards each professional development; and (3) help solve other towards raising morale and motivation to a problems in a memorable way (Muzakkir higher stage. Leadership Transformation is often Muhammad Ihzzah & Khadijah Daud 2014). associated with leadership style that impresses and works change the perceptions and 2.1. Leadership Theory of Transformation motivations of subordinates and bring about brilliance organization (Bass 1985) in (Yew The leadership of transformation purified by Bass 2009). (1985) based on Burns (1978) has been divided into four aspects, namely ideal influence or Furthermore, the leadership of the charisma, intellectual stimulation, individual transformation also seeks to increase the desire to consideration and motivational inspiration. learn, maintain awareness and acceptance in the However, the leadership model Leithwood subordinate circles towards the vision and (1994) has explained about the leadership organizational parameters in addition to being component of transformation through the able to motivate them (Hallinger, 2008 in(Kadir dimensions of fostering school vision and 2015). Leithwood (2005) in Ghani et al. 329

Prosiding Seminar Nasional FIP 2020 Halaman: 328 - 339 ISBN 978-602-50898-7-9 guidance, providing intellectual stimulation, and the same method of measuring overlapping offering individual support, being an example of dimensions exist in the same theory or the theory important organizational values, showing high of transactional leadership and laissez-faire work performance, realizing high school culture leadership theory. In addition, this theory is also who are creative and builds structure and seen from the perspective of mere nature and not. promotes involvement in the decision making behavior. This theory is also described as elitist process (Philip et al. 2018). and anti-democratic. However, Northouse (2007) also states that although this theory accepts Leithwood (1994) describes the leadership criticism, the approach continues to develop component of transformation through the rapidly. ​ dimensions of fostering school insight and literacy, providing intellectual stimulation, 2.2. Leithwood Transformation Leadership offering support separately and being an example Model (1994) to important values in organizations, which show ​​ high work performance, fostering a creative In the Leithwood Transformation Leadership school culture and developing a creative school Model, as many as seven dimensions are culture and developing structure and promote emphasized: fostering school vision and involvement in the decision making process. guidance, providing intellectual stimulation, Leithwood's transformation leader also showed offering individual support, being an example of high leadership values through commitment to ​​ important organizational values, showing high achieving intentions by promoting teacher work performance, fostering a creative school involvement, awakening intellect and stimulating culture and develop structures and encourage teacher motivation to give full commitment to involvement in the decision making process. This their work (Marenee Lin Tengi, Mahaliza Mansor model clearly details the idea of transformational ​​ & Zahari Hashim, 2017). leaders as leaders who seek to increase organizational brilliance through closer However, Northouse (2007) in (Aizul Fidy relationships between principals and teachers. Kamarudin 2017) outlines that the leadership theory of transformation also has certain weaknesses and is criticized in all aspects. The criticism encompasses the explanation of difficult concepts because broad theoretical interpretations

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four dimensions of transformational leadership, 3.0. LITERATURE REVIEW namely the Charismatic Characteristics of Ali (2017) stated that Bass (1985) refined the Leaders, Effort to Evoke and Evoke Inspiration, preliminary study made by Burns (1978) initially Effort to Emerge and Evoke Inspiration and focusing on investigations to the leadership in Weigh Individual Feelings. military organizations and trade organizations, but later involved educational organizations. Bass Furthermore, a study conducted by Shin believes that transformational leaders can do and Zhou (2003) in Bilal el-Toufaili (2017) something different to increase the level of shows that the leadership of positive commitment and motivation of their followers transformation with the creativity stage of through the three leadership characteristics that subordinates. Likewise, Gong, Huang and Farh underlie transformational leadership, namely (2009) in(Habib Ismail & Zaimah Ramli 2012) charisma or inspiration, individual consideration found that learning orientation and and intellectual stimulation. Furthermore, transformation leadership were positively together Bass and Avolio are familiar with the associated with worker creativity. Transformation 331

Prosiding Seminar Nasional FIP 2020 Halaman: 328 - 339 ISBN 978-602-50898-7-9 leaders increase the intrinsic motivation of leaders are able to prove the brilliance of their subordinates, which stimulates creativity, and organizations if they succeed in bringing their intellectual stimulation encourages subordinates followers 'think out of the box' which leads to a to think creatively. There is a positive change in attitude as well as a paradigm proposed relationship between transformation leadership as aspirated. This effort can awaken and increase and subordinate creativity. In addition, the the interest of teachers in animating and leadership of transformation and creativity are accepting the vision, mission and mission of the interrelated in meeting. It is very important that work forces under their leadership. transformation leaders may inspire others to be more creative(Sheeila Krishnan & Mohamed 4.0. ISSUES AND CHALLENGES OF ​ Yusof Mohd Nor 2018). It's different TRANSFORMATION LEADERSHIP with(Anandawati 2018)he analyzes the IN SCHOOL relationship between transformation leadership, The glory of a school is closely related to the employee recognition with leaders, innovative leadership factor of the leader or professor. climate, and worker creativity. According to his Between the important role of leaders and study decision that transformation leadership is headmasters carry out supervision of teaching not related to worker creativity, innovative and learning in the study room, reading climate, or the introduction of leader workers. programs, training programs in the service of However, the introduction of workers to leaders, teachers, school-based assessment programs and and an innovative climate has been linked to curriculum programs. All of these programs are worker creativity. motivated to produce quality, knowledgeable, moral, high-ranking students who are capable of Furthermore, there have been many achieving personal well-being in order to independent studies that show that the deeds of contribute to the harmony and prosperity of the leadership of transformation have brought society and the state. To realize all the matlamat, positive changes to the ordering of schools. leaders are individuals who are responsible for Abdul Shukor (2004) in Habib Ismail and ensuring the school functions regularly and Zaimah Ramli (2012) states that the management impressively(Nursyafina Saffiee et al. 2018). and leadership of the leader are the main factors However, in an effort to pursue matlamat, school that will determine the orderliness of the school leaders face various obstacles in an effort to and will determine the ups and downs of the advance their schools. Among the problems that school. Abdul Ghani (2005) in (Habib Ismail and are often faced by school leaders are: Zaimah Ramli, 2012) also emphasized that the practice of the style or practice of transformation 4.1. Teachers' Commitments and Attitudes leadership by the leader seeks to improve teacher Are Not Satisfactory achievement (treatment of organizational citizens) and teacher attitudes (teacher Che Sulaiman, IS & Wahab (2017), Mohd commitment). When Koh (2008) states that with Firdaus & Norsiah (2017)stated in their study that the leadership of transformation,(Noh & Wahab teacher commitment refers to the extent to which 2016). a person is involved in organizational matters. There are cases where the teacher does not want Besides that, Marimuthu (2012)he stated to give commitments as required by the that a school organization leader, that is, the organization. Low commitment among teachers leadership of a professor influences the attitudes occurs when teachers have attitude problems, of teachers towards any attempt to achieve the such as being unmotivated and undisciplined desired matlamat. This transformational which results in decreased work performance. leadership is practiced because transformational The statement goes along withAwang Lokey & 332

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M.Hasani Dali (2016) which states that at school Transformation leaders need to have behaviors there are still a handful of teachers who exhibit that can motivate followers. They also need to irresponsible attitudes such as being present continually increase their enthusiasm and can through school and evading rather than accepting react to these challenges. The leader of the assignments other than still using old teaching transformation must convince his followers of the practices and who do not want to change with the mission and mission to be achieved. The leaders flow of change. also witnessed their full commitment to the organization's matlamat. In the context of education, school leaders are responsible for providing moral support, understanding the needs and making the facilities necessary to improve and perpetuate the motivation of teachers in 4.2. Low Efficacy Stage of Teacher Control achieving matlamat school organizations The efficacy of kendiri plays an important role in (Marenee Lin Tengi, Mahaliza Mansor and influencing teacher actions in teaching. The Zahari Hashim, 2017). efficacy of the teacher's intention means the belief held by the teacher who is motivated to 4.5. Excessive Notice take action for the purpose of achieving Transformation leaders need to have access to a matlamat. New teachers or novice teachers are often associated with a low level of self-efficacy large database to enhance the ability to make the right decisions. But leaders need to know how to due to lack of experience and knowledge. Ashton (1984) states that the lack of efficacy of the get the most valuable information and turn it into teacher's grip will cause them to feel negatively a strategic guide. They also need to know how to bring in high-level data analyzers who can assist and view obstacles as something that is difficult to overcome. They tend not to want to try to in making the right decision (Savita Yadav and increase the knowledge and skills needed. There Vinita Agrawal, 2017). are also a handful of teachers who are evasive and look for problems so that they do not need to 4.6. Intellectual stimulation teach new subjects or that are difficult because Transformation leaders need to try to solve these subjects are not their opsyen (Intan Salina problems with new and innovative dimensions of Che Sulaiman, 2017). thinking. They need followers to think creatively 4.3. Leaders do not take tofu on the needs of in solving problems. Transformation leaders need subordinate staff to make followers able to meet challenges and be brave enough to handle them (Marenee Lin The leadership of transformation prioritizes the Tengi, Mahaliza Mansor and Zahari Hashim, attention and focus on certain potentials and 2017). needs in the development of subordinate professionalism. Skills, skills and knowledge 5.0. IMPLICATIONS make confidence thicker in a leader and leave a The implication of this concept paper is that the positive impression on the teacher. A leader leadership of the transformation needs to be needs to take tofu and be sensitive to the needs of given priority to increase the brilliance of the subordinates so that they are more eager to work school. Ministries and education offices need to (Tahir et al. 2018). look for initiatives in order to be able to awaken the leadership of transformation in school 4.4. Become the Inspiration and Motivation rankings. This is to ensure that every leader can of Subordinate Staff 333

Prosiding Seminar Nasional FIP 2020 Halaman: 328 - 339 ISBN 978-602-50898-7-9 spur overall school performance as contained in leadership so that they are always looked upon the 2013-2025 Educational Development Pelan. and respected by all school members. Analysis of previous studies shows that the leadership Furthermore, this concept paper shows that approach to transformation is in high demand by the practice of transformation leadership plays a many school leaders today and is among the best very important role in strengthening the teacher's choices to be practiced at school in order to commitment to achieving organizational improve moral well-being, emotions, attitudes accuracy. The transformed leadership practices and behavior of teachers and school members as that have been outlined can be a guide to school a whole. This approach is seen in more depth leaders to improve the teacher commitment stage, because it realizes awareness in self-employment teacher job satisfaction, the efficacy stage of that every individual in the organization is self-help and allow teachers to assess their important and every challenge will be able to be abilities. In addition, school leaders can improve faced if working in pairs. the practice of their respective leaders by ensuring that staff are able to synchronize with the matlamat and organizational matters. Finally, REFERENCE the implication of this concept paper is to provide input for positive social change, including Abdullah, MF Bin. 2017. Connecting Leadership and Productivity Style Hooks at Four implementing a leadership development program, Zon Kuala Ketil Schools, . can also improve the leadership practices of the Universiti Sains Malaysia. transformer's leader.(Muzakkir Muhammad Ahmad, J. 2015. The Transformation of Ihzzah & Khadijah Daud 2014). Leadership Transformation Leaders of High-Achieving Schools in Malaysia. 6.0. SUGGESTION Development 134 (4): 635–646. Headmasters as well as school principals must wisely choose approaches that are appropriate for Ahmad, R. & Mohamed, AM 2019. Relationship of the Influence of Transformational resolving issues facing schools. A transformation Leadership Styles on the leader will look at this challenge from the Implementation of the Pelan perspective of individual consideration. Through Replacement Work Development this approach, the principals talk with the Program in Malaysian Public Service. problematic teacher to find out the root cause of Management Journal 55: 1–15. doi: their behavior. Future leaders will help find the 10.17576 / management-2019-55-13 best solution. In addition, the Elder plays a role to Aizul Fidy Kamarudin, SS 2017. Leadership help teachers gain self-confidence and transformation in the leadership of subsequently increase the efficacy stage of their JKKK Kampung Pachitan, Port control. Positive principals choose an intellectual Dickson, Leadership transformation among the leadership of stimulation approach where the principals Kampung. GEOGRAPHY Online encourage teachers to look for solutions and view Malaysia Journal of Society and Space the problem from different perspectives. 13 (3): 29–41. Ali, SNN 2017. The Relationship between the 7.0. CONCLUSION Leadership Transformation Style of the Elder and the Commitment of Teaching The leader or professor is the leader who is the Actors in Middle Schools in Gua most important element for the success of the Musang, . Proceedings of the school. In resolving various issues and challenges ICECRS 1 (1): 123-130. doi: 10.21070 / picecrs.v1i1.587 in schools, school leaders need to regularly display the characteristics of authoritative Anandawati, EP 2018. Transformational 334

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