ASSIGNMENT 3 TITLE OF RESEARCH: Challenges For 21st Century Leadership In Education: A Study Of Primary School Principals In Selangor

Group Members : 1) Nurul Qistina Abu Bakar 2) Siti Rohani Ismail Piruz 3) Mazriza Binti Osman Class Course : PXGM 6103 - Educational Leadership

Lecturers Name : Dr. Simin Ghavifekr Submission Date : Monday, 23rd December 2013

TABLE OF CONTENTS

No
1) 2) 3) 4) 5) 6) 7) 8) 9) 10) 11) 12) 13) 14) 15) 16) 17) 18) 19) 20) 21) 22) 23) 24)

Descriptions
ACKNOWLEDGEMENT ABSTRACT 1.0 Introduction 2.0 Background Of Study 3.0 Problem Statements 4.0 Research Objectives & Research Questions 5.0 Literature Review 6.0 Conceptual Framework 7.0 Methodology 8.0 Research Design 9.0 Sampling Frame 10.0 Population 11.0 Sampling Technique 12.0 Sample Size 13.0 Data Collection Procedures 14.0 Instrument 15.0 Validity And Reliability Of Instrument 16.0 Data Analysis 17.0 Findings 18.0 Discussion 19.0 Recommendations 20.0 Conclusion REFERENCE APPENDIX

Pages
i ii 1 2 3 4 5 - 16 17 18 18 19 19 19 20 20 21 21 22 23 - 28 29 - 30 31 32

ACKNOWLEDGEMENT

First and foremost, praises to Allah S.W.T., the most Gracious and Merciful for giving us blessing and strength to complete our research paper. Peace upon our Prophet Muhammad S.A.W. who has given the light to mankind. We would like to take this opportunity to express our highest appreciation and sincere gratitude to our project supervisor Dr. Simin Ghavifekr for her commitment and effort in helping us completing this research. Her wide knowledge and logical way of thinking have been a great value for us. Her understanding, encouraging and personal guidance have provided a good basis for the present research paper. We also wish to convey our thanks to our parents that always gave us space and always encouraged us in completing this research paper. Their support and kindness will always get a special place in our heart. We wish to extend a special word of thanks to the principal, teachers and all staff of each schools involved in this research. Schools are very busy places and we appreciate the time spent from all them to answer the questionnaires. Last but not least, a special appreciation to our friends for being supportive and helpful in process of preparing this research paper. We would not make it this far without their support, patience and encouragement along this period.

ABSTRACT

Conventional leaders and leadership of the past are insufficient to meet demand and challenges in the 21st century. As we move on to the new millennium era, our world is becoming more complex and difficult and it changes occur rapidly. Nowadays in 21st century leadership, educational leaders face with a countless amount of political, social, and economic pressures to deal with the everyday realities in education. It is also relates to change the nature of work, technology, and competition in the global market. Educational leaders in the 21st century must align their individual leadership style to reflect the needs and expectations of the organization. Few studies have directly examined challenges faced by the principals in 21st century and we are recommending ways to overcome these challenges in order to develop future leaders which are strong, decisive, charismatic, educated, independent and brave enough to strive towards excellences. In this study, the researcher had distributed 100 sets of questionnaires to selected respondents at around Selangor. The questionnaires were distributed to selected principles, teachers and higher management team at school around Selangor. Numbers of 100 questionnaires were distributed in a week. All the questionnaires distributed received successfully. From the data analysis, we found that challenge in IT implementation is the most challenge faced by principal 21st century.

Key Words: 21st century Leadership, Leadership, IT challenges for leaders.

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1.0

INTRODUCTION
Nowadays, education is the most important sector for whole society. Educational system

is one of the main aspects in developing new millennium generation of people. Quality of education is one of the main criteria in country development. Strategic efforts are needed in the education system, which can improve the capacity and capability of education to a high level of quality and excellence in order to tackle the challenges of the 21st century.

Education system will change in line with changes in economic, cultural and political. Not vigilant can cause us marginalized and fell. Democratization of power established by corporate culture will replace the traditional hierarchical practices. Shortly, universal principles and values will determine the success of an institution, organization or country. By rite,

education system in the new millennium should change wave function on the right track to contribute to the development of the country.

Therefore, people need to equip themselves from all angles, from the knowledge based high technology to develop superior national spirit in their soul. If people are not ready to face the worlds changes, our country would not be able to compete with other developed countries. Country development must go hand in hand with spiritual development in order to meet the balance between the government's desire to create a civil society and a developed nation in our own mold.

2.0

BACKGROUND OF STUDY
Education is a major contributor to the development of our social and economic capital.

In Malaysia, education have inspires the creativity and fosters the innovation and provides our youth with the necessary skills, in order for them to be able to compete in the modern labor market. Education is also is a key driver for our growth, especially in the economy. Most educational leaders facing with countless amounts of political, social, and economic pressures to deal with the everyday realities in education. In Malaysia itself, we are the educational leader facing with many challenges in order to help and to bring the education system to be most important and as serious aspect to be look in. Educational leaders in the 21st century must align their individual leadership style to reflect the needs and expectations of the organization. In 2011, the Ministry of Education launched a comprehensive review of the education system in Malaysia in order to develop a new National Education Blueprint. This decision was made in the context of rising international education standards, the Governments aspiration of better preparing Malaysias children for the needs of the 21st century, and increased public and parental expectations of education policy. Literature review from previous researchers identify many types of challenges in 21st century, and in Malaysia, we facing many challenges such as challenges in information and technology (IT), challenges in School-Based Assessment, challenges in utilization of IT in teaching and learning process and challenges in dealing with students behavior. From all the challenges, we were interested to conduct a research to identify what the major challenges are facing by the principals in 21st century leadership in the schools around Selangor area. This mini research uses questionnaires to be distributed to respondents and the findings will be obtained by using SPSS software. Besides, from the findings we get, we also want to suggest ways to overcome these challenges in 21st century leadership.

3.0

PROBLEM STATEMENT
Nowadays, education is the public interest. The role of the education system is very

important in the development of country. Extraordinary quality of education means courage to develop the next generation in new millennium era for next two years. Our education system needs strategic efforts that can increase the capacity and ability of practice to the level of the high and excellent quality in order to tackle the challenges of the 21st century. The education system will change in line with economic, cultural and political changes. Aspects of change are very great and fast. Careless and negligence can cause us isolated and rejected. Corporate culture that is based on the democratization and decentralization of power would replace the practice of traditional and conventional hierarchy. Competition exceeds the global environment and too intense. Principles and values will determine the success of an educational organization. Thus the educational system and schools system must be operate in line with the worlds changes in this new millennium era to contribute to the development of the nation.

According to our former Prime Minister of Malaysia, YAB Datuk Seri Dr. Mahathir Bin Mohamad, in his speech to celebrate the 40th National Day of Malaysia has asked people to find new strategies and plans to adapt this coming millennium era. People need to prepare themselves from all angles, including knowledge-based high technology to foster nationalistic superiority in their soul. If people are not prepared well to adapt these changes, the country would not be able to compete with other developed countries. He wants the countrys development must go hand in hand with spiritual development in order to meet the balance between the governments desire to create a medani society. 21st century claimed based on the demands of Vision 2020 and educational vision. In line with the demands of the provision of quality human resources to be generated by our educational system, the Prime Minister has outlined the characteristics of generation to be born to inherit the new millennium era such as wide information including science and technology, strength of mind which is to be more creative and proactive and noble values and moral. Therefore, we conduct this mini research to identify what are the major challenges faced by the principals in 21st century and suggesting ways to overcome these challenges in order to enhance the quality of educational system.

4.0

RESEARCH OBJECTIVES AND RESEARCH QUESTIONS

4.1 Research Objectives

The purpose of this study is to understand the challenges faced by the principal and identify ways to overcome these challenges in some primary school in Selangor.

1) 2)

To identify the challenges faced by the principal in primary school in Selangor. To identify ways to overcome the challenges faced by the principal in primary school in Selangor.

4.1

Research Questions

1. 2.

What are the challenges faced by the principal in primary school in Selangor? How the principal overcome the challenges in teaching and learning at primary school in 21st Century?

5.0

LITERATURE REVIEW
World civilization history began with the agricultural community who are dependent on

farming activities with a simple and easy life. In the 19th century, world civilization has changed to a workforce that has characteristics of specialization and giving priority to production or production commodities. Now, world community in the 21st century has changed to a new era so called knowledge-based or k-economy. This new requirements emphasize the importance of information, creativity and innovation in providing new services to the community. The 21st century is the century starting from now based on the Christian Ages calendar or Gregorian calendar, which was from 2001 to 2100 and the third millennium was from 2001 until 3000. This is because calculation of the first century began with year one. Generally, people assume that the 21st century started from 2000 and third millennium started from 2000 until 2099. ISO support general use by defining calendar calculations start from zero. In practice, this problem has been solved with the use of 1st January, 2000 to mark the beginning of 21st century. In the 21st century, our country faced internal and external challenges as an impact of globalization, liberalization and development of Information and Communication Technology (ICT). One of the challenges in country is developing a system of knowledge-based economy or K-economy to face competition with other countries.

Changes in economic system definitely a phenomenon brought by the mainstream of globalization. The new economy requires strong support from the education sector to produce Malaysian citizens who are knowledgeable in various fields. The impact of globalization is widespread and infinity. In the context of human life, globalization covers the political, social and economic aspects. Globalization makes everything belongs together in the concept of a borderless world. According to [Yusuf Al-Qardhawi, 2001], defining globalization with socializing patterns or specific systems owned by a country or group to penetrate the world. Based on this understanding, globalization is known by various terms such as borderless world, global village and open sky policy and become a new phenomenon in establish the characteristics of globalization. Therefore, this research will describe the major challenges faced by the principals in 21st century leadership and challenges faced globally. This research also will explain ways to overcome these challenges faced by the principals in 21st century leadership. 5

5.1

Education System In 21st Century In the 21st century, the whole world does not matter whether in the developed or

developing countries are expected to experience rapid growth in economic, political and social aspects. Many argue that these changes somehow closely related to the development of education. According to Alvin Toffler, a famous writer said that the Illiterate of the 21st century are not those that cannot read or write, but those that cannot learn, unlearn and relearn. According to him, education in this century is more challenging and must be able to produce students who are creative, innovative and able to solve problems and think critically and efficiently.

Changes to the K-economy emphasize the need for information and globally networked feature which is very closely related to the development of ICT. So often it is said that any country that can conquer information technology and ICT network facilities they are considered to have an advantage and seemed to have the extra power. Meanwhile, countries that ignore it will be left behind in this global competition. According to Thomas Friedman in his book The World Is Flat: A Brief History of the Twenty -First Century education also plays a crucial role and is key to the success and sustainability of the world economy in the 21st century.

According to the UNESCO report (Report Of The International Commission On Education For The Twenty First Century), continuing education throughout life should be based on four pillars, namely: Learning to know, Learning to do, Learning to live together and Learning to be. On a basic level, education should be able to give a child chances to expose to a wide and varied knowledge in depth in certain areas. Learning to know help someone to build a spectrum of knowledge that allows them to choose an appropriate field more accurately. Knowledge here also include how to learn, a skill that is needed to facilitate and enjoy the opportunities to learn so much from a variety of sources. Knowledge gained should be in line with the skills to perform tasks based on that knowledge. Learning to do is not limited to operational or mechanical skills, but

across the competence as the ability to deal with situations that are not anticipated, teamwork, and adapting in different social contexts and work. Meanwhile, according to Dato Sri Mohd Najib bin Tun Haji Abdul Razak (2012), a major contributor to educational innovation is the development of social capital and economic development. Education is also a generator triggers creativity and innovation that equip young people with the skills needed to compete in the job market and become enablers of economic development as a whole. Accordingly, the government should ensure that the education system works effectively to the success of the New Economic Model, Economic Transformation Programme and Government Transformation Programme which a country's economic development in global economic competition. Therefore, in order to strengthen education as a catalyst and shaper of well-equipped human to overcome the challenges of the 21st century, many countries either developed countries or developing countries try to develop sophistication of ICT to trigger students minds. ICT sophistication through various aspects, in terms of peripherals or software that can capable of generating cognitive and psychomotor skills of students from various aspects. In the 21st century, the country faces new challenges from globalization, liberalization, internationalization and the development of Information and

Communication Technology (ICT). The country also faces the challenge of developing a knowledge-based economy or K-economy. Therefore, the Ministry of Education provides educational development program to produce citizens who are knowledgeable, ICT literate, skilled and honorable. Ministry of Higher Education also reviews the programs and projects planned for refreshment, renewal, consolidation, restructuring and new formulation. All this is the result of planning contain in Pelan Pembangunan Pendidikan (2013-2025). According to [Ohmae, 1995] , developments in information technology and globalization has resulted in liquidity in national boundaries that has spawned a new paradigm for all organizations including educational institutions.

5.2

Educational Leadership in 21st Century Education is a public interest that must be accepted by all segments of society.

The role of the education system is very important in the development of the country. Educations quality and excellence is one of the efforts to develop new millennium generation in line with the development of a more advanced world. The goal of making Malaysia as center of educational excellence in the Asian region and also internationally in the 21st century requires strategic efforts that can increase the capacity and capability in practice towards a high level of quality in order to acquire the status of "World Class Education". The education system for 21st Century can be achieved when it shows the development of dynamic and rapid progress in education specifically in terms of quality, quantity, standards of excellence and credibility that can be recognized and accepted internationally as well globally. As viewed from a broad perspective, "World Class Education" means the ability and achievement of the challenge to initiate change and dynamic progress in the development of the education sector which consist of: (i) (ii) (iii) (iv) (v) (vi) Manpower development Rapid economic growth Repair status and quality of social welfare Modernization and social reform Intellectual thought and cultural excellence Development of technology and science Challenges For 21st Century Leadership In Education Education system of 21st century is a transformation process which has been performed in renewing the existing standard of education. Education system of the 21st century is more flexible, creative, challenging and more complex. In addressing the rapidly developing world, education system must be restructured to meet the needs of students in the 21st century world. For example, each school should be exposed to project-based curriculum designed to engage students in addressing real-world problems 8

5.3

and current issues. To achieve this goal, education should be dynamic, holistic and always change according to the needs of time and environment. As it is closely linked to the development of the individual, the needs of society and building of nation, thus improvement efforts and policy changes need to be done quickly to meet changing needs. This allows students to be exposed to the things that happen around them. Nowadays, we can see that that they are many challenges faced by the principals in 21st century leadership which are challenges in Information Technology (IT) implementation, SchoolBased Assessment, IT implementation in teaching and learning process and challenge in dealing with students behaviour. (i) Challenges In Information Technology (IT) Implementation Nowadays, we can see even though they are many educators aware of the importance use of computers in teaching and learning, but still there are teachers who are more comfortable with using conventional relevant with examination system . With this kind of attitude, it is difficult for changes to be made. Apart from that, they are some kinds of concerns being faced by teachers in using computer which are worry if damaged when using the equipment, worried because they do not feel they are able to learn higher technology and worry if they have been asked by the school management to do all the work because of their expertise in using the computer. Using a computer in teaching and learning process somehow quite burden for teachers in order to prepare the teaching materials. Time constraint is one of the barriers for teachers use this technology. In addition, lack of computer skills and knowledge to use this technology in teaching and learning also one of the major challenges. Teaching process exploit IT in demanding and integrating teachers skilled in multimedia. This means that teachers are able to use power point with several inputs such as inserting video, graphics in their teaching materials to make it more creative. For address changes and new global challenges, our country has not escaped from introducing new policies in education. Demands for 21st century are accompanied by Vision 2020. In fact, education in 21st century is often associated with the era of Information Technology (IT) that growth rapidly. Recent developments in "Open-Sky Technology" have implications on the lives of mankind. As we see and feel, wide world 9

had in fact been reduced by sophisticated technology and rapid communication. In the context of education, information technology is the communication technology equipment or electronic network system that can be used to collect, store, process, transmit and deliver information quickly and accurately as Internet or Multimedia or hypermedia to support teaching and learning process. The development of information technology has been able to facilitate human communication in managing, storing and disseminating information more sophisticated data either in the form of text, image or voice. In the era of information explosion and heaps of knowledge, the use of computer technology to ignite students knowledge of organizing information and at the same time looking for a specific fact effectively and fast. Therefore, all schools in Malaysia will be linked to each other through the net and beyond the Internet. With the advent of 21st century educational technology enables students to pursue learning global classroom. Here, they have the opportunity to sit and exchange ideas about anything with their counterparts in other schools but also with other students around the world. Mastery of information technology is very important to ensure that our community and country is not left far behind compared to other developed countries such as America and Japan. As we know, with the development of the information age, it has given us the space to acquire knowledge easily and quickly. In addition, it also gives us the opportunity to develop existing talent and potential through technology skills and give them a chance in pursuing lifelong education. Everything is just in the fingertips. Based on the achievements of the Malaysian education system at present and to meet the challenges ahead, this plan aims to strengthen the vision and aspirations of the Malaysian education system until 2025. The plan also provides policy direction and implementation of initiatives planned in detail to achieve a dynamic education system and meet the aspirations and needs of all. In order to improve the education system in the face of globalization, the Ministry of Education has taken proactive measures to strengthen national schools through the Education Pelan Induk Pembangunan Pendidikan (PIPP) 2013-2025 which has been introduced around September 2009 which leading some aspiration among them to create a national school which would provide 10

future generations to compete in the international arena. According to Nor Asikin, 2009, in line with the development of technology, the MOE has introduced IT in education as Rintas Project Smart Schools, School Net, My School Net Project, Computing Laboratory, Education TV, supplier of ICT for teaching and learning, the introduction of ICT subjects, ICT training for teachers and Computing Project management in Education. (ii) Challenge In Utilization of IT In Teaching And Learning Process Many studies show that the rise of the cognitive aspects of the use of information technology in teaching and learning such as difficulty in integrating both aspects which is still not efficient occur at most of the school. General assumption states that if hardware and software has been available in schools, integration of information technology will occur automatically is less accurate because one of the main determinants of the success or failure of that integration is depending on the principals and teachers. Now, we will discuss challenges face by teachers to apply information technology in teaching and learning process. (iii) Teachers skills in Information Technology In line with governments desire to develop quality of human capital, teachers are important agents of changes. Thus, mastery of information technology among teachers is required. It is important not only to improve the effectiveness of teaching and learning even from the administration and school management. Therefore, workshops and courses related to information technology have to be conducted to enhance teachers skills and ability. Computer courses among teachers in Malaysia are operated by the three major parties which are Jabatan Pelajaran Negeri, Bahagian Teknologi Pendidikan (BTP) and appointed representatives of Ministry of Education. In the meantime, Bahagian Pendidikan Guru (BPG) also provides in-service courses for 14 weeks which is related to the smart school curriculum. According to statistics from the Ministry of Education Malaysia as in RMK-8 from 2002 to June 2007, a total of 247, 804 teachers attended IT skills courses organized by Kementerian Pelajaran Malaysia (2007) and if the number is taken into account it is approaching numbers of the of teachers in Malaysia. Nevertheless, many ways can be done to increase the level of skills of information 11

technology among teachers. This is evidenced by several previous studies that have shown that there are teachers who have not been able to master the technology skills which this situation often refers to teacher in rural areas (Mohammed Sani et al., 2004; Noor Awanis, Nora & Nurazariah, 2006; Megat et al., 2008). In this scenario, distance, telecommunication facilities and schools accessibility give more impact especially in rural schools. Several follow-up to the next government is focusing on IT skills training in the ninth Malaysia Plan (RMK-9) will also involve the teachers who teach at Sekolah Agama and Sekolah Pendidikan Khas. This is consistent with input received from (Soon Kooi Guan Yin and Yang, 2002) which states that the training received by teachers is a very important aspect in using computers in schools. This is supported by (Gan, 2000), which states that lack of training is a factor limiting the use of information technology in teaching and learning. According to some studies abroad, including School Investments in Instructional Technology conducted by the Office of Technology Assessment, in 1995 (Pricilla & Karin, 2003), there is a relative correlation between spending on software with professional training needs among teachers. The findings concluded, without deep attention to the need to enhance the quality of teacher training and upgrading of skills in instructional technology, then the school will have difficulty in expanding the potential use of technology in teaching and learning. A study conducted by (Knirk and Gustafson, 1986) found that the frustration and anxiety are part of life for users of information technology systems. They have always worked hard to try to learn how to use computers. According to (Lawrence, 2002), he argues that to embrace the technology, teachers must have positive attitudes toward it. Regarding type of computer skills required, (Geisert and Futrell, 1990) explained that the Association of Computing Machinery (ACM) has outlined the scope and need for training based on several studies that have been conducted. These include the need to enhance the skills of reading and writing simple computer programs, computer programs and documentation, and knowing the terminology of computer hardware, the ability to recognize the limits of computers in teaching and learning, knowing the source location to obtain information from a computer, the ability to talk about the history of computers 12

in teaching as well as understand the impact of computer use on the moral and humanitarian. Overall, it is supported by (Furst-Bowe et al., 1996) and (Chao, 2003) who agree that teachers should be competent in using computers applications, spreadsheet, databases, graphics, multimedia and Internet surfing and communicate using e-mail. Hallinger (1998) emphasized globalization have led to a paradigm shift that is noticeable in most countries in the context of searching meaning of quality of education and curriculum offered. In this context, education system in Malaysia has undergone a radical transformation began from 1990s as a reaction to changes in the global stage. Some curriculum changes, especially in terms of teaching and learning strategies have been introduced such as below: (i) Sekolah Bestari : Focus on the process of developing and nurturing learning to use computers and multimedia applications. (ii) Projek Sekolah Net : Use a personal computer and Local Area Network (LAN) as coverage. Teacher serves as an information receiver curriculum and learning materials from outside and then gives to the students. This provides an opportunity for students to gain skills and information in accordance with their capabilities and applications of various learning styles. (iii) Projek Smart Lab : Using computer networks to enable students to access knowledge and information from various sources and teachers work as facilitators. (iv) Projek Sekolah Vista : Software applications for classroom management for teaching and learning purposes. This allows teachers to manage classrooms effectively and provide opportunities for students to communicate electronically with their friends and teachers.

In addition to developments in the use of information technology, Malaysian curriculum has also been revised and has been added that can be relevant and able to provide students with specific skills for the global environment after they pass schools. A fairly significant trend identified in the development of curriculum in Malaysia is to produce global citizens, in line with the development of information networks in the era 13

of globalization. This is in line with the opinion of (Hallinger, 1998) that a proactive approach is needed so that schools are able to produce students that have capability for global competition such as:

(i) (ii) (iii) (iv)

Having a culture of lifelong learning Have the ability to communicate in local and international language. Mastering technology skills as jobs requirements. Well prepared to solve complex and challenging tasks and nurturing new knowledge.

(v)

Become responsible citizens in social, political and cultural.

Along with changes in the global environment as well, the curriculum in Malaysia has undergone a transformation era in terms of the use of English in the teaching and learning of science and mathematics subjects in primary and secondary schools. This aims to give students preparing for the global environment, particularly related to the development of science and technology in which the English language is very important for access -controlled information and knowledge in the field. International languages such as Arabic, French, German, Japanese and others are also introduced in schools which aim to prepare students for global challenges.

(iii)

Challenge in School-Based Assessment School Based Assessment or Pentaksiran Berasaskan Sekolah (PBS) is a new

policy in education which designed by Board of examination, Malaysia (LPM). This system introduces an assessment component and was operated by the school; its assessment carried out by teachers continually in teaching and learning process. PBS was planned, organized, scored and reported in accordance with procedures prescribed by the Malaysian Examinations Board. In order to ensure the quality of PBS implementation, coordination and monitoring mechanisms has been in placed to improve the reliability and validity of the assessment scores. Besides, PBS implementation aims and allows candidates to measure the level of knowledge, skills and value against the criteria set out for each subject. By doing this way, it will improve performance of the 14

candidate via an assessment throughout the year. This approach will gives comprehensive assessment of overall student achievement since its implementation in school. Nowadays we can see that education is more focused on the skills and the values obtained by students. PBS is more suitable for many practical subjects which require hands on training. Apart from that, this execution is believed to produce a holistic human which is balanced physically, emotionally, spiritually and intellectually as transcends in the National Education Philosophy. Currently, examination-oriented education system is seen more recognize academic achievement cause less student involvement in co-curricular activities. Many previous studies have reported on the importance of school assessment in their learning. But its effectiveness depends on factors such as attitude, orientation and philosophy of teachers to student in teaching and learning process, as well as training, knowledge and skills of teachers in the field of educational assessment. Some researchers in their report confirm that teacher assessment is a key factor towards enriching the learning experience hence achieving quality education. On positive side, PBS will enable students to aware of their strengths and weaknesses based on feedback given by the teacher and they have an opportunity to improve themselves. From that, students can be more confident in their abilities as they can ensure the highest standards of achievement can be accomplished. (iv) Challenge In Dealing With Students Behavior On of other challenge faced by principal in 21st Century, is how to keep the students feel interested to learn in class. This is because, nowadays, the students are exposed to IT. Most of the students are familiar with the IT devices, so children are not interested to deal with all the traditional equipments in classes such as the blackboard, hardcopy notes, chalks, and readings materials from the books. Nowadays, students are more interested with devices such as the ipad, tablets, smartphone and laptop. The principals must aware that the in order to attract the student to be more interested in the class, they need to change the style of teaching. Instead of read from the book, the principals need to create other methods related with IT in order to make the 15

students interest to learn and participate in the class. The principal need to create a program and inform the teachers on the technology that they need to apply in the school for the student to be more actively participating and learning in the class. In order to get the students be more interested and excited in attending the class, the principals can come out with the ideas of teaching with using IT tools. For example, show many videos as part of the learning courses in class and do more presentation slide instead of reading the material from the text books. Teachers also can create a teaching learning to be more interesting and fun by having role play and dancing and singing about the subject or topic that the teachers would like to teach. The teachers also can make the class be more interesting by let the students to search the information through the internet. By having internet or database for the students, the principals and teachers can make all test or quizzes via online system by having cartoons and interesting design to make the student feel more interesting. By having cartoon characters and attractive design, this will make the student remember easily on the topic they are going to learn.

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6.0

CONCEPTUAL FRAMEWORK

Conceptual Framework

Challenges for 21st Century Leadership in Education: A Study of Management Team in Public Primary School Management in Selangor. IT Challenges Usage of IT in Teaching and Learning Process School Base Assessment 21st Century Leadership

Independent Variables (IV) Students Discipline

Independent Variables (ID)

Dependent Variables (DV)

(Sources from Pearson Prentice Hall)

Figure 1.0

Conceptual Framework on Challenges For 21st Century Leadership In Education: A study of Management Team in Public Primary School

Management in Selangor.

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7.0

METHODOLOGY
This study attempts to find out what are main challenges in 21st century that principles

have to face. By having this study, it is hoped that the results of this study can provide the principle main challenges and how to overcome the challenges, this research can helps principle to create a new cultural and environment in their school and might help them to compete with other school. These chapters basically provides and explain the sampling plan and instruments that will be used by the researcher to collect the data and completing this study, subsequently it also can provide guidelines to answer the research questions. Furthermore, this chapter explains in details about the sampling design, units of analysis, sample size, data collection procedures, plan of data analysis and type of survey. It covers all the details in the study to make sure that the accurate result comes out effectively and efficiently.

8.0

RESEARCH DESIGN
This study is carried out as descriptive research. According to Salkind (2006), the

descriptive research is describes as the current state of some phenomenon.

Moreover,

descriptive research was conducted to understand events that are occurring in the present and how they might relate to others. In addition, it also related to the purpose of having descriptive research whereby to describe the current state of affairs at the time of the study, (Salkind, 2006). By using these design, the researcher going to explore main challenges might principles face in 21st century, this research held in the school around Selangor

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9.0

SAMPLING FRAME
In this study, the researcher gets the information's on the main challenges from the

previous research and also from the participants involve in this research. In this study, the targeted schools to distribute the questionnaires are in Selangor. The population or targeted participants of this study are 100 that involve the principals, deputy of principals, teachers and the management team in selected school in Selangor.

10.0 POPULATION
The population for this study was being the total 100 number of principals, deputy of principals, teachers and the management team in selected school in Selangor.

11.0 SAMPLING TECHNIQUE

The sampling technique thats applied in this study is simple random sampling. This kind of sampling is used to each member of the population has an equal and independent chance of being selected to be part of the sample. Equal and independent are the key words because it will be equal when there no bias that one person will be chosen rather than another and independent because the choice of one person does not bias the researcher for or against the choice of another (Salkind, 2006). Since the probability samples must provide a known non-zero chance of selection for each population element, this sampling method is considered as a special case in which each population element has a known and equal chance of selection.

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12.0

SAMPLE SIZE
According to Salkind (2006), a sample size should be big enough to help answer the

research question accurately, but not so big that the process of sampling becomes uneconomical and inefficiently. Moreover, according to Salkind (2005), keep in mind that 30 is the general magic number in how many participants should be in each group. In this study, the respondent selected randomly and without biases. In this research, the sample size includes principle, deputy principle, teachers and management team from different age, background, gender and race. The researcher focuses on 100 respondents because the study conducted for only one week.

13.0 DATA COLLECTION PROCEDURES

Data collection procedures are basically the procedure that the researcher must do and follow to collect the data. For the data collection procedures, the researchers plan to distribute the questionnaires to the selected teachers and requested them to distribute the questionnaires to their school. This is to ensure all of the data of the respondent keep confidential and secret. After one week, the researcher collect they questionnaire. Then the researcher will count off the date to collect the questionnaire. The available date was analyzed by the researcher. Date 8/12/20103 11/12/2013 13/12/2013 Distribute the questionnaire Make follow up Collect the questionnaire from the respondent. Table 1.0 Data Collection Activity

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14.0 INSTRUMENT
The survey instruments are the method in getting the data for the study. The instruments for this study are survey questionnaires. The item in the questionnaire formulated according to the research objective and research question. There are two section in the questionnaires which is section A and section B. Section A, start from number 1-6 which is the demographic background questions and section B start from the first challenges until the fourth challenges facing by the 21st Century leader. The demographics background questions developed for this study was used. In the section, respondents were asked to indicate their gender, age, marital status, position, high level of education and also length of service of the employees working at public school in Selangor. In section B, there are four factors that being measure in this questions. This sections, dealt with information on the main challenges in 21st century among the respondent. The factors consisted of the IT Challenges, Using IT in Learning and Teaching Process, School Based Assessment and students discipline. This questionnaires were use the nominal and ordinal scale and also the Likert Scale in which range from 1=Strongly Disagree, 2=Disagree, 3=Moderate, 4=Agree, 5=Strongly Agree.

15.0 VALIDITY AND RELIABILITY OF INSTRUMENT

In order to make sure the questionnaires used for the method in this study is valid, the questionnaires was tested for face and content validity. The important of the questionnaires tested for face and content validity is to ensure that the questionnaires is free from errors and in the other hand also to make sure its aligned with the research objectives and research questions. The research questionnaires have been checked and validated by the lecturer of PXGM 6103 class, Dr. Simin Ghavifekr before the researchers distribute the questionnaires.

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16.0 DATA ANALYSIS

All of the respondents are given the same period of time in completing the questionnaires distributed to them. All the questionnaires that have been collected by the researcher, the data will be analyzed using the Statistical Package for Social Sciences Software Version 19.0 (SPSS). After the results have been obtained, all of the data will be analyzed for descriptive statistics such as mean, frequency, percentage and standard deviation.

Research Objectives

Concept / Construct

Measurement Question 1:

Scale

Statistic

1. To identify the challenges faced by the principal in primary school in Selangor area.

Challenges faced by the 21st century principles

What are the challenges faced by the principals in primary school in Selangor area? Question2: Ordinal

Mean Descriptive Statistic

2. To identify ways to overcome the challenges faced by the principals in primary school in Selangor area.

Organize IT training among teachers, improve facilities toward using and utilize IT in school.

How the principals overcome the challenges in teaching and learning at primary school in 21st century? Ordinal

Mean Descriptive Statistic

Table 2.0: Data Analysis

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17.0 FINDINGS
In this study, the researcher had distributed 100 sets of questionnaires to selected respondents in selected schools in Selangor. The questionnaires were distributed to selected principals, deputy of principals, teachers and management team at selected school in Selangor. Numbers of 100 questionnaires were distributed in a week, all the questionnaires distributed received successfully, all the respondents give full support to us. For further clarification, see the table below:

Survey Respond Rate Date Sent Out Total Questionnaires Sent Out 8-13 Dec 2013 Total 100 100 8-13 Dec 2013 100 100 Table 3.0 : Survey Respond Rate Date Receive Questionnaires Receive Percentage Of Questionnaires Received (%) 100% 100%

Table 3.0 shows that the survey respond rate have been distribute on 8 December 2013 until 13 December 2013, with the total of 100 questionnaires. The total of 100 questionnaires was received on 8 December 2013 until 13 December 2013 with the total of percentage of the collection is 100%.

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SECTION A
Gender of Respondents Frequency Percent Valid Percent Cumulative Percent MALE FEMALE Total 33 67 100 33.0 67.0 100.0 33.0 67.0 100.0 33.0 100.0

Table 4.0 : Gender of Respondents Table 4.0 shows that 33% of the respondents are male that brings the total number of 33 peoples. While 67% of the respondents that brings the total number of 67 are female.

Age of Respondents Frequency Percent Valid Percent Cumulative Percent 40 YEARS AND ABOVE 35-39 YEARS 30-34 YEARS 25-29 YEARS 24 YEARS BELOW Total 1 1 19 73 6 100 1.0 1.0 19.0 73.0 6.0 100.0 1.0 1.0 19.0 73.0 6.0 100.0 1.0 2.0 21.0 94.0 100.0

Table 5.0 : Age of Respondents

Table 5.0 shows that 6% of the respondents aged were 24 years old and below while 73% of respondents aged were 25 to 29 years old. 19% of the respondents were aged 30 to 34 years old and 1% of respondents were the aged of 35-39 years and 1% of the respondent were aged 40 years and above.

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Marital Status of Respondents Frequency Percent Valid Percent Cumulative Percent SINGLE MARRIED Total 31 69 100 31.0 69.0 100.0 31.0 69.0 100.0 31.0 100.0

Table 6.0 : Marital Status of Respondents

Table 6.0 shows that 31% of the respondents are single with the total number of 31 people. While 69 respondents are married with the percentage of 69%.

Position of Respondents Frequency Percent Valid Percent Cumulative Percent PRINCIPLE DEPUTY PRINCIPLE EXECUTIVE OFFICER OTHERS Total 1 13 15 46 25 100 1.0 13.0 15.0 46.0 25.0 100.0 1.0 13.0 15.0 46.0 25.0 100.0 1.0 14.0 29.0 75.0 100.0

Table 7.0 : Position of Respondents

Based on the finding, the highest level of position received from the respondents are the officers with the percentage of 46% which consist of 46 people. This follow by teachers position with the percentage of 25% which consist of 25 people, deputy principle are 13% consist of 13 persons, executive position with 15% which consist of 15 people, the lowest level of position received from the respondents are principle that brings the total of 1% which is consisting of 1 people. This total of percentages shows the totals of 100% percentage.

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Education Level of Respondents Frequency Percent Valid Percent Cumulative Percent MASTER DEGREE DIPLOMA STPM SPM Total 6 91 1 1 1 100 6.0 91.0 1.0 1.0 1.0 100.0 6.0 91.0 1.0 1.0 1.0 100.0 6.0 97.0 98.0 99.0 100.0

Table 8.0 : Education Level of Respondents

Based on the findings, it is found that most of respondents that are 91% are the degree holders which consist of 91 people while 6% are master holders which are consist of 6 people choose as their highest level of education. 1% respondent is a Diploma holder whereby consist of 1 people. The 1% respondents are the Sijil Tinggi Pelajaran Malaysia holders. The last one is percentage of respondents is Sijil Pelajaran Malaysia holders with 1% whereby it consists of 1 people.

Length of Service of Respondents Frequency Percent Valid Percent Cumulative Percent 15-19 YEARS 10-14 YEARS 5-9 YEARS LESS THEN 5 YEARS Total 9 1 25 65 100 9.0 1.0 25.0 65.0 100.0 9.0 1.0 25.0 65.0 100.0 9.0 10.0 35.0 100.0

Table 9.0 : Length of Service of Respondents

Tables 9.0 show that, the highest percentage are 65% of respondent which consist of 65 people have been in this industry for less than 5 years. Follow by 25% that is respondent which consist of 25 people that have been in this industry for 5 to 9 years. The lowest percentages are 9% which is consist of 9 people that have been in this industry for 15 to 19 years. 26

SECTION B

DESCRIPTIVE STATISTICS
This section discussed on the main challenges that principle might face in 21st century. There are four main challenges, first is IT Challenge in order to face with the difficulties of using IT, another challenge is the Usage of IT in Teaching and Learning process, Implementation Of School Based Assessment is another major challenge to many teachers nowadays, and last one is about the student itself, how the teacher and principle are going to make change to make sure the success of academic achievement and less discipline issue in school.
No Questions Mean 3.8800 3.5700 3.4600 3.4700 3.4800 4.0800 3.7900 3.8400 4.0400 3.6400 3.6600 3.6500 3.6400 3.6400 Std. Deviation .62410 .62369 .68785 .78438 .65874 .67689 .55587 .59831 .65010 .57770 .63913 .65713 .71802 .70381

1 I Am Ready To Accept The Challenges Of 21st Century 2 The Principle Organize It Training 3 Principle Give Out A Lot Of Ideas And Advice On It Usage 4 The Computer Lab In My School Is In Good Condition 5 The Internet Connection In My School Make It Easier For Me To Finish My Work

6 Usage Of Internet Should Be Implemented In Teaching And Learning 7 My Knowledge In It Is Good 8 The Use Of It And Internet In Teaching And Learning Helps Me 9 Every School Should Provide Good It And Internet Facilities 10 The Objective Of Using It In My School Has Been Achieved 11 Understanding Of The Concept Of School Based Assessment 12 In-House Training Of School Based Assessment Are Conducted In My School

13 I Know How To Use School Based Assessment System 14 I Always Discuss With My Colleagues Regarding Implementation Of School Based Assessment

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15

Principles Always Give Support To Teachers In Implementing School Based Assessment

3.6200 3.8000 3.7300 3.8200 3.7500 3.7300

.59933 .44947 .50960 .47948 .47937 .63333

16 Students' Academic Achievement Is Satisfactory 17 The Discipline Achievement Of My Students Is Satisfactory 18 My Students Always Respect Their Teachers 19 Students Always Apply Good Values In My School 20 There Is No Major Disciplinary Issues Among The Students

Table 10.0 : Descriptive Statistics

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18.0 DISCUSSION
The result shows that IT gives the highest impact to the challenges for 21st Century Leader by 4.0800 (mean). This is because not all leaders in 21st Century have the IT knowledge. Most of the leaders in 21st century did not have IT knowledge. They lack of IT usage in their daily task. They are also easy to give up on the IT usage when they found out that the IT is difficult to implement in their daily tasks. When the principal did not implementing the IT in their tasks, it will affect the staff whereby the staff will said that they dont get enough support from the principal to implementing the IT knowledge and they will take this as accused to avoid using IT. The second is the principal did not give the right training toward the employees in using IT. Principal needs to undergo for the IT training and encourage the staff to go for the IT training.

This is because by undergo the IT training it will help the principal and the staff itself to improve the IT knowledge. By improving the It knowledge, this will help to bring the organization or school to grow and improve the implementation of IT in school and help bring the school accept the challenges in 21st century. The third reason why the IT gives the highest impact in this research is because the resistance to change. Most of teacher and principal have the behavior of resistance to change form the traditional ways in teaching to implementation of IT in teaching and learning. This shows in Malaysia, nowadays, even though we are now in the 21 Century, most of the teacher refused to accept the changes bring by the Government. They still in their comfort zone whereby they dont want to implement the IT or the system introduce by the government. For example, when the school try to implement the teaching and learning in the class by using the slide power point and others technology, the teachers started to refused the technology without think about the positive way that it will bring to the school and how the IT technology will help the teachers to make their teaching be much more interesting and exciting.

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Another examples that I would like to share in this research is PBS (Pentaksiran Berasaskan Sekolah). PBS is famous among the teachers when the teachers feel the system give so many problems to them and this give the negative impact to the teachers and the government. The teachers should accept the changes applied by the government instead of against the system. By think positive and implement it slowly, this will help the teachers to understand about the system and will help the system to be develop more to be better. Support is much needed from all teachers in order to make Malaysia be the one of the country that advance in the IT and in the top ranking of country that using IT as one of the main economic development. The forth reasons are the internet coverage cannot support the high access of internet in school. In order to implement IT in the school and to encourage the teachers to using IT technology as part of their teaching and learning, the schools have to make sure they have the high speed internet connection.

This is very important for the school because, by having the high speed internet connection, this will reduce the complaint by the teachers and straight will motivate the teachers to be more patient to use the IT and make it to be interesting thing to be implementing in their daily teaching and learning process. The last reasons why the IT give the highest impact in this research because the lacking of support in term of infrastructures (IT facilities is enough). This is the most important things in order to implementing IT as part of the teaching and learning process. If the school provides the full facilities, this will help the teachers to be more motivated in using the IT technology and the teachers dont have any reasons to give accused to not using the It technology.

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19.0 RECOMMENDATIONS
1) Principals should provide more IT training to all teachers and teachers should undergo IT training provided by the school in order to gain more knowledge. By providing the IT training to the teachers, this will help to improve the IT knowledge to the teachers. By having the complete IT knowledge, the school can grow higher and be a best school and straight will being the country name in the eyes of the world.

2) Principals should play the main role in order to encourage all teachers to undergo the IT training and to implement the IT as one of the teaching and learning sources. This is because, when the leader is the good team player in the organization or school, the teachers will start to follow the step of the leader and straight will make the IT implementation be more easy and interesting.

3) Ministry should provide complete IT equipment's in order to make sure all school implement the IT as one of the teaching and learning tools. Support from government is really important to help the school to implementing the IT technology as part of their main process in teaching and learning. If the government provide the complete equipment to all school, this will encourage the school to implementing the IT technology in their teaching and learning.

4) The principals should give rewards and recognitions to all teachers who willingness to implementing IT as the teaching and learning tools. This is to make the teachers feel been appreciated and be wiser in implementing It as of the important tools in their daily classes. Reward and recognition is the other ways to encourage the teachers to implementing the IT and the teachers will feel more appreciated to use the IT as part of their teaching and learning. Employees really need reward and recognition from their superior in order to make them feel motivated toward their tasks.

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20.0 CONCLUSION
As the conclusion, the main challenges for 21st Century are the IT technology challenges. Even though our country are towards the 21st century, but many people still refused to implement the It as they dont want to accept the changes and refused to make change. Most of them are at the comfort zone. By implementing the IT technology in the work life, will make them feel demotivate to do the work. In order to make them aware and realize that IT is most important tool in order to make our country to be among the IT country, the government needs to encourage the teachers, principals and especially youth to learn about IT and Technology. The school principals also need to play the main role in the school in order to encourage the teachers to implement the IT. As we know, the use of IT in education is in line with the Malaysia to improve the quality of world-class education. IT enables development of education in the 21st century in this country to become more competitive and able to compete internationally. Malaysia needs to step forward to internationalize the educational status globally. The role of institutionalization of education is to improve their computer literacy involve knowledge and computer skills to build a cyber-community depending on the teaching profession. Traditional teaching methods using chalk and talk should be changed to suit the method of teaching using IT tools like using an LCD projector, computer and a PowerPoint presentation. IT provides opportunities for the teachers especially in Technical School Vocational training to learn new things and methods in the process of learning and teaching. Infrastructure and facilities in schools should be monitored for enable common use of computers among teachers. Knowledge and skill in using computers is an important factor to the formation of attitudes positively to the computer is still lacking among teachers. The teachers itself need to help and support the country to improve the usage of the IT in order to make the country grow to be the excellent in facing the 21st century.

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REFERENCES

Colin Latchem & Donald E. Hanna (Eds.) (2001), Leadership for 21st Century Learning: Global Perspectives from Educational Innovators, London: Kogan-Page 267 pp. The Leadership Trust (2008), The 21st Century Leader, pp. 1- 4. Ting, Kung S. and Woo Yoke L. (2005), Penggunaan ICT Dalam Proses Pengajaran Dan Pembelajaran Di Kalangan Guru Sekolah Menengah Teknik Dan Vokasional: Sikap Guru, Peranan ICT Dan Kekangan / Cabaran Penggunaan ICT, m.s. 1-17. In Conversation (2012), 21st Century Leadership: Looking Forward An Interview with Michael Fullan and Ken Leithwood, Vol. IV No. 1, pp. 1-22. Robiah Sidin dan Nor Sakinah Mohamad (2007), ICT dalam P endidikan: Prospek dan Cabaran dalam Pembaharuan Pedagogi, Jurnal Pendidikan No. 32, pp. 139-152. Yusof Bin Boon and Mohd Musa Bin Shaharuddin (n.d), Kepemimpinan Guru Besar Dalam Pelaksanaan Pentaksiran Berasaskan Sekolah (PBS) Di Sekolah Kebangsaan Daerah Kota Tinggi, Johor, Fakulti Pendidikan, Universiti Teknologi Malaysia. Shamsiah Sidek, Nurin Abdul Majid, Nelly Ezatul Fazlina Md Sah, Hamidah Mohamed and Mohd Noor Hashim (n.d), The Role Of Tvet Teachers In School Based Assessment Of Vocational Electives Subjects At Sekolah Menengah Kebangsaan Dato Onn, Batu Pahat, Johor, pp. 203-229. Salkind Neil J. (2006), Exploring Research, 6th edn (Pearson Prentice Hall).

APPENDIX