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Challenges For 21st Century Leadership In Education: A Study Of Primary School Principals In SelangorTRANSCRIPT
ASSIGNMENT 3
TITLE OF RESEARCH:
Challenges For 21st Century
Leadership In Education: A Study
Of Primary School Principals In
Selangor
Group Members : 1) Nurul Qistina Abu Bakar
2) Siti Rohani Ismail Piruz
3) Mazriza Binti Osman
Class Course : PXGM 6103 - Educational Leadership
Lecturer’s Name : Dr. Simin Ghavifekr
Submission Date : Monday, 23rd December 2013
TABLE OF CONTENTS
No Descriptions Pages 1) ACKNOWLEDGEMENT i
2) ABSTRACT ii
3) 1.0 Introduction 1
4) 2.0 Background Of Study 2
5) 3.0 Problem Statements 3
6) 4.0 Research Objectives & Research Questions 4
7) 5.0 Literature Review 5 - 16
8) 6.0 Conceptual Framework 17
9) 7.0 Methodology 18
10) 8.0 Research Design 18
11) 9.0 Sampling Frame 19
12) 10.0 Population 19
13) 11.0 Sampling Technique 19
14) 12.0 Sample Size 20
15) 13.0 Data Collection Procedures 20
16) 14.0 Instrument 21
17) 15.0 Validity And Reliability Of Instrument 21
18) 16.0 Data Analysis 22
19) 17.0 Findings 23 - 28
20) 18.0 Discussion 29 - 30
21) 19.0 Recommendations 31
22) 20.0 Conclusion 32
23) REFERENCE
24) APPENDIX
i
ACKNOWLEDGEMENT
First and foremost, praises to Allah S.W.T., the most Gracious and Merciful for
giving us blessing and strength to complete our research paper. Peace upon our Prophet
Muhammad S.A.W. who has given the light to mankind.
We would like to take this opportunity to express our highest appreciation and sincere
gratitude to our project supervisor Dr. Simin Ghavifekr for her commitment and effort in
helping us completing this research. Her wide knowledge and logical way of thinking have
been a great value for us. Her understanding, encouraging and personal guidance have
provided a good basis for the present research paper. We also wish to convey our thanks to
our parents that always gave us space and always encouraged us in completing this research
paper. Their support and kindness will always get a special place in our heart.
We wish to extend a special word of thanks to the principal, teachers and all staff of
each schools involved in this research. Schools are very busy places and we appreciate the
time spent from all them to answer the questionnaires. Last but not least, a special
appreciation to our friends for being supportive and helpful in process of preparing this
research paper. We would not make it this far without their support, patience and
encouragement along this period.
ii
ABSTRACT
Conventional leaders and leadership of the past are insufficient to meet demand and
challenges in the 21st century. As we move on to the new millennium era, our world is becoming
more complex and difficult and it changes occur rapidly. Nowadays in 21st
century leadership,
educational leaders face with a countless amount of political, social, and economic pressures to
deal with the everyday realities in education. It is also relates to change the nature of work,
technology, and competition in the global market. Educational leaders in the 21st century must
align their individual leadership style to reflect the needs and expectations of the organization.
Few studies have directly examined challenges faced by the principals in 21st century and we are
recommending ways to overcome these challenges in order to develop future leaders which are
strong, decisive, charismatic, educated, independent and brave enough to strive towards
excellences. In this study, the researcher had distributed 100 sets of questionnaires to selected
respondents at around Selangor. The questionnaires were distributed to selected principles,
teachers and higher management team at school around Selangor. Numbers of 100
questionnaires were distributed in a week. All the questionnaires distributed received
successfully. From the data analysis, we found that challenge in IT implementation is the most
challenge faced by principal 21st century.
Key Words: 21st century Leadership, Leadership, IT challenges for leaders.
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1.0 INTRODUCTION
Nowadays, education is the most important sector for whole society. Educational system
is one of the main aspects in developing new millennium generation of people. Quality of
education is one of the main criteria in country development. Strategic efforts are needed in the
education system, which can improve the capacity and capability of education to a high level of
quality and excellence in order to tackle the challenges of the 21st century.
Education system will change in line with changes in economic, cultural and political.
Not vigilant can cause us marginalized and fell. Democratization of power established by
corporate culture will replace the traditional hierarchical practices. Shortly, universal principles
and values will determine the success of an institution, organization or country. By rite,
education system in the new millennium should change wave function on the right track to
contribute to the development of the country.
Therefore, people need to equip themselves from all angles, from the knowledge based
high technology to develop superior national spirit in their soul. If people are not ready to face
the world’s changes, our country would not be able to compete with other developed countries.
Country development must go hand in hand with spiritual development in order to meet the
balance between the government's desire to create a civil society and a developed nation in our
own mold.
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2.0 BACKGROUND OF STUDY
Education is a major contributor to the development of our social and economic capital.
In Malaysia, education have inspires the creativity and fosters the innovation and provides our
youth with the necessary skills, in order for them to be able to compete in the modern labor
market. Education is also is a key driver for our growth, especially in the economy. Most
educational leaders facing with countless amounts of political, social, and economic pressures to
deal with the everyday realities in education. In Malaysia itself, we are the educational leader
facing with many challenges in order to help and to bring the education system to be most
important and as serious aspect to be look in. Educational leaders in the 21st century must align
their individual leadership style to reflect the needs and expectations of the organization.
In 2011, the Ministry of Education launched a comprehensive review of the education
system in Malaysia in order to develop a new National Education Blueprint. This decision was
made in the context of rising international education standards, the Government’s aspiration of
better preparing Malaysia’s children for the needs of the 21st century, and increased public and
parental expectations of education policy. Literature review from previous researchers identify
many types of challenges in 21st century, and in Malaysia, we facing many challenges such as
challenges in information and technology (IT), challenges in School-Based Assessment,
challenges in utilization of IT in teaching and learning process and challenges in dealing with
student’s behavior. From all the challenges, we were interested to conduct a research to identify
what the major challenges are facing by the principals in 21st
century leadership in the schools
around Selangor area. This mini research uses questionnaires to be distributed to respondents and
the findings will be obtained by using SPSS software. Besides, from the findings we get, we also
want to suggest ways to overcome these challenges in 21st century leadership.
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3.0 PROBLEM STATEMENT
Nowadays, education is the public interest. The role of the education system is very
important in the development of country. Extraordinary quality of education means courage to
develop the next generation in new millennium era for next two years. Our education system
needs strategic efforts that can increase the capacity and ability of practice to the level of the
high and excellent quality in order to tackle the challenges of the 21st century. The education
system will change in line with economic, cultural and political changes. Aspects of change are
very great and fast. Careless and negligence can cause us isolated and rejected. Corporate culture
that is based on the democratization and decentralization of power would replace the practice of
traditional and conventional hierarchy. Competition exceeds the global environment and too
intense. Principles and values will determine the success of an educational organization. Thus the
educational system and schools system must be operate in line with the world’s changes in this
new millennium era to contribute to the development of the nation.
According to our former Prime Minister of Malaysia, YAB Datuk Seri Dr. Mahathir Bin
Mohamad, in his speech to celebrate the 40th
National Day of Malaysia has asked people to find
new strategies and plans to adapt this coming millennium era. People need to prepare themselves
from all angles, including knowledge-based high technology to foster nationalistic superiority in
their soul. If people are not prepared well to adapt these changes, the country would not be able
to compete with other developed countries. He wants the country’s development must go hand in
hand with spiritual development in order to meet the balance between the government’s desire to
create a “medani” society. 21st century claimed based on the demands of Vision 2020 and
educational vision. In line with the demands of the provision of quality human resources to be
generated by our educational system, the Prime Minister has outlined the characteristics of
generation to be born to inherit the new millennium era such as wide information including
science and technology, strength of mind which is to be more creative and proactive and noble
values and moral. Therefore, we conduct this mini research to identify what are the major
challenges faced by the principals in 21st century and suggesting ways to overcome these
challenges in order to enhance the quality of educational system.
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4.0 RESEARCH OBJECTIVES AND RESEARCH QUESTIONS
4.1 Research Objectives
The purpose of this study is to understand the challenges faced by the principal and
identify ways to overcome these challenges in some primary school in Selangor.
1) To identify the challenges faced by the principal in primary school in Selangor.
2) To identify ways to overcome the challenges faced by the principal in primary
school in Selangor.
4.1 Research Questions
1. What are the challenges faced by the principal in primary school in Selangor?
2. How the principal overcome the challenges in teaching and learning at primary
school in 21st Century?
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5.0 LITERATURE REVIEW
World civilization history began with the agricultural community who are dependent on
farming activities with a simple and easy life. In the 19th
century, world civilization has changed
to a workforce that has characteristics of specialization and giving priority to production or
production commodities. Now, world community in the 21st century has changed to a new era so
called “knowledge-based” or “k-economy”. This new requirements emphasize the importance of
information, creativity and innovation in providing new services to the community. The 21st
century is the century starting from now based on the Christian Age’s calendar or Gregorian
calendar, which was from 2001 to 2100 and the third millennium was from 2001 until 3000. This
is because calculation of the first century began with year one. Generally, people assume that the
21st century started from 2000 and third millennium started from 2000 until 2099. ISO support
general use by defining calendar calculations start from zero. In practice, this problem has been
solved with the use of 1st January, 2000 to mark the beginning of 21
st century. In the 21
st century,
our country faced internal and external challenges as an impact of globalization, liberalization
and development of Information and Communication Technology (ICT). One of the challenges
in country is developing a system of knowledge-based economy or “K-economy” to face
competition with other countries.
Changes in economic system definitely a phenomenon brought by the mainstream of
globalization. The new economy requires strong support from the education sector to produce
Malaysian citizens who are knowledgeable in various fields. The impact of globalization is
widespread and infinity. In the context of human life, globalization covers the political, social
and economic aspects. Globalization makes everything belongs together in the concept of a
borderless world. According to [Yusuf Al-Qardhawi, 2001], defining globalization with
socializing patterns or specific systems owned by a country or group to penetrate the world.
Based on this understanding, globalization is known by various terms such as “borderless
world”, “global village” and “open sky policy” and become a new phenomenon in establish the
characteristics of globalization. Therefore, this research will describe the major challenges faced
by the principals in 21st century leadership and challenges faced globally. This research also will
explain ways to overcome these challenges faced by the principals in 21st century leadership.
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5.1 Education System In 21st Century
In the 21st century, the whole world does not matter whether in the developed or
developing countries are expected to experience rapid growth in economic, political and
social aspects. Many argue that these changes somehow closely related to the
development of education. According to Alvin Toffler, a famous writer said that “the
Illiterate of the 21st century are not those that cannot read or write, but those that cannot
learn, unlearn and relearn. According to him, education in this century is more
challenging and must be able to produce students who are creative, innovative and able to
solve problems and think critically and efficiently.
Changes to the K-economy emphasize the need for information and globally
networked feature which is very closely related to the development of ICT. So often it is
said that any country that can conquer information technology and ICT network facilities
they are considered to have an advantage and seemed to have the extra power.
Meanwhile, countries that ignore it will be left behind in this global competition.
According to Thomas Friedman in his book “The World Is Flat: A Brief History of the
Twenty -First Century” education also plays a crucial role and is key to the success and
sustainability of the world economy in the 21st century.
According to the UNESCO report (Report Of The International Commission On
Education For The Twenty First Century), continuing education throughout life should be
based on four pillars, namely: “Learning to know”, “Learning to do”, “Learning to live
together” and “Learning to be”. On a basic level, education should be able to give a child
chances to expose to a wide and varied knowledge in depth in certain areas. Learning to
know help someone to build a spectrum of knowledge that allows them to choose an
appropriate field more accurately. Knowledge here also include how to learn, a skill that
is needed to facilitate and enjoy the opportunities to learn so much from a variety of
sources. Knowledge gained should be in line with the skills to perform tasks based on
that knowledge. Learning to do is not limited to operational or mechanical skills, but
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across the competence as the ability to deal with situations that are not anticipated,
teamwork, and adapting in different social contexts and work.
Meanwhile, according to Dato’ Sri Mohd Najib bin Tun Haji Abdul Razak (2012),
a major contributor to educational innovation is the development of social capital and
economic development. Education is also a generator triggers creativity and innovation
that equip young people with the skills needed to compete in the job market and become
enablers of economic development as a whole. Accordingly, the government should
ensure that the education system works effectively to the success of the New Economic
Model, Economic Transformation Programme and Government Transformation
Programme which a country's economic development in global economic competition.
Therefore, in order to strengthen education as a catalyst and shaper of well-equipped
human to overcome the challenges of the 21st century, many countries either developed
countries or developing countries try to develop sophistication of ICT to trigger students’
minds. ICT sophistication through various aspects, in terms of peripherals or software
that can capable of generating cognitive and psychomotor skills of students from various
aspects.
In the 21st century, the country faces new challenges from globalization,
liberalization, internationalization and the development of Information and
Communication Technology (ICT). The country also faces the challenge of developing a
knowledge-based economy or K-economy. Therefore, the Ministry of Education provides
educational development program to produce citizens who are knowledgeable, ICT
literate, skilled and honorable. Ministry of Higher Education also reviews the programs
and projects planned for refreshment, renewal, consolidation, restructuring and new
formulation. All this is the result of planning contain in “Pelan Pembangunan
Pendidikan (2013-2025). According to [Ohmae, 1995], developments in information
technology and globalization has resulted in liquidity in national boundaries that has
spawned a new paradigm for all organizations including educational institutions.
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5.2 Educational Leadership in 21st Century
Education is a public interest that must be accepted by all segments of society.
The role of the education system is very important in the development of the country.
Education’s quality and excellence is one of the efforts to develop new millennium
generation in line with the development of a more advanced world. The goal of making
Malaysia as center of educational excellence in the Asian region and also internationally
in the 21st century requires strategic efforts that can increase the capacity and capability
in practice towards a high level of quality in order to acquire the status of "World Class
Education".
The education system for 21st Century can be achieved when it shows the
development of dynamic and rapid progress in education specifically in terms of quality,
quantity, standards of excellence and credibility that can be recognized and accepted
internationally as well globally. As viewed from a broad perspective, "World Class
Education" means the ability and achievement of the challenge to initiate change and
dynamic progress in the development of the education sector which consist of:
(i) Manpower development
(ii) Rapid economic growth
(iii) Repair status and quality of social welfare
(iv) Modernization and social reform
(v) Intellectual thought and cultural excellence
(vi) Development of technology and science
5.3 Challenges For 21st Century Leadership In Education
Education system of 21st century is a transformation process which has been
performed in renewing the existing standard of education. Education system of the 21st
century is more flexible, creative, challenging and more complex. In addressing the
rapidly developing world, education system must be restructured to meet the needs of
students in the 21st century world. For example, each school should be exposed to
project-based curriculum designed to engage students in addressing real-world problems
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and current issues. To achieve this goal, education should be dynamic, holistic and
always change according to the needs of time and environment. As it is closely linked to
the development of the individual, the needs of society and building of nation, thus
improvement efforts and policy changes need to be done quickly to meet changing needs.
This allows students to be exposed to the things that happen around them. Nowadays, we
can see that that they are many challenges faced by the principals in 21st century
leadership which are challenges in Information Technology (IT) implementation, School-
Based Assessment, IT implementation in teaching and learning process and challenge in
dealing with students’ behaviour.
(i) Challenges In Information Technology (IT) Implementation
Nowadays, we can see even though they are many educators aware of the
importance use of computers in teaching and learning, but still there are teachers who are
more comfortable with using conventional relevant with examination system . With this
kind of attitude, it is difficult for changes to be made. Apart from that, they are some
kinds of concerns being faced by teachers in using computer which are worry if damaged
when using the equipment, worried because they do not feel they are able to learn higher
technology and worry if they have been asked by the school management to do all the
work because of their expertise in using the computer. Using a computer in teaching and
learning process somehow quite burden for teachers in order to prepare the teaching
materials. Time constraint is one of the barriers for teachers use this technology. In
addition, lack of computer skills and knowledge to use this technology in teaching and
learning also one of the major challenges. Teaching process exploit IT in demanding and
integrating teachers’ skilled in multimedia. This means that teachers are able to use
power point with several inputs such as inserting video, graphics in their teaching
materials to make it more creative.
For address changes and new global challenges, our country has not escaped from
introducing new policies in education. Demands for 21st century are accompanied by
Vision 2020. In fact, education in 21st century is often associated with the era of
Information Technology (IT) that growth rapidly. Recent developments in "Open-Sky
Technology" have implications on the lives of mankind. As we see and feel, wide world
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had in fact been reduced by sophisticated technology and rapid communication. In the
context of education, information technology is the communication technology
equipment or electronic network system that can be used to collect, store, process,
transmit and deliver information quickly and accurately as Internet or Multimedia or
hypermedia to support teaching and learning process. The development of information
technology has been able to facilitate human communication in managing, storing and
disseminating information more sophisticated data either in the form of text, image or
voice.
In the era of information explosion and heaps of knowledge, the use of computer
technology to ignite students’ knowledge of organizing information and at the same time
looking for a specific fact effectively and fast. Therefore, all schools in Malaysia will be
linked to each other through the net and beyond the Internet. With the advent of 21st
century educational technology enables students to pursue learning “global classroom”.
Here, they have the opportunity to sit and exchange ideas about anything with their
counterparts in other schools but also with other students around the world. Mastery of
information technology is very important to ensure that our community and country is not
left far behind compared to other developed countries such as America and Japan. As we
know, with the development of the information age, it has given us the space to acquire
knowledge easily and quickly. In addition, it also gives us the opportunity to develop
existing talent and potential through technology skills and give them a chance in pursuing
lifelong education. Everything is just in the fingertips.
Based on the achievements of the Malaysian education system at present and to
meet the challenges ahead, this plan aims to strengthen the vision and aspirations of the
Malaysian education system until 2025. The plan also provides policy direction and
implementation of initiatives planned in detail to achieve a dynamic education system
and meet the aspirations and needs of all. In order to improve the education system in the
face of globalization, the Ministry of Education has taken proactive measures to
strengthen national schools through the Education “Pelan Induk Pembangunan
Pendidikan” (PIPP) 2013-2025 which has been introduced around September 2009 which
leading some aspiration among them to create a national school which would provide
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future generations to compete in the international arena. According to Nor Asikin, 2009,
in line with the development of technology, the MOE has introduced IT in education as
“Rintas Project Smart Schools”, School Net, My School Net Project, Computing
Laboratory, Education TV, supplier of ICT for teaching and learning, the introduction of
ICT subjects, ICT training for teachers and Computing Project management in Education.
(ii) Challenge In Utilization of IT In Teaching And Learning Process
Many studies show that the rise of the cognitive aspects of the use of information
technology in teaching and learning such as difficulty in integrating both aspects which is
still not efficient occur at most of the school. General assumption states that if hardware
and software has been available in schools, integration of information technology will
occur automatically is less accurate because one of the main determinants of the success
or failure of that integration is depending on the principals and teachers. Now, we will
discuss challenges face by teachers to apply information technology in teaching and
learning process.
(iii) Teacher’s skills in Information Technology
In line with government’s desire to develop quality of human capital, teachers are
important agents of changes. Thus, mastery of information technology among teachers is
required. It is important not only to improve the effectiveness of teaching and learning
even from the administration and school management. Therefore, workshops and courses
related to information technology have to be conducted to enhance teacher’s skills and
ability. Computer courses among teachers in Malaysia are operated by the three major
parties which are “Jabatan Pelajaran Negeri”, “Bahagian Teknologi Pendidikan” (BTP)
and appointed representatives of Ministry of Education. In the meantime, “Bahagian
Pendidikan Guru” (BPG) also provides in-service courses for 14 weeks which is related
to the smart school curriculum. According to statistics from the Ministry of Education
Malaysia as in “RMK-8” from 2002 to June 2007, a total of 247, 804 teachers attended IT
skills courses organized by “Kementerian Pelajaran Malaysia” (2007) and if the number
is taken into account it is approaching numbers of the of teachers in Malaysia.
Nevertheless, many ways can be done to increase the level of skills of information
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technology among teachers. This is evidenced by several previous studies that have
shown that there are teachers who have not been able to master the technology skills
which this situation often refers to teacher in rural areas (Mohammed Sani et al., 2004;
Noor Awanis, Nora & Nurazariah, 2006; Megat et al., 2008). In this scenario, distance,
telecommunication facilities and schools accessibility give more impact especially in
rural schools.
Several follow-up to the next government is focusing on IT skills training in the
ninth Malaysia Plan (RMK-9) will also involve the teachers who teach at “Sekolah
Agama” and “Sekolah Pendidikan Khas”. This is consistent with input received from
(Soon Kooi Guan Yin and Yang, 2002) which states that the training received by teachers
is a very important aspect in using computers in schools. This is supported by (Gan,
2000), which states that lack of training is a factor limiting the use of information
technology in teaching and learning. According to some studies abroad, including
“School Investments in Instructional Technology” conducted by the Office of
Technology Assessment, in 1995 (Pricilla & Karin, 2003), there is a relative correlation
between spending on software with professional training needs among teachers. The
findings concluded, without deep attention to the need to enhance the quality of teacher
training and upgrading of skills in instructional technology, then the school will have
difficulty in expanding the potential use of technology in teaching and learning.
A study conducted by (Knirk and Gustafson, 1986) found that the frustration and
anxiety are part of life for users of information technology systems. They have always
worked hard to try to learn how to use computers. According to (Lawrence, 2002), he
argues that to embrace the technology, teachers must have positive attitudes toward it.
Regarding type of computer skills required, (Geisert and Futrell, 1990) explained that the
Association of Computing Machinery (ACM) has outlined the scope and need for
training based on several studies that have been conducted. These include the need to
enhance the skills of reading and writing simple computer programs, computer programs
and documentation, and knowing the terminology of computer hardware, the ability to
recognize the limits of computers in teaching and learning, knowing the source location
to obtain information from a computer, the ability to talk about the history of computers
13
in teaching as well as understand the impact of computer use on the moral and
humanitarian. Overall, it is supported by (Furst-Bowe et al., 1996) and (Chao, 2003) who
agree that teachers should be competent in using computer’s applications, spreadsheet,
databases, graphics, multimedia and Internet surfing and communicate using e-mail.
Hallinger (1998) emphasized globalization have led to a paradigm shift that is
noticeable in most countries in the context of searching meaning of quality of education
and curriculum offered. In this context, education system in Malaysia has undergone a
radical transformation began from 1990s as a reaction to changes in the global stage.
Some curriculum changes, especially in terms of teaching and learning strategies have
been introduced such as below:
(i) “Sekolah Bestari” : Focus on the process of developing and nurturing learning to
use computers and multimedia applications.
(ii) “Projek Sekolah Net” : Use a personal computer and Local Area Network (LAN)
as coverage. Teacher serves as an information receiver curriculum and learning
materials from outside and then gives to the students. This provides an
opportunity for students to gain skills and information in accordance with their
capabilities and applications of various learning styles.
(iii) “Projek Smart Lab” : Using computer networks to enable students to access
knowledge and information from various sources and teachers work as
facilitators.
(iv) “Projek Sekolah Vista” : Software applications for classroom management for
teaching and learning purposes. This allows teachers to manage classrooms
effectively and provide opportunities for students to communicate electronically
with their friends and teachers.
In addition to developments in the use of information technology, Malaysian
curriculum has also been revised and has been added that can be relevant and able to
provide students with specific skills for the global environment after they pass schools. A
fairly significant trend identified in the development of curriculum in Malaysia is to
produce global citizens, in line with the development of information networks in the era
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of globalization. This is in line with the opinion of (Hallinger, 1998) that a proactive
approach is needed so that schools are able to produce students that have capability for
global competition such as:
(i) Having a culture of lifelong learning
(ii) Have the ability to communicate in local and international language.
(iii) Mastering technology skills as job’s requirements.
(iv) Well prepared to solve complex and challenging tasks and nurturing new
knowledge.
(v) Become responsible citizens in social, political and cultural.
Along with changes in the global environment as well, the curriculum in Malaysia
has undergone a transformation era in terms of the use of English in the teaching and
learning of science and mathematics subjects in primary and secondary schools. This
aims to give students preparing for the global environment, particularly related to the
development of science and technology in which the English language is very important
for access -controlled information and knowledge in the field. International languages
such as Arabic, French, German, Japanese and others are also introduced in schools
which aim to prepare students for global challenges.
(iii) Challenge in School-Based Assessment
School Based Assessment or “Pentaksiran Berasaskan Sekolah” (PBS) is a new
policy in education which designed by Board of examination, Malaysia (LPM). This
system introduces an assessment component and was operated by the school; its
assessment carried out by teachers continually in teaching and learning process. “PBS”
was planned, organized, scored and reported in accordance with procedures prescribed by
the Malaysian Examinations Board. In order to ensure the quality of “PBS”
implementation, coordination and monitoring mechanisms has been in placed to improve
the reliability and validity of the assessment scores. Besides, PBS implementation aims
and allows candidates to measure the level of knowledge, skills and value against the
criteria set out for each subject. By doing this way, it will improve performance of the
15
candidate via an assessment throughout the year. This approach will gives comprehensive
assessment of overall student achievement since its implementation in school. Nowadays
we can see that education is more focused on the skills and the values obtained by
students. “PBS” is more suitable for many practical subjects which require hands on
training.
Apart from that, this execution is believed to produce a holistic human which is
balanced physically, emotionally, spiritually and intellectually as transcends in the
National Education Philosophy. Currently, examination-oriented education system is seen
more recognize academic achievement cause less student involvement in co-curricular
activities. Many previous studies have reported on the importance of school assessment
in their learning. But its effectiveness depends on factors such as attitude, orientation and
philosophy of teachers to student in teaching and learning process, as well as training,
knowledge and skills of teachers in the field of educational assessment. Some researchers
in their report confirm that teacher assessment is a key factor towards enriching the
learning experience hence achieving quality education. On positive side, “PBS” will
enable students to aware of their strengths and weaknesses based on feedback given by
the teacher and they have an opportunity to improve themselves. From that, students can
be more confident in their abilities as they can ensure the highest standards of
achievement can be accomplished.
(iv) Challenge In Dealing With Student’s Behavior
On of other challenge faced by principal in 21st Century, is how to keep the
students feel interested to learn in class. This is because, nowadays, the students are
exposed to IT. Most of the students are familiar with the IT devices, so children are not
interested to deal with all the traditional equipment’s in classes such as the blackboard,
hardcopy notes, chalks, and reading’s materials from the books. Nowadays, students are
more interested with devices such as the ipad, tablets, smartphone and laptop.
The principals must aware that the in order to attract the student to be more
interested in the class, they need to change the style of teaching. Instead of read from the
book, the principals need to create other methods related with IT in order to make the
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students interest to learn and participate in the class. The principal need to create a
program and inform the teachers on the technology that they need to apply in the school
for the student to be more actively participating and learning in the class. In order to get
the students be more interested and excited in attending the class, the principals can come
out with the ideas of teaching with using IT tools. For example, show many videos as part
of the learning courses in class and do more presentation slide instead of reading the
material from the text books. Teachers also can create a teaching learning to be more
interesting and fun by having role play and dancing and singing about the subject or topic
that the teachers would like to teach.
The teachers also can make the class be more interesting by let the students to
search the information through the internet. By having internet or database for the
students, the principals and teachers can make all test or quizzes via online system by
having cartoons and interesting design to make the student feel more interesting. By
having cartoon characters and attractive design, this will make the student remember
easily on the topic they are going to learn.
17
6.0 CONCEPTUAL FRAMEWORK
Conceptual Framework
Independent Variables (IV)
Independent Variables (ID) Dependent Variables (DV)
(Sources from Pearson Prentice Hall)
Figure 1.0 Conceptual Framework on Challenges For 21st Century Leadership In
Education”: A study of Management Team in Public Primary School
Management in Selangor.
21st Century Leadership
“Challenges for 21st Century
Leadership in Education”:
A Study of Management
Team in Public Primary
School Management in
Selangor.
IT Challenges
Usage of IT in
Teaching and
Learning Process
School Base
Assessment
Students Discipline
18
7.0 METHODOLOGY
This study attempts to find out what are main challenges in 21st century that principles
have to face. By having this study, it is hoped that the results of this study can provide the
principle main challenges and how to overcome the challenges, this research can helps principle
to create a new cultural and environment in their school and might help them to compete with
other school. These chapters basically provides and explain the sampling plan and instruments
that will be used by the researcher to collect the data and completing this study, subsequently it
also can provide guidelines to answer the research questions. Furthermore, this chapter explains
in details about the sampling design, units of analysis, sample size, data collection procedures,
plan of data analysis and type of survey. It covers all the details in the study to make sure that
the accurate result comes out effectively and efficiently.
8.0 RESEARCH DESIGN
This study is carried out as descriptive research. According to Salkind (2006), the
descriptive research is describes as the current state of some phenomenon. Moreover,
descriptive research was conducted to understand events that are occurring in the present and
how they might relate to others. In addition, it also related to the purpose of having descriptive
research whereby to describe the current state of affairs at the time of the study, (Salkind, 2006).
By using these design, the researcher going to explore main challenges might principles face in
21st century, this research held in the school around Selangor
19
9.0 SAMPLING FRAME
In this study, the researcher gets the information's on the main challenges from the
previous research and also from the participants involve in this research. In this study, the
targeted schools to distribute the questionnaires are in Selangor. The population or targeted
participants of this study are 100 that involve the principals, deputy of principals, teachers and
the management team in selected school in Selangor.
10.0 POPULATION
The population for this study was being the total 100 number of principals, deputy of
principals, teachers and the management team in selected school in Selangor.
11.0 SAMPLING TECHNIQUE
The sampling technique that’s applied in this study is simple random sampling. This
kind of sampling is used to each member of the population has an equal and independent chance
of being selected to be part of the sample. Equal and independent are the key words because it
will be equal when there no bias that one person will be chosen rather than another and
independent because the choice of one person does not bias the researcher for or against the
choice of another (Salkind, 2006). Since the probability samples must provide a known non-zero
chance of selection for each population element, this sampling method is considered as a special
case in which each population element has a known and equal chance of selection.
20
12.0 SAMPLE SIZE
According to Salkind (2006), a sample size should be big enough to help answer the
research question accurately, but not so big that the process of sampling becomes uneconomical
and inefficiently. Moreover, according to Salkind (2005), keep in mind that 30 is the general
magic number in how many participants should be in each group. In this study, the respondent
selected randomly and without biases. In this research, the sample size includes principle, deputy
principle, teachers and management team from different age, background, gender and race. The
researcher focuses on 100 respondents because the study conducted for only one week.
13.0 DATA COLLECTION PROCEDURES
Data collection procedures are basically the procedure that the researcher must do and
follow to collect the data. For the data collection procedures, the researchers plan to distribute
the questionnaires to the selected teachers and requested them to distribute the questionnaires to
their school. This is to ensure all of the data of the respondent keep confidential and secret. After
one week, the researcher collect they questionnaire. Then the researcher will count off the date to
collect the questionnaire. The available date was analyzed by the researcher.
Date Activity
8/12/20103 Distribute the questionnaire
11/12/2013 Make follow up
13/12/2013 Collect the questionnaire from the respondent.
Table 1.0 Data Collection
21
14.0 INSTRUMENT
The survey instruments are the method in getting the data for the study. The instruments
for this study are survey questionnaires. The item in the questionnaire formulated according to
the research objective and research question. There are two section in the questionnaires which is
section A and section B. Section A, start from number 1-6 which is the demographic background
questions and section B start from the first challenges until the fourth challenges facing by the
21st Century leader. The demographics background questions developed for this study was used.
In the section, respondents were asked to indicate their gender, age, marital status, position, high
level of education and also length of service of the employees working at public school in
Selangor. In section B, there are four factors that being measure in this questions. This sections,
dealt with information on the main challenges in 21st century among the respondent. The factors
consisted of the IT Challenges, Using IT in Learning and Teaching Process, School Based
Assessment and student’s discipline. This questionnaires were use the nominal and ordinal scale
and also the Likert Scale in which range from 1=Strongly Disagree, 2=Disagree, 3=Moderate,
4=Agree, 5=Strongly Agree.
15.0 VALIDITY AND RELIABILITY OF INSTRUMENT
In order to make sure the questionnaires used for the method in this study is valid, the
questionnaires was tested for face and content validity. The important of the questionnaires
tested for face and content validity is to ensure that the questionnaires is free from errors and in
the other hand also to make sure its aligned with the research objectives and research questions.
The research questionnaires have been checked and validated by the lecturer of PXGM 6103
class, Dr. Simin Ghavifekr before the researchers distribute the questionnaires.
22
16.0 DATA ANALYSIS
All of the respondents are given the same period of time in completing the questionnaires
distributed to them. All the questionnaires that have been collected by the researcher, the data
will be analyzed using the Statistical Package for Social Sciences Software Version 19.0 (SPSS).
After the results have been obtained, all of the data will be analyzed for descriptive statistics
such as mean, frequency, percentage and standard deviation.
Table 2.0: Data Analysis
Research Objectives Concept / Construct Measurement Scale Statistic
1. To identify the
challenges faced by the
principal in primary
school in Selangor area.
Challenges faced by
the 21st century
principles
Question 1:
What are the
challenges faced by
the principals in
primary school in
Selangor area?
Ordinal
Mean
Descriptive
Statistic
2. To identify ways to
overcome the
challenges faced by the
principals in primary
school in Selangor area.
Organize IT training
among teachers,
improve facilities
toward using and
utilize IT in school.
Question2:
How the principals
overcome the
challenges in teaching
and learning at
primary school in 21st
century?
Ordinal
Mean
Descriptive
Statistic
23
17.0 FINDINGS
In this study, the researcher had distributed 100 sets of questionnaires to selected
respondents in selected schools in Selangor. The questionnaires were distributed to selected
principals, deputy of principals, teachers and management team at selected school in Selangor.
Numbers of 100 questionnaires were distributed in a week, all the questionnaires distributed
received successfully, all the respondents give full support to us. For further clarification, see the
table below:
Survey Respond Rate
Date Sent Out Total
Questionnaires
Sent Out
Date Receive Questionnaires
Receive
Percentage Of
Questionnaires
Received (%)
8-13 Dec 2013 100 8-13 Dec 2013 100 100%
Total 100 100 100%
Table 3.0 : Survey Respond Rate
Table 3.0 shows that the survey respond rate have been distribute on 8 December 2013 until 13
December 2013, with the total of 100 questionnaires. The total of 100 questionnaires was
received on 8 December 2013 until 13 December 2013 with the total of percentage of the
collection is 100%.
24
SECTION A
Gender of Respondents
Frequency Percent Valid Percent Cumulative Percent
MALE 33 33.0 33.0 33.0
FEMALE 67 67.0 67.0 100.0
Total 100 100.0 100.0
Table 4.0 : Gender of Respondents
Table 4.0 shows that 33% of the respondents are male that brings the total number of 33 peoples.
While 67% of the respondents that brings the total number of 67 are female.
Age of Respondents
Frequency Percent Valid Percent Cumulative Percent
40 YEARS AND ABOVE 1 1.0 1.0 1.0
35-39 YEARS 1 1.0 1.0 2.0
30-34 YEARS 19 19.0 19.0 21.0
25-29 YEARS 73 73.0 73.0 94.0
24 YEARS BELOW 6 6.0 6.0 100.0
Total 100 100.0 100.0
Table 5.0 : Age of Respondents
Table 5.0 shows that 6% of the respondents aged were 24 years old and below while 73% of
respondents aged were 25 to 29 years old. 19% of the respondents were aged 30 to 34 years old
and 1% of respondents were the aged of 35-39 years and 1% of the respondent were aged 40
years and above.
25
Marital Status of Respondents
Frequency Percent Valid Percent Cumulative Percent
SINGLE 31 31.0 31.0 31.0
MARRIED 69 69.0 69.0 100.0
Total 100 100.0 100.0
Table 6.0 : Marital Status of Respondents
Table 6.0 shows that 31% of the respondents are single with the total number of 31 people.
While 69 respondents are married with the percentage of 69%.
Position of Respondents
Frequency Percent Valid Percent Cumulative Percent
PRINCIPLE 1 1.0 1.0 1.0
DEPUTY PRINCIPLE 13 13.0 13.0 14.0
EXECUTIVE 15 15.0 15.0 29.0
OFFICER 46 46.0 46.0 75.0
OTHERS 25 25.0 25.0 100.0
Total 100 100.0 100.0
Table 7.0 : Position of Respondents
Based on the finding, the highest level of position received from the respondents are the officers
with the percentage of 46% which consist of 46 people. This follow by teachers position with the
percentage of 25% which consist of 25 people, deputy principle are 13% consist of 13 persons,
executive position with 15% which consist of 15 people, the lowest level of position received
from the respondents are principle that brings the total of 1% which is consisting of 1 people.
This total of percentages shows the totals of 100% percentage.
26
Education Level of Respondents
Frequency Percent Valid Percent Cumulative Percent
MASTER 6 6.0 6.0 6.0
DEGREE 91 91.0 91.0 97.0
DIPLOMA 1 1.0 1.0 98.0
STPM 1 1.0 1.0 99.0
SPM 1 1.0 1.0 100.0
Total 100 100.0 100.0
Table 8.0 : Education Level of Respondents
Based on the findings, it is found that most of respondents that are 91% are the degree holders
which consist of 91 people while 6% are master holders which are consist of 6 people choose as
their highest level of education. 1% respondent is a Diploma holder whereby consist of 1 people.
The 1% respondents are the Sijil Tinggi Pelajaran Malaysia holders. The last one is percentage of
respondents is Sijil Pelajaran Malaysia holders with 1% whereby it consists of 1 people.
Length of Service of Respondents
Frequency Percent Valid Percent Cumulative Percent
15-19 YEARS 9 9.0 9.0 9.0
10-14 YEARS 1 1.0 1.0 10.0
5-9 YEARS 25 25.0 25.0 35.0
LESS THEN 5 YEARS 65 65.0 65.0 100.0
Total 100 100.0 100.0
Table 9.0 : Length of Service of Respondents
Tables 9.0 show that, the highest percentage are 65% of respondent which consist of 65 people
have been in this industry for less than 5 years. Follow by 25% that is respondent which consist
of 25 people that have been in this industry for 5 to 9 years. The lowest percentages are 9%
which is consist of 9 people that have been in this industry for 15 to 19 years.
27
SECTION B
DESCRIPTIVE STATISTICS
This section discussed on the main challenges that principle might face in 21st century.
There are four main challenges, first is IT Challenge in order to face with the difficulties of using
IT, another challenge is the Usage of IT in Teaching and Learning process, Implementation Of
School Based Assessment is another major challenge to many teachers nowadays, and last one is
about the student itself, how the teacher and principle are going to make change to make sure the
success of academic achievement and less discipline issue in school.
No Questions Mean Std. Deviation
1 I Am Ready To Accept The Challenges Of 21st Century 3.8800 .62410
2 The Principle Organize It Training 3.5700 .62369
3 Principle Give Out A Lot Of Ideas And Advice On It Usage 3.4600 .68785
4 The Computer Lab In My School Is In Good Condition 3.4700 .78438
5 The Internet Connection In My School Make It Easier For Me To Finish My
Work 3.4800 .65874
6 Usage Of Internet Should Be Implemented In Teaching And Learning 4.0800 .67689
7 My Knowledge In It Is Good 3.7900 .55587
8 The Use Of It And Internet In Teaching And Learning Helps Me 3.8400 .59831
9 Every School Should Provide Good It And Internet Facilities 4.0400 .65010
10 The Objective Of Using It In My School Has Been Achieved 3.6400 .57770
11 Understanding Of The Concept Of School Based Assessment 3.6600 .63913
12 In-House Training Of School Based Assessment Are Conducted In My
School 3.6500 .65713
13 I Know How To Use School Based Assessment System 3.6400 .71802
14 I Always Discuss With My Colleagues Regarding Implementation Of School
Based Assessment 3.6400 .70381
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15 Principles Always Give Support To Teachers In Implementing School Based
Assessment 3.6200 .59933
16 Students' Academic Achievement Is Satisfactory 3.8000 .44947
17 The Discipline Achievement Of My Students Is Satisfactory 3.7300 .50960
18 My Students Always Respect Their Teachers 3.8200 .47948
19 Students Always Apply Good Values In My School 3.7500 .47937
20 There Is No Major Disciplinary Issues Among The Students 3.7300 .63333
Table 10.0 : Descriptive Statistics
29
18.0 DISCUSSION
The result shows that IT gives the highest impact to the challenges for 21st Century
Leader by 4.0800 (mean). This is because not all leaders in 21st Century have the IT knowledge.
Most of the leaders in 21st century did not have IT knowledge. They lack of IT usage in their
daily task. They are also easy to give up on the IT usage when they found out that the IT is
difficult to implement in their daily tasks. When the principal did not implementing the IT in
their tasks, it will affect the staff whereby the staff will said that they don’t get enough support
from the principal to implementing the IT knowledge and they will take this as accused to avoid
using IT. The second is the principal did not give the right training toward the employees in
using IT. Principal needs to undergo for the IT training and encourage the staff to go for the IT
training.
This is because by undergo the IT training it will help the principal and the staff itself to
improve the IT knowledge. By improving the It knowledge, this will help to bring the
organization or school to grow and improve the implementation of IT in school and help bring
the school accept the challenges in 21st century. The third reason why the IT gives the highest
impact in this research is because the resistance to change. Most of teacher and principal have
the behavior of resistance to change form the traditional ways in teaching to implementation of
IT in teaching and learning. This shows in Malaysia, nowadays, even though we are now in the
21 Century, most of the teacher refused to accept the changes bring by the Government. They
still in their comfort zone whereby they don’t want to implement the IT or the system introduce
by the government. For example, when the school try to implement the teaching and learning in
the class by using the slide power point and others technology, the teachers started to refused the
technology without think about the positive way that it will bring to the school and how the IT
technology will help the teachers to make their teaching be much more interesting and exciting.
30
Another examples that I would like to share in this research is PBS (Pentaksiran
Berasaskan Sekolah). PBS is famous among the teachers when the teachers feel the system give
so many problems to them and this give the negative impact to the teachers and the government.
The teachers should accept the changes applied by the government instead of against the system.
By think positive and implement it slowly, this will help the teachers to understand about the
system and will help the system to be develop more to be better. Support is much needed from
all teachers in order to make Malaysia be the one of the country that advance in the IT and in the
top ranking of country that using IT as one of the main economic development. The forth reasons
are the internet coverage cannot support the high access of internet in school. In order to
implement IT in the school and to encourage the teachers to using IT technology as part of their
teaching and learning, the schools have to make sure they have the high speed internet
connection.
This is very important for the school because, by having the high speed internet
connection, this will reduce the complaint by the teachers and straight will motivate the teachers
to be more patient to use the IT and make it to be interesting thing to be implementing in their
daily teaching and learning process. The last reasons why the IT give the highest impact in this
research because the lacking of support in term of infrastructures (IT facilities is enough). This is
the most important things in order to implementing IT as part of the teaching and learning
process. If the school provides the full facilities, this will help the teachers to be more motivated
in using the IT technology and the teachers don’t have any reasons to give accused to not using
the It technology.
31
19.0 RECOMMENDATIONS
1) Principals should provide more IT training to all teachers and teachers should undergo IT
training provided by the school in order to gain more knowledge. By providing the IT
training to the teachers, this will help to improve the IT knowledge to the teachers. By
having the complete IT knowledge, the school can grow higher and be a best school and
straight will being the country name in the eyes of the world.
2) Principals should play the main role in order to encourage all teachers to undergo the IT
training and to implement the IT as one of the teaching and learning sources. This is
because, when the leader is the good team player in the organization or school, the
teachers will start to follow the step of the leader and straight will make the IT
implementation be more easy and interesting.
3) Ministry should provide complete IT equipment's in order to make sure all school
implement the IT as one of the teaching and learning tools. Support from government is
really important to help the school to implementing the IT technology as part of their
main process in teaching and learning. If the government provide the complete equipment
to all school, this will encourage the school to implementing the IT technology in their
teaching and learning.
4) The principals should give rewards and recognitions to all teachers who willingness to
implementing IT as the teaching and learning tools. This is to make the teachers feel been
appreciated and be wiser in implementing It as of the important tools in their daily
classes. Reward and recognition is the other ways to encourage the teachers to
implementing the IT and the teachers will feel more appreciated to use the IT as part of
their teaching and learning. Employees really need reward and recognition from their
superior in order to make them feel motivated toward their tasks.
32
20.0 CONCLUSION
As the conclusion, the main challenges for 21st Century are the IT technology challenges.
Even though our country are towards the 21st century, but many people still refused to implement
the It as they don’t want to accept the changes and refused to make change. Most of them are at
the comfort zone. By implementing the IT technology in the work life, will make them feel
demotivate to do the work. In order to make them aware and realize that IT is most important
tool in order to make our country to be among the IT country, the government needs to
encourage the teachers, principals and especially youth to learn about IT and Technology. The
school principals also need to play the main role in the school in order to encourage the teachers
to implement the IT. As we know, the use of IT in education is in line with the Malaysia to
improve the quality of world-class education. IT enables development of education in the 21st
century in this country to become more competitive and able to compete internationally.
Malaysia needs to step forward to internationalize the educational status globally.
The role of institutionalization of education is to improve their computer literacy involve
knowledge and computer skills to build a cyber-community depending on the teaching
profession. Traditional teaching methods using chalk and talk should be changed to suit the
method of teaching using IT tools like using an LCD projector, computer and a PowerPoint
presentation. IT provides opportunities for the teachers especially in Technical School
Vocational training to learn new things and methods in the process of learning and teaching.
Infrastructure and facilities in schools should be monitored for enable common use of computers
among teachers. Knowledge and skill in using computers is an important factor to the formation
of attitudes positively to the computer is still lacking among teachers. The teachers itself need to
help and support the country to improve the usage of the IT in order to make the country grow to
be the excellent in facing the 21st century.
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The Leadership Trust (2008), “The 21st Century Leader”, pp. 1- 4.
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APPENDIX