The Relationship between Headteachers’ Distributed Leadership Practices and Teachers’ Motivation in National Primary Schools

  •  Jamallulail Abdul Wahab    
  •  Aida Hanim A. Hamid    
  •  Surayati Zainal    
  •  Md Fuad Md Rafik    


The distributed leadership approach have been practiced in most developing countries approximately more than centuries ago as an alternative to school leadership in effort to increase the student outcomes. This article aims to report and discusses findings of a study on identifying the level of distributed leadership practices among headteachers and the level of teachers’ motivation in primary schools in Malaysia and the relationship between these variables. The respondents were 243 teachers from 12 national primary schools in Port Klang, Klang, Selangor. Random sampling technique was used to ensure that each element in the population stood a fair chance to be selected as samplings. This is a quantitative study using questionnaires as research instrument. A descriptive analysis (mean and percentage) was used to identify the level of distributed leadership among headteachers. A Pearson Linear Correlation Test was used to determine the relationships between four dimensions in the independent variable components (distributed leadership practices) and dependent variable (motivation). The research findings showed that the overall mean score for the level of distributed leadership among headteachers was high (mean = 3.94; SD = 0.484). While the overall mean score for the motivation level of teachers was moderate (mean = 3.11; SD= 0.562). The research findings also showed that there was no significant relationship between headteachers leadership (correlation coefficient value r = 0.279) and teachers motivation. The implications of the research findings on leadership and teachers motivation were further discussed.

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