1.

0 Background of Research
In a research done by Rahmad & Mariam (2007), they say that morality is mainly about
how we relate to and deal with others, and also include how we interact with ourselves,
specifically the respect in which we engage ourselves. Effective moral leadership will foster a set
of systematic learning process of good human abilities within the institution that serve future
society. According to Rahmad (2007), there are five major paradigms used to analyze moral and
ethical dilemmas. The first is on ethics of justice. Ethics provides basis for legal principles and
ideals. Ethics can be expressed in two thought; school and social contract.
Second, is on ethics of care, which focuses on compassion and empathy. Critique is the
third ethics, seeks to challenge the status quo and give voice to the marginalized sector of
society. The ethics of profession calls for school leaders to consider professional and personal
ethics and codes. The fifth ethics for educational leaders are the community which is defines the
community as the moral responsibility of the educators. These five paradigms are important to
educational leaders in making ethical decisions. Principals in the school are the essential key
persons to influence and engage the efficacy of moral leadership style for teachers, students and
parents. The principals as a moral role model must work to sustain climate, culture and
community. Rahmads & Mariam (2007) report is based on observation done in school leaders.
Although the five paradigms discuss were applicable among school leaders in Malaysia but it
was not surveyed if our leaders posses all the propose ethics. More over the five paradigms
discussed also co insight with Nancy and Candaces dimensions.
Giuffetelli Parker (2008) embarked on a study with staff and administrator of Mosaic
Park School to study the educators relationship with others on the moral dimensions involved in
authentic learning communities. In her study literacy not only refers to reading and writing but
also about knowledge, language and culture. Literacy is seen as a reflection on how teachers and
administrators see themselves in their world as they teach their students. (Giuffetelli Parker,
2008). From her experience as a school administrator at that school, she conclude that moral
actions are portray as community building; is a group of people who care about each other, who
respect others diversity and show integrity by commitment to the community through mutual
1

vulnerability and confirmation. Her finding was reported in two; administrators and researchers.
From the viewpoint for an administrators, she suggested that a moral obligation to include all
the decisions of schooling. It is also suggested that Moral Leadership from within advances
everyones continuous growth and professional development. From her research point of view
the improvement of teaching of teaching practice happened through trust and support of working
through teachers dialogue of successes and weakness. The researcher suggests further research
to explore existing field practice and connection of Moral Leadership in the field in order to
incite a new way and meaning of leadership.
Nancy and Candace (2001) carried out a research on Defining Moral Leadership:
Perspectives of 12 Leaders. In their qualitative research, they tried to establishment a definition
for moral leadership which includes actions and behaviors that frame up this leadership. The 12
participants were asked ten open-ended questions about various aspects of leadership. Two
questions were selected which led to two primary objectives; to discover how those identified as
contemporary moral leaders define ethical and moral leadership and to identify the behaviors and
actions the leaders believe moral and ethical. The findings were provided based on 2 questions
asked;
a) How do you define ethical and moral leadership?
b) What behaviours or qualities constitute the moral and ethical?
For the first question the answers were focused into four areas; leading by example,
taking a stand and speaking for others, calling forth the best in others and following ones own
and/or prescribed definition of right or wrong. In response to the second question the participants
discussed on two areas; qualities and actions. The qualities that constitute moral and ethical
values are kindness, humility, listening and dialogue, religious belief and personal truthfulness.
Meanwhile the actions that show required moral and ethical values are loving, considering, being
fair, respecting others and building community and relationships. The finding showed that moral
leaders as change agents, risk takers and even as rule breakers.

Moral leadership is still a very new topic in Malaysia. It is a high time for us to give more
attention to values, belief and ethics of a leader. Teachers in Malaysia are currently over load
with work and more teachers are under tremendous stress due to stringent leadership. This type
of leadership creates an unfriendly school culture with less important given to moral and ethic
values. This lower teachers motivation despite many extrinsically given rewards. Pleasant
interpersonal, relationship on the job, no stressful and fair supervision, reasonable policies and an
administrative climate that does not hinder will make teachers self motivated. Intrinsically
satisfying work makes sense because it leads to higher levels of commitment and performance
among teachers ( Segiovanni, 1992).

It is sad to say that there are very limited source of literature regarding moral leadership.
Most of discussion done on moral leadership is fragmented with little reference to other works
on the subject. Rost (1995), claims that this type of literature is not a high priority among
ethicists or among leadership scholars. As the result of moral leadership on job satisfaction is not
documented less importance are give to this field. In our country the majority of school heads are
either transactional or transformational leaders. Less importance was given to leadership that
focuses upon values and moral purpose. The scenario is different in many developed countries
whereby importance was given for morally values. Leadership in general must maintain an
ethical focus which is oriented towards democratic values. Implicit in the idea of moral
leadership is stewardship whereby people and institutions entrust a leader with certain
obligations and duties to fulfill and perform on their behalf: in other words, the means by which
leaders can get the necessary legitimacy to lead(Sergiovanni, 1995).

2.0 Statement of Problem

School as an organization should have capable leaders in order to produce excellent

students. Without a good leadership, a school might as well be dead as it will not be producing
very positive results. As a formally chosen leader, a head of a school, has to manage, admin and
lead the school (Ayob, 2004). This research seeks to add literature on moral leadership and the
relationship between the studied variable; schools performance. A good leader will ensure the
success of a school. The type of the leadership will determine the job satisfaction and motivation
among the staff of the school.
Many studies were carried out in many countries around the world for moral leadership but
in Malaysia, moral leadership is still a very new topic. In Malaysia concentration are more to
transformational and transactional leadership. It is a very high time for us to give more attention
to values, belief and ethics of a leader because indirectly it plays a greater role in determining the
fate of our future generation.

3.0 Objectives of The Study

In this research, Moral Leadership Theory is used to study the ethics of primary
school heads in Subang Zone, Petaling Perdana District, Selangor in accordance with their
schools achievement. The objectives of this research are:
1.5.1 To study the Moral Leadership practice among primary school heads.
1.5.2. To study identify the theories and motivation when moral leadership is practice.
1.5.3. To study the relationship between moral leadership and school achievement.
1.5.4. To study the difference between traditional way of management and when moral
leadership is practice.

4.0 Limitation Of Research

This research will be carried out at school in Subang Zone, Petaling Perdana
Districts, Selangor. The samples represent only the heads and schools achievements from
national primary schools. The limitations are:
a) The results of this research cannot be generalized throughout the country. This is because
the samples taken do not represent the actual population but the results can be used to
identify if the style of leadership practice are the same.
b) Since the samples taken are from primary schools only, the rest are not involved. The
schools that are not taken into account are:
i.

National type primary schools

ii.

Secondary schools

iii.

National type secondary schools

iv.

Religious schools

v.

Vocational schools.

c) This research is done on moral leaderships practices among heads of primary schools.
The effects of moral leaderships will show in form of the schools achievement. There are
four dimensions that will be used to measure the moral leadership level among the heads.
The four dimensions are:
i.

definition of leadership based on the heads perceptions.

ii.

reflection on the practice of moral leadership.

iii.

how far the practice has been incorporated in school.

iv.

Incorporate community and cooperative learning.

Besides these four dimensions there will be other independent and dependant

variables that are involved directly or indirectly. These variables will effects the findings
of the research but the variables were not studied. (Najib, 1999).
d) Another factor that may dent the result are the involvement other administrators. In a
school organizations there are four main administrators; the head, senior assistance
curriculum, student affairs senior assistance and co-curriculum. In our study we only give
priority to the leadership practices by the head of the school. Besides the three senior
assistances, the head of panels for subject also have a say in the school management. The
5

involvement of all the other parties will definitely play a significant role in the results
collected.

5.0. Research Methodology

5.1

Introduction
This chapter consists of the methodology in this research. In this chapter
the discussion will be on the design of the research, sampling, research instrument,
research procedure and research analysis. In this research, the qualitative method was
used. Qualitative research is more suitable because a depth interview is done on the focus
group and we are able to review the interview. More over it is subjective and a problem
can be described from the experience.

5.2

Research Design
The methodology uses a case study of six alternative school administrators. This
research involves both intention and current practices. Patton (1990) suggests that case
studies are valuable in creating a deep understanding of particular people, problem or
situations better. This study is particularly suitable for case study design because it give a
direct understanding of particular school administrators. Through direct interview, they
will express their knowledge on their understanding of moral leadership.

5.3

Location of Research
This research will be carried out in 6 schools in Subang Jaya, Selangor. All these
schools are national primary schools. The schools are categorized into grade A and B
schools.

Table 5.1 : Participating Schools

No

School
SK Sri Subang Jaya
SK Subang Jaya
SK SS19, Subang
SK Seafield
SK USJ 2
SK Seri Selangor

1
2
3
4
5
6

5.4

Research Population and Samples

The populations of this research are from the national primary school
administrators in Subang Zone, Selangor. Representative sampling cannot be achieved in
qualitative research because:
a) The initial largely exploratory nature of the research.
b) Problems of negotiating access.
c) Weight of work and problems of gathering and processing data using only one set of eyes
and ears.
In this case, the basis sampling is made clearly and no in appropriate generalizing claims
made for the findings.

5.5

Research Instrument
A great deal of qualitative material comes from talking with people whether it is through

formal interviews. The best technique for this is the unstructured interview, where the researcher
has some general ideas about the topics of the interview. The researcher engages in 'active'
listening, which shows the interviewee that close attention is being paid to what they say; and
also tries to keep the interviewee focused on the subject, as unobtrusively as possible. Official
documents include registers, timetables, minutes of meetings, planning papers, lesson plans and
notes, confidential documents on pupils, school handbooks, newspapers and journals, school
records, files and statistics, notice boards, exhibitions, official letters, textbooks, exercise books,
examination papers, work cards, blackboard work, photographs were gathered too. Any of these
7

might give useful information, but they do not all provide an objective truth. They have to be
contextualised within the circumstances of their construction.

5.6

Research Procedure
After discussion with supervisor, this research was started off. This research is

carried out to see the practice of Moral Leadership among heads in primary schools around
Subang Jaya. From this research also, the researcher hopes to relate the significant level of Moral
Leadership practice among the heads with the schools achievement. Before interviewing the
selected school heads, approval from EPRD, Ministry of Education and the state Education
Department were obtained. Upon the approval the researcher will visit the selected schools to get
approval from the head of the respective schools. Each school heads will be interviewed
according to their preference. After two weeks their interviews transcript will be handed to the
heads for a check. At the same time the researcher will gather all the necessary documents for
pupils achievement.
The table below shows the activities that will be carried out in this research.
Table 5.2
No

: Timeframe activities carried out

1
2
3

Activity
Writing of Chapter 1
Discussion with supervisor
Correction in Chapter 1/Writing

Time frame
June 2012
July 2012
of August 2012

4
5

Chapter 3
Discussion with supervisor
September 2012
Correction in Chapter 1, 3/ Writing of September,
October

6
7
8
9
10
11
12
13

Chapter 2
Discussion with supervisor
Approval from EPRD
Approval from JPNS
Pilot study
Actual study
Writing of Chapter 4 and 5
Correction on Chapter 4 and 5
Submission of Report

2012
December 2012
January 2013
January 2013
January-February 2013
March-May 2013
June-July 2013
August 2013
September 2013
8

5.7

Research Analysis
In qualitative research, analysis frequently takes place at the same time as data collection.

Many consider it a mistake to go on accumulating data without examining it from time to time to
see if any major themes or patterns are emerging. Analysis therefore, begins almost immediately
with primary analysis. Later on, after more data collection in interaction with primary analysis, a
second stage occurs with category and concept formation. As interview transcripts are made, the
researcher continuously examines the data. Then the major categories were identify under which
the data can be subsumed. All the data will be included. The categories have to be exclusive, that
is to say data must fit within one and one alone, and the categories should be on the same level of
analysis. Several shots were tried, before coming to the most appropriate arrangement, reading
and re-reading notes and transcripts, and experimenting with a number of formulations. It may be
helpful to summarise data in some way, tabulate them on a chart, or construct figures, or sketch
diagrams.

6.0 Importance of the Research

This research can very crucial currently because there are many issues arises due to
weak moral and ethic leadership. Moral leadership plays a vital role especially in educational
field. A leader is fully responsible in upholding his or her school. The leadership style practiced
by them will reflect the success of the organization. This research will be useful to:
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1.4.1. to give a clearly picture to Ministry of Education and the states

Education Department on the leadership style practices by the
head of school.
1.4.2. to show the importance of moral leadership especially in education field.
1.4.3. to help the head of primary schools to see the effect of their
leadership in form of motivation for teachers.
1.4.4. as a guideline for Ministry of Education to prepare suitable leadership courses
for the present and future heads.
1.4.5. as a guide or enhancement for future studies or research that will be done
based on moral leadership.

7.0 Bibliography
American Psychological Association (1994). Publication manual of the American
Psychological Association (4th ed.). Washington , DC: Author
Ayob Jantan (2004). Pengetua Sekolah yang Efektif. Bentong:PTS Publications

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Bush.T(2003). Theories of Educational Leadership and Management. (3rd ed)

London: Sage
Bush.T, and Middlewood. D (2005). Leading and Managing People in Education
London: Sage
Crawford, M, Kydd, L, and Riches, C. (1997). Leadership and Teams in Educational
Management. Philadelphia: Open University Press
Gold, A., Evans,J., Earley,P., Halpin,D. and Collarbone, P.,(2002) Principled
Principals? Values-driven Leadership: Evidence from Ten Case Studies of Outstanding
Leaders, Paper Presented at the Annual Meeting of the American Research Association.
New Orleans
Hakala, D.(2008) The Top 10 Leadership Qualities. Retrieved April, 28 2009 from
http://www.hrworld.com/features/top-10-leadership_qualities
Hulshult Nancy Kay (2005). Moral Leadership in Alternative Education: Theory and
Practice in School Administration. Miami University: Thesis Ph.D
Nancy L.Maldonado and Candace H.Lacey (2001).Defining Moral Leadership:
Perspectives of 12 Leaders. Florida Journal Of Educational Research,
Fall 2001, Vol 41, 79-101.

Rahmad Sukor Ab. Samad and Mariam Mohamed Nor (2007). Do School Leaders Need
Moral Leadership to Create Effective Schools? Jurnal Pendidikan (Jilid 3)

Rost, J.C. (1995). Leadership: A discussion about ethics. Business Ethics Quarterly,
5(1), 129-142

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Rozycki, E.G. (1993). Is moral leadership possible? Philosophy of Education, 1993.

Retrieved January, 3, 2007 from
http://www.ed.uiuc.edulEPS/PESYearbook193_docsIROZYCKI.HTM

Sergiovanni, T.J. (1992). Moral Leadership Getting to the Heart of School

Improvement. San Francisco: Jossey-Bass Publishers
Sergiovanni, T.J. (1996). Leadership for Schoolhouse: How is it Different? Why is it
Important. San Francisco: Jossey-Bass Publishers
Sergiovanni, T.J. (2000). The Lifeworld of Leadership: Creating Culture, Community,
and Personal Meaning in Our Schools. San Francisco: Jossey-Bass Publishers

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