KEPIMPINAN GURU BESAR DAN PELAKSANAAN PROGRAM TRANSFORMASI SEKOLAH (TS25) DI SEKOLAH RENDAH WILAYAH PERSEKUTUAN KUALA LUMPUR

Abstract

The headmaster’s educational practices are very important for school effectiveness. This will lead to the success of the related schools’ programme, including the School Transformation Programme (TS25). In efforts to transform our nation's education, the Ministry of Education has introduced the School Transformation Programme (TS25) in 2015. Therefore, this study aims to determine the level of leadership practices of school headmasters of the School Transformation Programme (TS25) and to identify the effectiveness of the implementation of the School Transformation Programme (TS25) in primary schools. Additionally, it also evaluates the relationship and analses the impact between the leadership practices of headmasters and the effectiveness of the implementation of the School Transformation Program (TS25). This study uses a quantitative approach with a survey study design. The questionnaire which was adapted from past studies was distributed to primary school teachers that participated in the School Transformation Programme (TS25) in the Federal Territory of Kuala Lumpur. A total of 350 teachers participated in this study. Data was collected and analyzed using the SPSS software version 26. The findings show that the level of headmasters’ leadership and the effectiveness of the implementation of the School Transformation Programme (TS25) are at a high level. Furthermore, the Pearson Correlation analysis shows that there is a significant relationship between the leadership practices of headmaster and the effectiveness of the implementation of the School Transformation Programme (TS25). The Linear Regression analysis also proved that there is a significant impact of headmasters’ leadership practices on the implementation of the School Transformation Programme (TS25). Based on the findings of the research, it can be concluded that the headmaster's leadership practices which emphasize the elements of charismatic, intellectual stimulus, individualized consideration and inspirational motivation can lead to the effective implementation of the School Transformation Programme (TS25) and subsequently the success of the school.