Tingkah Laku Kepimpinan Pengajaran dan Kepimpinan Transformasional Dalam Kalangan Pengetua Kanan dan Pengetua Biasa di Sekolah Cemerlang serta Pengaruhnya ke atas Komitmen Guru

The purpose of the study is to determine the leadership style of Pengetua Kanan and principals of performing secondary schools in Kedah in respect of instructional and
transformational leaderships. The study also seeks to compare the influence of these two leaderships on teachers' commitment in schools. The cross-sectional survey method using standardized-item questionnaires was employed in this study. The respondents consisted of 419 teachers chosen randomly from 12 Pengetua Kanan schools and 10 performing secondary schools in Kedah. The Instructional Leadership Survey Questionnaire by Lahui-Ako (2001) was used to measure the dimensions of instructional leadership. The Transformational Leadership Survey Questionnaire by Griffith (2003) was used to measure transformational leadership dimensions, while the Affective, Continuance, and Normative Commitment Scales by LaMastro (2000) was used to measure teachers' commitment in schools. Fourteen null hypotheses were generated and tested using t-test and stepwise regression statistical methods. The findings of the study showed that both categories of principals practiced instructional leadership significantly more dominant than transformational leadership. It was also found that there was no significant difference in the practice of the dimensions of these leaderships by both categories of principals. However, defining and
communicating the school goals of instructional leadership was found to be more pronounced in the leadership of Pengetua Kanan. The study also showed that the level of commitment displayed by teachers in Pengetua Kanan schools was comparatively higher. In addition, both transformational
and instructional leaderships were found to have significant influence on teachers' commitment through the dimensions of intellectual stimulation and defining and
communicating the school goals respectively. However, the impact of transformational leadership on teachers' commitment was found to be significantly more dominant.