Chap 1 - 5 Turnitin File
Chap 1 - 5 Turnitin File
Chap 1 - 5 Turnitin File
INTRODUCTION
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
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One of the leadership that can be practiced by a leader is distributive leadership.
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
distributive leadership theory. For example, it is more horizontal and less progressive in the
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
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
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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
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
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
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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
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).
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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
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
There are various questions raised in the leadership of head teachers in schools. Among them:
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
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1.4 Research Objective
The main objective of this study was conducted to find out the distributive leadership of
objectives of the study and answer the above research questions, this study is dedicated to the
following aspects:
1.4.2 To identify the level of professional learning community practice among teachers in
schools
The extent of this research covers the level of distributive leadership adopted and
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
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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.
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
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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
In this study, distributive leadership is defined as leadership that adopts the method of
(Chen, 2008) to avoid conflict among teachers in schools. It is also meant to be a distributive
improvement.
In this study, the main concept of PLC focuses on sharing abilities and information on
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
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
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
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,
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 -
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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
Elmore, (2005) has put forward a distributive leadership model that contains five principles.
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
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
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
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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
Elmore (2005) also suggests that leadership is not formal but more of a collaborative effort
knowledge sharing. Ability and responsibility for the use of power is the final principle in this
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.
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
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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
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.
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
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
Both cover four main aspects, namely setting high standards, student -focused
learning, always supporting norms and values and making the mission and vision as
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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.
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
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
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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
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
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
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
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
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
teacher self -efficacy are significant and have a strong relationship with each other. Thus,
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distributive leadership is well suited to realizing change in schools and followed by teacher
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
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
technical and vocational educators and clients; students and parents. Leaders need to adopt a
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
Moreover, studies with the title of leadership behaviours traded principles and their
The motivation behind this unmistakable measurable review was to investigate principals
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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
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
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
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
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leadership to psychological capital. This study is in the form of correlation by using a
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
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
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
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
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
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contribution of administration in the execution of practically all drives pointed toward further
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
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
scholars are increasingly seeking to show that, in order to be ‘distributed’, leadership is not
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
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)
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building leader–follower identity, preparing aggregate commitment and testing or
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
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
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
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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
progress past the dissemination of the board undertakings and precludes the possibility of
incorporating other forms of leadership extraction involving more agents and groups.
Ayik, 2017). This study aimed to examine the impact of school principals ’distributional
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
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
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behaviours distributed by school principals significantly predict teacher organizational
commitment.
Finally, Harun et al., (2016) with the title of the study The Relationship between
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
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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
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
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
recommends that school principals should develop a school quality culture as a basis for
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enhancement of the quality of Student learning; and should collaborate with various resources
development by (Mahimuang, 2018). The faculty professional learning community has been
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.
A study by Faiz et al., (2016) with the title of study of the concept of collaboration in
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
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
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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
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
(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
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making contribution as well as advancing and supporting initiative among instructors, and iii)
community learning.
Next, Ismail et al., (2019) in turn implemented the study of professional learning
The culture of teacher segregation has become a practice in the school system in most
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. Practice in the professional learning community was found to be able to
One study namely the concept of professional learning community, leadership and
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
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
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
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
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
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
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
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
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
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
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
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
Population Sample
1900 320
2000 322
2200 327
2400 331
2600 335
2800 338
3000 341
3500 346
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
closed form that contains three sections (Sections A, B and C) related to Respondent
community practices. This questionnaire has 56 questions, namely six questions in section A
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
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
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
Table 3.3
No Details
1 Application for permission from PPD Gombak to carry out the study and
3 The questionnaire was distributed to 346 teachers of the school who were
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
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
District.
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
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
secondary school teachers in the Gombak district. Next, chapter four in this study will
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.
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
Chinese 39 11.3
Indian 30 8.7
Others 23 6.6
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%
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.
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)
Std.
Mean Deviation
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
mission statement.
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
goals.
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.
of School Culture)
48
Mean Std. Deviation
academic standards.
teaching problems.
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
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.
of Responsibility Sharing)
Std.
Mean Deviation
performance improvement.
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
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
of Leadership Practice)
Std.
Mean Deviation
making.
51
The principal actively participates in having 4.1329 .90391
teaching problems.
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
Table 4.6: Level of Professional Learning Community Practice Among Teachers in Schools
Std.
Mean Deviation
Leadership
and Vision
Application
Practices
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
Table 4.7: Level of Professional Learning Community Practice Among Teachers in Schools
the school
needed
make changes
54
4.3.2.2 Level of Professional Learning Community Practice Among Teachers in Schools
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
Table 4.8: Level of Professional Learning Community Practice Among Teachers in Schools
55
Std.
Mean Deviation
mission visits
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
Table 4.9: Level of Professional Learning Community Practice Among Teachers in Schools
Std.
Mean Deviation
discussion
further exploration
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
Std.
Mean Deviation
Teachers will try out ideas that they should 3.8064 1.09548
58
Teachers always get feedback on their 4.1012 .96528
practice
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
Std.
Mean Deviation
59
A caring culture built on basic trust and respect 4.1329 .90391
support
together by all
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
Std.
Mean Deviation
teaching materials
performance
61
4.3.3 Relationship Between Head Teacher Distributive Leadership and Professional
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
practices among school teachers. In conclusion, there is significant relationship between head
teacher distributive leadership and professional learning community practices among school
Table 4.13: Relationship Between Head Teacher Distributive Leadership and Professional
Headmaster Professional
Distributive Learning
Leadership Community
Style Practices
N 346 346
62
4.4 Summary
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
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
64
learning community practices in Gombak district secondary school. There is also discussion
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
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.
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
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
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(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
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
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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
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.
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
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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.
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
school. Balakrishnan & Wahab, (2018) had the same result and said that the principal are
in the school.
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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
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
support relationship and finally dimension of conditional support structure with each were
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5.2.2.1 Level of Professional Learning Community Practice Among Teachers in Schools
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
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5.2.2.2 Level of Professional Learning Community Practice Among Teachers in Schools
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.
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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
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
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.
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
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.
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
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
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
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
Apart from that, the study can also be referred to schools that typically have more
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
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
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
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
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