School Leadership practice in Malaysia is keeping apace with
contemporary recommendations that school principals adopt a more
democratic and transformational leadership as a way to promote
higher levels of school performance and greater teachers' job
satisfaction. These principals generally upheld participatory and
collaborative management, relations-oriented and established
trusting relationship with teachers. They too possessed the
attributes of transformational leadership, such as individualized
consideration, idealized influence and intellectual stimulation.
Through their communicative virtue and ability to shed their status
and back away from power hierarchies, these transformational
democratic leaders were able to empower their teachers and forge a
more dispersed and democratic form of leadership in schools. As
teachers became more highly educated, they expected greater
autonomy;though some teachers not in the administrative team were
generally concern about their instructional autonomy and had no
interest over the school overall policy.
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