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The leadership role in a school organisation is crucial for long-term success, particularly in relation to teachers' motivation, especially in the implementation of ICT. School leaders possess the opportunity to employ diverse leadership styles that can influence teachers' motivation, specifically in integrating ICT into teaching and learning. Technical and vocational education is an area where ICT integration holds significant potential for productivity enhancement, given its pivotal role in developing students' college-ready skills. However, previous studies have shown uncertainties in the relationship between principals' leadership styles and teachers' motivation in certain schools. Therefore, this study aims to examine the relationship between principals' leadership styles and TVET teachers' motivation in implementing ICT. A correlational study was conducted, employing survey methods, and utilizing the Principal Instructional Management Rating Scale (PIMRS) for instructional leadership styles and the Multifactor Leadership Questionnaire (MLQ) for transformational leadership styles. The instruments used to measure teachers' motivation were adapted from the instruments aligning with the TAM model. Data analysis included percentage, mean, standard deviation, frequency, regression, and Pearson's correlation analysis, with a significance level set at p = 0.05. The results revealed that TVET teachers' responses to the leadership styles of school principals in Malaysia are satisfactory. Furthermore, a significant correlation exists between the principal's leadership styles and TVET teachers' motivation. In addition, regression analysis demonstrates that transformational dan instructional leaderships influence TVET teachers' motivation in implementing ICT. These findings provide support for previous research indicating that the principal's leadership styles indeed influence teachers' motivation. [ABSTRACT FROM AUTHOR]

This study entails an exploratory investigation of transformative leadership in the context of waqf institutions. In analysing the transformational leadership style, the study interviewed the heads of the State Islamic Religious Councils in charge of waqf institutions in Malaysia. The best practices in the two waqf institutions were found to fall under four areas related to transformational leadership: idealised influence, inspirational motivation, intellectual stimulation, and individualised consideration. The four categories were generated from three sub-categories, bringing the overall total to 12 sub-categories. The findings demonstrate the applicability of transformational leadership in waqf institutions, where it fosters employee inspiration, contentment, and creativity. In addition, this study adds to the body of knowledge as there are not many previous investigations on transformational leadership in the setting of waqf institutions. Waqf sector leaders can use this study's practical application to comprehend, apply, practice and evaluate transformational leadership in accomplishing the objectives of their respective waqf institutions. [ABSTRACT FROM AUTHOR]

An effective leader follows a style that helps maintain good relations with his staff. A school leader should use a style best suited to his teachers' behavior. This research investigates the association between four leadership styles (instructional, democratic, transformational, and laissez-faire) and teachers' behavior in Malaysia. This study applied a quantitative research method using a survey technique by administering questionnaires. Both descriptive and inferential statistics were used to analyze the data. Multiple regression and ANOVA were used to study the strength of the relationship between variables. The research found average care of the principals towards teachers' emotional behavior. Democratic leadership style showed significant relationships that explain 28.5% of the variation in the emotional behavior of the teachers. Leaders with a democratic leadership style were more aware of and responded positively to teachers' psychometric behavior. School principals with transformational leadership styles responded positively to teachers' pro-social behavior, although the relationship was weak. These results indicate that a democratic leadership style addresses the issues of teachers' emotional behavior, while instructional leadership, which is the most perceived leadership style, does not. The result of this study can guide Malaysian school principals in choosing the appropriate leadership style best suited to teachers' behavior. [ABSTRACT FROM AUTHOR]

Employee performance plays a crucial role in the productivity of organizations, especially in the hospitality industry in Malaysia. This work performance is influenced by leadership style, and finding the type of leadership style that is suitable to apply to employees is crucial, especially in the midst of the COVID-19 pandemic. Transformational leadership theory is selected for this study in determining leadership styles. There are four dimensions under transformational leadership theory, namely idealized influence, individualized consideration, inspirational motivation and intellectual stimulation. Data were collected online from 400 employees working in the hospitality industry in Malaysia and analyzed using partial least square structure equation modeling (PLS-SEM). The findings show that only two dimensions of transformational leadership, namely idealized influence and inspirational motivation, have a significant positive influence on employee performance. Implications in the context of human resource management and recommendations to increase employee performance are also discussed. [ABSTRACT FROM AUTHOR]

The aim of this research article is to explore the impacts of leadership qualities on the student's performances in educational institutions in Malaysia. Success or failure of any organization highly depends on the leadership's impacts on employees to be more productivity. In academic sense, productivity means students better performances and scoring higher marks. This study envisages the need of an efficient leader in the academic institutions to bring the desired academic performances. Training, guidances, working ambiances, equipments, leadership styles plays a vital role in delivering academic performances in Malaysia. The leader has to motivate his or her subordinates and enhance the learning capacity of the students. Regular tests, appraisals, quiz and competitions, effective communications skills, presentation skills are to be conducted to improve their learnings. Updating curriculum, improving teaching pedagogy, crating trust and increasing confidence level are few strategies to be executed by the leader to improve the educational delivery. Due to the present pandemic Covid-19, impacts, students are not allowed to attend the classes and online classes alone are conducted. The leader has to arrange the online contents, equipments, wifi, internet, projectors and necessary audio equipments to deliver the subject contents. The leader has to get support of the parents too. There should not be any discrimination to students with regards to race, caste, language, religion. A successful leader should delegate powers and responsibilities, recognizes the individual skills and performances, motivate the subordinates, for accomplishing the institutional goals and objectives. Several leadership theories were explained. Various leadership styles are also mentioned. Considering the aspect of education system in Malaysia, the transformational leadership style was appropriate. The literature review also affirms with this aspect. The values of educational leadership and standards of educational programs are discussed briefly. The research objectives and questions were provided. The challenges, limitations, constraints, and recommendations were also provided in brief. [ABSTRACT FROM AUTHOR]

Research aims: This study aims to investigate organisational culture (OC) of public universities from the perspective of academic leadership. It examines the impact of organisational culture on transformational leadership. Design/Methodology/Approach: The Organisational Culture Assessment Instrument (OCAI) and The Multifactor Leadership Questionnaire (MLQ5x) are used as proxies for the variables tested. Data are collected from academic leaders attached to 18 public universities in Malaysia. Analysis is done using structural equation modelling (SEM). Research findings: The results suggest that academic leaders view the clan culture as the dominant workplace culture type. The clan culture is also the most prominent across the OC dimensions except for the dominant characteristics dimension, where the market culture is more distinct. The results also reveal that the effect of organisational culture on transformational leadership is significant. Theoretical contributions: This study fills the void in literature by showing how organisational culture is impacting transformational leadership within the education setting of developing countries. Since it is likely that different kinds of leadership behaviours are associated with different organisational cultures, it is also likely that the same may affect the Malaysian educational setting. Practitioner/Policy implications: The findings of this study are expected to facilitate the educational administrators in fine-tuning leadership behaviours through organisational culture. A match between these two dimensions should make the organisations more effective, thereby enabling administrators to improve the selection process of leaders and their future developments. [ABSTRACT FROM AUTHOR]

There has been little empirical analysis on the complex relationship between leadership, change readiness and commitment to change in the context of Asian countries. In this paper, we propose a research model to analyze the interrelationship between leadership, change readiness and commitment to change using the partial least square technique. Results of the study suggest that leadership positively and significantly affect change readiness but not commitment to change. Consequently, change readiness is found to significantly affect commitment to change. In other words, change readiness is found to mediate the relationship between transformational leadership and commitment to change. This may suggest that the influence of leadership is a sequential process affecting change readiness, and in turn, the commitment to change as opposed to the conventional belief that it affects both change readiness and commitment to change simultaneously. The implication of the study is further discussed. [ABSTRACT FROM AUTHOR]