CHAPTER 1

INTRODUCTION

1.0 Background of Study

Leadership in education state that it is a critical element in the development of a school. It is a

huge challenge in addressing the dynamic changes of the world of education traditionally will

be borne by school leaders for the sake of educational excellence in schools (Harun et al.,

2016). Yet nowadays the path of educational leadership has transformed and no longer sees

principals or principals bear all the responsibilities as leaders in the pursuit of school

performance. Thus, leadership in education is now more focused on distributive leadership

which emphasizes on how to form a culture of leadership responsibility among leaders to

assist in the execution of expert learning community practices.

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 One of the leadership that can be practiced by a leader is distributive leadership.

Defining distributive leadership is performing leadership tasks jointly and mutually

responsible towards a common goal of improving an organization (Terrell, 2010). It can be

said to be the willingness of the leader to share leadership with subordinates voluntarily and

develop the capacity of each individual in the organization. Moreover, a distributive leader

always practices responsibility and accountability. So principals in schools need to adopt

distributive leadership theory. For example, it is more horizontal and less progressive in the

manner employee function (Harris, 2003).

There are also several functions in the distributive leadership of principals in schools

such as being able to increase leadership capacity when encouraging initiative and innovation

spontaneously (Abdul Rahim & Zahari, 2018). Distributive leadership allows them to hold

formal and informal leadership positions to lead in an organization. It is also seen that

principals provide more opportunities for groups or teams to collectively carry out school

responsibilities, resources and specific spaces to implement professional learning community

practices. Therefore, principals need to adopt distributive leadership theory in an effort to

encourage the formation of a positive environment in school organizations. This is because

distributive leadership is a leadership practice that is not surrounded by formal power and

power struggles.

In general, this indicates that Principals and Principals use distributive leadership

styles more widely and efficiently. Another study also showed that the higher the practice of

distributive leadership practiced among school leaders, the higher the level of quality of the

school environment can be formed and this proves that distributive leadership practices can

directly help in creating a more conducive teaching and learning environment through a

2
positive school environment (Dr. Juliansyah Noor, 2019). There is also research that shows

that when experienced educators have opportunities for shared study and connected to

learning, it will bring about a more extensive instructing learning system for different

educators; and it will affect the improvement of school quality (Sunaengsih et al., 2020). In

contrast to followers of cognitive theory who focus on individual cognition and argue that

learning is a process mediated between stimuli and responses, the main concern of

sociocultural theory is the individual environment. For them, learning is a by-product of

collaboration between individuals (Dehdary, 2017).

Implicitly, schools can create a harmonious environment among school individuals.

The presence of this civilization will also create an internal capacity which is an effort

towards urging the teaching staff to become experts in their different branches of knowledge.

The field of professional learning community is cultivated when educators work together in a

community -oriented culture to investigate student achievement, share teaching methods, and

improve educational, learning and student achievement (Ismail et al., 2019). A skilled

Professional learning community as a structure

The local Professional Learning Community is described as a local community that

forms a culture that shows all school children learn and become a learner (Yaakob et al.,

2015). In principals ’schools, the second line of administration and instructors have a place as

individuals in the professional learning community. They are viewed as staff skilled in the

duties of the teaching staff. They are considered people who can carry out consistent learning.

They will see and share thinking about how to improve school viability and their students

’learning (Tahir et al., 2013).

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1.1 Statement of the Problem

Schools are seen to play a role as an organization that can manage people and shape as what

is seen as a very complex one because it can have an impact on the government's intentions in

improving student performance and achievement. According to Harris & Spillane, (2008),

although distributive leadership has proven to be a successful model for school management,

it is still unclear how a principal should develop and implement distributive leadership

models in the school environment. Although there are studies arguing that distributive

leadership is an important core to improving school success and key skills of principals to

shape the school environment, it is still unclear how a principal can influence distributive

leadership practices in their school (Crow et al., 2005).

According to Puspanathan & Mahaliza, (2020), absence of exact proof on training and

effect distributive leadership is a research gap in the education system. This matter supported

by the results of Hall & Demarco, (2018) who concluded that the concept distributive

leadership in Malaysia is still in its infancy because of school administrators still consider this

leadership still new and foreign to them. According to Harris et al., (2019) the PLC model for

schools in Malaysia is still new and foreign. This is on the grounds that the Malaysian

Ministry of Education only presented the execution of this KPP in 2011. Additionally, there

are concentrates on that display that numerous teachers come up short on obvious idea of the

implementation of PLC culture in schools (S. Syahrul Zarizi S. Abdullah, 2020). Studies on

the head teacher's leadership towards PLC rehearses among educators are deficient. Most of

the studies that have been carried out before have focused on the study of teachers' PLC

practices Hamzah & Jamil, (2019); Hassan et al., (2018) and PLC practices on student

achievement (Ratts et al., 2017) and (M. A. Abu Hassan & Musa, 2019; Raza, 2018).

4
 When studying about distributive leadership practices, there is a significant research

gap between domestic and foreign researchers. Distributive leadership has less place among

local researchers and more studies still focus on interactional and transformational leadership.

Therefore, this study was formed after examining several previous studies on leadership that

require changes in the way of leadership in an educational organization (Puspanathan &

Mahaliza, 2020). The practice of Professional Learning Communities (PLC) under the

support of leaders can increase the efficiency and effectiveness of teachers to continue to

excel (Mashira et al., 2019). Thus, an organization needs to have a network of practices as

well as good relationships among teachers to be group leaders for organizational excellence

(Hudson, 2015; Jamail & Don, 2017). Therefore, this study will look at the relationship

between the distributive leadership of principals on the practice of professional learning

community in Gombak district secondary schools.

1.3 Research Questions

There are various questions raised in the leadership of head teachers in schools. Among them:

1.3.1 What is the level of distributive leadership practices of principals in schools?

1.3.2 What is the level of professional learning community practice among teachers in

schools?

1.3.3 Is there a relationship between the distributive leadership of principals and professional

learning community practices among school teachers?

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1.4 Research Objective

The main objective of this study was conducted to find out the distributive leadership of

Principals towards professional learning community practices. To achieve the main

objectives of the study and answer the above research questions, this study is dedicated to the

following aspects:

1.4.1 To identify the level of distributive leadership of head teachers in schools

1.4.2 To identify the level of professional learning community practice among teachers in

schools

1.4.3 To identify the relationship of distributive leadership with professional learning

community practices among school teachers.

1.5 Research Hypotheses

H1 There is a relationship of distributive leadership with professional learning

community practices among school teachers.

1.6 Scope of the Study

The extent of this research covers the level of distributive leadership adopted and

implemented by the principal as well as the usage of professional learning community

practices among school teachers. The study clear focus on the understanding of principal and

how principal indulge the distributive leadership in management of the school. Besides that,

the study also will be looking at how teacher practices well on the professional learning

community with the support of the school management. Apart from that, the study also

6
focused on to analysed the relationship of distributive leadership with professional learning

community practices among school teachers. Thus, the research population will be the

teachers from the secondary schools in Gombak disctrict. The samples will be chosen

randomly from the total number of teacher’s population in Gombak district secondary school

and will be divided via percentage of school size. The discoveries depend on information

accumulated from quantitative questionnaire that will send to the mobile via google link form

by either the WhatsApp or Telegram Apps. Occupied together, it is worth focusing on that

there was no problem of gaining access as well as recruitment of the participant in the study

but getting the feedback would be tough. This is due to the current pandemic that has

different impact although the actual situation deemed to be under control. Through this study,

the garnered data will be well captured and their perception will be clearly analysed. Further

conversation about the ideas of future examination is illustrated towards the finish of this

exposition.

1.7 Limitation of the Study

This study was conducted quantitatively. The study sample is limited to teachers in

Secondary schools in Gombak District. All data analysis is made based on the answers

received from the respondents of the study only. The results of this study did not involve all

teachers in Selangor but selected only a few teachers to be used as a guide for researchers.

This study is also limited to the relationship of principal leadership with professional learning

community practices in secondary schools only. In addition, teachers' answers through online

access are also questionable because in the current pandemic situation there are too many sets

of questions or surveys that have to be answered by teachers online. So the honesty and

accuracy in the answers they give is always in doubt.

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1.8 Conceptual Framework

In this study, the specialist likewise fostered a calculated structure of the study which was
Principal Distributive Leadership
used as a reference adapted from the concept of distributive leadership relationship with the

practice of professional learning community in secondary schools. Figure 1.1 shows the

components that have been studied by the researcher. According to (Lim 2007), an

exploration system or theoretical structure is an assortment of key ideas, builds or factors that

are remembered to have a relationship with one another that have been researched by the

researcher. While in the view of the researcher, the research framework is the most important

basic framework for a study, without a basic framework there is no meaning to study or no

direction to cover all the things and elements associated with the review. The development of

the system of this research is by taking into account the critical factors and cycles engaged

with the review.

Dimensions of the Dimensions of Dimensions of Dimensions of

Vision, Mission School Culture Responsibility Leadership
and Goals of the Sharing Practice
School

Dimensions of Professional Learning Community

(PLC)
1. Shared and Supportive Leadership
2. Sharing of Values, Goals, Vision and Mission
3. Collective Learning and Application
4. Personal
Figure 1.1 Practice SharingFramework
Conceptual
5. Environmental Support
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1.9 Definition of Terms

1.9.1 Distributive Leadership

In this study, distributive leadership is defined as leadership that adopts the method of

distribution of tasks and responsibilities as an informal position and informal leadership

(Chen, 2008) to avoid conflict among teachers in schools. It is also meant to be a distributive

leadership capacity in schools to achieve success and encourage robust organizational

improvement.

1.9.2 Professional Learning Community

In this study, the main concept of PLC focuses on sharing abilities and information on

educators, building quality connections, arranging centred programs, activating existing

assets in the climate, and sharing authority in acknowledging public schooling strategy to

fabricate quality human resources later on. The concept of a learning community A learning

community is an environment that involves a collaborative relationship between human

beings that allows for behavioural change. This environment involves elements of

cooperation, helping each other, sharing tools/ideas, mutual feelings, healthy competition and

so on.

1.10 Conclusion

This study was led to figure out the relationship of distributive leadership of head teachers

with the professional learning community practices of teachers in secondary schools and

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whether it has an effective impact or not. In addition, this study is to improve the existing

instruments and generate new ideas to strengthen the relationship between the leadership of

principals and teachers to avoid improving the implementation practices of the professional

learning community. In conclusion, it can be seen that the distributive leadership style is

widely used and it has an impact on the implementation practice of professional learning

communities.

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 CHAPTER 2

LITERATURE REVIEW

2.1 Introduction

Recently, various studies have been conducted to look at distributive leadership styles with

various variables but this study focuses on different variables which is the practice of

professional learning communities. In this chapter, the researcher discusses several related

theories as well as a module that is closely related to this study. In addition, this chapter also

discusses various types of journal articles based on past studies that are relevant to the study

mainly referring to two variables namely Distributive leadership and Professional Learning

community practice.

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2.2 Research Theory

Referring to this section, the researcher has listed three types of theories as well as a module

that is relevant to this study. The theories to be discussed are Groon’s Distributive Leadership

Theory (2002, 2003), Distributive Leadership Theory by Elmore (2005) and Professional

Learning Community Theory by Dufour & Eaker (1998). In addition, the module that will be

discussed is the Hord Professional Learning Community Module (1997).

2.2.1 Distributive Leadership Theory Gronn (2002, 2003)

Gronn, (2002) has created a model of distributive leadership. In this new millennium, it has

shaped the model of individual leadership to collective leadership and leadership is only

recognized as the ability of a handful of individuals in an organization. However, Gronn

(2002) wants to describe leadership as a whole or as an all in an organization. Gronn’s (2002)

study has been the basis for other studies of distributive leadership. In this model,

organizational development no longer depends on the absolute power of a leader but also

depends on the expertise and skills of other followers in his organization (Harris, 2013). In

addition, Harris & Gronn, (2008) describes leadership practices encompassing seven

dimensions namely school organization, school vision, school culture, instructional programs,

artefacts, teacher leadership and head teacher leadership.

When a leader shares leadership power with teachers in an organization then they are

able to contribute value and interest in solving a problem or task (Musimartin Simon et al.,

2014). Next Muijs & Harris, (2003), has reduced one of those five dimensions. Decision -

making and professional evaluation/development partnerships are combined into one

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dimension known as responsibility sharing. The four dimensions reshaped by Gordon are as

follows as mission, vision and goals, school culture, leadership practices and responsibility

sharing. Gronn, (2002) also describes the distributive leadership model as integration in an

action that involves spontaneous or planned collaboration, intuitive working relationships and

institutional practice. Next Harris & Spillane, (2008), describes distributive leadership theory

as a leadership practice that involves leaders, followers and school situations or contexts

through a network of interactive interactions.

2.2.2 Distributive Leadership Theory Elmore (2005)

Elmore, (2005) has put forward a distributive leadership model that contains five principles.

Improving teaching and performance practices is an important practice of distributive

leadership. Leaders are seen as mediators in achieving the interests of the organization.

Moreover, Elmore (2005) also states that leaders are people who are responsible for

management resources. Leaders can use the expertise around them for organizational

improvement. Leadership is born of experience rather than requiring a foundation of learning

about leadership. According to Elmore (2005), this leadership practice requires a clear focus

in terms of direction for good performance. The second principle is the improvement of

teaching which requires continuous learning. This principle emphasizes collective learning

among teachers to acquire new knowledge (Faiz et al., 2016).

Elmore (2005) states that leadership need to value collective learning in school

organizations. Leaders must create a conducive environment for teachers to share practices

and expertise for the purpose of improving school performance. Leaders as role models who

bring values and behaviours to be emulated by others. As a leader, he must do something

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before expecting others to do what he is told (Terrell, 2010). In this situation, the leader will

use his own method in leadership when he wants to perform a task. The next principle is

related to expertise activities from leadership to organizational performance improvement.

Elmore (2005) also suggests that leadership is not formal but more of a collaborative effort

among the citizens of the organization.

This sharing of expertise requires cooperation so that no party dominates in this

knowledge sharing. Ability and responsibility for the use of power is the final principle in this

distributive leadership. Bolden, (2011) suggests a leader should be prepared to respond if he

asks his employees to do something. This means the leader needs to have knowledge in the

field before he or she instructs others to do so. The leader needs to provide a proper source of

reference because he cannot expect someone to know everything. The power available to

leaders can be used as a guide to mentor and guide them to achieve organizational goals. This

can help develop the capacity and potential of a person in his organization.

2.2.3 Professional Learning Community Theory Dufour dan Eaker (1998)

According to DuFour & Eaker (1998), Professional Learning Communities (PLC) are divided

into six main characteristics and the first is the sharing of mission, vision and values. This

feature emphasizes on collective commitment among teachers with the guidance of head

teachers. This will bring teachers closer to school leaders. The second is the collective

curiosity in which teachers are able to make improvements in teaching. Curiosity among

teachers can give them space to learn something new. Next is to create a collaborative team

among the teachers in the school.

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 The existence of small groups for this collaboration can enable effective learning. It

also provides space for teachers to learn from each other for continuous improvement.

According to DuFour & Eaker, (2008), group learning centres around authoritative reform

and teachers ’willingness to collaborate in a process of continuous improvement. The fourth

feature is related to follow-up actions and being willing to change after a group meeting. Next

is the fifth feature which is the continuous improvement in the group of teachers. Teachers

need to innovate and find new approaches as well as be willing to help peers in groups

(DuFour & Fullan, 2013). The last principle is decision -oriented where all the initial steps in

this KPP will be evaluated and see the results of knowledge sharing.

2.2.4 Professional Learning Community Module Hord (1997)

A total of five components have been articulated by Hord, (1997) and (Z. Abdullah, 2009)

They discussed the methods and ways school management can manage a professional

learning community in a school. Professional learning community is seen as a dynamic and

effective school reform effort as well as providing advantages to principals and teachers to

achieve excellent status. The first is that school leaders are responsible for making decisions

within the school. This element has several key features and among them is guiding teachers

to become leaders, providing ongoing support to teachers and sharing power and authority

with the teachers of his school. The leader also always encourages the teachers under him to

continue to acquire knowledge and always practice partnership among the teachers to ensure

that his organization continues to excel (R. Hassan et al., 2018).

Both cover four main aspects, namely setting high standards, student -focused

learning, always supporting norms and values and making the mission and vision as

15
guidelines. Teachers not only always support the vision and mission, instead they need to

plan activities towards achieving that vision and mission (Hord, 1997). This process can

occur in everyday conversations, teaching observations in the classroom and the important

thing is an open attitude to accepting criticism. Next there are five elements which are

divided into two features namely relationship and structuring. For the first characteristic is the

relationship, the factor of love, the value of trust and respect as well as recognition for

success. In addition, this element also emphasizes that a person dares to take risks and strive

to make changes in a joint venture. The second feature, which is structuring, includes the

optimal use of resources, facilities and communication systems. Lastly, it includes four main

components, namely information sharing among teachers, teamwork to plan, solve problems

and improve student learning, constantly acquire new knowledge and apply strategies in

assignments. Hord (1997) stated that curiosity will create a debate among teachers to get the

best results. This will directly also create collective learning among teachers.

2.4 Profesional Learning Community in Malaysia

Through the Continuous Professionalism Development Plan (PPPB, 2014), the Malaysian

Ministry of Education clearly suggests that the activities that should be carried out to improve

professionalism in schools are through the Professional Learning Community (PLC).

Professional learning communities refer to collaborative practices among educators and

school leaders who are committed to jointly setting goals and building a collective vision to

achieve set goals. This collaboration promotes a sense of shared values, goals, vision and

mission, integrity and provides opportunities for teachers and school leaders to get involved

in improving their own learning. As a result, the development of professionalism can be

continuously improved throughout the career (KPM, 2014).

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 KPM itself aims to transform the practice of continuous professionalism to increase to

60% by 2025. Referring to the Malaysian Education Development Plan 2013-2025, the

practice of self-initiative based on schools is already at 16%. Now, ahead of the second wave

of PPPM 2013-2025, the practice of continuous professionalism implementation should

already be at the 40% level, i.e. in 2016. One of the activities in this continuous

professionalism practice is KPP with independent initiative, which is by giving autonomy and

ability to teachers and school leaders ( PPPB, 2014). To ensure the success of this effort, the

preparation of school leaders and teachers to face change is essential through the act of

professional learning communities. The framework of this model is the result of the idea of

Senge (1990) who thinks that the development of learning associations decidedly affects the

corporate world and the instructive local area. As indicated by him, the learning association

framed at the school has had the option to work with the learning of each member and change

the individual's self continuously.

To ensure the success of this effort, the preparation of school leaders and teachers to

face change is essential through the act of professional learning communities. The framework

of this model is the result of the idea of Senge (1990) who thinks that the development of

learning organizations had a positive effect on the corporate world and the instructive local

area. As indicated by him, the learning association shaped at the school has had the option to

work with the learning of every part and change the individual's self continuously. Therefore,

the individuals from the association have a strong ability to learn. They can adjust to the

progressions that happen either outside or inside the association to keep learning while at the

same time at work. Peter Senge in his book The Fifth Discipline describes learning

communities in schools being used to improve school performance and the professionalism of

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school leaders and teachers. Senge (1990) focuses on the collaboration of learning

organizations in schools to improve school performance.

2.5 Past studies on Distributive Leadership and Professional learning community

practices

In the meantime, various studies have been explored in this section with the researcher

referring to two variables namely distributive leadership practices and professional learning

community practices. It is also referred to various institutions such as primary school,

secondary school, vocational and public institutions.

2.5.1 Distributive Leadership

Various studies have been conducted related to distributive leadership by researchers and one

study is the connection between distributive leadership practices with self-efficacy and

teacher professional learning community in Kuala Lumpur by (Puspanathan & Mahaliza,

2020). The schooling system has changed in accordance with current and worldwide

instructive needs. This quantitative review intends to recognize the connection between

distributive leadership on self -efficacy and the Professional Learning Community (PLC) of

national school teachers in Kuala Lumpur. An overall of 362 teachers participated in this

study. The research instrument consisted of a set of questionnaires that had four sections that

were used. The results show that the level of distributive leadership practice, professional

learning community and teacher self -efficacy are at a high level. Through the Pearson

correlation test, distributive leadership practices, professional learning communities and

teacher self -efficacy are significant and have a strong relationship with each other. Thus,

18
distributive leadership is well suited to realizing change in schools and followed by teacher

self -efficacy. Practices practiced in Continuous Professional Learning Communities (PLCs)

also play an important role in fortifying the turn of events and capacities of educators in their

instructing cycle.

A study by Rabindarang & Bing, (2015) with the title of theoretical framework of the

effect of distributive leadership on organizational commitment and work stress in technical

and vocational organizations. Technical and Vocational Education is facing changes in most

aspects including administration, scope of work, curriculum and assessment system. This

change is led by the Technical and Vocational Education Division under the Ministry of

Education Malaysia. Leaders assume a key part in guaranteeing the outcome of the changes

implemented. Leaders will be the liaison between all stakeholders in the educational

organization i.e. stakeholders; Technical and Vocational Education Division, subordinate;

technical and vocational educators and clients; students and parents. Leaders need to adopt a

leadership style that is appropriate to the implementation of change. Distributive leadership is

in line with the implementation of change in technical and vocational organizations.

Organizational commitment and work stress are among the important criteria that are often

associated with organizational success. This article discusses the theoretical framework of the

influence of distributive leadership on organizational commitment and work stress in

technical and vocational education organizations.

Moreover, studies with the title of leadership behaviours traded principles and their

effect on understudy accomplishment in school choice elements in Texas by (Chen, 2008).

The motivation behind this unmistakable measurable review was to investigate principals

’leadership practices as seen by educator pioneers as well as their impact on student

19
achievement. Information were gathered using the Leadership Practice Inventory (LPI)

instrument (self and observer) (Kouzes & Posner, 2003) of all educator chiefs prepared to

determine principals ’leadership practices in Region VI, Texas. Also, nationwide evaluation

information accessible from three school years (2004-2006) were acquired of the Academic

Excellence Indicator System (AEIS) report. The distributed framework provides great impact

for concentrating on administration as in schools as opposed to individual practice. In light of

the writing, six ends were drawn and proposals were made on future practices, studies and

policies. First, the consequences of the review show that the collaborative work style of

principals with instructors, pioneers seem to decidedly affect understudy accomplishment.

Second, neglecting to enlist educator pioneers in a common vision might adversely affect

understudy scholastic execution. Third, the view of educator pioneers in School 7, School 5,

and School 16reflect the necessity for principals to face difficulties and look for open doors

challenges to differ and develop. Fourth, diagnosing the contributions of teacher leaders and

celebrating team achievements tend to by implication affect school scholarly execution. Fifth,

schools that have higher self -esteem and principal observers LPI scores tend to have better

TAKS scores. Finally, the study findings complement the study on the impact of website -

based management teams. The positive effects of "Empowering Others to Act" and "Moving

a Shared Vision" on understudy accomplishment infer that distributed leadership will most

likely contribute to school improvement and to build school capacity for improvement.

In addition, Muda & Hamzah, (2018) in their study that the practice of distributive

leadership is related to psychological capital in secondary schools in Putrajaya district. The

motivation behind this study was to distinguish the connection between principals'

distributive leadership practices and psychological capital among school teachers in Putrajaya

district. Meanwhile, this study is also to identify the extent of the contribution of distributive

20
leadership to psychological capital. This study is in the form of correlation by using a

questionnaire answered by the respondents themselves (self-administered). The population

for this study is secondary school teachers in Putrajaya district. A total of 402 teachers were

chosen as an respondent in this review. The selection of this sample is made at random and

only involves teachers who serve in 10 secondary schools in the district of Putrajaya. The

results of the study showed that the level of distributive leadership was high (mean = 3.89),

as well as the level of psychological capital of teachers was also high (mean = 4.01). The

findings also show that there is a critical connection between distributive leadership style and

psychological capital of educators where school culture factors are a component in

distributive leadership style that most affect psychological capital. Implications of the study

to the literature on distributive leadership practices that contribute to the formation of teacher

psychological capital. The conclusion of the study is that distributive leadership is an

effective leadership style in shaping positive behaviours i.e. psychological capital. Principals

who practice distributive leadership, i.e. sharing the responsibilities of leaders with followers,

is a good practice because it is also a preparation for future principals. When teachers have

been exposed to the responsibilities of a leader, then they will be better prepared to take on

the responsibilities of a principal in the future.

Moreover, Dr. Juliansyah Noor et al., (2011) with the study of Distributive Leadership

and Student Achievement a Case Study. The reason for this contextual analysis was to

explore the associations between pioneers who practice distributive leadership and followers

in schools that lead to the improvement of schedules and instruments that build up understudy

accomplishment. Schooling is viewed as fundamental for the endurance and progress of

people and countries in arising worldwide business sectors. National leaders from all walks of

life place education at the centre of their basic agenda. Consensus is also evident on the

21
contribution of administration in the execution of practically all drives pointed toward further

developing understudy learning and school quality. Therefore, envisioning a concentration

for research with a more magnificent social legitimization for instructive leadership is

troublesome. Albeit distributive initiative is generally viewed as a strong power for school

viability, this conviction should be legitimate by exact proof.

Further a study by Bolden, (2011) with the title Distributed Leadership in

Organizations a Review of Theory and Research. The purpose of this paper is to audit the

calculated and observational writing on the idea of distributed leadership (DL) to distinguish

its starting points, key contentions and regions for additional work. Thought is given to the

similitudes and contrasts among DL and related ideas, including 'shared', 'aggregate',

'cooperative’, ‘emerging’, ‘co-’ and ‘democratic’ leadership. The findings show that,

although there is little basic theories, the relative application of this concept changes over the

long haul, among nations and between areas. Specifically, DL is a thought that has seen quick

development in interest since 2000, but research is still limited to the field of school

education and is proportionally more of a UK interest than US -based academics. Some

scholars are increasingly seeking to show that, in order to be ‘distributed’, leadership is not

necessarily broadly ‘shared’ or ‘democratic’ and, in an orderly manner, to be compelling,

there is a need to adjust the act of various 'half breed designs'. This paper features various

regions for additional consideration, including three variables connected with the setting of

much work in DL (power and impact; hierarchical limits and setting; and morals and variety),

and three developmental methodologies and challenges (ontology; research methods; and

development) leadership, appreciation and recognition). It is reasoned that the spellbinding

and standardizing points of view that overwhelm writing ought to be enhanced with

additional basic records that perceive the explanatory and digressive meanings of DL in (re)

22
building leader–follower identity, preparing aggregate commitment and testing or

strengthening traditional organizational forms.

Next, the study refers to Leadership distributed an implication on the role of the

principal by (Harris, 2011). The purpose of this paper is to focus on distributed leadership in

schools and explore the implications that arise from this leadership model for those in proper

administrative roles. It thinks about how the job of the head, specifically, is impacted and

differs as administration is well shared inside the association. This paper uses a variety of

research writing to investigate experimental proof on conveyed authoritative administration

and results. This examination centres basically around the proof base of administration and

understudy conveyed learning results. This examination of the accessible proof features the

capability of dispersed authority to have an effect in hierarchical differ and developed. This

recommends that chiefs has to surrender authority and power; that there is an inescapable

shift from initiative as an administrative role to communication and that directors need to

fabricate high equal trust to effectively counsel formal and casual authority practice rules.

This paper gives an outline of contemporary writing on the effect of appropriated initiative

and investigations the ramifications for the job of school directors.

Next, Gómez-Hurtado et al., (2020) in turn conducted the study Distribute Leadership

or Distribute Tasks? Distributed Leadership Practices by administration and Its Limits in Two

Spanish Secondary Schools. The need to investigate new types of initiative in schools, among

other accessible other options, prompts a reflection on the manners by which explicitly from

the foremasts’ office are created, executed and conveyed. This study exhibits two contextual

analyses in Spanish auxiliary schools in which practices were examined and recognized

limitations in the implementation of distributed leadership by their principals. The study used

23
principal interviews and shadows, recording of meeting observations and interviews with

other compelling specialists from each school. Notwithstanding, certain contrasts for each

situation and the job of the bigger social association process, the results reflect the continued

focus on individual actions of principals and the prioritization of formal and bureaucratic

components in distributed leadership improvement. This present circumstance frustrates

progress past the dissemination of the board undertakings and precludes the possibility of

incorporating other forms of leadership extraction involving more agents and groups.

In addition, a study was conducted based on the Effect of Distributed Leadership

Behaviour of School Principals on Teacher Organizational Commitment by (Ataş Akdemir &

Ayik, 2017). This study aimed to examine the impact of school principals ’distributional

leadership behaviours on teacher authoritative responsibility. For this reason, a correlation

review model was utilized in this review. The review bunch consisted of 772 teachers

working in Erzurum secondary school. Study data were collected using the Distributed

Leadership Inventory developed by Hulpia, Devos and Rosseel (2009a) and adapted to

Turkish by Baloğlu (2012), and the Organizational Commitment Scale for Teachers

developed by Üstüner (2009). Data were analysed with SPSS program. Several descriptive

statistics such as frequency, percentage, arithmetic mean and standard deviation were used. In

addition, Pearson Moment Correlation was used to determine the relationship between the

variables; and multiple linear regression analysis were used to investigate the strength of

distributed leadership predictions. As indicated by the discoveries of the review, it was

resolved that instructors 'insights of leadership behaviours were distributed by school

principals and hierarchical responsibility was at a moderate level. The results of the study

indicate that there is a positive and significant relationship between the leadership behaviours

of school distributors with the organizational commitment of teachers. In addition, leadership

24
behaviours distributed by school principals significantly predict teacher organizational

commitment.

Finally, Harun et al., (2016) with the title of the study The Relationship between

Principals ’Distributive Leadership Practices and Teacher Leadership in Secondary Schools.

Based on the Malaysian Education Development Plan (PPPM 2013 - 2025) through the 5th

shift (Teachers and School Leaders) in the 2nd wave (2016 - 2020) namely "Dignifying the

teaching calling and progressing towards distributive leadership" (PPPM, 2013). Hence, this

review was directed to distinguish the degree of distributive authority practices and educator

administration in auxiliary schools. Then, decide the connection between the distributive

authority of directors and educator administration in secondary schools in the East Coast of

Peninsular Malaysia based on the perceptions of 400 respondents among teachers. This study

uses a survey method through a questionnaire that combines two questionnaires namely

Distributed Leadership Readiness Scale (DLRS) by the Connecticut State Education Division

(CSDE) and Teacher Leadership School Survey (TLSS) by Katzenmeyer and Moller (2001).

The findings of the study showed that a total of 341 (85.2%) teachers stated that the

distributive leadership practices of principals in secondary schools are at a high level. As for

teacher leadership, a total of 338 (84.5%) teachers stated that the practice of teacher

leadership in secondary schools is at a high level. It was further found that disributive

leadership had a strong positive and significant relationship with teacher leadership (r = .855,

p = .000) in secondary schools. These findings indicate that there is a high level of

relationship between distributive leadership and teacher leadership in line with the aspirations

of PPPM 2013 - 2025.

25
2.5.2 Professional Learning Community Practice

Various studies was directed referring to the practices of professional learning communities.

One of the studies with the study title of Implementation of Community Professional

Learning for Elementary Teachers conducted by (Sunaengsih et al., 2020). In the period of

globalization, schools are supposed not exclusively to offer great instructive types of

assistance for understudies, yet additionally to give quality confirmation of high quality

teaching for all students. This role of the school can be carried out periodically by

implementing the practice of PLC (Professional Learning Community) at the school level.

The motivation behind this review was to portray the adequacy of PLC exercises for

Elementary School Teachers by finding the job of Principals as managers in creating

educators 'proficient capabilities, PLC exercises, and their performance indicators.This study

uses a quantitative approach with survey method by using stratified random sampling

technique in collecting data from Principals and Teachers of Primary Schools in Subang

Regency, West Java, Indonesia. The collected data were analyzed using multi-regression

techniques. This study concludes that an effective PLC activity model for Elementary School

Teachers is strongly supported by schools Its function -oriented key leadership behavior as

instructional leaders, motivators, and facilitators provides a conducive learning environment

for Students and Teachers; determinants of teacher competency improvement through PLC,

like responsibility, obligation, significance, joint effort and organization, and a quality school

culture; Teachers ' self ability to recharge to grasp Students' true capacity and capacities, and

the need to further develop educational administrations intermittently. This study

recommends that school principals should develop a school quality culture as a basis for

effective PLC activities to facilitate Teacher professional quality improvement and

26
enhancement of the quality of Student learning; and should collaborate with various resources

available outside the school related to PLC activities.

In addition a study of teacher professional learning community a hypothesis model

development by (Mahimuang, 2018). The faculty professional learning community has been

tasked with accommodating improvements in many countries. Although some relevant

evidence has shown their positive impact on school improvement, understanding an effective

professional learning community in schools and examining its existence, operation, and

effectiveness is still in the early stages of development in many countries, including Thailand.

This article aims to display a hypothetical model of a teacher professional learning

community in a school -wide culture.

A study by Faiz et al., (2016) with the title of study of the concept of collaboration in

professional learning communities. Collaboration is an important element of the Professional

Learning Community model. The Professional Learning Community is identified by

contemporary scholars as an element capable of transforming educational traditions to

improve the quality of teacher teaching and muird achievement performance. According to

Islam, collaboration gives such a deep meaning as has been clearly stated in the Qur'an.

Based on these scenarios, the study discusses the definition of Professional Learning

Community, the concept of collaboration in Professional Learning Community, collaboration

according to Islamic perspective, and the practice of Professional Learning Community

according to Islam. In conclusion, the whole concept of collaboration in Islam can be based

on the organization of Ta’awun practices that lead to goodness and Taqwa and the prohibition

of Ta’awun practices that lead to evil and disobedience.

27
 Next, a study by Musimartin Simon, (2013) with professional learning community

study: a comparative study between ordinary day national secondary school and 2007

excellent award national secondary school. daily in Malaysia. The concept of KPP exists

when there is a continuous application of learning society in each part of the school

community which consists of the principal, the second line of leaders and teachers in the

school. The review was led in 43 day secondary schools in Malaysia. A total of 585

respondents, namely 41 principals, 321 second line leaders and 172 teachers and counselors.

The researcher has used a questionnaire designed based on the KPP framework outlined by

Hord (1997) and has been modified by Huffman and Hipp (2003). The findings of the study

show that as a whole, secondary schools in Malaysia have adopted the concept of KPP at a

very high mean frequency level. The practice of KPP also shows the commitment of teachers

to the implementation of school improvement programs and activities, especially in

improving student performance.

Another study with the title of formation of professional learning community with a

study of secondary schools in Malaysia by (Z. Abdullah, 2009). This study examines the

preliminary results of 3 years of research on making understudy networks. It gives

discoveries from directors, auxiliary pioneers and educators in 50 schools in Malaysia. A

professional learning community (PLC) questionnaire, developed by Huffman and Hipp

(2003) was utilized to gather information. The results indicate that (i) schools can be

classified as “high readiness” in all five dimensions of PLC. It is clear that there is an

emerging combination of five dimensions (shared leadership, shared values and vision,

collective learning and application of learning, shared personal practice and supportive school

culture), which is a clear indication that i) schools continue to evolve as community

professional learning , ii) leadership in schools is seen to be participatory, receiving decision -

28
making contribution as well as advancing and supporting initiative among instructors, and iii)

administrators are obviously prevailing as students encourage and promote schools as

community learning.

Next, Ismail et al., (2019) in turn implemented the study of professional learning

community as a school professional collaboration culture referring to Theory and practice.

The culture of teacher segregation has become a practice in the school system in most

countries. However, this culture is said to be incapable of improving student achievement

especially in the current increasingly complex education system. Today, reform of the

education system through collaboration has become a necessity to face the global educational

competition. However, several studies have found that a culture of professional collaboration

is quite difficult to form in a professional learning community. Thus, this review plans to

investigate and examine the most recent exploration on the way of life of collaboration

through the professional learning community. This study is in the form of a qualitative

research synthesis. The theoretical framework referred to in this study is based on the Theory

of Cultural Historical Activity Theory. The focus of the study was on the collaboration of

school teachers and data sources were obtained from published articles and books. The results

of this study have identified six main themes. The themes are the significance of

collaboration culture, forms of collaboration culture, pros and cons of collaboration,

collaboration culture practices, collaboration culture barriers and strategies to enhance

collaboration culture. Practice in the professional learning community was found to be able to

form a culture of professional collaboration in schools.

One study namely the concept of professional learning community, leadership and

school transformation to professional learning community by (Yaakob et al., 2015). The

29
Professional Learning Community (LPA) is recognized as a community in schools that work

together professionally in carrying out activities to improve learning and school performance.

KPP is one of the drives to work on the quality of teachers in developed countries.

Professional learning among educators is seen as an effort that can enhance the

professionalism of teachers. The main concept of Professional Learning Communities in

these countries is collaborative between the school and gatherings outside the school local

area. Schools can acquire partners from outside the school into the study hall to decipher the

educational plan and educational program conveyance, and lead cooperative exercises among

partners and the school to fortify instructive conveyance thereby improving student

achievement. Based on these scenarios, this paper will discuss (i) a conceptual framework for

building a professional learning community, (ii) a professional learning community in terms

of school leadership, and (iii) the transformation of a school into a professional learning

community.

Finally, Abdullah & A. Ghani, (2014) conducted a study with the title of Professional

Learning Community in Community Secondary Schools in Malaysia. This paper outlines a

study towards the initial assessment of PLC level in secondary schools in Malaysian

secondary schools with instructors as the principal center. A short way of thinking on the

significance of hierarchical learning and its improvement in different nations has been

considered and consolidated by the ongoing circumstance, prompting the goals and system of

this review. The results show that educators can be dynamic in their learning and improve

their school to improve student learning performance in the first four years of the

characteristic dimension refers to the act of shared values, objectives, mission and vision

among educators who assume a significant part in forming PLC in auxiliary school.

Moreover, this shows how important it is for principals as key leaders to play an important

30
role in shaping PLCs in their separate schools to offer help and direction to educators.

Likewise, the dimensions of collective learning and application also have four characteristics

that teachers demonstrate more focused on their need to improve work performance and

improve teaching methods. In addition, secondary schools in Malaysia are very focused on

reviewing student workbooks and holding formal observations while, peer observation is less

implemented. Therefore, the characteristics of this component of training is at a moderate

level. Generally, this review has distinguished 25 qualities that allude to the five (5) aspects

of training that make up PLC schools in Malaysia. The last stage proposes these schools

embrace a PLC which shows all educators work harder to guarantee they keep on being very

much carried out and continually improve for a superior future.

2.6 Conclusion

In this study, the researcher used three theories and a module namely Groon Distributive

Leadership Theory (2002, 2003), Elmore Distributive Leadership Theory (2005), Dufour and

Eaker Professional Learning Community Theory (1998) and Hord Professional Learning

Community Module (1997). Looking at the various findings of the study, it can be stated that

the overall level of distributive leadership is at a moderately high level because this

leadership is more widely used by today's leaders. In addition, the findings for the

Professional Learning community practice are at a moderate level because it is relatively

new. For the next chapter will be discussed in more detail related to the design used in this

study.

31
 CHAPTER 3

RESEARCH METHODOLOGY

3.1 Introduction

In this chapter, we discuss the study design that has been used by researchers using a

quantitative approach that examines the relationship of distributive leadership of principals

towards the practice of professional learning community in secondary school in Gombak

district. The researcher also describes about the descriptive research and survey methods used

in this study. Next, the population and sampling of the selected study are also clearly

described. Questionnaires were used as research instruments for data collection procedures

from study respondents. The data collected in this study were analysed through SPSS Version

26.

32
3.2 Research design

The results of a study are determined by the study design. According to Creswell, (2009), a

study design is a plan or proposal for conducting a study that involves the interaction between

the study philosophy, research strategy and study design. Study design is also defined as an

action plan that reviews in detail how a study is conducted. The study design involved in this

study was of quantitative type. Quantitative research was conducted for a large number of

study respondents. In general, quantitative research involves statistical analysis where it is

more objective and relies on numerical statistical results. The design of this study is based on

quantitative research because the total respondents of this study involved teachers from a

total of 30 secondary schools under the supervision of PPD Gombak. Researchers argue that

quantitative research is easier compared to qualitative research to collect data from a large

number of respondents.

Of the two types of data analysis in the quantitative study, the researcher has chosen

the type of descriptive statistical analysis in this study. Descriptive research is research that

aims to describe and describe a situation that occurs. This study uses descriptive statistics

where the researcher analyzes the data by mean and standard deviation involving numerical

analysis. Researchers also use methods of constructing charts and tables to gather

information, organize, present data and process data or describe the data collected. Next, the

survey method is a specific way to collect data to describe the nature or characteristics of the

respondents. According to previous researchers, the survey method is very suitable to

measure the respondents' views on an issue or topic, the achievement of the goals of a

program as well as the attitudes and behaviors of respondents. Furthermore, the survey

33
method means the process of collecting data directly from the survey respondents by using

research questions (questionnaires) through google form (via link). The most suitable study

design used for this study is the survey method where the researcher has distributed a

questionnaire to the respondents.

3.3 Population and Sampling

A population is a large group of individuals to be studied to obtain study results. The

population in a study determines the sampling required in the study. In this study, the target

population of the researcher consists of teachers from 30 secondary schools under the

supervision of PPD Gombak. Data obtained from PPD Gombak, shows that there are 30

secondary school under the supervision of PPD Gombak. In total, there are 3189 teachers

who teaches in these 30 schools with additional information shown in table 3.1 below. The

information provided refers to the population and samples to be taken for the study from each

school.

Table 3.1

List of school names by population and sample

No School Name Population Sample

1 SEKOLAH MENENGAH KEBANGSAAN BANDAR BARU 134 15
2 SUNGAI
SEKOLAHBULOH
MENENGAH KEBANGSAAN BANDAR TASIK 162 18
3 PUTERI
SEKOLAH MENENGAH KEBANGSAAN BUKIT GADING 130 14
4 SEKOLAH MENENGAH KEBANGSAAN BUKIT INDAH 79 9
5 SEKOLAH MENENGAH KEBANGSAAN BUKIT RAHMAN 132 14
6 PUTRA
SEKOLAH MENENGAH KEBANGSAAN DARUL EHSAN 140 15
7 SEKOLAH MENENGAH KEBANGSAAN GOMBAK SETIA 158 17
8 SEKOLAH MENENGAH KEBANGSAAN HILLCREST 107 12

34
9 SEKOLAH MENENGAH KEBANGSAAN HULU KELANG 46 5
10 SEKOLAH MENENGAH KEBANGSAAN IDEAL HEIGHTS 99 11
11 SEKOLAH MENENGAH KEBANGSAAN KEPONG 130 14
12 SEKOLAH MENENGAH KEBANGSAAN LEMBAH KERAMAT 86 9
13 SEKOLAH MENENGAH KEBANGSAAN RAWANG 106 12
14 SEKOLAH MENENGAH KEBANGSAAN SELAYANG BHARU 128 13
15 SEKOLAH MENENGAH KEBANGSAAN SERI GARING 141 15
16 SEKOLAH MENENGAH KEBANGSAAN SERI GOMBAK 113 12
17 SEKOLAH MENENGAH KEBANGSAAN SERI KERAMAT 62 7
18 SEKOLAH MENENGAH KEBANGSAAN SERI KUNDANG 80 9
19 SEKOLAH MENENGAH KEBANGSAAN SERI SELAYANG 98 11
20 SEKOLAH MENENGAH KEBANGSAAN SIERRAMAS 86 9
21 SEKOLAH MENENGAH KEBANGSAAN SUNGAI KERTAS 67 7
22 SEKOLAH MENENGAH KEBANGSAAN SUNGAI PUSU 123 13
23 SEKOLAH MENENGAH KEBANGSAAN TAMAN DESA 109 12
24 SEKOLAH MENENGAH KEBANGSAAN TAMAN DESA 2 144 16
25 SEKOLAH MENENGAH KEBANGSAAN TAMAN EHSAN 134 15
26 SEKOLAH MENENGAH KEBANGSAAN TAMAN KERAMAT 52 6
27 SEKOLAH MENENGAH KEBANGSAAN TAMAN MELAWATI 127 13
28 SEKOLAH MENENGAH KEBANGSAAN TAMAN SELAYANG 96 10
29 SEKOLAH MENENGAH KEBANGSAAN TUANKU ABDUL 48 5
30 RAHMAN
SEKOLAH MENENGAH KEBANGSAAN TUN PERAK 72 8
Total 3189 346

Next, the sampling of the study is an element or part selected from the population to

be used as study respondents. The population of this study is the intended population where

this study is limited to secondary school teachers under the supervision of PPD Gombak only.

Based on the total population of 3189 teachers, with reference to the population and sample

size table by Krejcie & Morgan, (1970), then the total sample to be selected is 346 teachers.

The sampling method used is a simple random sampling method. Table 3.2 shows the

35
sampling table information of Krenjie & Morgan (1970) used by the researcher to select the

study sample

Table 3.2 Sampling Method of Krenjie & Morgan (1970)

Population Sample

1900 320

2000 322

2200 327

2400 331

2600 335

2800 338

3000 341

3500 346

3.4 Research Instruments

The selection of research instruments for a study is important in determining the results of the

study. It should be in line with the methodology and objectives of the study. This study uses a

set of questionnaires as one of the research instruments. This set of questionnaires was

adapted from two studies conducted previously, namely a study by Yusoff et al., (2016) with

the title of study of the influence of distributive leadership on conflict management among

school leaders and a study by Abdullah & A. Ghani, (2014) with the study title Professional

36
Learning Community in Secondary schools Community in Malaysia. In addition, both

questionnaires had high Cronbach Alpha values of 0.92 and 0.88 respectively.

This questionnaire method was conducted for the purpose of distributive leadership

level of leaders and professional learning community practices. In addition, the data from this

questionnaire also helped the researcher to know the relationship between distributive

leadership style on professional learning community practice. This set of questionnaires is a

closed form that contains three sections (Sections A, B and C) related to Respondent

Demographics information, Distributive leadership styles and Professional learning

community practices. This questionnaire has 56 questions, namely six questions in section A

and 20 questions in section B and 30 questions in section C.

Section A

This section is about the demographic or background information of the study respondents.

The questions in this section contain six questions namely gender, race, age, length of service

in school, teaching experience and highest academic qualification.

Section B

Looking at this section, we look at the Distributive leadership style used by principals and

how it is adapted to teachers in secondary school in Gombak district. The items in this section

have been divided into four dimensions where questions one to five are related to the

dimensions of Vision, Mission and goals of the school, questions six to 10 are related to the

dimensions of school culture, questions 11 to 15 are based on the dimensions of

responsibility sharing and questions 16 to 20 questions are based on the dimensions of

leadership practice. The Likert scale in this section uses a 5 scale Likert scale, namely: -

37
 1. Strongly Disagree

2. Disagree

3. Disagree

4. Agree

5. Strongly Agree

Section C

In addition, this section looks at the Community Practice of professional learning. The items

in this section revolve around the practice of professional learning communities by teachers

which is divided into five dimensions. The first dimension is based on Shared and Supportive

Leadership which involves questions one to five while the second dimension is the sharing of

values, objectives, vision and mission from question 6 to 10. Next for the third dimension is

Collective Learning and application of questions 11 to 15, while the fourth dimension is the

dimension of personal learning sharing practice for questions 16 to 20. Finally, for the fifth

dimension situational support is divided into two conditions i.e. relationship from questions

21 to 25 and structure from questions 26 to 30. Likert scale in this section uses Likert scale 5

scale, namely:

1. Not at all

2. Rarely

3. Sometimes

4. Frequent

38
 5. Very Often

3.5 Data Collection Procedures

Table 3.3

Descriptive table of study implementation procedures and data collection

No Details

1 Application for permission from PPD Gombak to carry out the study and

send a letter of consent to all schools involved

2 Selection of study sample and information to study respondents

3 The questionnaire was distributed to 346 teachers of the school who were

selected in the Gombak district through a google link to the selected

sample through the WhatsApp / Telegram application.

4 Provide a period of time in 5 days for respondents to answer questions

and the researcher constantly monitors the response online.

5 All questionnaires were collected for the analysis process

6 The collected data were analysed using SPSS Version 26 system

7 Findings of the data are analysed, studied and elaborated

8 Views and suggestions are given based on the findings

Data collection is the basis of a study. In order to collect data and information of the study,

the researcher has done several steps or through several stages that are felt to be important to

meet the purpose of this study. As shown in Table 3.3, the initial process in this data

collection procedure is to submit a letter of application for permission from PPD Gombak,

39
Selangor to obtain consent for the researcher to carry out this study. The approval letter

obtained was then forwarded to all schools involved in this study. Researchers also personally

contacted the principals of the schools involved to apply for permission to implement the

questionnaire in their schools.

The researcher was able to collect and determine the total number of respondents as

many as 346 teachers from 30 schools involved. The researcher obtained the information of

the teachers involved, especially the telephone numbers of the respondents and created a

group in Whatsapp and Telegram. The researcher then gave a briefing on the background of

the researcher and the purpose and importance of this study so that it can be implemented

according to a well -set time period. This information is provided through voice messages in

the group. Next, a Google link containing the questionnaire of this study was sent to the

WhatsApp and Telegram groups as well as via WhatsApp and private telegram of the

respondents.

The next step, the researcher informed all respondents involved about the time given

to answer the questionnaire, which is for five days. After three days, the researcher monitored

the number of questionnaires that had been answered by the respondents through the online

google form to find out the number of questionnaires that had been answered. All

questionnaires were collected after the fifth day. The period of administering the

questionnaire and re -collecting the questionnaire took one week. Data from all collected

questionnaires were stored in a computer using SPSS Version 26 software. The stored data

were analysed in the software. Then, the results of the analyzed data i.e. mean and standard

deviation were studied and described by the researcher in chapter 4. In addition, the

researcher also used Pearson correlation to determine the relationship between distributive

40
leadership and professional learning community practice. As a final step, the researcher has

discussed the views on the relationship that exists between distributive leadership style and

the practice of professional learning community of secondary school teachers in Gombak

District.

3.6 Data Analysis

To obtain conclusions or results of the study, the researcher has analyzed the data collected

through SPSS Version 26. All data obtained were analyzed based on primary sources, namely

questionnaire data from study respondents. Respondents of 346 secondary school teachers in

Gombak district were involved in this study. All the data from each teacher were analyzed in

detail to get good results. Researchers have analyzed the data in the form of means and

standard deviations. The researcher has displayed the mean score and standard deviation in

tabular form in detail. Pearson correlation was used to determine the relationship in the study.

Information related to data analysis methods are as shown in table 3.4 below:

Table 3.4

Data Analysis Table

Research Question Analyse method

1. What is the level of distributive leadership practices of Descriptive Analysis

principals in schools? - Min

- Standard deviation
2. What is the level of professional learning community Descriptive Analysis

practice among teachers in schools? - Min

- Standard deviation
3. Is there a relationship between distributive leadership Pearson Correlation

of pricipals and professional learning community

41
practices among school teachers?

3.7 Conclusion

Briefly, this chapter has discussed all the aspects relevant to the study. The discussion in this

chapter covers study design, study samples, study instruments, study implementation

procedures and analysis of study data. As discussed, this study uses a descriptive quantitative

approach where the study is conducted using a survey design. Finally, this chapter presents

how quantitative data are administered and managed to examine the relationship between

distributive leadership styles and professional learning community practices among

secondary school teachers in the Gombak district. Next, chapter four in this study will

elaborate on the findings of the data analysis.

42
 CHAPTER 4

DATA ANALYSIS

4.1 Introduction

The chapter four provides an important description in detail about the findings obtained in

this study. The study initially discusses clear information about the demographic distribution

of the respondents who have been selected which consist of four parts. Apart from that, the

researcher will also discuss the research findings obtained based on the research questions

outlined. There are two research questions that will be analysed based on mean and standard

deviation while the third research question will be analyse based on the Pearson correlation.

4.2 Demographics Profile of Respondent

43
The respondent demographic that will be discussed in the research will be based on four

items. The four listed items of demographics which are gender, race, age and education

qualification of the responded that took part in the research. Table 4.0 illustrates the finding

of demographics on the research respondent

Table 4.0: Respondent demographic

No Item Years Frequency Percentage (%)

1. Age 25 years old and below 12 3.5

26 to 35 years old 153 44.2

36 to 49 years old 113 32.7

50 years old and above 68 19.7

2. Gender Male 93 26.9

Female 253 73.1

3. Race Malay 254 73.4

Chinese 39 11.3

Indian 30 8.7

Others 23 6.6

4. Educational Diploma 29 8.4

Qualification Degree 149 43.1

Masters 161 46.5

PHD 7 2.0

44
Looking at table 4.0 shows the finding of respondent age that took part in the study. The

highest majority of respondent that took part in the research are those in the age between 26

to 35 years old with 44.2% of them followed by those aged between 36 to 49 years old with

32.7%. Besides that, the younger one of 25 years and below and the eldest one of 50 years

and above are 3.5% and 19.7% respectively. In the meantime, frequency of gender

respondent participated in the research are analysed. The majority participants are females’

respondent with 73.1% while 26.9% of them are male participant. This also explained that

253 of the respondent is female and 93 of them are females. The majority race of respondent

took part in the research are the Malay teachers with 73.4% or 254 teachers, followed by the

Chinese teachers with 11.3%. Besides, 8.7% of the respondent is Indian teachers and 6.6% of

the other race respondent. Finally, the respondent educational qualification is clearly shown

in the table 4.0 with two very clear majorities among the respondent. Those respondent

holding a masters and degree are highest at 46.5% and 43.1% respectively, meanwhile 2.0%

of the respondent has PHD or doctorate while 8.4% holds Diploma.

4.3 Study Result

In this part, the focus will be on answering and showing the illustration for the three research

question raised in the study. The first two research question will be analysed by the mean and

standard deviation while the third research question are analysed based on the Pearson

correlation.

4.3.1 Level of Distributive Leadership Practices of Principals in Schools

45
Looking at table 4.1 with analysed data of the level of distributive leadership practices of

principals in school. Overall findings show that the level of distributive leadership of

principals in schools are at high level with findings at (mean = 3.91, SD = 0.45). Besides that,

there is four dimension under the distributive leadership with the first dimension of the

Vision, Mission and goals of the school resulted at high level (mean = 4.13, SD = 0.65)

followed by the second dimension of School Culture which also at high level (mean = 3.74,

SD = 0.52). Meanwhile, the other two dimension of Responsibility Sharing and Dimensions

of Leadership Practice had finding of (mean = 3.91, SD = 0.59) and (mean = 3.85, SD = 0.49)

respectively which also indicates at high level as well.

Table 4.1: Level of Distributive Leadership Practices of Principals in Schools

Std.

Mean Deviation

Headmaster Distributive Leadership Style 3.9082 .45047

Dimensions of the Vision Mission and Goals of 4.1277 .65354

the School

Dimensions of School Culture 3.7382 .52463

Dimensions of Responsibility Sharing 3.9139 .59005

Dimensions of Leadership Practices 3.8532 .48652

4.3.1.1 Level of Distributive Leadership Practices of Principals in Schools (Dimension of

The Vision, Mission and Goals of the School)

46
Looking at table 4.2 with analysed data of the level of distributive leadership practices of

principals in school for the dimension of the Vision, Mission and goals of the school. The

finding shows that for the statement the school has a clear vision and an accurate mission

statement are at high level (mean = 4.45, SD = 0.72) meanwhile the result also at high level

(mean = 4.14, SD = 0.92) for the statement teachers and administrators understand and

support the shared mission for the school and are able to articulate it clearly. Next, the finding

was at border and scored high level with data (mean = 3.80, SD = 1.10) as teacher were

moderate about the school’s goals are in line with its mission statement. Teachers also agreed

that schools use school improvement plans as a basis for evaluating the progress made in

achieving its goals and teachers and administrators collectively set school goals and review

goals annually with both finding result also at high level at (mean = 4.10, SD = 0.96) and

(mean = 4.13, SD = 0.90) respectively

Table 4.2: Level of Distributive Leadership Practices of Principals in Schools (Dimension of

the Vision, Mission and Goals of the School)

Mean Std. Deviation

The school has a clear vision and an accurate 4.4538 .71781

mission statement.

Teachers and administrators understand and 4.1445 .92121

support the shared mission for the school and

are able to articulate it clearly.

The school’s goals are in line with its mission 3.8064 1.09548

statement.

47
Schools use school improvement plans as a basis 4.1012 .96528

for evaluating the progress made in achieving its

goals.

Teachers and administrators collectively set 4.1329 .90391

school goals and review goals annually

4.3.1.2 Level of Distributive Leadership Practices of Principals in Schools (Dimensions

of School Culture)

Looking at table 4.3 with analysed data of the level of distributive leadership practices of

principals in school for the dimensions of school culture. The first finding was at moderate

level with data (mean = 3.05, SD = 1.15) as teacher were moderate about the school

curriculum is in line with state academic standards. The finding shows that agrees that

teachers and administrators have high expectations of student academic performance and

schools support the new instructional use of ideas and innovations with both finding at high

level data (mean = 4.17, SD = 0.89) and (mean = 3.94, SD = 0.92) respectively. Besides that,

teachers also agreed and had a high level at (mean = 3.80, SD = 1.09) and (mean = 3.72, SD

= 1.08) respectively for the statement that schools are learning communities that are

constantly improving their effectiveness, learning from both successes and failures and the

school’s daily and weekly schedules provide time for teachers to collaborate on teaching

problems.

Table 4.3: Level of Distributive Leadership Practices of Principals in Schools (Dimensions

of School Culture)

48
 Mean Std. Deviation

The school curriculum is in line with state 3.0549 1.15465

academic standards.

Teachers and administrators have high 4.1705 .89271

expectations of student academic performance

Schools are learning communities that are 3.8064 1.09283

constantly improving their effectiveness,

learning from both successes and failures.

Schools support the new instructional use of 3.9364 .92408

ideas and innovations.

The school’s daily and weekly schedules 3.7225 1.08396

provide time for teachers to collaborate on

teaching problems.

4.3.1.3 Level of Distributive Leadership Practices of Principals in Schools (Dimensions

of Responsibility Sharing)

Looking at table 4.4 with analysed data of the level of distributive leadership practices of

principals in school for the dimensions of responsibility sharing. The finding shows that

teachers strongly agreed that school administrators welcome professional staff members to

provide input on issues related to curriculum, teaching, and student performance

improvement and professional staff members in the school have a responsibility to make

decisions that influence the meeting of school with both at high level (mean = 4.45, SD =

0.72) and (mean = 4.14, SD = 0.92) respectively. Teachers also agreed and has the finding at

high level that teachers and administrators share responsibility for student academic
49
performance with data at (mean = 3.75, SD = 1.21) and administrators participate alongside

side teachers in the professional development of school activities also at high level with data

(mean = 3.80, SD = 1.10). Apart from that, one findings were at moderate level with data

(mean = 3.41, SD = 1.23) with it shows that teachers feel moderate that there is mutual

respect and trust between the school administration and professional staff.

Table 4.4: Level of Distributive Leadership Practices of Principals in Schools (Dimensions

of Responsibility Sharing)

Std.

Mean Deviation

Teachers and administrators share responsibility 3.7572 1.21537

for student academic performance.

There is mutual respect and trust between the 3.4075 1.22716

school administration and professional staff.

School administrators welcome professional 4.4538 .71781

staff members to provide input on issues related

to curriculum, teaching, and student

performance improvement.

Professional staff members in the school have a 4.1445 .92121

responsibility to make decisions that influence

the meeting of school

Administrators participate alongside side 3.8064 1.09548

teachers in the professional development of

school activities.

50
4.3.1.4 Level of Distributive Leadership Practices of Principals in Schools (Dimensions

of Leadership Practice)

Looking at table 4.5 with analysed data of the level of distributive leadership practices of

principals in school for the dimensions of leadership practice. The finding shows that two of

the statement is at high level with data (mean = 4.10, SD = 0.96) and (mean = 4.13, SD =

0.90) respectively, whereby teachers strongly agreed that principals actively encourage

teachers and other staff to participate in instructional decision making and the principal

actively participates in having professional development activities to enhance leadership in

the school. Besides that, teachers also agreed that informal school leaders play an important

role in the role of schools in improving professional performance and student achievement

and new teachers are given the opportunity to fill several school leadership roles as both has

the high level findings as well at (mean = 4.17, SD = 0.89) and (mean = 3.81, SD = 1.09)

respectively. Finally, teacher is moderate that principals are knowledgeable about current

teaching problems with the finding at (mean = 3.05, SD = 1.15).

Table 4.5: Level of Distributive Leadership Practices of Principals in Schools (Dimensions

of Leadership Practice)

Std.

Mean Deviation

Principals actively encourage teachers and other 4.1012 .96528

staff to participate in instructional decision

making.

51
The principal actively participates in having 4.1329 .90391

professional development activities to enhance

leadership in the school.

Principals are knowledgeable about current 3.0549 1.15465

teaching problems.

Informal school leaders play an important role in 4.1705 .89271

the role of schools in improving professional

performance and student achievement.

New teachers are given the opportunity to fill 3.8064 1.09283

several school leadership roles.

4.3.2 Level of Professional Learning Community Practice Among Teachers in Schools

The second research question is focusing on the level of professional learning community

practices among teachers in schools. Looking at the findings in table 4.6 shows overall the

level of professional learning community practices among teachers in school are at high level

(mean = 3.84, SD = 0.41). The first two dimension of the professional learning community

which is the dimension of supporting and sharing leadership and dimension of value sharing,

objectives, mission and vision also had findings at high level (mean = 3.86, SD = 0.55) and

(mean = 3.85, SD = 0.63) respectively. Apart from that, the dimension of collective learning

and application and dimension of personal learning sharing practices also had high level

findings with (mean = 3.88, SD = 0.67) and (mean = 3.98, SD = 0.69) respectively as well.

Finally, the last two dimension also recorded high level with data (mean = 3.82, SD = 0.45)

52
and (mean = 3.68, SD = 0.55) for the dimension of conditional support relationship and

dimension of conditional support structure.

Table 4.6: Level of Professional Learning Community Practice Among Teachers in Schools

Std.

Mean Deviation

Professional Learning Community Practices 3.8440 .41101

Dimension of Supporting and Sharing 3.8555 .54940

Leadership

Dimension of Value Sharing Objectives Mission 3.8480 .62555

and Vision

Dimension of Collective Learning and 3.8786 .66677

Application

Dimension of Personal Learning Sharing 3.9827 .68908

Practices

Dimension of Conditional Support Relationship 3.8202 .44545

Dimension of Conditional Support Structure 3.6792 .55480

4.3.2.1 Level of Professional Learning Community Practice Among Teachers in Schools

(Dimension of Supporting and Sharing Leadership)

53
The first dimension is the supporting and sharing leadership and the finding in table 4.7

shows that teachers strongly agree that they are guided to be effective leaders with data

(mean = 4.45, SD = 0.72). Besides that, the respondents also agreed that teacher participation

is consistent in discussions to make decisions on most issues that arise in the school,

headmaster always provide support when needed and teachers are always given the

opportunity to make changes with finding all at high level as data (mean = 3.94, SD = 0.92),

(mean = 3.72, SD = 1.08) and (mean = 3.76, SD = 1.21) respectively. Besides that, teacher

had moderate feelings that headmaster act democratically with teachers in sharing power and

authority with finding (mean = 3.41, SD = 1.23).

Table 4.7: Level of Professional Learning Community Practice Among Teachers in Schools

(Dimension of Supporting and Sharing Leadership)

Mean Std. Deviation

Teacher participation is consistent in discussions 3.9364 .92408

to make decisions on most issues that arise in

the school

Headmaster always provide support when 3.7225 1.08396

needed

Teachers are always given the opportunity to 3.7572 1.21537

make changes

Headmaster act democratically with teachers in 3.4075 1.22716

sharing power and authority

Teachers are guided to be effective leaders 4.4538 .71781

54
4.3.2.2 Level of Professional Learning Community Practice Among Teachers in Schools

(Dimension of Value Sharing, Objectives, Mission and Vision)

The next up is the dimension of value sharing, objectives, mission and vision whereby

teacher strongly agree that shared practices among school people who have supported the

norms and attitudes of teachers in decision making related to teaching and learning with data

(mean = 4.14, SD = 0.92). Apart from that, table 4.8 also shows that there is a finding with

data (mean = 3.81, SD = 1.10) whereby teacher strongly agree that teachers share a vision in

developing schools that focus on student learning, data (mean = 4.10, SD = 0.97) decisions

are made in line with the values, mission and vision of the school and (mean = 4.13, SD =

0.90) participation of teachers in developing school mission visits are all at high level.

Finally, the teachers are also moderate that the long-term objectives of the school are taken

into account in the planning and execution of the duties of the teacher with the data moderate

at (mean = 3.05, SD = 1.15)

Table 4.8: Level of Professional Learning Community Practice Among Teachers in Schools

(Dimension of Value Sharing, Objectives, Mission and Vision)

55
 Std.

Mean Deviation

Shared practices among school people who have 4.1445 .92121

supported the norms and attitudes of teachers in

decision making related to teaching and learning

Teachers share a vision in developing schools 3.8064 1.09548

that focus on student learning

Decisions are made in line with the values, 4.1012 .96528

mission and vision of the school

Participation of teachers in developing school 4.1329 .90391

mission visits

The long -term objectives of the school are 3.0549 1.15465

taken into account in the planning and execution

of the duties of the teacher

4.3.2.3 Level of Professional Learning Community Practice Among Teachers in Schools

(Dimension of Collective Learning and Application)

Looking on to table 4.9 of the finding for the third dimension of collective learning and

application found that teachers agrees that they can find and try out various teaching

techniques in the classroom collaboratively and collaboration among teachers clearly reflects

their commitment to school improvement with data at high level (mean = 4.17, SD = 0.89)

and (mean = 3.81, SD = 1.09) respectively. Besides, the finding also at high level with data

(mean = 3.94, SD = 0.92), (mean = 3.72, SD = 1.08) and (mean = 3.76, SD = 1.22)

respectively. The findings show that teachers are also well agrees that every teacher and
56
fellow teacher plans to solve students ’problems especially their needs, collective learning is

always done through open discussion and the involvement of discussions between teachers

sparked a variety of ideas that led to further exploration.

Table 4.9: Level of Professional Learning Community Practice Among Teachers in Schools

(Dimension of Collective Learning and Application)

Std.

Mean Deviation

Teachers find and try out various teaching 4.1705 .89271

techniques in the classroom collaboratively

Collaboration among teachers clearly reflects 3.8064 1.09283

their commitment to school improvement

Every teacher and fellow teacher plans to solve 3.9364 .92408

students ’problems especially their needs

Collective learning is always done through open 3.7225 1.08396

discussion

The involvement of discussions between 3.7572 1.21537

teachers sparked a variety of ideas that led to

further exploration

4.3.2.4 Level of Professional Learning Community Practice Among Teachers in Schools

(Dimension of Personal Learning Sharing Practices)

57
Apart from that, the fourth dimension is the personal learning sharing practices with table

4.10 showing the results. Teachers strongly agree that they always provide relevant responses

related to teaching practices by colleagues and they together analyse student work to share

and to improve teaching practices with data (mean = 4.45, SD = 0.72) and (mean = 4.14, SD

= 0.92) respectively. Teachers also strongly agreed that teachers will try out ideas that they

should share in the classroom and they always get feedback on their performance to

continuously improve their practice with data (mean = 3.81, SD = 1.10) and (mean = 4.10,

SD = 0.97) respectively. Apart from that, the finding also was at moderate level that Teachers

always provide feedback to their colleagues related to teaching practice and data at (mean =

3.41, SD = 1.23).

Table 4.10: Level of Professional Learning Community Practice Among Teachers in Schools

(Dimension of Personal Learning Sharing Practices)

Std.

Mean Deviation

Teachers always provide feedback to their 3.4075 1.22716

colleagues related to teaching practice

Teachers always provide relevant responses 4.4538 .71781

related to teaching practices by colleagues

Teachers together analyse student work to share 4.1445 .92121

and to improve teaching practices

Teachers will try out ideas that they should 3.8064 1.09548

share in the classroom

58
Teachers always get feedback on their 4.1012 .96528

performance to continuously improve their

practice

4.3.2.5 Level of Professional Learning Community Practice Among Teachers in Schools

(Dimension of Conditional Support Relationship)

The fifth dimension is the conditional support relationship whereby teacher strongly agrees

that a caring culture built on basic trust and respect exists among teachers and students with

data findings at (mean = 4.13, SD = 0.90) as shown in table 4.11. Besides that, the finding

also at high level with data (mean = 4.17, SD = 0.89), (mean = 3.81, SD = 1.09) and (mean =

3.94, SD = 0.92) respectively. The finding shows that teachers agree that headmasters and

school administrators support teachers to dare to try and make changes in the field of

teaching and learning, the success achieved by the school can be seen together by all and

schools consistently reward each activity for solving problems involving teacher assignments.

Meanwhile, teachers are moderate that they and administrators see individual teacher

mistakes as teaching with experiential support with finding at (mean = 3.05, SD = 1.15).

Table 4.11: Level of Professional Learning Community Practice Among Teachers in Schools

(Dimension of Conditional Support Relationship)

Std.

Mean Deviation

59
A caring culture built on basic trust and respect 4.1329 .90391

exists among teachers and students

Teachers and administrators see individual 3.0549 1.15465

teacher mistakes as teaching with experiential

support

Headmasters and school administrators support 4.1705 .89271

teachers to dare to try and make changes in the

field of teaching and learning

The success achieved by the school can be seen 3.8064 1.09283

together by all

Schools consistently reward each activity for 3.9364 .92408

solving problems involving teacher assignments

4.3.2.6 Level of Professional Learning Community Practice Among Teachers in Schools

(Dimension of Conditional Support Structure)

The final dimension is the conditional support structure with the finding at table 4.12 shows

that teacher agree that School schedule design promotes collective learning and can reduce

teacher segregation and Financial resources to develop teachers ’expertise is always available

with data at high level (mean = 3.72, SD = 1.08) and (mean = 3.76, SD = 1.22) respectively.

Apart from that, the other two finding also had the data at high level (mean = 3.75, SD =

0.97) and (mean = 3.76, SD = 1.22) respectively with teachers agrees that the school

environment is clean, attractive and enjoyable for students and stakeholders and their

presence is very welcome and school management, District Education Office, State

60
Education Department and the Ministry of Education provide expertise to teachers on

improving their learning and teaching performance. Finally, the teachers also moderate that

teachers can access ICT technology to obtain teaching materials with data (mean = 3.41, SD

= 1.23).

Table 4.12: Level of Professional Learning Community Practice Among Teachers in Schools

(Dimension of Conditional Support Structure)

Std.

Mean Deviation

School schedule design promotes collective 3.7225 1.08396

learning and can reduce teacher segregation

Financial resources to develop teachers ’expertise 3.7572 1.21537

are always available

Teachers can access ICT technology to obtain 3.4075 1.22716

teaching materials

The school environment is clean, attractive and 3.7457 .96552

enjoyable for students and stakeholders and their

presence is very welcome

School management, District Education Office, 3.7630 1.21651

State Education Department and the Ministry of

Education provide expertise to teachers on

improving their learning and teaching

performance

61
4.3.3 Relationship Between Head Teacher Distributive Leadership and Professional

Learning Community Practices Among School Teachers

The third research question of the study is the relationship between head teacher distributive

leadership and professional learning community practices among school teachers. The result

in table 4.13 shows that r (346) = .905, p<.005, whereby there is a very strong positive

relationship between headmaster distributive leadership and professional learning community

practices among school teachers. In conclusion, there is significant relationship between head

teacher distributive leadership and professional learning community practices among school

teachers as p value at .000 is less than 0.05.

Table 4.13: Relationship Between Head Teacher Distributive Leadership and Professional

Learning Community Practices Among School Teachers

Headmaster Professional

Distributive Learning

Leadership Community

Style Practices

Headmaster Pearson Correlation 1 .905**

Distributive Leadership Sig. (2-tailed) .000

Style N 346 346

Professional Learning Pearson Correlation .905** 1

Community Practices Sig. (2-tailed) .000

N 346 346

**. Correlation is significant at the 0.01 level (2-tailed).

62
4.4 Summary

The research focuses on the relationship of headmasters' distributive leadership towards

professional learning community practices in Gombak District Secondary school. The finding

shows that the level of distributive leadership practices of principals in schools were at high

level. Apart from that the findings also shows that the level of professional learning

community practice among teachers in schools also is at high level as well. Besides that, the

findings also found that there is a very strong and significant a relationship between head

teacher distributive leadership and professional learning community practices among school

teachers.

63
 CHAPTER 5

DISCUSSION, RECOMMENDATIONS AND CONCLUSION

5.1 Introduction

Referring to this chapter, the researcher discusses the outcomeof the study as a result of the

data that has been analysed in depth as well as draw conclusions on all research questions

raised by the researcher. In addition, the researcher has also divided some aspects for the

details of the discussion on the study that has been conducted. At the same time, some

suggestions were also submitted by the researcher for further action to achieve better findings

in research on the relationship of principals’ distributive leadership towards professional

64
learning community practices in Gombak district secondary school. There is also discussion

for the implication of the research as well.

5.2 Discussion

It can be seen that in this section, there are three main constructs discussed that involve the

three research questions listed. The findings of the study to be refined are based on the level

of distributive leadership practices of principals in schools and followed by the level of

professional learning community practice among teachers in schools. Finally, the discussion

is directed to the relationship between the distributive leadership of principals and the

practice of the professional learning community among secondary school teachers in Gombak

district.

5.2.1 Level of Distributive Leadership Practices of Principals in Schools

In the meantime, looking at the first research question that focuses on the level of distributive

leadership practices of principals in schools. Overall, the discussion will be directed to the

four dimensions found in distributive leadership, namely the dimension of vision, mission

and goals of the school, the dimension of school culture, the dimension of responsibility

sharing and the dimension of leadership practice. The overall findings for distributive

leadership are at a high level which is in line with the findings of (Hall & Demarco, 2018)

which also found that the level of distributive leadership among principals is at a high level.

65
Besides that, Puspanathan & Mahaliza, (2020) had a similar findings shows that the all the

dimensions are at high level.

5.2.1.1 Level of Distributive Leadership Practices of Principals in Schools (Dimension of

The Vision, Mission and Goals of the School)

Referring to the first dimension in distributive leadership of principals, the researcher

obtained that the level on the dimensions of Vision, mission and goals of the school is at a

high level. The outcome of this research are in line with the findings of the study by

(Balakrishnan & Wahab, 2018) which likewise viewed that as the dimensions of Vision,

mission and goals of the school are at high level. The finding also explain that educators well

agreed that the school has a clear vision and an accurate mission statement as well as teachers

what's more, overseers get it and backing the shared mission for the school and are able to

articulate it clearly. The result was well supported by Zarizi S. Abdullah, (2020) with the

finding that shows a great understanding and support sharing among the school management

and the teachers in order to accomplishing the vision and mission of the school.

In addition, the study by Zariza et al., (2020) also found that the vision, mission and

goals of the school are at high level with highlighting that schools uses school improvement

plans as a basis for evaluating the progress made in achieving its goals. Besides that, finding

also saw that teachers agreed that they furthermore, directors altogether set school

achievement and review goals annually and this finding are in line with the finding of

66
(Mansor, 2020). Relating with the research theory whereby organizational development no

longer depends on the absolute power of a leader but also depends on the expertise and skills

of other followers in his organization (Amzat & Yanti, 2022). Thus, it can be related with the

finding whereby school administrator and teachers works hand to hand in setting school goals

and achieve it together.

5.2.1.2 Level of Distributive Leadership Practices of Principals in Schools (Dimensions

of School Culture)

The result had clearly showed that the dimension of school culture is at high level. The result

shows that teachers agree that they and heads have exclusive standards of student academic

performance. The result was supported by Muda & Hamzah, (2018) which also found the

high level for the element of school culture. The results also explain that teacher well agreed

that schools are learning communities that are constantly improving their viability, gaining

from the two victories and disappointments. Meanwhile, the finding are consistent with

(Muda & Hamzah, 2018) whereby they found that teachers bluntly agree that schools support

the new instructional use of ideas and innovations. This shows that the school management is

ever ready in supporting the teacher’s innovation and ideas as well as a great build school

culture.

Looking at the finding, it also align with the findings (Balakrishnan & Wahab, 2018)

which had also stated the same result with the for the dimension of school culture. The

findings show that teacher agreed that the school's day to day and week by week plans give

time to educators to team up on teaching problems. Besides, Hamzah & Jamil, (2019) also

agrees that the dimension of school culture are at hihg level but were not in line with the

67
finding of school curriculum is in line with state academic standards which was found at

moderate level only. Apart from that, Gómez-Hurtado et al., (2020) also describes the

distributive leadership model as integration in an action that involves spontaneous or planned

collaboration, intuitive working relationships and institutional practice. Thus, we can also

merge with the research finding whereby teachers agree that school always support their

innovations and they combine together towards the students’ academic performance.

5.2.1.3 Level of Distributive Leadership Practices of Principals in Schools (Dimensions

of Responsibility Sharing)

Discussing focuses on the third dimension which is the dimension of responsibility sharing

which also resulted at high level. The result show that teachers accept and agrees that they

and the administrators share responsibility for student academic performance. This is likely

possible because the management team were always shares the responsibility with the

teachers and they together focus on student’s achievement. The straightforward result in the

research are also replicated by research by Thien et al., (2019) with the finding at high level

for the dimensions of responsibility sharing. The finding also clearly highlighted that school

management invite proficient staff individuals to give input on issues connected with

educational program, instructing, and understudy execution improvement. This shows that

teachers were given the opportunity to show their capability and talent.

Besides that, teachers strongly agreed that proficient staff individuals in the school

have an obligation to pursue choices that influence the meeting of school whereby this result

are supported by the finding of (Thien & Tan, 2019). Apart from that, Muda & Hamzah,

(2018) meanwhile found that the dimension of responsibility sharing are at moderate level

whereby it is against the current research finding. Besides that, the finding also found that

68
teachers are very much moderate that there is shared regard and trust between the school

organization and expert staff and also undecided on administrator’s participation alongside

side teachers in the professional development of school activities. This also were in

accordance with the discoveries of Zakaria et al., (2020) that also found that the dimension on

responsibility sharing is at moderate level. Connecting the impact with the distributive

leadership theory of Elmore, whereby the organization especially the leader should use the

power to help and guide the teachers and be along with them during the programs. Thus, the

finding shows teacher still undecided about it and this shows that leaders are sharing

responsibility but yet to get down to the ground together with teacher during the programs

and process.

5.2.1.4 Level of Distributive Leadership Practices of Principals in Schools (Dimensions

of Leadership Practice)

Looking next on the fourth dimension of leadership practice, the result also founds that the

level of it is at high level. Besides that, the study also found that teachers agree that directors

effectively encourage educators and other staff to take part in educational navigation. This

shows that the leaders show great leadership skills as they collect as many possible ideas

from the teachers and use their expertise also to make decisions. This were also agreed by

study of Hamzah & Jamil, (2019) which had similar finding of the research that shows high

level in dimension of leadership practices. The research also listed out that the chief

effectively partakes in having proficient improvement exercises to enhance leadership in the

school. Balakrishnan & Wahab, (2018) had the same result and said that the principal are

very actively participates in having professional development activities to enhance leadership

in the school.

69
 Besides that, Muda & Hamzah, (2018) had also found a similar finding with the

dimension of leadership practices at high level. The finding explain that teachers well agreed

that casual school pioneers assume a significant part in the role of schools in improving

professional performance and student achievement. Next, Inmaculada et al., (2020) also

found in the research that new teachers are given the opportunity to fill several school

leadership roles which are also similar with the current study. Meanwhile, teachers are

moderate that principals are knowledgeable about current teaching problems and this shows

they need to understand more on teachers as also found by (Puspanathan & Mahaliza, 2020).

This is also aligning with distributive leadership theory of Elmore that explains this sharing

of expertise requires cooperation so that no party dominates in this knowledge sharing. This

shows that it aligns with theory showing that teachers agree that principals give plenty of

leadership roles to new teachers.

5.2.2 Level of Professional Learning Community Practice Among Teachers in Schools

The second research question were on the level of professional learning community practice

among teachers in school with the level were at also high level. The finding were well

supported by Abdullah, (2020) which also found the similir high level. Besides that, the

finding also shows tha all dimension of professional leraning community are also founded at

high level. This six dimension are the dimension of supporting and sharing leadership,

dimension of value sharing objectives mission and vision, dimension of collective learning

and application, dimension of personal learning sharing practices, dimension of conditional

support relationship and finally dimension of conditional support structure with each were

also at high level as the research of (Hamzah, 2016).

70
5.2.2.1 Level of Professional Learning Community Practice Among Teachers in Schools

(Dimension of Supporting and Sharing Leadership)

The first dimension are the dimension of supporting and sharing leadership whereby the level

are high. The result shows that teacher agreed that their participation is consistent in

conversations to settle on choices generally speaking that emerge in the school. The

straightforward result in the research are also replicated by research by Sunaengsih et al.,

(2020) which also found that the teachers involvement in major school discussion and

decision making are at hihg level. This reason were agreed in research by (Mahimuang, 2018)

which also adds on that teachers are always given the opportunity to make changes and

principal always provide support when needed. This finding can be clearly explain whereby

the current research finding also found that teachers agree that opportunity are always given

to be grabbed and the support of principal is anonymous when really needed. The result was

also supported with finding that teachers are also well guided to be effective leaders which

are similar finding of the research and also by (Zarizi, 2020). Besides that, teacher is slightly

moderate that chief demonstration equitably with educators in sharing power and authority

which another research of Mansor, (2020) elaborate that there is a feeling that the jobs are not

well segregated among teacher by the leader. The professional learning community theory of

DuFour and Eaker which emphasizes on collective commitment among teachers with the

guidance of principals is well supported by the current research finding whereby teacher

agree that they are always in hand with the management to achieve the school goals and the

principals always guides the teacher to become effective leaders.

71
5.2.2.2 Level of Professional Learning Community Practice Among Teachers in Schools

(Dimension of Value Sharing, Objectives, Mission and Vision)

Next, the second dimension of value sharing, objectives, mission and vision are also at high

level with this result is vastly supported by the research of (Sunaengsih et al., 2020). The

findings show that shared practices among school people who have supported the norms and

attitudes of teachers in decision making related to teaching and learning. This were well

aligning with another research of Amzat & Yanti, (2022) which also found that teacher

agrees with the statement of decisions are made in accordance with the qualities, mission, and

vision of the school and the support of educators in fostering school's central goal visits.

Apart from that, the current finding also highlighted the undecided result by teacher on share

vision in developing schools that focus on student learning and on the long-term objectives of

the school are considered in the preparation and execution of the duties of the teacher. The

result shows that teachers are still in doubt about the long term objective and how the teacher

would able to execute the plan perfectly with the finding also supported by (Hamzah & Jamil,

2019). Besides that, the professional learning community module Hord also explains that

teachers not only always support the vision and mission, instead they need to plan activities

towards achieving that vision and mission. This can be conclude with the current finding

which also shows that teachers not only focus on vision and mission but also planning and

eecutions.

5.2.2.3 Level of Professional Learning Community Practice Among Teachers in Schools

(Dimension of Collective Learning and Application)

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Next, the result for the aspect of aggregate learning and application has also found at high

level. The finding were well in line with the findings of Puspanathan & Mahaliza, (2020)

which also found that aspect of aggregate learning and application has also found at high

level with teachers agree that they able to search and attempt out various showing methods in

the homeroom cooperatively. Besides that, research also found that teachers agree that

collaboration among teachers clearly reflects their commitment to school improvement with

the research are also supported by (R. Hassan et al., 2018). Apart from that, teachers also

agree that every teacher and fellow teachers plans to solve students ’problems especially their

needs. This result also in accordance with the examination of Ismail et al., (2019) which also

found that the aspect of aggregate learning and application are at high level.

Apart from that, the research also found that teachers are clearly agreed that the

aggregate learning is constantly finished through open conversation but the finding by

Hamzah & Jamil, (2019) were against this finding. The finding shows that teacher is

moderate about open discussion and they felt that it is always tough to call for an open

discussion with limited time at school. Apart from that, Sunaengsih et al., (2020) also found

that teachers strongly agreed that the involvement of discussions between teachers sparked a

variety of ideas that led to further exploration and the finding is similar to the current research

finding. Besides that, collaborating with the research module Hord whereby it always

encourages the practice of partnership among the teachers to ensure that his organization

continues to excel. So, it can be concluded that the findings are also well in line with the

module showing that teachers really had improved vastly via the collaboration and

discussion.

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5.2.2.4 Level of Professional Learning Community Practice Among Teachers in Schools

(Dimension of Personal Learning Sharing Practices)

The fourth dimension are the dimension of personal learning sharing practices that resulted at

hihg level and this rsult is also supported by the research of (Hamzah & Jamil, 2019). The

result shows that teacher strongly agrees that Teachers always provide relevant responses

related to teaching practices by colleagues and always provide relevant responses related to

teaching practices by colleagues. This outcome goes in accordance with another research of

Hassan & Ismail, (2020) which also found that the dimension of personal learning sharing

practices are at high level. Besides that, the finding also said that teacher agree they

continuously get criticism on their presentation to continuously improve their practice and

this is well supported by the research by (R. Hassan et al., 2018).

Meanwhile, another finding of the research explain that teacher is moderate and

undecided to statement that they always provide feedback to their colleagues related to

teaching practice. This finding were so contradicting and this shows that there is a mix

feeling of giving and receiving feedbacks among teachers and the result are well aligned with

the research of (Amzat & Yanti, 2022). Besides that, Mansor, (2020) found that the

dimension of personal learning sharing practices are at moderate level with teacher undecided

that they are willing to will try out ideas that they should share in the classroom and the result

is also align with the current research. The Hord module also insists the importance of four

main components, namely information sharing among teachers, teamwork to plan, solve

problems and improve student learning, constantly acquire new knowledge and apply

strategies in assignments. In conclusion, the findings can be connected with the module

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although there is findings that is not align to the Hord module directly due to teahcers

conflict.

5.2.2.5 Level of Professional Learning Community Practice Among Teachers in Schools

(Dimension of Conditional Support Relationship)

Next, the result for the dimension of conditional support relationship is obviously as same the

other four which at high level. The result had clearly showed that the educators agree that

there is a caring culture based on fundamental trust and regard exists among instructors and

understudies. This finding are clearly supported by the findings of Ismail et al., (2019) which

also had the result at high level for the dimension of conditional support relationship and

highlighted that teachers belief that respect between them and student are still exist and

strong. Meanwhile, the finding are consistent with Syahrul Zarizi, (2020) which also

highlighted that principals and school heads support educators to set out to attempt to make

changes in the field of instructing and learning. This shows that teachers are allowed to

explore and invent new changes at school without any fear. Despite that, the research also

found that it was moderate that teachers and administrators see individual teacher mistakes as

teaching with experiential support. This was also agreed by the research of Sunaengsih et al.,

(2020) whereby they found out that the mistakes are not studied well instead only the

achievement and positive parts are looked up to.

Apart from that, looking at the finding, it also aligns with the findings in Hamzah &

Jamil, (2019) which highlighted that teachers agreed as the success achieved by the school

can be seen together by all. This shows a great cooperation among all and more to a family

celebrating they member’s achievement or victory. Besides that, the findings also resulted

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that Schools consistently reward each activity for solving problems involving teacher

assignments and this finding are also supported by the research of (S. Abdullah, 2020). Apart

from that, looking at the Hord Module that emphasize on the relationship, the factor of love,

the value of trust and respect as well as recognition for success. Hence, it can be concluded

that the finding of this research are vastly in line with the module as teachers belief there is

respect and trust as well as they celebrate the achievement together as a family.

5.2.2.6 Level of Professional Learning Community Practice Among Teachers in Schools

(Dimension of Conditional Support Structure)

The last and final is the dimension of conditional support on structure which also resulted at

hihg level. This finding explains that school schedule design promotes collective learning and

can reduce teacher segregation as well as the Financial resources to develop teachers

’expertise is always available. This finding shows that the management always support

teachers to improve and enhance with the result also favourable and agree by the finding of

(Inmaculada et al., 2020). Besides that, the finding found that teacher are moderate and

undecided that they can access ICT technology to obtain teaching materials. This issue arises

before as the internet connection was very slow ad it follows through during the pandemic

time since everyone is using the internet and smartphone.

Apart from that, Abu Hassan et al., (2021) in their research also found that the

dimension of conditional support structure is at high level. The research also highlighted that

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educators are happy with the school environment which is clean, attractive and enjoyable for

students and stakeholders and their presence is very welcome and this is also in line with the

current research. The result also show that teacher also agrees that School management,

District Education Office, State Education Department and the Ministry of Education provide

expertise to teachers on improving their learning and teaching performance and it is also

match the research result of (Mcbrayer et al., 2019). Finally, collaboration with the theory

Hord whereby school management must ready to provide optimal use of resources, facilities

and communication systems and it can be clearly seen in the research finding that teachers

are well agreed.

5.2.3 Relationship Between Principal Distributive Leadership and Professional

Learning Community Practices Among School Teachers

Looking at the findings, researcher had concluded that there is a significant relationship

principal distributive leadership and professional learning community practices among school

teachers. This result had clearly confirmed that the a well performing distributive leadership

can clearly enhance the activities and performance of professional learning community

among the teachers. This result were supported by finding of S. Abdullah, (2020) which also

resulted that there is a significant relationship between the principal distributive leadership

and professional community learning among the teachers. Besides that, another finding

shows there was no significant relationship between the principal distributive leadership and

professional learning community among the teachers with the research by (Hamzah & Jamil,

2019).

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 It was discovered that principal lately had adopted well on the distributive leadership

line and this also had impacted their focus to improve the professional learning community

among the teachers. The belief had increase stronger due to the impact that will give when

teachers collaborate among each other and also with the management in order to improve the

student’s achievement. Besides that, the result was also accepted by another research by

(Puspanathan & Mahaliza, 2020). Hereby, the conclusion here is that the distributive

leadership among principals can clearly give positive impact and has a significant

relationship with the professional learning community among the school teachers.

5.3 Recommendation

Each research has various differences and similarities and future researchers can renew or

improve the research methods from previous studies. Referring to this study, one of the main

recommendations is to the future researchers that is to expand the study conducted in

secondary schools to primary schools, or focus on specific schools such as cluster schools or

high-performing schools. In addition, the study can also be extended to Universities as well

as colleges. Besides that, the study should also be extended from one district to several

specific districts or even extended to states. In addition, the study can also be expanded to

involve several states.

Apart from that, the study can also be referred to schools that typically have more

serious leadership issue or lack of teacher’s collaboration issues or even to vocational

colleges and Universities. In addition, the researcher can also make comparisons by referring

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to high-performing schools, cluster schools and regular day schools. The study can also be

carried out by comparing between national schools, Chinese national type schools and Tamil

national type schools. Next, the study can also be expanded based on the gender of principals

or the gender of teachers to look at differences and relationships in the level of distributive

leadership with professional learning community practices. Finally, the future researcher can

also change the research methodology from quantitative to qualitative or mix method so they

can get more open feedback from the teachers.

5.4 Research Implication

The current research will have many implication towards various parties whereby they can

adapt and use this study to help in finding out how the level of Distributive leadership of

principal that can help school teachers in practicing a professional learning community. In

this study there are also four dimensions seen in the level of leadership which can also be

used as a policy and guide to the principal. The four dimensions are dimension of vision,

mission and goals of the school, dimension of school culture, dimension of responsibility

sharing and dimension of leadership practice, Findings which demonstrates a high level of

distributive leadership as a guide to the school and the District Education Office that

principals are on the right track in adopting a distributive leadership style.

Findings can also be used as a basic guide by the district education and state

education department as one of the things that can be shared with leaders or other principals
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during the monthly meeting. Besides, it can also give impact and show the parts the

principals can improve and enhance. In addition, the findings related to the practice of

professional learning communities where the average of six dimensions are at a high and very

high levels. These findings should be used as a reference by the SICS+ partners in the District

Education Office and the State Education Department in planning programs and actions to

help teachers who face problems. Overall the findings can also be used as a key point for

principals to always practice distributive leadership at a high level while teacher always

practice professional learning community at a high level.

In addition, this study gives positive implications to the school administration and

also to the performance and achievement of the school. This is due to the findings of a high

level result in the study where the practice of professional learning community by secondary

school teachers in Gombak district shows that teachers will give an impact which is positive

to their school and will contribute to the performance and achievement of the school. In

addition, the findings also prove that the Ministry of Education Malaysia can also assess that

the professional learning community practices introduced by them are successful especially

in secondary schools in the district of Gombak. Finally, the impact can also be seen that every

administrator in secondary schools also performs the level of distributive leadership with

excellence.

5.5 Conclusion

Lately, much has been said about the diversity levels of leadership and ways of

leadership shown by principals and how it impacts the teachers in performing their duties.

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Although the study only focuses on one district and refers to secondary schools but the

findings show that the level of Distributive leadership is at a high level among principals

while the practice of professional learning community among teachers is also at a high level.

Thus, the high level of distributive leadership, have a great impact on the practice of

professional learning communities among teachers. In conclusion, it can be stated that the

level of distributive leadership of principals does impact the practice of professional learning

community of secondary school teachers in Gombak district.

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