MOBILITY OF WOMEN ADMINISTRATORS IN THE EDUCATION SECTOR IN KEDAH

A thesis submitted to the Graduate School in partial fblfilment of the requirements for the degree Master of Science (Management), Universiti Utara Malaysia

bY

Hjh. Dewi Rosnah bt. Hj. Radin Suhadi

Sekolah

Siswazah

Universiti Utara Malaysia

(Graduate School)

PERAKUAN KER JA TESIS

(Certification Of Thesis Work)
Kami, yang bertandatangan, memperakukan bahawa (We, the undersigned, certify that) DEW1 ROSNAH BT. RADIN SUHADI calon untuk ijazah (candidate for the degree ofi

Master of Science (Management)

telah mengemukakan tesisnya yang bertajuk (has presented his/her thesis of the following title) MOBILITY OF WOMEN ADMINISTRATORS IN THE EDUCATION SECTOR IN KEDAH. seperti yang tercatat di muka surat tajuk dan kulit tesis (as it appears on the title page and front cover of thesis) bahawa tesis tersebut boleh diterima dari segi bentuk serta kandungan, dan meliputi bidang ilmu dengan memuaskan. ~ (that the thesis is acceptable in form and content, and that a satisfactory knowledge of the field is coverd by the thesis). AJK Tesis (Thesis Committee) ~Nama , (Name) Dr. Che Ani b. Mad (Penyelia Utanra/Prirwipal I Tandatangan (Signature)
Superuisor)

Nama (Name) Tn. Hj. Abdul Ekhwin b. Mxtafa Nama (Name) Tandatangan (Signature) Tarikh (Date)

TABLE OF CONTENTS

Page i ii ...
V vii

Permission to Use Abstract (Bahasa Malaysia) Abstract (English) Acknowledgements List of Tables List of Figures CHAPTER ONE: INTRODUCTION 1.1 1.2 1.3 1.4 1.5 1.6 1.7 An Overview of Women Employment in Malaysia Context of the Problem Research Objectives Research Questions Research Hypotheses Significance of the Study Limitations and Scope of the Study

111
iv

1 10 15 16 18 19 20

CHAPTER II: REVIEW OF LITERATURE 2.1 2.2 2.3 2.4 2.5 The Function of a Manager and its Relationship to the Role of a School Administrator Female-male Leadership Differences The Absence of Women from Education Management Barriers Towards Womens Mobility to Top Positions Demographic Characteristics of Women Administrators 23 25 26 29 33

CHAPTER III: RESEARCH DESIGN AND METHODOLOGY 3.1 3.2 Research Paradigm Data Collection Procedures Unit of Analysis 3.2.1 Population, Sample and Sampling Technique 3.2.2 Data Collection Techniques 3.2.3 The Instrument 3.2.4 The Pilot Study Data Analysis Technique 35 35 37 37 39 42 44 46 47

3.3 3.4

CHAPTER IV: FINDINGS 4.1 4.2 4.3 4.4 The Respondents A Profile of the Secondary School Administrators in Kedah A Comparison in Mobility between Female and Male Administrators Factors that have Facilitated or Hindered the Advancement of the Women Administrators to Top Administrative Position 49 51 72 76

CHAPTER V: SUMMAR Y, CONCLUSION AND RECOMMENDATIONS 5.1 5.2 5.3 An Overview Conclusion Recommendation 83 89 92

BIBLIOGRAPHY APPENDIX 1 APPENDIX 2 APPENDIX 3 APPENDIX 4 APPENDIX 5 APPENDIX 6 APPENDIX 7 APPENDIX 8 APPENDIX 9 APPENDIX 10 APPENDIX 11 APPENDIX 12 APPENDIX 13 APPENDIX 14

97 101 104 106 107 108 109 117 127 132 140 142 143 144 145

PERMISSION TO USE

In presenting this thesis in partial fullfilment of the requirements for a Post Graduate degree Corn the Universiti Utara Malaysia, I agree that the Library of this University may make it freely available for inspection. I further agree that permission for copying of this thesis in any manner, in whole or in part, for scholarly purposes may be granted by my supervisor(s) or in their absence, by the Dean of the Graduate School where I did my thesis. It is understood that any copying or publication or use of this thesis or parts there of for financial gain shall not be allowed without my written permission. It is also understood that due recognition shall be given to me and to the Universiti Utara Malaysia in any scholarly use which may be made of any material in my thesis. Requests for permission to copy or to make other use of material in this thesis in whole or in part should be addressed to:

Dean of Graduate School Universiti Utara Malaysia 06010 Sintok Kedah Darul Aman

ABSTRAK

Tujuan utama kajian ini ialah untuk mendapat satu profil tentang pentadbir-pentadbir wanita di sekolah menengah seluruh negeri Kedah. Penekanan kajian ialah terhadap ciri-ciri demografi dan poh mobiliti (prgerakan) dari guru biasa sehingga menjadi Pengetua. Ia juga bertujuan untuk melihat sama ada pentadbir-pentadbir wanita ini berbeza secara siginiflkan berbanding pentadbir-pentadbir lelaki dalam keduadua aspek di atas. Populasi kajian ini terdiri daripada Pengetua, Penolong Kanan dan Guru Kanan Bidang yang sedang bertugas di sekolah-sekolah meneqah negeri Kedah pada tahun 19%. Mereka dipilih secara rawak. Instrumen yang digunakan ialah satu set soal selidik yang mengandungi 47 item. Soalan-soalan ini dibina sendiri oleh pengkaji dan bertujuan tmtuk mendapatkan maklumat tentang (1) Ciri-ciri peribadi, (2) Latar belakang pendidikan, (3) Faktor-faktor rumah tangga, (4) Kualiti spesifik dan (5) Poh mobiliti. Data yang dikumpulkan kemudiannya dianalisa menggu&an program SAS. Hasil kajian menunjukkan bahawa pentadbir-pentadbir wanita tidak berbeza secara sinifikan berbanding pentadbir-pentadbir lelaki dalam ciri-ciri demografi dan pola mobiliti. Secara am, seorang pentadbir wanita adalah berkahwin, berusia dalam lingkungan 40an dan mempunyai Ijazah Sarjana Muda. 65.9% daripada mereka telah berkhidmat sebagai guru biasa di antara 10 hingga 19 tahun manakala 61.0% telah beretugas sebagai pentadbir kurang dari 5 tahun. 46.9% belum pemah mengikuti sebarang program latihan be&&an pentadbiran sekolah sama ada sebehun atau pun selepas menjawat jawatan sekarang. Kajian terhadap mobiliti mendapati bahawa 40.99% pentadbir wanita kekal berkhidmat segagai guru biasa di daerah kelahiran mereka manakala 36.2 1% pula kekal sebagai pentadbir di daerah yang sama. Mereka kurang berminat untuk berpindah. Kajian terhadap faktor-f&r keluarga pula mendapati bahawa 80.6% daripada mereka dapat melaksanakan tanggung jawab sebagai isteri dan 89.7% dapat menjadi ibu dengan baik. Mereka menerima sokongan moral yang kuat daripada suami terhadap kerjaya (91.3%) dan kenaikan pangkat (87.9%). Kebanyakan daripada mereka dibantu oleh pembantu rumah, suami atau saudara mara untuk menguruskan hal-hal rumah tangga serta menjaga anak-anak. Mereka juga didapati tidak berbeza dari segi umur, tahun menerima ijazah, tempoh perkhidmatan dan pengalaman sebagai pentadbir berbanding dengan pentadbir lelaki. Walaupun pentadbir-pentadbir wanita ini mempunyai pengetahuan yang baik dalam pentadbiran sekolah, kemahiran dan sikap mereka terhadap pentadbiran agak sederhana. Ramai yang teragak-agak untuk menerima tawaran sebagai Pengetua. Halangan utamanya ialah kekangan tanggung jawab terhadap keluarga, kurang yakin untuk menjalankan tugas dan keengganan umtuk berpindah dari kediaman temp. Bagaimana pun, apabila mereka menerima tawaran tersebut, mereka sent&a mencuba sedaya upaya untuk menjalankan tugas sebaik mungkin sehingga mereka tidak kelihatan berbeza daripada pentadbir-pentadbir lelaki dalam pelbagai aspek termasuk pengetahuan, prestasi dan ciri-ciri demografi.

ii

ABSTRACT The purpose of this study was to draw a profile of the women administrators of the seuuxhy schools in Kedah. The emphasis was on their demographic characteristics and mobility pattern. The second aim was to investigate whether the women .. admm@aWrs differ significantly in both aspects above from their male counterparts. The population of this study were the Principals, Senior Assistants and Senior Subject Teachers of the secondary schools in the whole state of Kedah. They were randomly chosen using the Statified Random Sampling Method. The research instrument was a 47item selfconstructed questionnaire mailed to the respondents. It was designed to collect the following informations: (1) Personal characteristics, (2) Educational background, (3) Home-related &ctors, (4) Specific qualities and (5) Mobility pattern of the administrators. The data collected were analyzed using the SAS programme. The findings of this study show that women administrators do not d@r significantly in demographic characteristics and mobility pattern as compared to their male counterparts. Generally, a typical woman administrator is married, in the 40s and has a Bachelors Degree. 65.9% of them have served as ordinary teachers between 10 to 19, years while 61.0% have served as an administrator for less than 5 years. 49.6% of them have not attended any training programme concerning school administration before and after being promoted to their present position. Looking at the mobility pattern, 40.99% of the female administrators remain as teachers in their own districts of origin while 36.2 1% remain as administrators in the same area. They are less mobile and do not prefer to be transfered. When family matters are concerned, 80.6% and 89.7% of them manage to carry out their role as responsible wives and mothers, respectively. They receive good moral support from their husbands both in terms of career-making (91.3%) and promotion (87.9%). Most of them obtain great help either from paid helpers, husband or relatives to do their household chores and manage their children. They do not differ in terms of age, year of graduation, length of service and experience as compared to their male counterparts. Although the female administrators have a good knowledge in school administration, their skill and attitude towards current position are only fair. Most of them face several problems regarding mobility towards becoming a Principal. The most frequent obstacles reported are family constraints, lack of confidence and transfer from permanent residence. However, once they accept the offer, the women give their very best to cany Out their duties. They do not differ from their male counterparts in many aspects, including the level of their knowledge, performance and demographic characteristics.

111

...

ACKNOWLEDGEMENT

Syukur alhamdulillah.. . . for at last I have managed to complete this thesis in time. I would like to express my gratitude and appreciation to the following individuals who were directly involved with the development and completion of this study: To Dr. Che Ani bin Mad, my first supervisor, for his advice, guidance and valuable criticism throughout this work. He has generously allocated and shared his limited time to enable me to complete this study an has been an invaluable source of counsel and confidence throughout my research effort. His patience and generous&y has motivated me to complete this study in time. To my second supervisor, Tuan Fiji Abdul Rahman bin Mu&&, for his personal assistance, cooperation and support in the progress and completion of this study. He has curteously extended his insights and introduced me to certain people to help me in my statistical analysis. His tolerance in listening to my arguments and editing the essay is very much appreciated. I would also like to extend my appreciation to Prof. Dr. Milandre Nini Bulgarin Rusgal for her invaluable ideas and continued interests, especially in the research methodology sessions and the preparation of the research proposal. I also owe a great deal to many people who have provided assistance during the process of collecting the data: the officers and staff of the Kedah State Education Department, especially En. Rosle, for providing the data and lists of school administrators in Kedah; the officers and staffs of the Kubang Pasu District Education Office, especially En. Najib and Pn. Fozinah, for their assistance in duplicating and collecting the questionnaires; and to the Principals, Senior Assistants and Senior Subject Teachers of the selected secondary schools in Kedah for responding to the questionnaire items. A special thank you is further expressed to En. Imran, En. Osman, En. Halim and En. Fuad for statistical consultation and help in programming; Cik Roziah and Pn. Khairul for technical and computer support particularly in data tabulation and graphics; Pn. Zuriyati and Pn. Zabedah for proof reading, Pn. Harison for final print-out and my colleagues of the 3rd Cohort, IAB/UUM Twinning Programme for their long hours of intellectual and social interactions, brain storming and wonderful ideas throughout our one year study stint. Last but not least, I am immensely grateful to my husband, Haji Morazuki bin Haji Hashim, for his tender love, understanding, support and sacrifice; to my children, for their laughter and humours; my mother, mother and father-in-law and the rest of the family for their prayers and well wishers. To everyone else, thanks a million, and may Allah bless us all!

iv

LIST OF TABLES Table 1.1: Total and Percentage Number of Staff in the Goverment Sector, by Sex (1980 - 1991) Table 1.2: Employment Distribution by Industry and Sex, 1990 and 1995 Table 1.3 : Employment Distribution by Sex and Industry, 1990 and 1995 Table 1.4: Employment Distribution by Sex and Industry, 1990 and 1995 Table 1.5: Number of Employees in the Civil Service (1995) Table 1.6: Total Population of Employees in the Education Sector in Kedah 1995 Table 1.7: Total Population in the Education Sector: Academic Staff (Administrative and Teaching) and Non Academic Staff (Rank and File) Table 1.8: Distribution of Employees by Rank in the Secondary and Primary Schools, Kedah Dar&man According to Gender (1995) Table 1.9: Distribution of Employees in the Education Offices, Kedah Darulaman According to Gender (1995) Table 2.1: Distribution of Population and Sample Table 4.1: Distribution of Respondents Table 4.2: Age of the Secondary School Administrators in Kedah Table 4.3: Marital Status of the Secondary School Administrators in Kedah Table 4.4: Rank in Family of the Secondary School Administrators in Kedah.

Table 4.5: Length of Service of the Secondary School Administrators in Kedah (As Ordinary Teachers) Table 4.6: Length of Service of Secondary School Administrators in Kedah Table 4.7: Highest Educational Attainment of the Secondary School Administrators in Kedah Table 4.8: Year of Graduation of the Secondary School Administrators in Kedah Table 4.9: Training Programmes attended by the Secondary School Administrators in Kedah Table 4.10: Organizers of Training Programmes Attended by the Secondary School Administrators in Kedah Table 4.11: Number and Percentage of Male and Female Administrators Remaining in their District of Origin Table 4.12: Family-Related Matters of the Administrators in Kedah Secondary School

Table 4.13: Knowledge, Skill and Attitude of the Secondary School Administrators in Kedah Table 4.14: Mean, Standard Deviation, t, P and 2 Value for Mobility of the Secondary School Administrators in Kedah Table 4.15 : Means and Standard Deviation for Factors that Facilitate or Hinder Career Advancement of the Male and Female Administrators

vi

LIST OF FIGURES Figure 1.1: Total Number of Staff in The Goverment Sector By Sex (1980 - 1991) Figure 1.2: Percentage of Staff in The Goverment Sector By Sex (1980 1991) Figure 1.3 : Number and Percentage of Male and Female Teachers (1995) Figure 3.1: Schematic Diagram showing the Correlates of the Mobility of Women Administrator in the Education Sector in Kedah. Figure 4.1: Figure 4.2: Figure 4.3: Figure 4.4: Distribution of Respondents Age of the Secondary School Administrators in Kedah Marital Status of the Secondary School Administrators in Kedah Rank in Family of the Secondary School Administrators in Kedah.

Figure 4.5: Length of Service of the Secondary School Administrators in Kedah (As Ordinary Teachers) Figure 4.6: Length of Service of Secondary School Administrators in Kedah

Figure 4.7: Highest Educational Attainment of the Secondary School Administrators in Kedah Figure 4.8: Year of Graduation of the Secondary School Administrators in Kedah Figure 4.9: Training Programmes Attended by the Secondary School Administrators in Kedah

Figure 4.10: Organizers of Training Programmes Attended by the Secondary School Administrators in Kedah Figure4.11: Number and Percentage of Male and Female Administrators Remaining in their District of Origin

vii

CHAPTER 1

INTRODUCTION

1.1 An Overview of Women Employment in Malaysia

Women in Malaysia have long been involved in employment. Previous studies by Husna Sulaiman (1984), Rohany Nasir (1984), and Anfield (1989) showed that besides being housewives, the Malay peasant society women have traditionally participated in economic activities such as farming, handicrafts and sales of goods in local markets. However, they were only engaged in such unpaid employment or household production dealing with their own properties and for their own family.

Later, with the economic and social changes in the country especially during the early 1920s, women were slowly engaged in the paid workforce. Acording to historical records, there were 1,903 women employed as labourers in 1921. Most of them were brought from India by the British and were paid to work in the plantations. The Chinese women on the other hand were the immigrants who came to work in the luring mining industries.There was a negligible number of Malay women involved in wage employment during that time.

This situation has slowly evolved especially after independence. Women first started joining systematically into the civil service, particularly in the education sector, when a few of them were sent to Kirby, England to be trained as teachers in the 1950s. Since then, there was a steady increase in the number of women in the government agencies. Most of them were concentrated in the education service as teachers, in hospitals as nurses or attendants and other feminine jobs such as clerks, typists, telephone operators and social workers.

Reviewing Malaysian Womens Status coordinated by Professor Datin Dr. Jamilah

Ariffin (1994) has revealed several factors which helped to explain the increase in the participation of women in the government service. The most important factor was education. The other key factor was the gradual change in parents attitude towards giving their daughters equal opportunities, motivation and encouragement to pursue formal education. These factors have contributed a lot in the increase of education levels of women. With the availability of basic education, knowledge and skills, women have greater opportunities to gain entry into employment. This has also changed their attitudes towards other challenging options, rather than just being housewives.

Another important factor is due to the various activities and pronouncements made by the government itself The expansion of the government sector and scope of activities from regulatory functions to that which is connected with social, infrastructural and economic developments such as the New Economic Policy has created an increase in

demands for women employees especially in the teaching, clerical and secretarial fields. The activities were further enhanced through the establishment of The National Advisory Council on the Integration of Women in Development (NACIWID), the Womens Affairs Division (HAWA) and several Non-Government Organizations (NGGs) which work together as the national machinery for the advancement of womens status in Malaysia. The NACIWID helps to increase womens participation in employment by coordinating and acting as consultative and advisory body on womens affairs besides promoting womens issues at the national level through its linkages with policy-makers. The HAWA appointed liason officers at the state and district levels to monitor the implementation and impact of projects for women. It also undertook gender analysis training and sensitization for policy-makers and programme implementors in the public sector and initiated similar programmes for the private sector.

To complement the efforts of government agencies, about 220 womens NGQs were established throughout the country. These NGGs implemented a wide range of activities and programmes aimed at promoting the interests of women including welfare, education, sports, religion, social, professional and political. Therefore, there was an ever rising number of womens participation in employment.

The number of women employees has also increased intensively in line with the economic progress. In 1980, there were 131,954 (27.0%) women staffs in the government sector as shown in Table 1.1 on the next page. The data shows a steady

Table 1.1: TOTAL AND PERCENTAGE NUMBER OF STAFF IN THE GOVERMENT SECTOR BY SEX /1980-19911

SEX 1

Number of Staff
1980 356775 73.0 131954 27.0 1981 385910 72.4 146884 27.6 532794 100.0 I 1 1982 468214 72.3 179761 27.7 647975 100.0 I 1 1983 468296 71.8 190852 28.2 677148 100.0 I I 1984 496485 71.2 201204 28.8 697689 100.0 I [ 1985 501515 70.7 207669 29.3 709184 100.0 I 1986 503704 1 70.2 213420 29.8 717124 100.0 1989 1 1990 1 1991 1 ~487691 1468637 1470603 I

IMale
e

-x-pi-

68.5

1 67

66.4

224050 1229785 1238415 1 31.5 711741 33

I

33.6 709018 100.0

tI

Total

488729 100.0

698422 100.0

I %

100.0

Source: Norma Mansor and Nik Rosnah (1993) IN Jmillah ArifJin (1993).

Source: Table 1.1

lqlpre 1.2: %

Source: Table 1.1

increase every year. The increase reached 238,415 (33.6%) in 1991 (see also Figure 1.1 and Figure 1.2).

Women continued to make strides in various fields af national development between 1991 and 1995 as reported in the Seventh Malaysia Plan (1996). According to the report, the number of women employed during that period increased from 3 1.4 per cent of total employed in 1990 to an estimated 33.7 per cent in 1995, as shown in Table 1.2. An interesting trend observed during the period was the decline in the proportion of women relative to men working in the primary and secondary sectors, and the progressive increase in their participation in the tertiary sector, particularly the distributive trade and financial sectors.

Table 1.2:

EMPLOYMENT DISTRIBUTION BY INDUSTRY AND SEX, 1990 AND 1995

1990 1995

Industry Agriculture, Forestry, Livestock & Fishing Mining & Quarrying Manufacuuing Coustmction Electricity, Gas & Water Transport, Storage & Communications Wholesale & Retail Trade Finance, Insurance, Real Estate & Business Services Other Services Social and Related Community Services Personal and Household Services Public Administration TOTAL (%) Source: Seventh Mafaysiu Plan.

Male F e m a l e M a l e 65.6 34.4 71.6 87.1 12.9 88.1 53.6 46.4 56.6 93.1 6.9 87.6 95.7 4.3 92.2 61.4 38.6 88.8 88.9 11.1 62.4 65.8 34.2 59.7 62.1 37.9 60.8 47.2 52.8 44.9 47.0 53.0 49.4 81.5 18.5 78.4 68.8 31.2 66.3

Female 28.4 11.9 43.4 12.4 7.8 11.2 37.6 40.3 39.2 55.1 50.6 21.6 33.7

Overall, the manufacturing sector continued to absorb the largest share of employed women, accounting for about 30.1 per cent of all female workers in 1995 compared to 29.5 percent in 1990. This was followed by other services: wholesale and retail trade, hotels and restaurants; and agricultural sectors as shown in Table 1.3. In terms of occupational structure, the proportion of women in the professional, technical as well as administrative and managerial occupational categories increased significantly from 9.4 per cent and 0.6 percent in 1990 to 13.5 per cent and 1.9 per cent in 1995, respectively (see Table 1.4).

Table 1.3:

EMPLOYMENT DISTRIBUTION BY SEX AND INDUSTRY. 1990 AND 1995

Industry Agriculture, Forestry, Livestock & Fishing Mining & Quarrying Mauufacturing

Construction
Electricity, Gas & Water Transport, Storage & Communications Wholesale & Retail Trade Finance, Insurance, Real Estate & Business Services Other Services TOTAL
Source: Seventh Makysia Hun.

1990 1995 Male Female Male Female 24.8 28.5 20.3 15.9 0.7 0.2 0.5 0.1 15.6 29.5 20.0 30.1 8.6 1.4 0.8 0.2 1.0 0.2 10.7 1.8 4.0 5.6 7.2 1.8 23.6 6.4 16.3 19.3 3.7 4.2 4.3 5.6 24.0 19.9 18.0 25.2 100.0 100.0 100.0 100.0

Table 1.4:

EMPLOYMENT DISTRIBUTION BY SEX AND INDUSTRY, 1990 AND 1995

Industry Professional, Technical & Related Workers Administrative & Managerial Workers Clerical & Related Workers Sales & Related Workers serives workers Agriculture Workers Production & Relates Workers
TOTAL
mn4rce: ~evenrn maraysw man.

1990 Male 1Female 6.4 1 9.4 2.8 0.6 7.0 14.1 11.4 11.4 9.9 14.1 29.4 28.1 3 3 . 1 22.3
100.0

1995

Male 8.4 4.4 7.3 10.9 9.9 20.9 38.2 100.0

1 Female I 13.5 1.9 17.6 11.3 13.4 15.8 26.5

100.0

A closer look at certain departments today shows that female staffs have infact outnumbered the males (see Table 1.5). Taking the education sector in particular, there are 23,656 female teachers in 1995 compared to 18,269 male teachers ( see also Figure 1.3). The overall number of 53,757 female staffs has outnumbered the overall 39,886 males. (Data excluding the nurses, Armed Forces and Police Departments).

In line with Table 1.5, Fatimah Kari (1993) confirmed that the existing structure of the civil service is not even, She found that even though women officers are given the rights and equal opportunity to achieve high position in the bureaucracy, but., .
... the number of top level posts allocated to women ofleers is minimal in comparison to the overall. Secondly, these posts that are actually held by women are seen to be feminine positions such as administrative, personnel and services. In general, it can thus be concluded that even today, women oQicers only amount to being a very small proportion of the numerous and varied top positions available and that even these are the soft positions, which do not therefore have a direct impact on the policy-making process.

Table 1.5: NUMBER OF EMPLOYEES IN THE CIVIL SERVICE (1995)

Service Scale Arcllitect Engineer Quantiti Surveyor Statistician senior statistic oftim Assistant Statistic Officer System Analyst Progra mmer OMPD & Computer Operator Accountant Senior Accountant Assistant Accountant Law Ofker Law Assistant Doctor Dentist Firemen support 2 ~llrsfs I iupport 1 support 2 ?lk&h&rs Administrative and Diplomatic Ofiicer JUDGES TOTAL
.--

Male 198 2690 126 105 78 550 457 1 367 1 388 326 640 325 9c-m , J7L 134 1 3,316 1 204 1

Female 82 247 114 16 105 492 360 1 521 1 3222 205 851 642 )?fJ , LIJ 108 1 2,622 1 522 1

Total 280 2937 240 166 183 1,042 817 1 888 1 3,610 531 1,491 967 11c J 242 1 5,938 726 7,417 1 15,486 3,019 41,925 3917 288 t-a? LA?

I !

I
I 1

7,361 1 56 1 Not Available 96 1 15,390 1 71 3,012 1 18,269. f 23,656 3192 725 225 63 L1 ?L? 39,886

*Data excluding the Nurses, Police and Armed Forces Source: Civil Service Department (JPA) in CITRA July 1996.

Figure 1.3: Number and PerceWge

of Male and Female Teachers (l%EQ

5443%
. . . . . . . . . . . . . . . . . ..~.~... ::. ..::. . . . . . . * . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..1............. .,.......................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . ~.~.~.~.~.~...~.~.~...~.~.~.~.~.~.~.~.~.~.~.~.~.~.~..~.~.~.~. :.:.:.~:.:.:.:.~:.:,:.:.~~:.:.:.:.~~.:.:.~:.~:.~:. . . . .~..~.~.~.~.~.~.~.~..~.~.~.~,~.~..~.~.~..~..~.~ .:.:.:,:.:.:.:.:.:.:.~.:.:.:.:.:.:.~:.:.~~~:.:.:.:.:.: . . . . * :.:.~:.:.:.:.:.:.:.:.:.:.:.:.:.~:.: . . . ,.~.~...~..~..~.~.~.~.~.~,~.~.. . ..~.........~.........~.......~.....

Source: Table 1.5

1.2 Context of the Problem

The primary purpose of this study is to investigate the mobility of women administrators in the education sector in Kedah. Specifically, it will attempt to study the demographic characteristics and to draw a profile of the women administrators who have overcome the barriers to administrative advancements.

This study is important because it intends to validate Fatimah Karis (1993) finding of sex inequality (in the education sector) where women constitute a great proportion as

i *

10

teachers. For instance, data compiled from the Kedah State Education Department as shown in Table 1.6 indicates that out of 2 1,121 staffs in 1995, there were 11,055 or 52.34 per cent females compared to 10,066 or 47.66 per cent males. Is it true that, in our society, women face a lot of barriers and constraints to achieve job advancement?

Table 1.6:

TOTAL POPULATION OF EMPLOYEES IN THE EDUCATION SECTOR IN KEDAH 1995 MALE 110 70 29 4193 5664 10,066 % 0.52 0.33 0.14 19.85 26.82 47.66 FEMALE % 92 15 5 3843 7100 11,055 0.44 0.07 0.02 18.19 33.62 52.34 TOTAL* 202 (207) 85 Pa

ADMINISTRATIVELEVEL 1. State Education Offke (JPN) 2. District Education OfJfices (PPD) 3. Educational Resource Centre (PSPN) 4. Secondary Schools 5. Primary and Pre-Schools TOTAL

34 (38) 8036 (8048) 12,764 (12,772)

21,121 (21,155)

* Fiiures in () show the exact number of posts. Source: Kedizh Education Department.

Table 1.7 indicates that only 403 of the women academic staff were involved in top management; 237 in secondary schools and 160 in primary schools. Table 1.8 further strenghten the contention that analysis on the secondary school lady administrators clearly shows that most of them were allocated in the lower level as Senior Subject Teachers or in the middle management level as the Senior Assistants. Very few of them managed to reach the top ceiling to be the Principal. This position consisted of only 22 ladies; 8 of them were Principals in grade A secondary schools and 14 others in grade B

11

secondary schools. There were no top level women administrators in the District Education Offices or State Education Department (see Table 1.9) but there was one in the State Educational Resource Centre who has retired in February 1995.

Table 1.7:

TOTAL POPULATION IN TEE EDUCATION SECTOR : ACADEMIC STAFF JADMINISTRATIVE AND TEACHING) AND NON ACADEMIC STAFF (RANK

ADMINWlRATIVE LEVEL
1. State Education Department (JPN) 2. District Education Offices (PPD) 3. Educational Resource Centre (PSPN) 41 17 486 940 1 237 160

ACADEMIC STAFF ADMINISTRATIVE

Total 55 41 18 723 1100 2768 3982 6750 6312 16237 76.88

NON ACADEMIC STAFF (Rank & File) M F Total

60 29 87 15 4 147 44 16

GRAND TOTAL

TEACHING
Total -

85 34 8036

4. Secondary Schools 5 . Primary & PreSchools

742 1782

628 1165

12764

TOTAL PERCENTAGE Source: Kedai Education Depahnent.

9487

12

4DMINI!3TR4TIVE
1 kcondary Schools

LEVEL/RANK

MALE

FEMALE

TOTA L

a) Top level /Principals (A Schools) b) Top level/Principals @ Schools)

51 52

0.64 0.65 1.41 1.92

8 14 41 60

0.10 0.13 0.51 0.74

59 66 154 215

c) Middle level/Senior Assistant (A Schools Only) d) Middle level/Senior Assistant (B Schools Only) e) Low level/Senior Subject Teachers (A School Only) f) Teachers g) Non-Teachers (Rank and File) TOTAL 2 Primary Schools a) Top level /Headmaster (A Schools) b) Top level /Headmasters (I3 Schools only) c) Low level Senior Assistants (A Schools only) d) Primary School Teachers e) Pre-School Teachers f) Non-Teachers (Rank and File) TOTAL GRAND TOTAL

113 155

115 2768 939 4193

1.43 34.40 11.68 52.13

114 3175 431 3843

1.42 39.52 5.38 47.8

229 5943 1370 8036

153 272 940 3977 5 742 5664 9857

1.20 2.14 4.04 31.16 0.04 5.82 44.40

33 32 160

0.26 0.24 0.75

186 304 610 10164 130 1370 12764 20800

6187 125 628 7100 10943

48.43 0.98 4.95 55.61

onrce: Kedah Education Department.

13

KEDAH DARULAMAN ACCORDING TO GENDER WWS) ADMlNI!STRATIVE LEVEL State Education Department (JPN) a) Top level (Director and Deputy Directors) b) Middle level (chief Assistant Directors) c) Low level (Assistant Directors, Supervisors and Administrative Officers d) Rauk andFile TOTAL District Education Oftice (PPD) a) Top level (District Education Officer) b) Middle level (Assistant District Education OEcers) c) Low level (Supervisor) d) Rank and File TOTAL 3 State Educational Resource Centre PSPN) a) Top level (Chief Assistant Director) b) Middle level (Assistant Directors) c) Low level (Supervisors) d) Rank and File TOTAL
&ce: Kedizh Education Deparhnent.

TOTAL

1.46

3 10

10

4.95

37

18.32

2.47

42

60 110

29.72 54.45

87 92

43.07 45.54

147 202

8.24

14 20 29 70

16.47 23.53 34.12 82.35 15 15 17.65 17.65

14 20 44 85

2.94

7 10 12 29

20.58 29.44 35.28 85.30 5 11.76 14.70

7 10 16 34

14

Various pronouncements has been made by the government about the importance of womens role regarding their leadership and managerial capabilities either in economy, politics, education or entrepreneurship. The National Policy was aimed to .integrate women in all economic sectors. The Seventh Malaysia Plan (1996) has emphasized on strategies to incorporate women in the process of development. The ninth challenge of Vision 2020 has highlighted womens participation in economy. Even the Prime Minister, Datuk Seri Dr. Mahathir Mohamad said that women has a natural tendency for management and the country will face an acute shortage of manpower if women were relegated to doing only housework (NST: 6th April 1996).

Another important event is the appointment of Datin Seri Dr. Siti Hasmah Mohd Ali as the Chairman of the Regional Steering Committee for Rural and Island Women of AsiaPacific. This has become the world focus for a distinct model of womens leadership and capabilities for development. Most recently, Malaysias commitment at last years Beijing Conference on Women has been enforced by the presentation of the National Action Plan at the 1996 Womens Day celebration on August 25th. Lately, this issue was again highlighted in the Wanita UMNO general meeting in October 1996.

In Malaysia, there has been a continued and consistent interest on issues related to women (Rohany, 1984). However, research pertaining to this area is very limited.
1. The National Action Plan was presented to the Deputy Prime Minister, Datuk Seri Anwar Ibrahim by the National Unity and Social Development Minister, Datin Paduka Zaleha Ismail. The plan was a follow-up of the Beijing Conference on Women which detailed 12 main fields in which women could play a more active role. The most important fields are in the areas of health, education, economy, medical and religion. Its main focus is to achieve a 30 per cent target for women in decision-making positions in the political, public and private sectors.

15

Previous studies on women in Malaysia were mainly focused on health, family planning, and social aspects (Jamilah Ariffin, 1992). Later, a review of their status and a collection of Readings on Women s Development in Malaysia (Jamilah Ariffin, 1994) has covered certain aspects including womens involvement and participation in the government sector, politics, medical as well as the impact of education on the development process. Since there was no previous research particularly emphasizing on the mobility of women administrators, it is hoped that this study will stimulate the generation of knowledge to better understand this phenomenon in the Malaysian context.

1.3 Research Objective

The objective of this study was to investigate the characteristics of women administrators in the education sector in Kedah, particularly, in the secondary schools. It shall attempt to:

1. draw a profile of the women administrators as a whole, as well as the female and male administrators separately;

2 . compare their demographic characteristics with their male counterparts;

3. determine the significant factors that have facilitated or hindered women administrators from holding top administrative position along:

16

age length of service as a teacher length of service as an administrator year of graduation number of promotion experience as a Principal, Senior Assistant or Senior Subject Teacher.

0
l

1.4 Research Questions

The number of women is very significant in the teaching profession which is considered as a female dominated job. This is well understood as teaching is very closely related to the feminine task of mothers to educate and look after the well-beings of the children. It is also generally accepted by the Malaysian society that teaching is among the most suitable profession for women due to the nature of the job itself and its working hours. This has resulted in the ever increasing number of women in this sector.

However, it is noticed that despite their greater population as compared to men in this sector, only a small proportion of the women has been promoted to hold top administrative positions especially as school Principals. Therefore, it is a great interest of the researcher to conduct this study in an attempt to understand this phenomenon. In order to obtain the answers, this study was guided by the following major questions:

17

1. What are the personal characteristics of women administrators in the education sector in Kedah? Is there a pattern of personal characteristic variables that discriminate between female administrators and their male counterparts? The specific variables examined were age, marital status, rank in the family and length of service as ordinary teachers and as administrators.

2. What is the educational background of the women administrators in the education sector in Kedah? Is there any difference in educational background between the female administrators compared to the male administrators as measured by their highest academic qualification and administrative training attended?

3. Is the mobility pattern of women administrators in the education sector in Kedah affected by their home-related factors? Again, do these factors have a similar impact on the male administrators? The specific variables connected to their home-related factors studied were their family background (which include their district of origin and where they served most as teachers and administrators) and their family related factors which could hinder their advancement (which include their role as a wife or husband, their role as a mother or father, moral support given by the spouse and percentage of helps available to manage their household chores).

18

4. Is the mobility of the women administrators in the education sector in Kedah highly depended on their specific qualities and other significant factors? Do they differ in specific qualities as compared to their male counterparts?. These specific qualities include knowledge, skill, and attitude regarding their administrative position, while other significant factors are the recruitment and retention undergone by them before holding top positions.

5. Corollarily, is the mobility pattern of the female administrators differ significantly from their male counterparts along age, length of service, year of graduation, number of promotion offered and experience?

1.5 Research Hypotheses

Firstly, this study was aimed to draw a profile of the women administrators in the education sector in Kedah along their personal characteristics, educational background, home-related factors and specific qualities. Secondly, this study was an effort to determine whether there were sigificant differences between the female administrators compared to the males in the same aspects. The main hypotheses formulated for this study were: Ho1 : Women administrators do not differ significantly in demographic characteristics as compared to the male administrators.

19

Ho2: Women administrators do not differ significantly in mobility pattern compared to the male administrators.

1.6 Significance of the Study

Firstly, it is hoped that this study would help to generate knowledge about the factors related to the mobility of woman administrators in the secondary schools in Kedah. It is anticipated that the results would be useful especially to the female teachers to create a better understanding and positive attitude towards their career planning, opportunities and advancement as school administrators. The profiles developed and the patterns discovered would serve as a career development aid by which they may assess and aim their ascent.

Secondly, it is also hoped that this study would generate data and information which will help the policy makers and implementors in the Ministry of Education, State Education Departments and District Education Offices to manage the policy formulation, program planning and implementation towards a better and fairer mobility advancement among women administrators, just as their male counterparts.

Thirdly, it is further hoped that this study will serve other future researchers to develop a new framework or hypothesis to the research problem in the context of the current progress in Malaysia. Information gathered through this research will stimulate the

20

formation of a new set of questionnaire or instrument which will be used to measure the specific indicators in an attempt to look out for other factors, differences or similarities between female and male administrators mobility.

1.8 Limitations and Scope of the Study

Initially, the researcher intended to conduct the study on senior women administrators in all the ministries in Kedah. However due to time factors, it was later diverted to the senior woman administrators in the education sector: the State Education Department, the State Educational Resource Centre and the District Education Of&es. Nevertheless , after scanning through the list of administrators, it was found that the number of woman in top positions were rather negligible, thereby, limiting the potential respondents. Therefore, the researcher finally dicided to study on the woman administrators in the secondary schools comprising of the Principals, Senior Assistants and Senior Subject Teachers.

Potential sources of error might occur in conducting this studies due to the limitations as follows:

21

Time Constraints

The maximum time available to the researcher to spend on data collection process including running the pilot test was between 15th July and 28th October 1996 which is about three and a half months only, while the analysis of data and write up was targeted to be completed before 30th November 1996. Therefore, the researcher only used mailed questionnaires instead of field interviews.

Generalizabilitv of Findings

Since the research study was the first one to be conducted, and carried out only in Kedah, the findings might not reflect the whole current scenario in Malaysia. Furthermore, conclusions were made mainly based on the analysis of the answered questionnaire items. Therefore, limitations and potential errors related to the nature of the instrument could have occured. However, in order to minimize these effects, several field interviews were conducted in the district of Kubang Pasu to gain more insight and opinions of the respondents regarding the topic.

22

CHAPTER II REVIEW OF LITERATURE

Traditionally, the image of females has been viewed primarily as housewives: caretaker of the home, children and husband. However, the increased rights and opportunities

obtained by women to choose education and profession have resulted in the influx of women in the workforce (Asplund, 1988). Today, women have been found participating successfully in almost all walks of life including education, politics, science, international aids organizations, business and even in the corporate world. However, the number of women who has managed to hold top positions in administration and decision-making process is still not significant as compared to their numbers in the workforce.

Based on the nature of the study, the researcher tries to organize this chapter based on two major questions: What are the characteristics of the women tiinistrators education sector in Kedah in terms of personal characteristics, edizational in the

background,

home-relatedfactors and specific qualities and how far do they differ in the same aspects from their male counterparts?

22

A search of the literature was done based on these questions and summarized according to five headings. First, the researcher summarizes the key functions of a manager and relates it to the role and characteristics of a school administrator. This is followed by some relevant reviews on female-male leadership differences. Then, the researcher tries to highlight some research findings on the absence of women from higher-education administration and the barriers towards womens mobility to top positions. Lastly, a few demographic characteristics on women administrators as observed researchers are displayed. by previous

2.1 The Function of a Manager and its Relationship to the Role of a School Administrator

According to Robbins (1993), managers are persons who achieve goals through other people. Academically, according to management textbooks, planning, organizing,
leading and controlling are the 4 key management functions. Drucker (1977) further

identified five key operations in the work of managers: setting objectives, organizing,
motivating and communicating, establishing measurements, as well as developing people. Since management or administration is highly related to leadership, Mintzberg

(1973), classified the managers activities into three groupings namely interpersonal
relationship (figurehead, leader and liaison), transfer of information (monitor,

disseminator and spokesperson) and decision-making (entrepreneur, disturbance handler, resource allocator and negotiator).

23

The major functions and roles of the school administrators are based on the guidelines endorsed by the Ministry of Education, 1990 (Appendix 1). Basically, it is seen to be in line with the management function of managers as described by Robbins, Drucker and Mintzberg.

Another way of considering the function of a manager (administrator) is to look at the skills and competencies they need to successfully achieve their goals. As identified by Katz and Kahn (1977) IN Miles (1985), a manager has to acquire three essential management skills: technical (the ability to apply specialized knowledge or expertise), human (the ability to work with, understand and motivate other people, both individually and in groups) and conceptual (the mental ability to analyze and diagnose complex situations).

In the context of this study, it is therefore important to investigate the characteristics of the school administrators based on their personal and educational background, home related factors and specific qualities in knowledge, skill and attitude towards their present job and position and its impact on job mobility.

24

2.2 Female-male Leadership Differences.

Studies concerning the questions on whether women are really different Corn men in leadership behaviours have been explored by many researchers. The findings and conclusions were however varied, mixed and contradictory.

In general, several studies concerning the sex-role identities on managers found that good managers were perceived to have characteristics associated with masculine sexrole stereotypes: assertive, achieving, competitive, rational and independent (Miles, 1985). Nevertheless, it has also been argued that the good female managers might differ in leadership styles compared to good male managers. A research study by Brodsky (1989), has discussed the arguments on the similarities and differences in female-male leadership. According to her reviews, females have been stereotypically perceived as more submissive, dependent, emotional, excitable, irrational, conforming, affectionate, kind, sensitive, warm, sympathetic, understanding, gentle, nurturant and yielding. On the other hand, males have been stereotypically perceived as being more dominant, independent, ambitious, competitive, aggressive, intellectualistic, decisive, athletic, logical, unemotional, self-confident, analytic, objective and self-reliant.

Many other researchers disagreed with the idea of leadership differences between male and female administrators. One example is the study on values and attitudes of fifty-one successful women managers in Dallas-Fort Worth, Texas by Hodgetts (1978). She found

25

that these women have similar value profiles with the males. A further review by Brodsky (1989) found that in contrast to the stereotypes of the female managers; ... woman managers were found to be energetic (Sheppard, 1981), analytical, rationally oriented and personally competitive (White, Crino & DeSanctis, 1981)... Women rated themselves as having high ability and intelligence (Bunker & Bender, 1980; Deaux, 1979), . . . and saw themselves as being more objective, decisive, logical, consistent, having leadership ability, beingflrm, assertive and skilled . . .

It has thus become the interest of the researcher to investigate whether the characteristics of the school administrators in Kedah differ according to gender. However, due to time constraints, only the demographic characteristics of the administrators will be emphasized. As a general rule, the researcher agrees to the conclusion made by Bass (1981) as summarized by Miles (1986) that; ... once enthrailed in leadership position, women actually do not behave di;ifferent&fiom men.

2.3 The Absence of Women from Educational Management

Research on women in higher education is not as extensive as that for women in management. Most of the studies reviewed including the following examples have been inclined to the following themes: the status of woman in administration in terms of

26

numbers and positions held, profiles concerning career paths, barriers hindering women to attain top administrative positions and leadership characteristics of woman administrators.

A study on the status and profiles of woman administrators in education by Ozga (1993), has revealed that women form the majority of the workforce in education but they are underrepresented in the management. According to her, women are more visible in the management of education offered to younger pupils. In higher education, especially in the universities, woman managers are almost invisible.

Similar topic has also been discussed by White (1992), who found that sexism is a bar to advancement in many fields. Even in the realm of academia which is considered as the accepted environment for women, the numbers are just dismal. She quoted that according to the American Association of University Women, although approximately two-thirds of all public school teachers were women, only 5 per cent of the nations Superintendents were female and fewer than 350 of the nations approximately 3,000 institutions of higher learning are headed by women.

In the University of the Philippines, a study on women executives by Bautista (1991), revealed that male faculty members have occupied key management positions in spite of the fact that female faculty members were more dominant in number. In 1990, 56.8 per

21

cent of the total of 1,367 faculty members were constituted by females. However only 46 per cent of the total number of its executives were of the same gender.

Relating this phenomena to the current Malaysian education sector, it is observed that the same trend occurs. There has been no women Education Minister or Deputy Education Minister. Only very recently, a woman was appointed as the Director of the Wilayah Persekutuan Education Departments and another one as the District Education Officer of Petaling. An example in Kedah is the Darulaman Teachers Training Institute (IPDA) which is headed by a lady Principal who has been in that position for nearly 4 years. Before that, she was appointed as the Deputy Director of the Kedah State Education Department which lasted for only a few months.

Even though there is a growing minority of women Senior Education Officers, they are only assigned to positions with a close nature of a female. For example, in the Kedah State Education Department, there is a woman Assistant Director in charge of the Domestic or Home Economy Unit. Another one is filling up the post that is allocated for women: in charge of the Physical Education Unit and to manage the physical education requirements for female students. Similarly, in schools, many of them are only assigned to the position of the Senior Assistant for Students Affairs and Senior Subject Teachers.

In Malaysia, although studies with a specific focus on women has slowly emerged but most were on health and nutrition, plantation and industrial labour workforce and social

28

problems. Recently, more studies has been focused to their role in business, politics, entrepreneurship and leadership. Rohany Nasir (1984) studied the sex-role attitudes and some selected background characteristics of women in nontraditional careers, women in traditional careers and the homemakers in Malaysia. Studies focusing on womens role in education sector alone has not been given much attention except by Manjit Kaur (1994). She reviewed the trends of women involvement in education in Malaysia and the pattern of womens participation in the education system. In line with that, she highlighted its relevance to the development of womens position and status, particularly with reference to female labour force participation.

Another study on women managers in public and non-profit making organizations undertaken by the University of Malaya (199 l), concluded that the factors contributing to success were due to personal efforts, natural talent and intellectual capabilities, competence from solid, formal training and personal values. Other factors were

education, support given by bosses and/or mentors and encouragement from husband and relatives.

2.4 Barriers Towards Womens Mobility to Top Positions

Despite evidence of womens managerial potential, there appears to be persistent resistance to their participation in managerial careers. Previous studies conducted in Europe and the United States have revealed many factors relating to the obstacles

29

towards women mobility to top positions. Most of the researchers under this topic were mainly concerned with the barriers themselves and the strategies to overcome these obstacles.

The main barriers to womens advancement are classified as: internal barriers, which include personal characteristics, motivation and behaviour; and external barriers, which include societal and traditional structural obstacles such as sex-role stereotyping, lack of network or mentoring relationships, and lack of role model or professional preparation (Miles, 1986; White, 1992; and Davidson and Cooper, 1992).

Asplund (1988), reported that the scarcity of women managers are due to the type of organization and how it works along power and decision-making, informations

available, norms, promotion bar and loyalty as among the external barriers. Other reasons include historical perspective, social developments and the attitudes and values of the women themselves.

Other researchers such as Seidmann (1978), Fogarty, Allen and Walters (1981), Davidson and Cooper (1992 and Winkler (1994) put the blame on gender discrimination, gender bias and prejudice towards women as a major deterrent to career development.

One particular study by Ozga (1992) about women in education administration revealed that womens absence from top management include assumptions about womens

30

inadequacies and in capacities on education management and structural explanations which emphasize on male as playing better management roles.

On the other hand, many researchers have proved that families and home-related factors have a great influence on the woman administrators career. The most frequently reported obstacles to administrative advancement for women were due to their responsibilities towards their family (Winkler, 1994) as well as family strains due to household chores and children (Seidmann, 1978). Another major block to accept promotion is due to problems arising from family inmobility especially when the husband is not supportive or having another career.

As summarized by Izraeli, Banai and Zeira (1985), women; either married or single, a mother or childless, are still viewed as problematic. Very often, single women are said to be open to harassment, while married ones are often associated to problems with their husbands and children. To achieve job satisfaction and acquire high positions, they have to sacrifice, or otherwise, face marital conflicts.

As for women in Malaysia, the obstacles to achieve top positions have been the underlying issue of both women leaders and researchers. There were no particular study on mobility but some relevant materials concerning women development shows that despite the same education level and qualifications, women are still underrepresented in top positions. An interview with Puan Sri Datuk Dr. Fatimah Hamid Don in commemoration of the 1996

31

Womens Day celebration (NST: 26th August) reported that the factors that have hindered women from getting to the top are that many women are too comfortable with their status quo to want to change. Many of them do not really want to be at the top; they find that they work better in partnership with men - as equal partners - with opportunities to participate and contribute to decision-making.

Secondly, the Malaysian society strongly expects the successful career women to also be a superb parent and home-maker. Therefore, womens multiple responsibilities is a big hindrance to mobility unless there is more equitable sharing of family duties, community support services and changes in the work environment, employment or corporate structure. Other factors include personal, societal, cultural and religious backgrounds (such as the belief that women should not be in leadership over men).

In the same interview, Datin Professor Dr. Sharifah Hapsah Shahabuddin was reported quoting that the lack of objectivity in promotion criteria, recruitment and selection (whereby in some positions there is already a quota which limits the equal recruitment of women), unequal access to training opportunities for f%ther development, lack of gender responsive planning, cultural beliefs and traditions (that the wife cannot be more accomplished career-wise than the husband), lack of support from spouse, lack of selfesteem and organizational structures and progress have contributed very much to the absence of top managerial women.

32

Several strategies have been suggested by previous researchers to overcome these barriers. They include developing understanding and skills in management, establishing ties and getting involved with administration, networking with other female contemporaries, adapting alternative working styles, in-service training on administrative issues and communication techniques and increasing aggressiveness in striving for administrative positions such as pursuing further career opportunities at an early age (Gordon and Ball, 1977; Loomis and Wild, 1978; Davidson and Cooper, 1992; Ozga, 1992; and Tabb, 1994).

2.5 Demographic Characteristics of Women Administrators

A study by Tabb (1994) has managed to draw a profile of females who have been successful in obtaining an administrative position in Mississippi. The study revealed the factors of educational and employment background, career goals and aspirations, career paths and concern of the women administrators about their mobility and promotions. The results showed that they are likely to be whites, in the mid or late forties, married, have children 15 - 18 years old or no children, hold advanced degrees above masters degree and are motivated to seek administrative certification and position.

Similarly, Winkler (1994) provided a demographic information on 30 women superintendents in Pennsylvanias public schools. She declared that 73.3 per cent ranged in age from 40 to over 60 years and grew up in Pennsylvania. Their birth order included ten

33

first born and only child, seven middle children, and five last born children. Seven were in the position for one year or less, three for eleven years and one for twelve years. None reported work interruptions during administrative career. Majority were not motivated by higher income or prestige, More than 60 per cent said that they could do the job as well as others. Another study by Rusher (1995) to examine the recruitment, retention and promotion patterns of 154 African American women in higher education in the United States found that they were mostly over 40 years old, married with children, felt good about working at their institutions and have mentors.

2.6 Summary

Another similar study conducted by Sogra (1992) in Bangladesh showed that the female managers were young, highly qualified and motivated. However, their major barrier is not lack of competence but a lack of proper work environment. They need management training.

The literature reviewed have in fact strongly motivated the researcher to investigate the factors which have contributed to the limited number of women administrators, especially the Principals in the secondary schools in Kedah. Only 4 factors were emphasized in the study: personal characteristics, educational background, home-related factors and specific qualities. Information gathered were then used to draw a profile of the administrators and to compare between that of the female and their male counterparts.

34

CHAPTER IH RESEARCH DESIGN AND METHODOLOGY

This chapter discusses the procedures of this research. First, it gives the details on the research paradigm. Then, it describes the method of collecting the data, followed by a description of the pilot test. Lastly, the data analysis techniques used in analyzing the data is highlighted.

3.1

Research Paradigm

Based on the literature reviewed and the recommendations of previous research studies, the research model on the next page was used to investigate the results expected by this study (Figure 1).

3.2

Data Collection Procedures

Primary and secondary sources of data were sought in conducting the study. Primary sources of data were obtained through mailed questionnaire as well as field interviews.

35

F&we 3.1: Schematic Diagram Showing the Correlates of the Mobility of Women
Administrator in the Education sector in Kedah

*&F *Gender *Maritalstatus *RtUlkilltiItdly

* length of service as ordinary teachers * Length of service as administrators

Educathal Backgroimd

1. Educational Qualification * Highest educational attainment * Year of acquisition * hxtitution attended

Mobility
2. Training * Training or courses attended

of Women

Home Related Factors

Administrators

1. Family Background *Distlictofori#jn * Residence as teachers * Residence as adminismrs 2. Family commitments

1. Knowledge * Administration of school * Management principles 2. skill * Leade&ip/ma +commtication * Situational 3. Attitude * Job Involvement * Job Perfbrmance * orpanizational conlmitment 36

Secondary sources of data

were obtained from the documents of the Education

Department, District Education Offices and school records.

3.2.1

Unit of Analysis

The subjects of this study comprised of the current (1996) working male and female administrators of secondary schools in the state of Kedah. They were the Principals, Senior Assistants and Senior Subject Teachers. The Principals represent the top management level, the Senior Assistants represent the middle management level while the Senior Subject Teachers represent the lower management level of the schools. Initially, the researcher intended to focus the study on the Principals only. However, due to the limited number of female Principals who were supposed to be the most appropriate respondents, the Senior Assistants and the Senior Subject Teachers were also involved.

3.2.2

Population, Sample and Sampling Technique

The population of this study consisted of three groups of administrators: the Principals, Senior Assistants and Senior Subject Teachers in Kedah (see Table 3.1). The sample comprised of 102 Principals, 239 Senior Assistants and 172 Senior Subjects Teachers selected at random.

37

Table 2.1: Distribution of Pouulation and SamDIe Subjects

N

Male
I

Female n 80 159 86 325 N 22 101 114 237 n 22 80 86 188

Total1
N 125 369 229 723 n 102 239 172 513

Principals Senior Assistants Senior Subject Teachers

103 268 115

GFLWD TOTAL 486 I . . . I = population n = sample

In selecting the samples,

the Proportionate Stratified Random Sampling

Technique which was recommended by Sekaran (1992) was used. As its name implies, it involved a process of stratification or segregation, followed by a random selection of subjects for each stratum. The following steps had therefore been taken:

First, a list of the school administrators was requested and obtained from the Kedah State Education Department. The list was based on the data as of the 1 January, 1996. According to the list, there were 125 Principals, 369 Senior Assistants and 229 Senior Subject Teachers giving a total of 723 administrators.

38

Next, the population was divided into three segments; the Principals, the Senior Assistants and the Senior Subject Teachers according to the seven districts in Kedah.

The third stage was to determine the sample size from the known population. This was done by referring to the table for determining sample size from a given population as suggested by Krejcie and Morgan (1970). The table is shown in Appendix 3. It provides a generalized scientific guideline for sample size decision whereby subjects were drawn in proportion to their original numbers in the population. As a result, a total of 188 female administrators were identified as sample or potential respondents. In a similar way, the number of male administrators identified were 325, giving a total of 513 samples. The detailed distribution of the sample is shown in Table 3.1.

Thereafter, the individuals were selected randomly from the list of names in each segment. However, since the number of female principals was rather small, i.e. only 22 of them at that moment; so everyone was selected. The rest of the sample were chosen randomly as suggested by the above method and the result is displayed as in Table 3.1 earlier.

39

32.3 Data Collection Techniques

According to Sekaran (1992), data can be collected in a variety of ways: face-toface interviews, telephone interviews, computer-assisted interviews;

questionnaires that are either personally administered, sent through the mail, or electronically administered; observation of individuals and events with or without video taping or audio recording; and a variety of other motivational techniques such as projective tests.

She (Sekaran) further pointed out that among these methods, interviewing, administering questionnaires and observing people or phenomena are the three main data-collection methods. By right, many researchers prefer face-to-face interviews because it has the advantage of flexibility in terms of adapting, adopting and changing the questions as they proceed with their study. Furthermore, any doubts can be clarified immediately so as to ensure that the respondents properly understand the questions and respond to it properly. McCall and Simmons (1969) as stated by Miles (1986) pointed out that interviewing, both formal and informal, are more flexible and more economical than direct observation. It allows more control over the sequencing and timing of information gathered.

In the case of this study, the researcher was highly recommended by the first supervisor to use face-to-face or field interviews. However, owing to time

40

constraints and the nature of the study, (where the samples are distributed in a wide geographical area covering the whole state of Kedah), the researcher opted to the mailed questionnaire method. Although it has the advantage of obtaining data more efficiently in terms of time, energy and costs, it has however been expected to have certain disadvantages: the return rate might not be as high as might be desired and any doubts faced by the respondents cannot be clarified instantly. Realizing these circumstances before-hand, the researcher thus have taken certain steps to optimize the outcomes: limiting the questionnaire items as short as possible, formatting the items in the most simple and attractive way, translating the questionnaire items into the Malay language and enclosing a selfaddressed stamped envelope to every respondent.

Before distributing the sets of questionnaire items, permission to conduct the study was obtained Corn the Director of the Educational Planning and Research Unit, Ministry of Education and the Director of the Kedah State Education Department (see Appendix 4 and 5). For those subjects working in other districts out of Kubang Pasu, they were requested to return the questionnaire using the enclosed self-addressed stamped envelope; whereas for those in the district of Kubang Pasu and the schools nearby, the questionnaire were collected personally.

In addition, field interviews were also carried out using the same set of questionnaire items. It was conducted on 10 selected administrators in the district

41

of Kubang Pasu consisting of four males and six females, They were chosen based on their personality, seniority and experience as school administrators. However, their names, schools and positions confidentiality. are not enclosed to maintain their

The interviews conducted was rather informal and unstructured. They were planned to occur through conversations and discussions. As the researcher explained the purpose and the scope of the study, the administrators usually volunteered unsolicited informations and comments. Infact, aside from the data and informations gathered based on the questionnaire items, these respondents also provided additional insights, opinions, suggestions and comments concerning the issue during the discussion sessions. Additional data and informations obtained from the interviews were used as a supplementary and complementary points to support the findings and enrich the discussions in Chapter 4.

32.4 The Instrument

The instrument used to collect the data of the study was by means of a 43-item self-constructed questionnaire which were mailed to the subjects (Appendix 6). It was constructed and designed to reflect the research paradigm mentioned earlier. Considering the fact that not everyone in the population studied are well-versed in English, the whole set was translated into the Malay Language as in Appendix 7. A

42

cover letter, explaining the purpose of the study, the researchers ofice address as well as home and handphone numbers were accompanied with the instruments.

To develop smooth flow of information, the questionnaire was divided into five parts :

Part A: Personal characteristics This part consists of 7 personal characteristic items: present position of the respondent, age, gender, marital status, rank in family, length of service in the education sector as a teacher and length of service as an administrator.

Part B: Educational background This part consists of 4 items which is divided into 2 sections: academic qualifications (highest academic attainment and year of acquisition), and administrative training attended (whether they have a proper training in school administration before or after holding the present position or none at all, and the organizers of the training programmes) .

Part C: Home-related factors This part is also divided into 2 sections: family background and family-related matters. The first section consists of 3 items and was set to see the mobility pattern of the administrators with respect to their districts of origin. It was also

43

intended to find out whether they still serve in the same area either as a teacher or an administrator.

The second section was developed to uncover the facts whether the administrators responsibilities towards their family have any impact in enhancing or hindering their career advancement. The 7 specific variables include their own evaluation of their role as a wife or husband, their role as a mother or father, moral support obtained Corn their spouse regarding their career and promotion and the percentage of help available in carrying out their household chores.

Part D: Snecific aualities Three specific qualities were highlighted in this survey. They are the knowledge in school administration and management principles acquired by the administrators (2 items), skill in managerial, communication and situational conditions (3 items); and attitude towards their job and responsibilities, commitments towards their school activities and their own evaluation about their performance (6 items).

Part E: Mobil&v indicator This part consists of 12 items. The purpose is to investigate the mobility pattern with respect to other factors along promotion, recruitment and retention undergone by the respondents, towards their mobility and achievements as top administrators.

44

3.3 The Pilot Study In order to test for the reliability and validity of the instrument, a pilot test was carried out prior to the full scale study. Smith (1975) and Miles (1986) emphasized that reliability is concerned with the keplicability of findings and consistency between independent measures of the same phenomenon. They also stated that validity refers to the accuracy of measurements or observations, which is more important as a criterion than reliability in evaluating the worth of a study.

Taking the two quotations into consideration, the researcher thus conducted the pilot study to assess the data collection technique and the suitability of the questionnaire. It was also aimed at looking for other problems which might arise regarding the research model or hypothesis construction, and help the researcher to redevelop, alleviate or elliminate any possible item.

The data for the pilot study were collected using the same set of questionnaire as in Appendix 7. It was conducted between 15th and 17th of July 1996, involving 24 administrators in 10 selected schools in Kedah. They comprised of 13 males and 14 females; 2 of them were Principals, 15 were Senior Assistants and 7 were Senior Subject Teachers. The administrators were approached personally and data were collected within three days.

45

The inter-item consistency and reliability of the independent and dependent variables were obtained by using the Cronbachs Alpha reliability coefficient through the SAS programme. It was computed in terms of the average inter correlations among the items measuring the concept. Theories indicate that the closer the Cronbachs Alpha is to 1, the higher the internal consistency reliability. According to Sekaran (1992), reliabilities less than 0.60 are generally considered to be poor, between the range of 0.7 to 0.79 is acceptable and those over 0.8 is good and highly reliable.

In general, the pilot study was very helpful especially in giving the experience of collecting, inputing and understanding the data analysis. It was found that the Cronbachs Alpha ranged from 0.42 to 0.86. It was also found that the lower value was due to the nature of the items which were self-incriminating. As a result, a few changes were made involving the rearrangement and rephrasing of the questionnaire items.

3.4

Data Analysis Technique

The following statistical tools were engaged to analyze the data gathered from the questionnaire.

1. Descriptive Statistics were used to describe the profile of the respondents. This include their personal data, educational background, home-related factors, specific qualities and mobility pattern of the administrators. The descriptions first include the frequencies, mean and standard deviation for the total

46

repondents. It is then repeated to see the characteristics of the male and female administrators separately.

2. In order to determine whether the female and male administrators are different Corn each other, the t-test was used. This tool is useful to see if there are any significant differences in the means for the two groups in the variables of interest such as skill, knowledge and attitude of the administrators. The t-test was also used to compare the mobility pattern between the female and the male administrators along their age, length of service, year of graduation, number of promotions offered and experience as an administrator.

3. The

x2 test was used to determine whether there is a relationship between

two nominal variables or whether they are independent of each other. It also indicates whether the observed pattern is due to chance or not. The x2 test of independence also helps us to see whether or not two nominal variables are related.

3.5

Criteria for Analysis

1. L$ The value of P = 0.05 was set a priori to determine the level of significance. The null hypothesis (Ho) was accepted if the value of P > 0.05.

This also means that the variables are not significantly related. On the other hand, the null hypothesis (Ho) will be rejected if the value of P < 0.05.

The value oft = 2 was set (as the rule of thumb) to determine the significance of the variable when the t-test procedure was used. If the value oft < 2, then it is generally not significant. The results thus indicate that the difference in the means for the women and men is not significantly different. Thus, the null hypothesis cannot be substantiated (accepted).

When the x2 test was used in the analysis, the computed x2 value obtained from the survey was compared to the x2 table which is shown in Appendix 14. If the computed value is less than the table value, the null hypothesis was substantiated. On the other hand, if the computed value is more than the value shown in the table, the null hypothesis is rejected.

2. Decisions for homonenity of responses

The decision for homogenity was decided by the high or low value

o f the

standard deviation. A high value in standard deviation means that the pattern of responses are heterogeneous while a low value in standard deviation means that it is homogenous.

48

CHAPTERIV FINDINGS

This chapter consists of 4 parts: (1) the respondents; (2) a profile of the secondary school administrators in Kedah: a comparison in the characteristics of the female and male administrators along personal characteristics, educational background, homerelated factors and specific qualities; (3) a comparison in mobility pattern between the female and male administrators; and (4) factors that have facilitated or hindered the advancement of woman administrators to top administrative position.

4.1

The

Respondents

Of the 300 questionnaires distributed, 241 (73.03%) were returned. However, 26 of them (7.88%) were discarded: 24 because they were received more than 3 days after the dateline, while 2 because of incomplete responses (more than 4 questions or 9.30 percent of the total items uncompleted). Finally, only 215 administrators were included in the analysis of the study.

Table 4.1 gives an information about the respondents. Out of the 215 administrators responded, 123 or 57.2 per cent were females and 92 or 42.8

49

cd were XI&S. hong ~&III, 28 m i3.0 per cenf

were

pi~~ipiils,

85 OT 39.5

per cent were Senior As&ants and 102 or 47.4 per cent were Senior Subject Teachers.

Amongthethreegroupsof~therespondentxarepmkmimntly fernate Senior Subject Teachers. This has been expected because they mmtikte the largest number in term of their population among the female adminislratom

I& 4. I: Distribution Gender Principal

of

Reswndents Senior Assistant 4 5 (48.9%) 4 0 (32.5%) 8 5 (39.5%) Senior Subject Teacher 33 (35.9%) 69 (56.1%) 102 (47.4%) Total

Male Female Total

1 4 (15.2%) 1 4 (11.4%) 2 8 (13.0%)

92 (42.8%) 123 (57.2%) 215 (100%)

Source: Raw data &pen& IO).

Number

q Male
I- Principal 2 - Senior Assistant Source: Table 4.1

Female
3 - Senior Subject Teacher

4.2

A Profile of the Secondary School Administrators in Kedah: a Comparison in the Characteristics between Female and Male Administrators along Personal Characteristics, Educational Background, Home-related Factors and Specific Qualities.

A: (9

Personal Age

Characteristics

The respondents are generally over 40 years of age; the age clustering in the 45-49 years group (30.2%) with slightly less among the 40-44 years group (29.8%). This implies that seniority and age are the two important factors in promotion to higher administrative position. A total of 31 (14.4%) of the administrators are over 50 and hence retirevable in a few years. Only 1 Senior Assistant is below 30 years old, which is expected since it takes qualifications, experience and seniority to get to the top positions. Table 4.2 reflects that there are less women in the below 35 age group than men in administrative positions. Conversely, there are more women between 40 to 49 age group in administrative position as compared to men in the same group*

51

I 4F 1. 30 below 2.30~34yeals 3. 35-39years 4.~44yeal-s 5. 45-49yem 6. Above 50 years lvrAL No. 1 5 18 21 24 23 92

%

Fd No. 4 27 43 41 8 123 3.2 22.0 35.0 33.3 6.5 100 %

T
No. -i9 45 64 65 31 215

Total
%

1.1 5.4 19.6 22.8 26.1 25.0 100

0.5 4.2 20.9 29.8 30.2 14.4 100

-. Source: Raw chta @p~ndir 20).

Cl fuak Source: Table 4.2.

Female

52

MiakMsmbs Amajorityoftherespomktsaremsrried.Theyconejstatotalof
206 admi&Wm.Themm9t3inglewofnaqascompamdtono

singleman.Maritalstatus,evenamongthewomeqdoesnotseem tobeadetemnttopromotiontotoppktionsinschool .. admmaaion.

Kedah

_I MiddStlltUS 1. Ma&d
2. single

T
No. 92 0 92

Male

T % I

Female No. 1 % 1 No.

Total

1
4.2

1 %

9 123

7.3

TOTAL

loo

215

100

Source: Raw data (AppenGrjr 10).

NUldXX

60

l Male
Source: Table 4.3

Female

53

Table 4.4 shows that about 85% of the secondary school male and female administrators in Kedah are either the first or the middle child in the family. This finding is quite in line with some previous studies conducted in the US and Europe whereby very often the women administrators are the first or the only child and the middle child (Winkler, 1994). The reason might be due to psychological factors: the first child usually has inbome leadership

characteristics because he has to lead his younger brothers and sisters. The only child of the family are usually independent while the middle children are said to have built their character because they have to survive among the elder and younger ones in order to get the attentions. The youngest child in the family is usually pampered and therefore does not develop significant leadership characters. In this context, the finding slightly differs and cannot confirm with earlier studies in the US and Europe. This may be due to our limited samples.

54

TaMk4.4:

R a n k in Funilv o f t h e Secondary School

r
1. First child 2. Middlechild 3. Youngest child 4. Only child TOTAL
iource:

Male No. 30 48 11 3
%

r
32.6 52.2 12.0 3.3

Female No. 24 82 15 2 123

%

r
54 26 5

Total No. % 25.1 60.5 12.1 2.3 100

19.5 66.7 12.2 1.6 100

130

92 100 _ . RLZW data {Appnctrj 10).

215

I Male Source : Table 4.4

Female

55

Table 4.5 shows that 78.6% of the administrators have mostly served in the education sector for more than 15 years. This has been expected because promotion is closely related to the length of service of the administrators. However, by comparison, the female administrators are relatively found to be more junior in length of service. The majority of them (48.0%) have served between 5 to 19 years to become administrators as compared to the men (5 1.1%) who have served for more than 20 years.

Table 4.5: Length of Service of the Secondarv School Administrators in Kedah (as Ordinarv Teachers1
Length of service in the education sector 1. Below 10 years 2. 10-14 years 3. 1s19years 4. Above 20 years TOTAL Male No. 7 14 24 47 92 % 7.6 15.2 26.1 51.1 100 Female I No. % 3 22 59 39 123 2.4 17.9 48.0 31.7 100 Total I No. % 10 36 83 86 215 4.7 16.7 38.6 40.0 100

Source: Raw data (Appendix 10).

56

Number 60 50 40 30 20 IO 0
c

1
l Male

3 Female

Leqrhof&lemrhin theedncbm *sector

1) Below 10 years

2) lo-14 years 3) 15-19yeam

4) Above 20 years

Source : Table 4.5

(y)

La@ of Scrviac as an A-&r

It is found that most of the e have been in the . . . admnwwm positim for icRs than 5 years, (60.9%). only 25 (11.6%) have betn in the admi&Wb poaitkm for more than 10 yeam The majority of these adminbhtom 40 to 48 years aa shown in Table 4.2. (60.0%) are around

FurtheranalyGsofthedataaboindicaksthetrendofthefti admiuistraton in the admhhdw position. Table 4.6 shows that

a relatively lower percentage of the females hewe served as an .. admm&aW for more than 10 years (8.1h) as wmpared to the

57

men

(16.3%).This is in line with their younger age and junk@*

inlengthofserviceintheeducationsectorascompsredtothemen
shown in Table 4.5.

T&46: LmcthofServkeofi?kcomiarvSchoolAdminiatntwsin

lmgth of service as anaclmhistfati

1. Lessthm5yean 2. 5-lO years ,3.Morethan10years TmAL No. 56 21 15 92

Male Oh 60.9
22.8 16.3 100 ).

Female

Total
%

No.
75 38 10 123

61.0 30.9 8.1 100

Source:Rawdata(Appendix 1
Number

80 70 60 50 40 30 20
10

0r

2
Female

c l Male Source:Tabk4.6 58

B: (!I

Educational Backpround Highest Educational Attainment On the whole, all the secondary school administrators hold at least a bachelors degree as their highest educational qualification. 74.9 percent of them have the Bachelor of Arts (74.9%) while only 24.2 percent holds the Bachelor of Science. Those who hold the Bachelor of Science are mostly the Senior Subject Teachers. They are filling up the post of the Senior Subject Teachers for the Science Department.

In terms of option, more female administrators hold a Bachelor of Arts compared to their male counterparts. On the other hand, fewer of them hold a Bachelor of Science compared to the male administrators.

As far as higher studies are concerned, only 2 (2.2%) of the administrators have a masters degree. Both are males. None of them have taken courses for doctorate degrees.

59

T& 4.2

I3khest Edu- Atbinment of the SecondvV School

Adn&WraWs in Kedab
ACademiC Qualificatim

Male No. 61 29 2
%

T
66.3 31.5 2.2 -

Female No. 100 23

%

ZI

Total No. 161 52 t 2 % 74.9 24.2 0.9

1. EsachelorofArts 2. Bachehofscience 3. Masters Degree 4. Docamtecoufses lwrAL

81.3% 18.7 -

82

po

123

100

215

loo

burce: Raw data (Appendix 10).

4 Female

Academic QtlaMaim

I Male
Source: Table 4.7

60

In relation to the education level of the administrators, their years of graduation is also observed. It is found that most of them graduated between 1975-1979. It is also found that generally, the male administrator have graduated much earlier, that is between 1975-1979 while the women administrator are clustered a bit later i.e. between 1980-1984. Most of the Principals graduated before 1974. It is well understood because seniority is highly considered in the promotion of the Principals beside the merits and performance as measured by the New Remuneration System (SSB). The results in Table 4.7 are consistent with our earlier results in Table
4.5. TabZe4.8: Year of Graduation of the Secondary School

Administrators in Kedah
Male Yt?iU 1. Before 1965 2. 1965-1969 3. 1970-1974 4. 1975-1979 5. 1980-1984 6. 1985 and above TOTAL No. 3 19 28 23 19 92 % 3.3 20.7 30.4 25.0 20.7 100 No. 1 2 21 52 39 8 123 Female % 0.8 1.6 17.1 42.5 31.7 6.5 100 No. 1 5 40 80 62 27 215 Tdal % 0.5 2.3 18.6 37.2 28.8 12.6 100

Source: Raw a&a (Appendix 10).

61

1 c

2 l Male

5 Female

Year

Source: Table 4.8

Surpriaingty,

n o t a l l o f t h e admitlistrators

have atbnded train&

programmesintendedtoincreasetheir~campetem;e.Moetof them (44.2%) attended the school admC&tk couxw, only asker being promoted. Many others, (45.1%) especiany the Senior Subject Teachers ~notaEtendedanytrainingprogfammebeforeandaAerholdiagthcir present positions. Table 4.9 shows the training pqrammm attended by male and female administraton~ It fixther showa that female

administrators attended less train& courses than men. However, it is not

62

Tabcc 4.9: Trainhw W Attended bv the tkcondvv Scbooi

TminingFqyammed atteded 1. Eiefmprom~on 2. After promotion 3. Nemratteded TmAL No. 12 44 36 92

O/O

Female No. 11 51 61 123

O/O

Total -G--p-

13.0 47.8 39.1 100

8.9 41.5 49.6 100

Source: Raw data (Appendix 10).

I Male 1) Befhepromotion

Female
2) Afterprmoticm 3) Never attended

Source: Table 4.9

63

(iv)

Organizers of the Training Programmes of the Secondary Schools in Kedah.

Attended by the

Administrators

A further analysis of the training programmes attended by the administrators indicated that most of them have attended courses organized by the Kedah State Education Department and the IAE3 (31.2%), followed by the Ministry of Education (12.6%). The rest of the training programmes were conducted by other institutions (8.9%). Table 4.10 below shows the organizers of the training programmes attended by the administrators as revealed by the survey.

Table 4.10: Ornanizers of Traininn Proerammes Attended bv the Secondarv

t

School Administrators in Kedah

Male

Female % No. 13 % 10.6 No. 27

Total
O/O

12.6 31.2

2 . KedahState

35

38.0

32

26.0

67

Education Department
3.

Aminuddin
B&i Institute

30

32.6

37 11

30. I

67 19

31.2 8.9

4 . others

8.7

8.9

burce: Raw &a (Appendix 10).

64

35 30 25 20
15 10 5 0 1

3 Female

4-

ISource:Table4.10

Horr#RdaJcdFaedwsr (0 Family Background

The%tpartofthis8ectionistoseewhethertheadrmitrisbratorsnmainin their oxigid districts of origin. A aw@abuMcm item 12, 13 and 14 of the questionnaire. was done between

ThereahsareshowninTabie admhistrm ha=

4.11.Itisobservedthat4O.99percentofthefemale

spent most of their selviceasanordinaryteacheriuth&owndistfictof o&in compared to 27.17 per cent among the male &mbbaWs. addition, 36.21 per cent of the ftie administraton In

haw spent most of

theirservice~easan~intheirown~ctof~as

65

wmparedto29.99percentmale~who

nsmainintheirown

district of origin. This indkates that women are less mobile and do not fhvour atran&rfiwmthcirorigbalre8i~ce.Theyseemtoprcfbr andsettleneartheirpafcnt8.

seningattheirhometown

TWe4.11:

Number

a n d Percentam

of Male and Female

Adminiatrrttors Remainiap in Their District of Origin Gender Male Female

Source: CrixMabdation data &pdix II).

Sefvingaea Teacher

Number 50 40
30 20 10 0 1 c l Male Source: Tabik 4.11 2 Gender

Femde

66

The second part of the items in this section tries to determine whether the female administrators differ from their male

counterparts in family matters. The relationship was analyzed by comparing the means and standard deviation as well as the values of P and x2. The decision for substantiating the null hypothesis was based on the criteria for analysis as discussed in Chapter III.

The null hypothesis which states that women do not differ from men in terms of home-related matters was accepted. Table 4.12 shows that the women administrators do not differ significantly to the male administrators (composite t = -1.72, P = 0.10). The differences in the means is not significant, even though it is noticed that the female administrators are a little less well-off fi-om the male administrators in all aspects: role as a wife or husband (h&=1.89, I&4=1.71); role as a mother or father (h&=1.94, e1.79); moral support from spouse about career @+1.85, h&=1.65); and moral support from spouse about promotion (Mr=1.87, M~=l.69). Furthermore, when the computed values of x2 are compared to the table, it is found that the overall values are smaller (which is less than 7.815). Therefore, the null hypothesis which states that homerelated factors are not significantly related to promotion by gender was substantiated.

67

Administrators in Kedah
Indicators

mear
1. Roleasa wifahusband 2. Role as a mother/father Moralsupport from spouse about career 1.71

:SD) 0.56

mea
1.89

1.79

0.72 0.62

1.94

0.76

-1.42

0.16

2.816

3 .

1.65

1.85

0.88

-1.91

0.06

5.229

4. Moral support from spouse about promotion

1.69

0.64

1.87

0.97

-1.55

0.12

3.204

Source: T-test Procedure and Chi-Square data (Appendices 12 and 13). To a question of how much helps available to the administrators to carry out their household responsibilities, most of them responded that they obtain it mainly from paid helpers, mother, mother in law or other relatives. In addition, those who have responded their role as excellent explained that they manage to fullfill their career because they have good support from the spouse and helpers. On the other hand, those who evaluated themselves as average complained that, they do not have enough time to spend with the family or complete the house works successfully. This is due to the work load in the office and difficulties to get helpers to manage the children.

68

D:

Svecific aualities Three specific qualities of the administrators inquired in this study were: (1) their knowledge about school adminstration and management principles; (2) managerial, communication and situational shills of the administrators in carrying out their duties; and (3) their attitude towards their job and positions. The results yielded are shown in Table 4.14. The null hypothesis was again tested based on the values of t and the computed &i-square.

Table 4.13: KnowledPe, Skill and Attitude of the Secondary School Administrators in Kedah
Indicators 3. 2. 3. Knowledge Skill Attitude MALE mean (SD) 1.73 0.39 2.00 2.04 0.57 1.28 PEMALE mean (SD) 1.82 0.39 2.52 2.16 0.61 1.19 r -1.05 -2.12 -2.05 p 0.29 0.04 0.04 x2 1.316 5.492 4.228

Source: T-test Procedure and Chi-Square data (Appendices 12 and 13).

a)

Knowledge Table 4.13 above shows that the null hypothesis whereby women administrators do not differ in knowledge compared to the men was accepted (composite t = -1.05, P = 0.29). The difference in the means do not indicate any significant differences between the level of knowledge of the female and male administrators (I&= 1.82,

69

Mw1.73). Both groups responded that their knowledge is better or almost the same as others. Furthermore, the computed chisquare value of 1.3 16 is less than 5.991 from the table. Therefore, the null hypothesis that knowledge is not significantly related to gender is substantiated.

Skill The skill of the administrators was measured using the Likert scale with a range of 1 to 4. Table 4.13 shows that there is a statistical evidence that the female administrators slightly differ from the male administrators in terms of skill (composite
t

= 2.12,

P=O.O4). The female administrators are better off from their male counterparts in situational skill but lack of communication skill. This has been expected since women are naturally motherly and therefore have more patience to entertain to personal problems of the teachers and the students as compared to the men. However, they are usually taken aback in communication especially in public speaking, such as addressing a speech at the school assembly. In terms of managerial skill, the female administrators show a quite similar performance. This indicates that, given the opportunity, the female administrators can carry out the managerial responsibilities as good as the male administrators. The computed &i-square value for skill is 5.492 compared to

70

7.815. This indicates that skill is not significantly related to gender was accepted.

Attitude Table 4.13 also shows the outcome of the survey on attitude. It is assumed that woman administrators differ from male

administrators in term of attitudes (composite t = -2.05, P=O.O4). An anaylisis of the questionnaire shows that female administrators differ from male administrators in certain attitudinal aspects: perception about their job, job performance and commitment towards organization.

The survey reveals that women administrators do not perceive their current position and status as very meaningful as compared to male administrators. They do not perceive having power in decision-making by being in top position. As job performance is concerned, woman administrators seem to admit that they are not very capable in completing their duties excellently. They admit that they do not always manage to complete their work perfectly, or on time, as compared to male administrators. It is also noticed that less woman administrators have been proposed to receive the Excellent Service Award under the New Rumeniration System (SSB).

71

In addition, the women also admit that they have to give less priorities and moral supports to the school activities compared to male administrators. The reasons are due to home-related factors as elaborated in Section 4.4.

4.3:

A Comparison in Mobility between Female and Male Administrators

Specific variables used to measure mobility are age of the administrators, length of service as ordinary teachers, length of service as an

administrator, year of graduation, number of promotion, and experience as a Principal, Senior Assistant, or Senior Subject Teacher.

A t-Test procedure and C&Square analysis were run involving the 8 variables above against gender. The relationship was analyzed by comparing the means, standard deviation,
t

and &i-square values of each

variable. In all cases, the decision was made using the criteria for analysis as discussed in Chapter III. The value of P = 0.05 is set as a priori while the value of standard of deviation is used to determine homogenity or heterogenity. Table 4.14 displays the results yielded.

72

Age
With regard to the age of the administrators, it is found that the value of t = 1.6 and P= 0.11. Therefore, woman administrators do not differ in age compared to the male administrators. The null hypothesis is accepted. Both female and male administrators are found to be homogenous in terms of age (SDF = 0.96, SD, = 1.27). The difference in the means for the female and male administrators is not significant. However, it is also found that age is significantly related to gender since x2 = 18.084 is greater than 11.070. The result is consistent with our earlier finding discussed in Section 4.2.

Table 1.11: Mean.Standard Deviation. t. P and Y* value for Mobilitv of the Secondarv 1rKIicators Age LOS as teachers LOS as administrators
Year of ML

School Administrators in Kedah E ITEM (SD) : MCSUI

1 . 2 7 4.18 0.97 0.76 1.13 0.23 1.39 1.09 3.09 1.47 4.22 1.12 2.30 2.27 O.% 0.77 0.64 0.92 0.35 1.10 1.09 t 1.60 0.99 0.86 1.22 -1.55 1.17 -1.04 P 0.11 0.32 0.389 0.22 0.12 0.25 0.29

MeiUl
4.42 3.21 1.55 4.39 1.06 2.79 2.05

x2
18.084 14.717 4.273 12.909 2.454 6.856 3.842

graduation

Promotion Principals experience Senior Assistants experience Senior Subject

1.54

0.84

1.58

0.75

-0.26

0.79

1.509 13).

am 2 W-Square a4
73

(Appenalces

(ii)

Length of Service as a Teacher.

From table 4.14, it is found that the value of t = 0.99 and P = 0.32. Therefore, the null hypothesis is accepted, which means that women administrators do not difier in length of service as compared to the male administrators in terms of service as a teacher. However, the computed &i-square value is 14.717 which is greater than 7.8 15 suggests that the length of service is significantly related to gender in terms of being promoted as an administrator. This further confirms our findings as discussed and shown in Tables 4.5 and 4.6 earlier.

(iii)

Length of Service as an Adninistrator. As far as length of service is concerned, there is a statistical evidence that the null hypothesis is accepted whereby women administrators do not difter in length of service as compared to male administrators (t = 0.86, P = 0.37). Since the &i-square value is 4.273 compared to 5.991 from the table, the null hypothesis that length of service or experience as an administrator is not significantly related to gender was substantiated.

74

(iv)

Year of Graduation The value of t = 1.22 and P= 0.22 suggests that the year of graduation of the administrators do not differ according to gender. It further suggests that there is no difference in the year of graduation of the female administrators as compared to the male administrators. It helps to conclude that women administrators are not discriminated in promotion to administrative positions. The computed &i-square value of 12.909 (greater than 11.070) further suggests, as expected that the year of graduation of the administrators is not significantly related to gender was rejected.

Promotion Women administrators do not difter in accepting promotion compared to the male administrators. The null hypothesis was accepted

(t = -1.55 and P = 0.12). This conclusion can be

enhanced with A.* of 2.686 which is less than 9.488. Therefore, it can be concluded that the number of offer for promotion is not significantly related to gender was substantiated.

(vii)

Eqverience as an Ahinistrator The result shows that there is no statistical evidence showing the difference in experience of the female administrators as compared to the male administrators. The values of t for all variables are

1.17 for the Priicipals, -1.04 for the Senior Assistants and -0.26 for the Senior Subject Teachers, respectively. All the values of t are less than 2 and P > 0.05. Therefore, the null hypothesis are accepted which means that women administrators do not differ in terms of experience compared to the male administrators. In addition, the computed &i-square values are 6.856, 3.842 and 1.509 respectively which are less than 7.8 15 further suggest that experience as an administrator is not significantly related to gender.

To summarize the findings, it can be concluded that, on the whole, women administrators do not differ in mobility pattern as compared to male administrators.

4.4:

Factors that have Facilitated or Hindered the Advancement of the Women Administrators to Top Administrative Position

This part consist of 7 items which was designed to investigate some of the factors that could have facilitated or hindered the advancement of the administrators. In this study, factors that can facilitate advancement include recruitment, exposure and personality of the administrators (items31 to 34). Morever, factors that can hinder advancement include

76

transfer due to family constraints and moral support from spouse (items 35 to 37). The results of the survey are shown in Table 4.15.

In all cases, the 7 items were structured using a Likert scale ranging from 1 to 4. The respondents were requested to indicate their agreement or disagreement by circling the number which was best suited to them. As an overall, it is found that, the women administrators did not show a strong agreement about the factors that could facilitate the advancement of the administrators (J&=2.88). The women administrators did not seem to agree that recruitment and experience or exposure to school

administration before being promoted to the present position is important w2.71); whereas the male administrators seem to agree about it (h&=3.08). To the men, it helped them to dicide on accepting the offer. However, both female and male administrators agreed that earlier experiences and exposures to administration helped them to carry out their duties in the present position more confidently (MF = 3.16, MM = 3.39).

Table 4.14: Means and Standard Deviation for Factors that Facilitate or Hinder Career Advancement of the Male and Female Administrators
Factors MiXUl FEM

WV
0.89 0.72 0.74 0.87 0.98 0.86 1.02

1. recruitment
2. 3. 4. 5. 6. 7.

3.08 3.39 3.04 2.92 1.30 2.59 3.00

0.90 0.79 0.76 0.91 1.01 0.98 0.96

2.71 3.16 3.03 2.86 3.33 2.96 2.14

experience pexsonality
statusofspouse

transfer transfer
spouses support

Source: Kaw data (AppemlX

The next important factor that could facilitate the advancement of the administrators is their own personality, which include their reputation as well as job performance. Both female and male administrators agree to this (Mr~3.03, Mp3.04). To a question whether the status, position or influence of their spouse has affected their promotion, both the female and male administrators did not agree (Mr = 2.86, MM = 2.92). This implies that their advancement in career is due to their own strength in performing their job and not being a shadow of their spouse.

78

About the factors that could have hindered the advancement of the administrators, both female and male administrators agreed that they would have accepted the previous offer if it did not involve a transfer from their permanent residence (M~3.33, M~3.30). To the next question whether they would accept any further promotion if they have to move away from their present residence, both of them did not agree (J&2.56, Me2.59).

The last item in this section was intended to see the implication of moral support from the spouse. The item was: I shall only accept the next promotion if my husband (or wife) agrees. The responses were found to be different between the female and male administrators. While the female administrators agreed to the statement, the male administrators did not seem to be so (M~3.00, M~2.14). This might be due to our culture where women usually seek the advice of their husband or elders before making a decision.

79

Results From Interviews To enrich the study, the researcher did 10 follow-up personal interviews; with 4 male and 6 female administrators involved at random. The same set of questionnaire items were used as a basis for discussion. However, greater emphasize was given on factors that have facilitated or hindered the advancement of female teachers to top administrative position.

These responses are presented as a descriptive corollary to the results reported earlier.

Both male and female administrators interviewed reported analogous bases for factors that have facilitated or hindered mobility advancement towards principalship. Both groups agree that a strong leadership characteristic, a high knowledge about school administration, good personality and strong interpersonal skill as well as experience and attitude towards school administration are among the major factors for promotion. Both groups also agree that principalship is better suited to a male rather than to a female. The home-related factors are the major reasons for this phenomenon.

The most negative issue reported by both groups is concerning the complication induced by marriage and motherhood. As a wife, a woman administrator has to bear the responsibilities of taking care of her husband and managing the household chores. Additionally and traditionally, as a mother, she has to look after her children and other related matters. In order to achieve both career and family success, a woman administrator has a two-fold responsibility. She needs extra hours and energy to manage her home and her career successfully.

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Another barrier reported and agreed by the female administrators is that women has less opportunity to rise to principalship. They also agree that there is a lack of role model. Even if there is any, they are often considered as a bionic women or an iron lady. Their existance in limited numbers are also considered as tokenism (Steadt, 1985). Furthermore, since the top positions in the Education OfIices, Education Department, and even at the ministry level are headed by men, a bias seems to occur in the sense that males are more favoured for promotion. Even all the male administrator interviewed gave a similar opinion that they would preferably suggest a male rather than a female teacher for promotion. The reason is that males are usually not hooked to the family and children as much as the females. Males are also perceived as easier to accept promotion with a transfer, whereas a lady has to involve the husband who might have another career. However, this kind of bias is somehow accepted openly by the women administrators as they realize the problems that would arise due to this mobility. In fact, they do not complain for not being promoted as a Principal owing to the burden of responsibilities that have to be carried. They are generally happy with their current position.

Another constraint suggested by the female administrators is their own feelings or attitude towards mobility and promotion. Of the 6 women administrators interviewed, 4 of them said that they will not accept any offer to be a principal if they have to move from their current residence. They also complain of lack of confidence to lead and wish that they could only be in the current position or even as an ordinary teacher. According to them,

81

position and status are not important as long as there is less headache in the sense of managing the school. They prefer to have more time to spend with the family. They do not really feel the pride of being a Principal because they realize the big challenge they would encounter for being in that position. However, all of them agreed that the salary and other benefits received by a Principal is interesting but that is not all for happiness.

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CHAPTER V SUMMARY, CONCLUSION AND RECOMMENDATIONS

This final chapter consists of three sections. The initial part is an overview of the whole study. It is then followed by the conclusion of findings. Lastly, a few recommendation for future undertakings and investigation by other researchers are suggested.

5.1

An Overview of the Study

The purpose of this study was to draw a profile of the women administrators of the secondary schools in Kedah. The emphasis was on their demographic characteristics and mobility pattern. Furthermore, it was aimed to investigate whether the women administrators differ significantly in both aspects above from their male counterparts.

1. An initial step in the study was an overview of women employment in Malaysia back from before independence until today. This was followed by an extensive review of related literatures on issues of women in top positions. The more salient points discussed in the literature were: (1) The function of a manager

83

and its relationship to the role of a school administrator, (2) Several studies on female-male leadership differences, (3) A review of literature on the absence of women from education management, (4) Barriers towards womens mobility to top administrative position, and (5) Several results on previous studies dealing with the demographic characteristics of women administrators.

The population of this study were the current (1996) secondary school administrators in the whole state of Kedah. They consisted of the Principals who represented the top administrative position, the Senior Assistants who represented the middle administrative position and the Senior Subject Teachers who represented the lower administrative level. They were randomly chosen using the Statified Random Sampling Method.

The research instrument was a 47-item self-constructed questionnaire mailed to the respondents. It was designed to collect the following informations: (1) Personal characteristics, (2) Educational background, (3) Home-related factors, (4) Specific qualities and (5) Mobility pattern of the administrators.

The data collected were analyzed using the SAS programme. From the anaylisis, several important findings were revealed:

84

First, the informations gathered had managed to help the researcher to draw a profile of the secondary school administrators as a whole, and then the female and the male administrators separately. On the whole, this study has succeeded in providing answers to the research questions on the characteristics of the women administrators as compared to their male counterparts.

Secondly, a comparison of the responses did not show large differences in their demographic characteristics. It was found that the female administrators differ very slightly in term of skill and attitude. The female administrators were better off in situational skill but less efective in communication skill. On the other hand, the male administrators showed a more positive attitude towards promotion which entails transfer, where as, the attitude of the female administrators was rather negative due to family constraints.

Thirdly, this study has also succeeded in proving that women administrators do not differ in mobility pattern as compared to the male administrators.

The most important implication of the present findings is the overall similarity of the female administrators demographic characteristics as compared to the males. The mean scores of the female versus the male administrators were relatively similar. Even though the current data shows that the number of women administrators in top positions is relatively very small compared to the males (22

female Principals compared to 103 male Principals in January 1996), no evidence indicating their differences was discovered from this study; either in personal characteristics, educational background, home-related factors, specific qualities as well as mobility advancements.

Several assumptions are perceived in summarizing this phenomenon. Firstly, as far as the ratio of 22: 103 female versus male Principals (or approximately 1:5) is concerned, it is assumed that the women who have accepted the promotion to be Principals are the ones who have most of the criteria of a good leader. They possess high educational qualification, have attended several training programmes on school related administration, have less home-related problems and have a good support from the husband or helpers to carry out their household chores and childcare duties. It is also possible to assume that, they have accepted the promotion and dared to hold the top position because they have the specific qualities: knowledge, skill attitude and confidence to be a leader. They are also less hindered by the responsibilities towards their family. In other words, they have foreseen the burden, responsibilities and other problems before accepting the offer and were prepared to face any circumstances. This is in line with previous studies by Asplund (1988), White (1992) and Enkelis, Olsen & Leweinstein (1995). As a result, they are usually observed to be more independent and competent than other women (Ashmore and Tumia, 1980, as in Kalsom Faezah, 1988).

86

The second assumption is that there seem to be a little bias or prejudice towards woman administrators capabilities, thus resulting to their low numbers being promoted to be Principals. Even though this study has revealed that the female administrators possess almost similar personal characteristics with their male counterparts, yet their upward mobility is somehow limited as seen from their negligible numbers. There is no strong reason or obvious explanation for this. However, it is possible that in this aspect, there seem to be a range of cultural and organizational barriers hindering women to move upward. As suggested by Shaw and Perrons (1995) women are more often judged informally and subjectively on the basis of their perceived suitability for a post or for promotion. Judgements are often made in terms of assumptions and not the real confessions of the women. Currently, most of the decision-makers and top administrative officers involved in the promotion of the school administrators are men. Their understanding and concern about the dual responsibilities and burden that would be faced by the women if they are promoted influence their decision. Given a choice, men are therefore more favoured to be promoted than women. As a result, women remain stereotypically allocated at a less critical administrative level. This explains the large proportion of them remaining only as Senior Subject Teachers or Senior Assistants.

Several other important findings and implications were revealed from this study. For instance, as far as educational qualifications are concerned, there is a trend of

87

pursuing higher level of education among the teachers and administrators. This trend is expected to be much dominant as the recent pronouncements made by the Minister of Education, Datuk Seri Najib Tun Abdul Razak, to encourage teachers to pursue or continue their studies in a bid to upgrade the teaching profession. In line with that, the Aminuddin Baki Institute (IAB) has offered twin-programmes with local universities to conduct courses in Masters of Science (Management) for graduate teachers in Universiti Utara Malaysia (IJUM), Universiti Pertanian Malaysia (UPM), Universiti Malaya (UM), Universiti Sains Malaysia (USM) and also with the University of Houston. Beside masters programmes, the IAB is also conducting other in-service trainings. Several universities are also offering courses at doctorate levels, both full-time and part-time. However, as gender is concerned, it is currently observed that the number of females enrolled for these further degrees are much fewer compared to the males; therefore, it is expected that they will still not be prominent in top administrative positions in the near future.

Another point seen in general is the lack of recruitment or exposure to school administration among the teachers. This can be seen from a great number of the respondents (administrators) who have not attended any proper training before and after holding present position. As a result, many of the female administrators are less confident to accept further promotion.

88

5.2

Conclusion

From the findings of this study, several conclusions can be drawn: 0 Profile of school administrators It is observed from this study that the typical administrator in the Secondary Schools in Kedah in 1996 is male, married, in the 40s, born and served in the same districts, has a Bachelor of Arts, and has attended administrative training programmes after being promoted to administrative position. They are also found not to be hindered by family-related matters and have a considerably good knowledge, skill and attitudes towards their job and position.

(II)

Profile of women administrators In the comparison between female and male administrators, this study has no significant findings. The female administrators only slightly differ from their male counterparts in terms of skill and attitude towards their current position. However, it is rather obvious that the female administrators are facing with more hinderance towards career advancement. The major block to their decision in accepting promotion and mobility is due to family commitments; especially children, motherhood and transfer. However, once they accept the offer, the women seem to give their very best to carry out their duties so much so that they seem not to differ from

89

their male counterparts in terms of knowledge, performance and demographic characteristics as concluded below.

(0

Personal Characteristic From this survey it can thus be said that a typical woman administrator is generally married, in the 40s, born and served in the same districts and has a Bachelor of Arts.

As for service, 81 (65.9%) of them have been serving as ordinary teachers for 10 - 19 years, and 75 (61 .O%) of them have served less than 5 years as administrators.

(ii)

Educational

Background

81.3% of the female administrator have acquired a Bachelor of Arts while 18.7% a Bachelor of Science. 49.6% of them have not attended any training programme concerning school administration before and after being promoted to the present position.

(iii) Home-Related Factors Looking at the mobility pattern, 40.99% of the female administrators remain as a teacher in their own districts of origin while 36.21% remain as an administrator in the same area. Compared to the male administrators, it

90

seems that more of the females prefer to be working within their district of origin. They are less mobile and do not prefer to be transfered.

When family matters are concerned, 80.6 percent and 89.7 percent of them manage to carry out their role as a wife and as a mother respectively very well. They also receive a good moral support from their husband both in terms of career-making (91.3%) and promotion (87.9%). Most of them obtain great helps either from paid helpers, husband or relatives to do the household chores and manage their children.

64

Specific Oualities The female administrators have a good knowledge in school administration. However, their skill and attitude towards current position are only fair. Most of them face several problems regarding mobility towards becoming a Principal. The most frequent obstacles reported are ftiliy, children and transfer from permanent residence.

(III)

A comnarison in demographic characteristics and mobility pattern of the female and male administrators It was the second aim of this study to investigate whether there is any significant difference between the female and the male administrators in demographic characteristics and mobility pattern. The fmdings of this

91

study show that women administrators do not differ significantly in demographic characteristics as compared to the male administrators, and women administrators do not differ significantly in mobility pattern compared to male administrators.

5.3

Recommendation

Recommendation to increase the number of woman administrators

1. Both female and male teachers should be exposed to school administration before being promoted to administrative positions. They should also be encouraged to prepare themselves for administration so that they will be more confident to accept promotions and to carry out their duties, This can be done by involving them in certain committees headed by the Principals or Senior Assistants. In addition, in-house training can be organized to, at least, make the teachers realize about the technical and procedures in school administration. At district or state level, teachers who have entered the promotion zone should be given a training programme on school administration.

92

By taking these suggestion into consideration, it is hoped that there will be a larger pool of talented and qualified teachers from which to draw for the top administrative positions.

2. The Ministry of Education, the State Education Department and the District Education Offices should provide female teachers with greater access and opportunities to administrative and top level positions. They should be less prejudiced on whether they could or could not handle their duties. Given the same educational qualification and adequate training, women actually can perform as good as men in administration. Therefore, giving equal opportunity to the women is important and let them decide whether to accept the offer or not, because they can make their own judgement based on their own capacities and capabilities.

3. Looking at the current progress, womens movement in career and leadership is highly accountable. Yet, myths still prevail: that women will leave work to attend a sick child or when the baby-sitter is away, or women cannot be promoted to a prestigious position that requires relocation because a husbands job is given more priority.

93

Realizing the competencies and capabilities of women in the workforce, new employment practices should be adopted to

accomodate the needs of women both with careers and family. Some of the suggestions that have been proposed are the implementation of a flextime, permanent part-time, job sharing, teleworking or compressed working week. As for our country, the flextime and the establishment of childcare centres at the work place is currently being discussed. It is hoped that the government and non-government organizations (NGOs) will continue lobbying to fulfill these needs in order to enhance better opportunities and mobility of women administrators and women managers.

Areas for further research

Analysis of the data collected for this research also leads to several recommendation for further research.

1. The present study is useful in that the sample size is large enough to identify differences as a whole. However, it is recommended that a more qualitative and quantitative approach be developed to provide a valid description of the administrators separately into three categories: the Principals, the Senior Assistants and the Senior Subject Teachers.

94

2. Results of this initial study seem worthy of follow-up and expansion. More data need to be gathered, especially from the female Principals because members of this group is currently very small (only 22 in 1996).

3. Another extension of this study is to conduct a similar investigation using subjects in other educational or professional settings. This should include those in the Ministry of Education, State Education Departments, State Educational Resource Centres, District Education Offices and even the primary schools.

4. Additional leadership styles ought to be investigated. As more leadership positions are created nowadays, further research may help to identify what leadership styles, behaviours or characteristics are more effective in specific situations. For example, the Senior Assistants can be categorized into four (4); namely in charge of curriculum, cocurriculum, students affairs and also the afternoon sessions supervisor. The difference in responsibilities and situations might need different personalities and competencies to handle the job smoothly.

95

5 . More research into leadership and gender should be undertaken in order to ascertain which factors have facilitated or hindered the progress of females in leadership positions in educational, industrial, political, and business institutions. Specifically, this research should consider religious, economic, social, and political factors which may contribute to the discrepancy between genders in access to leadership positions. This is particularly important as the current Malaysian political climate is very supportive of females demands for equality and upward mobility.

It is hoped that this study makes an important contribution to the sparse research in this area.

96

BIBLIOGRAPHY I. Books Asplund, G. (1988). Women Managers: Chichester: John Wiley & Sons.
Changing Organizational Cultures.

Brown G. and Brady, C. (1991). Women in Management Series: Getting to the Top. London: Kogan Page Limited. Davidson, M. and Cooper, C.L. (1992). Shattering the Glass Ceiling: The Women Manager. London: Paul Chapman Publishing. Enkelis, L. and Olsen, K. with Lewenstein, M. (1995). Potraits of Women Business Leaders. San Francisco: Berrett-Kochler Publishing. Fogarty, Allen & Walters. (198 1). Women in Top Jobs. London: Heinemann Educational Books. Jamilah Ariffin. (1992). Women and Development in Malaysia. Petaling Jaya: Pelanduk Publications. Jamilah Ariffin. (1994). Reviewing Malaysian Womens Status. Kuala Lumpur: Population Unit Studies, University of Malaya. Ozga, J. (1993). Women in Educational Management: Gender and Education. Buckingham: Open University Press. Robbins, Stephen P. (1993). Organizational Behavior: Concepts, Controversies and Applications (4th edition). New Jersey: Prentice Hall Inc. Seidmann, A. (1978). Working Women: A Study of Women in Paid Jobs. Colorado: Westview Press. Sekaran, U. (1992). Research Methods for Business: A Shill Building Approach (2nd edition). Canada: John & Wiley ans Sons Inc. Seventh Malaysia Plan 1996 - 2000. (1996). Kuala Lumpur: Percetakan Nasional Bhd. Sieh, Phang, Lang & Norma. (1991). Women Managers of Malaysia. Petaling Jaya: University of Malaya.

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Shaw, J. and Perrons, D. (1995). Making Gender Work: Managing Equal Opportunities. Buckingham: Open University Press. Sitterly, C. (1993). The Woman Manager: How to Develop Essential Skill for Success. London: Kogan Page Ltd. Sitterly, C. and Duke, B. (1988). A Womans Place: Management. New Jersey: Prentice Hall. Stead, B.A. (1985). Women inManagement. New Jersey: Prentice Hall Inc. Valentine J.L. and Mennis E.A. (1980). Quantitative Techniques for Financial Analysis (Revised edition). Ontario: Richard D. Irwin Inc. Vinnicombe, S. and Colwil, N.L. (1991). The Essence of Women in Management. London: Prentice Hall. White, J. (1992). A Few Good Women: Breaking the Barriers to Top Management. New Jersey: Prentice Hall.

II. UMI Dissertation Antield, E.J. (1989). Female Labour and Regional Economic Division in Malaysia. Ph.D Thesis. University of North Carolina at Chapel Hill. Brodsky, M.A. (1989). A Study of Personality, Sex-Role Identity, and Demographic Characteristics of Successfil Female Corporate Managers and Successful Female Entrepreneurs. Ph.D Thesis. Temple University. Husna Sulaiman. (1984). The Productive Activities of Malaysian Women in the Market andHousehold Production Series. Ph.D Thesis. Ohio State University. Jaffe, E.L.. (1985). Management Womens Life Transitions: New Opportunities for Adult Learning. Diploma of Education Thesis. Columbia University Teachers College. Kalsom Faezah Mohamed. (1988). A Descriptive Stu& of Faculty Members and Department Heads Perceptions of Leader Behaviors in Selected Malaysian Institutions of Higher Education. Ph.D Thesis. Ohio University.

98

Miles, KS. (1985). A Nafuralisfic Inquiry info the Administrative Behavior of a TopLevel Woman Executive in a Two-Year College. Ph.D. University of Colorado at

Boulder. Rohany Nasir. (1984). Sex-role A ffifides and Some Selected Background Characteristics
of Women in Nonfradifional Careers, Women in Tradifional Careers, and the Homemakers in Malaysia. Diploma of Education Thesis. Western Michigan

University. Turk, G.R. (1985). The Manager Mofher. Ph.D Thesis. University of Denver.

III. CDROM Cartwright, C.A. (1994). Idenffjicafion of the Critical Skills, Affifudes and Experiences
which Could Increase the Probability of Women Being Selected as School Principal. University of La Verne.

Foulconer, K. A. (1993). Women Administrators in California Community Colleges. Diploma of Education Thesis. University of Southern California. Gorena, M. (1994). Hispanic Women in Higher Education Adininistrafion: Factors That Positively Influence or Hinder Advancemenf to Leadership Positions. Diploma of Education. The George Washington University. Rusher, A.W. (1994). A Descriptive Sfudy of African American Women Aa%nisfrators in Higher Education: Recruifmenf, Retenfion and Promotion Patterns. Diploma of Education Thesis. University of Louiseville.
Sogra, K.J. (1992). Female Managers in Bangladesh and Their Development Needs. The

University of New Brunswick. Tabb, M.S. (1994). A Propile of the Female Public School Adminisfrators in the State of Mississippi. Diploma of Education Thesis. Delta State University. Winkler, B.A. (1994). Female Public School Superintendents in Pennsylvania: A Descriptive Study. Diploma of Education Thesis. Temple University.

99

IV. Journal and Magazines

Bautista, V.A. (1992). Women Executives in a University Setting: The case of the University of the Phillippines at Diliman Review of Women s Studies, 111( 1). 118133. Dr. Fatimah Abdullah. Menjelang Abad 21: Suami Perlu Membantu. CITRQ. 3 Jun 1996. Zinitulniza Abdul Kadir. Wawancara: Asiah Serikandi Negara. C127&4. 20 Mei 1996. Zinitulniza Abdul Kadir. Bukan Kerana Wanita... tapi Kebolehan dan Kelayakan. CITRA. 27 Mei 1996.

V. Newspaper

.......... .........

Rural Women Enjoy Better Living Standard. New Straits Times: 2nd April 1996. Women an Integral Part of Nations Development. New Straits Times: 6th April 1996. Topic for February 1996. War of the Sexes: Does a Woman make a Better Manager? Management Times: 1st January 1996, 2nd, 9th, 16th Februarty 1996, 12th March 1996. Can Women Meet Their 3Opc Target? Life & Times: 26th August 1996.

..* . . . . . .

..........

Ashraf Abdullah and Azura Abas. Bias Against Women. New Straits Times: 26th August 1996.

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APPENDIX 1

ROLE AND RESPONSIBILITIES OF THE SCHOOL PRINCIPAL

Head of department (the school is considered as a department). Secretary of the School Administrative Body. Sum in charge of School Objective and Policy Making based on and coordinated with the policy of the Ministry of Education and National Education Objectives.
4.

Chief Supewisor to dis seminate educational rules and other government instmctions to fix and control schools task specikatim. Planning an task specififxitions. Making and distributing n&s and regulations regarding curricuhun, cow&&m, discipIine to the staff. Chief EvahMor in planning and perfbrmance of stat% and students. Chief guidance to all M teachers and non-tea&x Supemisor and Distributor oftasks to all staff. admikWim or

5. 6.

7. 8. 9.

10. Chairman of Educational Academic Body. Il. Supervisor of administrative and management regulations. 12. Chairman ofthe Staffand Students Disciplinary Board.
13. 14.

Chairman of the Sports Committee. Chief Financial and Accounting Inspector of the school.

15. Chief Accounting Auditor of the schools clubs and societies.

16.

Chief liason officer between the school and the public, government departments, stafli and students.

17. Chief Protocol officer for all school fimctims.

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ROLE AND RESPONSIBILITIES OF THE SENIOR ASSISTANTS (ADMINISTRATItXWXmRICULUh4) (hnying out the duties of the Principal in his absence (on leave or outstation) Teaching certain subjects as allocated by the Principal. coordinating all activities of the Ministry of Education in&ding supenrising theacadenktaskofthe ~hersindividually. 4. Coordinator ofInternal and External Examinations. 5. Member of the school and students Disciplinary Board 6. Supervisor of the school time table. 7. Supenrisor of the school accounts. 8. Supervim of the school stocks and inventosy for equipment and tirniture. 9. Chief communicator of the teachers and stafk 10. Carrying out other duties as directed by the Principal.

ROLE AND RESPONSIBILITIES OF TBE SENIOR ASSISTANTS (STUDENTS AFFAIR)

1.

Ckrying out the duties of the Prkipal (in the absence of the Principal/Senior Assistant).

2. Teaching certain subjects as allocated by the Principal. 3. Responsible for the Principal in: . DisciplineandCounselling . Scholarships and Financial aids . Frintirg and editions . Textbooks l School Coopexative . SchoolCanteen . School Hostel
4.

Assisting the Principal to supervise and evaluate all activities in 3.

5. Assisting the Principal in all aspects of school planning and management. 6. Managing and updating students records including intake, transfers, 001/002 Card, PKS VPKS 2 etc. 7. Assisting the Principal to plan the school calendar and activities in 3. 8. Canying out other duties as directed by the Principal.

I
1. 2. 3.

ROLE AND RESPONSIBILITIES OF THE SENIOR ASSISTANTS KOCURRICULUM)

Carrying out the duties of the Principal (ii the absence of the Pi.ncip&%nior Assistants). Teaching certain subjects as allocated by the Principal. Responsible for the Principal in: . Physical Education l SchoolcalendarfIxsporkandgames . Safety, health and student welike l School functions (Annual Sports, Speech Day etc.). Carrying out other duties as directed by the Principal.

4.

I
1. 2.

ROLE AND RESPONSIBILITIES OF THE SENIOR SUBJECT TEACHERS

ChieK%airman of the subjects panel and conducting and meetings at least once a term and other adhocmeetingswhennecessary. Roles of the Senior Subject Teachers. l Coordinatingtheacademictasksofteachers 0 Providing up-to-date syllabus to the teachem l Coordinating teaching plans among the subject teachexs l Selecting and suggesting text and reference books to the Princ@s 0 Coordinatjng examidions, test question and marking schemes

l Anawhs examination results . cooperatingwithteacherstodevdopweakstlldents.

3. 4.

Managing relevant files for the subjects, meetings, reports, records, etc. Advisor to the subjects clubdsocieties.

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APPENDIX 2

In the context of this study, the following operational definitions were used:

Mobility:

refers to the upward movement in the career of the school administrators measured by the promotion, recruitment and retention from ordinary teachers to holding the top positions in the education sector; specifically towards principalship in the schools.

Education

sector:

refers to the whole educational organization which comprise of the State Education Departments, State Educational Resource Centre, District Education Offices and the Secondary, Primary and Pre-Schools in Kedah.

School

Administratrators:

refers

to the Principals, Senior

Assistants (Curriculum,

Students AfFairs and Cocurriculum) and Senior Subject Teachers.

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Top Management Level (in secondary schools): refers to the position held by

the Principals in both grade A dan B schools.

Middle Management Level (in secondary schools) : refers to the position held

by the Senior Assistants in both grade A dan B schools.

Lower Management Level (in secondary schools): refers to the position held by

the Senior Subject Teacher in Grade A schools only.

Promotion:

refers to the movement fiom one rank to another either in positional title or added responsibility and/or decision-making.

Recruitment:

refers to the appointment as administrators or involvement in the decision-making and management task of administrators.

Retention:

refers to how long the administrators sene in a certain position.

105

APPENDIX 3

Table for Determining Sample Size from a Given Podation N S 10 10 15 14 19 20 24 25 30 28 35 32 40 36 45 40 44 50 48 55 52 60 65 56 59 70 63 75 66 80 85 70 90 73 76 95 80 100 86 110 92 120 97 130 140 103 108 150 160 113 170 118 180 123 190 127 132 200 136 210 In Size N = Populat N 220 230 240 250 260 270 280 290 300 320 340 360 380 400 420 440 460 480 500 550 60-O 650 700 750 800 850 900 950 1000 1100 I= Sample Size S 140 144 148 152 155 159 162 165 169 175 181 186 191 196 201 205 210 214 217 226 234 242 248 254 260 265 269 274 278 285 N 1200 1300 1400 1500 1600 1700 1800 1900 2000 2200 2400 2600 2800 3000 3500 4000 4500 5000 6000 7000 8000 9000 10000 15000 20000 30000 40000 50000 75000 100000 S 291 297 302 306 310 313 317 320 322 327 331 335 338 341 346 351 354 357 361 364 367 368 370 375 377 379 380 381 382 384

106

BAHAGIAN PERANCANGAN DAN PENYELIDIKiiN PENDIDIK.~N. KEMENTERIAN FENJ>IDI.KAN. PARAS 2. 3 DAN 5, BLOK J, PUSAT BANDAR DAMANSARA. 50604 KUALA LUMPUR

W, 7bfl: KP(8PPP) 13115

Ruj. Kumi.

Pn.Oewi Rosnah bte Raden Suhadi,

6 8 , T m n . Bunga Raya,

Tarikh.

06000 Jitra,
Kedah.

Puan.

Bagi Menjalankan Kajian Ke Sekolah-Sekolah, Jabatan-Jabatan Dan Institusi-Institusi Oi Bawah Kementerian Pendidikan Malaysia
Kebenaran

Adalah saya diarah untuk memaklumkan bahawa permohonan puan untuk menjalankan kajian mengenai Mobility Of Women Administrators In The Education S e c t o r in Kedah . telah dilu1usk.a;. 2. K e l u l u s a n ini adalah b e r d a s a r k a n k e p a d a h a n y a apa y a n g t e r k a n d u n g di dalam cadangan penyelidiktin yang puan kemukakan ke K e b e n a r a n bagi mensqunakan sampel kaiian perlu Bahagian ini. diperolehi daripada Ketua Bahasian/Pengarah Pendidikan Neqeri yang berkenaan.
3. ke Puan juga d i k e h e n d a k i m e n g h a n t a r s e n a s k h a h Bahagian ini sebaik sahaja selesai kelak.

hasil kajian puan

Sekian.
BERKHIOMAT UNTUK NEGARA CINTAILAH BAHASA KITA

Saya

y a n g menurut

perintah,

b.p. Pengarah Perancangan dan Penyelidikan Pendidikan, b.p. Pendaftar Besar Sekolah-Sekolah dan Guru-Guru, Kementerian Pendidikan.
107

APPENDIX 5 JABATAN PENDIDIKAN NEGERI KEDAH DARUL AMAN BANGUNAN PERSEKUTUAN JALAN SULTAN BADLISHAH 05604 ALOR SETAR
(Ked. Pendidikan 32) (Pin. 2/91)
TELEFON:

Pengarah - AS. 732113 Pejabal - AS. 7331311 F M No: - 7317242

Ruj.Tuan : Ruj.Kami : JPK(PPSG) 03-01/3 (116) Tarikh : 28 Ogos 1996

Pn. Dewi Rosnah bt. Raden Suhadi, 68. Taman Bunga Raya, 06000 Jitra, Kedah Darul Aman. Tuan, ,

Kebenaran Bagi Henjalankan Kajian Ke Sekolah-Sekolah Di Bawah Jabatan-Jabatan Dan Institusi-Institusi Kementerian Pendidikan Malaysia. Adalah saga diarah merujuk surat KP(BPPP) 13/15 Jld.46 (413) bertarikh : 06 Ogos 1996 mengenai perkara di atas. 2. Sehubungan itu, pihak jabatan dengan ini membenarkan tuan/puan menjalankan kajian seperti yang terkandung dalam para 2 surat kementerian. Sekian. W BERKBIDMAT UNTUK NEGARA W Saya yang menurut perintah, . ,

dptz:- PCK. 1 Perhubungan/Pendaf;aran Sekolah & Guru, b.p. Pengarah Pendidikan Kedah Darul Aman. s.k.

'

108

APPENDIX 6

I
UNIVERSITI UTARA MALAYSIA Sintok, 06010 Jitra, Kedab Darul Aman

CODE

II

The Princip~

All Secondary Schools, KedahDarulAman. Dear sirThe undersigned, a graduate student of Universiti Utara Malaysia, is currently underfaking a research entitled Mobility of Women Administrators in the Education Sector in Kedah, in partial fkhilhnent of the requirements for a masters degree @&SC. Management). The main purpose of this study is to draw a profile of the secondary school administrators in Kedah with an emphasis on the fdes. Pelmissions to conduct this study has been obtained from the Mkistry of Education and the Kedah State Education Department. 2. In the context of this study, the school administrators include the Principals, Senior Assistants and Senior Subject Teachers. In line with this, may I request for your cooperation by responding to my questionnaire which is herein attached. Your cooperation is also requested to deliver the other sets of questionnaires to the Senior Assistants and Senior Subject Teachers of your school. Your responses shall be held in STRICTEST CONFIDENCE and will in NO way 3. affect your position as you will not be identified individually and results will be in statistical summaries. It will be a great pleasure if you could return your responses before 25.10.96 using the stamped envelope. 4. Your cooperation is highly appreciated and thank you very much.

109

UNIVJZRSITI UTARA MALAYSIA Sintok, 04010 Jitra, Kedab Darul Aman

PART A: PERSONAL CHARACTERISTICS Please tkk [ / J ONCE in the spaces provided.

1)

Present position held in school: 1. Principal 2. Senior Assistant 3. Senior Subject Teacher El

I 1

2)

Age:

El
(3) (4)

21..3 30-34years . below 35-4Oyem

95 y5e0ars yearnsd 30 R 4. 5. 6. 41-44years- 4above years

I2

Gender: n 1. Male
-

I
3 I 1. Married I 2. Single

Marital Status:

I
4

El
6)

1. First child 2. Middlechild

El

3. Last child 4. Only child

Length of service: How long have you been in the teaching profession? above El 3. 4. 20 19years and 15- years

El2. 1. lessthan 14years - 10 lOyears

I
6

How long have you become aschool administrator? I 3. more than 10 years 07

El2.5l.lessthanSyears

10

years

110

PART B: EDUCATIONAL BACKGROUND

@I Educalhnal qua&jWlion: 61 What is your HIGHEST qualikation? 1. B . A 2 . B.Sc 3. MA or M.Sc 4. Ph.D

cl 8
P

(91

Year of acquisition: When did you graduated? (Please fjll in) ................

lhining program(s) allendedHave you attended any u-air&g or courses on school administration? 1. YES, before promotion to my present position 2. YES, a&r promotion to my present post 3. NO, none before or after my present position E 10 l

* If your answer in (10) is either 1 or 2, please continue with question (11). (11) Orgaker of train@ program or courses attended. 1. Ministry of Education 2. State Education Department 3. MB 4. Others ( Please state: . . . . . . . . . . .._.............................................)

I 11

PART C: HOMERELATED WACTORS

Fami&

Background

District of origin: Where were you born? 5. 6. 7. 8. Kota Setar Baling&k Kulirn&ndarBam Other states outside Kedah

3. Padang Terapkmlang 4. KualaMudaplan

III 12

111

(13)

Where did you stay longest as a teacher? 1. Kubang Pasu 2. Langkawi 3. Padang Terap / Pendang 4. Kuala Mudal Yan 5. Kota Setar 6. Baling/ Sik 7. Kulim/BandarBaru R 8. Other states outside Kedah

El 13

(14)

Where did you stay longest as an administrator7 1. Kubang Pasu 2. Langkawi 3. PadangTerap/Pendang R 4. Kuala Muda I Yan 5. Kota Setar 6. Baling / Sik 7. Kulim/BandarBaru R 8. Other states outside Kedal

I 14

011 05)

Family - related matters: In general, how would you say about your role as a husband/wife? 1. excellent 2. good 3. average 4. not very good 5. poor 6. not married

El 15

Please explain why you rate yourself as you do. ( OPTIONAL ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .......... . . . . . . . . . . . . ..... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .......... . . . . . . . . . . . . ..... (16) If you have children, how would you rate your role as a &her/mother? 1. excellent 2. good 3. average 4. satisfactory 5. poor 6. not married

El

I 16

Please explain why you rate yourself as you do. ( OPTIONAL) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .......... . . . . . . . . . . . . ..... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .......... . . . . . . . . . . . . .....

112

07)

How would you rate your husband s/ties moral support to your career? 4. unsupportive 1. extremely supportive 5. very unsupportive 2. supportive 6. not married 3. neutral R H How would you rate your husband&vifes moral support to your promotion? 1. extremely supportive 2. supportive 3. neutral 4. unsupportive 5. very unsupportive 6. not married

I
17

08)

I 18

09)

Concerning homemaking and childcare duties, please state the approximate percentages done by each of the following. a . Your husband? . . . . . . . . . . . % b . From others e.g. baby sitter, house keeper, mother, mother in- Law, relatives, etc. . . . . . . . . . . . . . . % c . Your children? . . . . . . . . . . . % (TOTAL 100%) I 19 LJ I 21

PART D: SPECIFIC QUALITIES (SienwCant

Others)

Please indicate your agreement or disagreement with the statements below by placing ONE (I) intbespacespr@vlW

In comparison with my colleagues (holding the same position )

(20)

my knowledge about school administration is 1. better than most 2. same as most 3. not as good as most

E 22

my knowledge about management principles is 1. better than most 2. same as most 3. not as good as most I 23

113

Skill:
Please CIRCLE the best statement suited you. The numbers imply the folhnving: 1. ALWAYS
2. OFTEN

3. SOMETIMES 4. RARE ORNEVER

In carrying out my duties:

(22)

I am directly involved in the planning, controlling and coordinating all the schools programmes and projects. 1 I give speeches and inputs to stat& and students during school assemblies. I entertain teachers and students personal problems regularly.

(23)

I
25

(24)

El 26

(111) Attitude:

a. Job Involvement
(25)

I consider the status and position of the administrators as meaning&l and very important. I love my present position because I am involved in decision-making. b. Job Performance

I
3 27 I 28 3

cm

(27) (28)

My works are up-to-date. I have been nominated for the excellent service award under the SSB. c. OrganWional Commitment

I
29 El 30

(29
(30)

I give top priority to my school work. I support my school team in any competition.

I 31

I 32

114

PART E: MOBILITY INDICATORS.

The following questions seek to investigate an administrators mobility pattern along promotion recruitment and retention. Please complete the following questionnaire by CIFX!LING the answer that best describes your feelings about each statement. For each item, circle your response according to the following

I
(31)

1 = Strongly Disagree 2 = Disagree

3 = Agree

4 = Strongly Agree

I accepted promotion to the present position with txnhlence because I was exposed to and involved in school administion befare. My previous experience and resporkbilities helps me to carry out my duties now more confidently. Compared to other colleagues of the same position,

I
33 I 34

(32)

(33)

I was appointed to the current position beacuse of god personality and reputetion. My husband/wifes position/personality has an iruluenm on my promotion. I accepted my promotion: 1. the fkst time it was offered 2. the second time it was offered 3. after more than two times it was offered

I 35 I 36

(34)

(35)

I 37

115

Please indicate the degree of your agreement or disagreement with each of the following statements by ENCIRCLING your response according to the following code:

SA = Strongly Agree A = Agree D = Disagree SD = Strongly Disagree Na = Not available

In the performance of my job:

I would have accepted my previous promotion(s) if it did not entail any transfer from my SA permanent resident.

SD

NS

II 38 I

I will readily accept any promotion in future if it does not entail any transfer f&n my present residence.

SA

SD

NS
c

39

I would readily accept any promotion if my husband gives the green light.

SA

SD

NS

40

Movement or work experience: Please list the positions you have occupied in the space below. Name of School Inclusive Years

Position 1. principal

2. Senior Assistant

3. Senior Subject Teacher

116

Dewi Rosnah Bte Radin Suhadi Pejabat Pendidikan Daerah Kubang Pasu, 06000Jitra, Kedah Darul Aman

APPENDIX 7

Tel: 9171445 (pejabat) 9174001 @ 0104421373

9 Oktober 1996

Pengetua,
Sekolah-Sekolah Menengah, Kedah Darul Aman.

KAJIANTESISUNTUKSARJANASAINStPERGURUSAN)
Dengan hormat dan sukacitsnya dimtinmkan bahawa saya yang bernama dan berakunat di atas buat masa ini sedang mengikuli Program Sarjana Sains Pengumsan di UUM. Sebagai memen~ syarat untuk pengijazahan saya sedang menjalankan satu kajian tesis bertajuk Mobility of Woman Administrators in the Education Sector in Kedah. Tujuan utama kajian ini ialah untuk mengkaji pergerakan den kemajuan kerjaya pentadbir-pentadbir sekolah dalam Negeri Kedah ten&ma pentadbir wanita. Kebenaran untuk menjalankan kajian ini telah pun diluluskan oleh Kementerian Pendidikan Malaysia dan Jabatan Pendidikan Kedah.

2.

3. Sehubungan itu, kerjasama tuan/puan amat diah~&kan untuk meluangkan sedikit masa bagi menjawab soal selidik be&&. Keikhlasan tuan/puan untuk menjawab dengan jujur dan tepat amat dmargai demi menjamin kejituan kajian ini nanli. Segala respons dari tuan/puan adalah SULIT dan TIDAK akan menjejaskan kerjaya tuan/puan dalam apa cara sekahpun kerana segala bentuk penganahsaan adalah dalam bentuk STATISTIK sahaja.
Bersama-sama ini disertakan 1 set soalselidik serta sampul surat bersetem dan beralamat saya 4. sendiri. Kerjasama tuan/puan sekali lagi diharapkan agar dapat mengembahkannya sebelum 25 OKTOBER

mini. 5. 6.
Kerjasama tuan/puan seterusnya dipohon untuk menyampaikan set soal sehdik yang sama kepada Penolong Kanan dan Guru Kanan Bidang sekolah tuan/puan. Segala kerjasama tuan/puan amat saya hargai dan didahuhri ucapan jutaan terima kasih.

Saya yang benar,

17

NO. MATRIK 80258

117

Dewi Rosnah Bte Radin Suhadi Pejabat Pendidikan Daerah Kubang Pasu, 06000 Jitra, Kedah Darul Aman Tel: 9171445 (pejabat) 9174001 @ 010-4421373 9 Oktober 1996 PK./PK (HEM)@K(KK)/Guru Kanan Bidang Sekolah-Sekolah Menengah, Kedah Darul Aman.

KAJIAN TESIS UTITUK SARJANA SAITW (PERGURUSANj Dengan hormat dan sukacitanya dimaklmbahawa saya yang bemama dan beralamat di atas buat masa ini sedang mengikuti Program Sarjana Sains Pengurusan di UUM.
2.

Sebagai mementisyarat untuk pengijazahan, saya sedang menjalankan satu kajian tesis bertajuk Mobility of Woman Administrators in the Education Sector in Kedah . Tujuan utama kajian ini ialah untuk mengkaji pergerakan dan kemajuan kerjaya pentadbir-pentadbir sekolah dalam Negeri Kedah terutama pentadbir war&. Kebenaran untuk menjalankan kajian ini telah pun dilmmkan oleh Kementerian Pendidikan Malaysia dan Jabatan Pendidikan Kedah. Dalam konteks kajian ini, yang dimaksudkan dengan pentadbir sekolah ialah Pengetua, Penolong Kanan dan Guru Kanan Bidang. Justeru itu, sukacita dimaklebahawa tuan/puan telah dipilih secara rawak sebagai responden kajian ini. 4. Sehubungan itu juga kerjasama tuan/puan amat dialu-ah&an untuk meluanglcan sedikit masa bagi menjawab soal selidik berikut. Keikhlasan tuan/puan untuk menjawab dengan jujur dan tepat amat dihaqai demi menjamin kejituan kajian ini nanti. &gala respons dari tuan/puan adalah SULIT dart TIDAK akan menjejaskan kerjaya tuan/puan dalam apa cara sekalipun kerana segala bentuk peqqnahsaan adalah dalam bentuk STATISTIK sahaja. 5. Bersama-sama ini disertakan 1 set soalselidik serta sampul surat bersetem dan beralamat saya sendiri. Kerjasama tuan/puan sekah lagi diharapkan agar dapat mengembahkannya sebelum 25 OKTOBER mini.
6. 3.

Segala kerjasama tuan!puan amat saya hargai dan didahuhn ucapan jutaan terima kasih

Saya yang benar,

I>
NO. MATRIK 80258

118

UNIVERSITI UTARA MALAYSIA

Sintdc,O6OlOJitra,KedahDardAman

BAHAGIAN

A: DATA PERIBADI

ml Sila abaikan mangauiui

silatandakan(~)padaluangan

yangbelkenaan.

(1)

Jawatan sekarang:

Fl H
I (2)

1. Pengelua 2. Penolong Kanan 3. GuruKanan Bidang

Umur: 1. 3Otahunkebawah 2. 30-34tahun 3. 35-39tahu.n 4. 40-44tahun 5. 45-5otahun 6. 5Otahunkeatas

I
2 3

(3) Jantina:

I
El

1. Lelaki

2. Perempuan

(4)

TarafPerkahwinan:

1. Berkahwin

2. Bujang

u
H

Kedudukan dalam keluarga: 1. Anaksulung 2. Anaktengah

3. Anakbungsu 4. Anaktunggal

Tempoh perkbidmatan: Berapa lamakah anda telah berkbidmat sebagai gum?

2. 1. KurangdarilOtahun lo-14tahu-n

R 3. 4. 15- 19t&lndari tahun Lebih 20

ESerapa lamakah anda telah berkbidmat sebagai pentadbir (sama ada sebagai Gum Kanan Bidang, Penolong Kanan dan/atau Pengetua. JumM&an) 1. KurangdariStahun E 2. 5-1otahun 3. Lebih dari 10 tahun

119

BAHAGIAN B: LATAR BELAKANG PENDIDIKAN

(8)

Sila nyatakan kelayakan akadem& tednggi anda. 1. Ijazah Sarjana Muda Sastera @A) 2. IjazahSarjanaMudaSains(B.Sc) 3. Ijazah Sarjana (M.A atau M.Sc) 1 4. Ijazah Doktor Falsafkh (Ph.D)
8

(9)

Sila nyatakan bilakah anda menerima ijazah pertama anda (B.A atau B.Sc) Padatahun . . . . . . . . . . . . . . . . . . . . . . . . . . . (da nyatakan) ..

I
9

(I&l RogrizmLdhan (10) Pemahkan anda mengikuti sebarang kursudialihan khurur tentang pen- sekolah? 1. YA, sebehun memegang jawatan sekarang 2. YA, semasa memegang jawatan sekuang 3. TIDAKpemah I 10

* Jikajawapannombor(lO)adalah (11)

1 atau2,silajawabsoalan(ll)

silatandakanprogramyangpemahdiikuti. 1. Kursus pentadbiran sekolah anjuran Kementerian Pendidikan 2. Kursus pentadbiran sekolah anjuran Jabatan Pendidikan Neg. Kedah 3. Kursus pentadbkan sekolah anjuran IAB 4. Lain-lain @a ada)

I 11

120

BAHAGIAN C: FAKTOR-FAKTOR RUMAHTANGGA

La#arbdakangK&arga

Silanyatakan daerah kelahimn anda. 1. Kubang Pasu

2. KotaSeta~ 3. Langkawi 4. Baling/sik

5. Padang Terap/Pendang E 6. K-dar Baru

7. KualaMudahn 8. Di luar Negeri Kedah

I
12

Silanyatakandidaerahmanaanda~~atp~lamasebagaigurubiasa 1. Kubang Pasu

2. Kota Setar 3. Langkawi 4. Baling/si.k

5. Padaq Terap/Pendang
6. Kdim/BandarBaru 7. Kuala MudaIYan 8. Di luar Negeri Kedah

I
13

Sila nyatakan di daerah maua auda bexkhichnat paling lama sebqai pentadbir

[;E!ij!I!I

[;gii!c

cl
14

Faktw kehayga

Sekhnyaandaberkahwiqsecaraamba@mad&andamenilaiperanan anda sebagai suamiIisteri7 (iaitu sejauh manakah anda dapat mehkwdan hggungjawab sebagai suamihsteri) 1. cemerlang
2. Baik 3. sedelbana 4. Kurangbaik

5. Temk(lemah)
6. (Tidakberkahwin)

I
15

121

Sila jelaskan mengapa (jika boleh)

Sekiranya anda mempunyai am& sejauh manakah anda dapat melakwukan tugas/ tanggungiawab sebagai ayah/ibu? 1. cemerlang 2. Baik ~ 3. sederhana # 4. Kurangbaik 5. Temk(lemah) 6. Tidakanak

cl 16

Sila jelaskan mengapa (@a boleh)

Sagaimanakah sokongan moral suami/isteri anda terhadap kerjaya anda? 1. cemerlang 2. Baik 3. sederhana 4. Kurangbaik 5. Teruk@nah) 6. Tidak berkahwin

I
17 I
18

1. cemerlang 2. Baik 3. Sederhana

4. Kl.lrangbaik R 5. Teruk(lemah) 6. Tidakberkahwin

Sila nyatakan peratus bantuan yang anda terima dalam meMsa&anurusan lumahtangga. dibantu oleh suarni/isteri dibantuolehoranglain@embanturumah), ibu/mertua, saudara-mara dan lain-lain. dibantu oleh anak-anak ..............% ..............% ..............%

I III

(JUMLAH 100%)

122

r I I

BAI-IAGIAN D: CIRI-CIRI /KUALJTI SPESIFIK

Silatandakan(~)padanwmgyangberkenaan

69

Pengetahian Behnding&nganrakan-rakanyangsamajawatandengansaya, saya memsakan bahawa

(20)

Pengetahuan saya tentang pentadbiran sekolah adahh 1. Lebih baik daripada kebanyakan yang lain 2. Sama dengan kebanyakan yang lain. a 3. Kurang chipada kebanyakan yang lain.

cl
22

(21)

Perqetahuan saya tentang prinsip-prinsip pengwwn adalah 1. Lebih baik chipada kebanyakan yang lain 2. Sama dengan kebanyakan yang lain. El 3. Kurang daipada kebanyakan yang lain.

cl
23

1.

SENTIASA

2. SELALU 3. 4. KADANG-KADANG JAMNG-JAMNG ATAU TIDAK PERNAH

DahmmeNsadantugasseharian: Saya terlibat secara langsung dalam perancangan, pengawalan dan penyelarasan semua program serta projek sekolah.
.

cl
1 2 3 4 24

-L
123

(23)

Saya memberi ucapan dan men- maklumat kepada guru-guru dan pelajar-pelajar semasa perhimpunan sekolah.

25

(24)

Saya melayani masalah peribadi gum-guru dan pel+jarpehjar.

El
26

(iii, Tanggpan terhadap k4a

04

(2s)

Saya menganggapkan status dan jawatan pentadbir sehgai hebat, membang@un dan bennakna.

cl
27

(26)

Saya &a mfxnejging jawatan sekarang kerana saya mempunyai kuasa untuk membuat keputusan.

cl
28

04

Prestaikerja

(27)

Saya menyiapkan tyqs yang diberikan dengan sempuma dan tepat pada wakhmya.

cl
29

(28)

Saya pemah dicakmkan untuk men&a Anugerah Perkhidmatan Cemedang di bawah SSB.

cl
30

(cl

Komilmentcxhadap oqanisasi

(29)

Saya memberi keutamaan kepada tugas-tugas be&aibmdenganpentadbiransekolahIxrbanding tugas-tugaslain.

cl
31

v-9

Saya memberi sokongan moral yang kuat kepada pasukan sekolah dalam sebarang a yangd.iseh.

cl
32

124

BAHAGIAN E: PETUTJJUKMOBILITI

Soalan-soalan berikut berhrjuan untuk mengkaji corak mobiliti seseomng pentadbir. Sila lengkapkan soalansoalan tersebut dengan MEMBULATKAN jawapan yang paling sesuai berdasarkan kod berikut :1 = AMATTIDAK BERSETUJU 3 = BERSETUJU 2 = TiDAKBERSETCJJU 4 = AMATBERSETUJU

(31)

Saya menerima tawafan untuk menjawat jawatan sekarang dengan yakin kerana saya pemah terlibat dengan pentadbiran sekolah sebehun ini. Pengalaman sebehm memegang jawatan sekmmg banyak membantu mehksamhn tugas dengan=mPuma.

cl
33

(32)

1
34

Berbandiigdenganrakan-fakanyangsamajawaEandengansaya, (33) Saya dilantik ke jawatan sekamng kerana mempunyai personaliti dan reputasi kerja yang baik Jawatan/paqkat/penonaliti kenaikanpangkatsaya suamilisteri mempenganhi 4 3 2 1 4 3 2 1

I
35

(34)

cl
36

(35)

Saya menerima perlantikan ke jawatan sekarang 1. padakalipertamaiaditawarkan 2. pada kali kedua ia ditawahn 3. selepas3kaliiaditawarkan

El
37

125

Sila bulatkan kenyataan yang anda setuju SEKALI sahaja berdasarkan kod be&M :AS = Ah4ATBERSETUJU TS = TIDAKBERSEIWJU TB = TIDAKBERKENMN Saya sepatutnya telah menerima perlanlikan kenaikanpan&ityanglalusekhnyaiatidak melibatkan perpindahan tempat tinggal. Saya akan menerima perlantikan kenaikan pangkat di masa akan datang walau pun melibatkan perpindaban dmi tempat tinggal Map. Sayahanyaakanmeneximasebarangperlantikan kenaikan par&at jika suamihsteri saya memberi persetujuan S = BERSETUJU ATS = AMAT TIDAK BERSETUJU

AS S TS ATS TB

I
38

AS

S TS ATS TB

III
39 I
40

AS S TS ATS TB

Pengalaman kerja. Sila nyatakan pengahman kerja anda sebagai pentadbir dengan melengkapkan ruangan b&t. Jawatan 1. Pengetua Nama Sekolab 1.
2. 3, 4 2.

Jaq+masa(tarikh)

Penolong Kanan

1.
2. 3. 4.

3. Guru

KananBidang

126

APPENDIX 8 LIST OF SCHOOLS IN KEDAH. VO NAME OF SCHOOL ADDRESS

A SchooLr

1. 2. 3. 4. 5.

SM BALING SM KEB. AGAMA BALING SM KUALA KETIL SM SIK SM SIONG

B Schools

09100 09100 W/P K.. 08200 09100

BALING BALING KETIL, 09300 K. KETIL SIK BALING

6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.

II.

SM BATU LIMA SM CHEPIR SM GULAU SM JENERI SM JERAI SM KUALA KETIL II SM KUALA PEGANG SM PARIT PANJANG SM SYED ABU BAKAR SM TEL01 KANAN SM TUNKU PUTEM
Disbkt ofKui%WB. Baru A Schoo&

08200 SIK 08200 SIK GULAU, 08210 SIK SIK, 08320 GURUN 09200 KUPANG BALING, 09300 KUALA KETIL BALING, 091 IO KUALA PEGANG 09120 BALING 09200 KUPANG 09300 KUALA KETIL 09100 BALING

17. 18. 19. 20. 21. 22. 23. 24. 25. -

SM CHIO MIN SM KEB. KULIM SM LABU BESAR SM PADANG SERAI SM SERDANG SM SULAHMAD TAJUDDlN SM SUL.BADLISHAH SM SUNGAI KOB SM TEKNIK KULIM

IULANG SAGO, 09000 KULIM 09000 KULIM 09010 KULIM 09400 PADANG SERAI 09800 SERDANG 34950 BANDAR BAHARU 09000 KULIM 09700 KARANGAN JLN JUNJONG, 09000 KULIM

127

UO. NAME OF SCHOOL

B Schook

ADDRESS

26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36.

SM JUNJONG SM KELADI SM LELA PAHLAWAN SM LUBUK BUNTAR SM LUNAS SMMAHANG SM SELAMA SM ST. ANNES CONVENT SM ST. PATRICK SM SUNGAI KARANGAN SM TUNKU PANGLIMA BESAR

09000 KULIM 09000 KULIM 09400 KULIM BANDAR BAHARU, 09800 SERDANG KULIM, 09600 LUNAS KULIM, 09500 KAIbiNGAN SELAMA, 09810 SERDANG JALAN BUKlT AWI, 09000 KULIM 232-A J. T. PUTERA, 09000 KULIM 09410 PADANG SERAI JLN. LUNAS, 09000 KULIM

III

Didctofhaiakiuda/yan A Schooh

37. 38. 39. 40. 41. 42. 43. 44. 45. 16. 17. 48. 49. 50. 51. 52. 53.

SM BEDONG SM CHE TOM SM DATO BIJAYA SETIA SM GUAR CEMPEDAK SM GURUN SM IBRAHIM SM KHIR JOHARI SM KOTA KUALA MU-DA SM MERBOK SM SAINS SULTAN MOHD. JIWA SM SIN MIN SM SINGKIR SM ST. THERESA SM TIKAM BATU SM VOKASIONAL SP I SM VOKASIONAL SI II SM YAN

08100 BEDONG BAKAR ARANG, 08007 SG. PETANI 080000 SG. PETANI GUAR CEMPEDAK,08800 GURUN 08300 GURUN PS 39,080OO SG. PETANI 08000 SG. PETANI 085000 KOTA KUALA MUDA 08400 MERBOK 08000 SG. PETANI JLN PEGAWAI, 08000 SG.PETANI BEDONG, 08400 MERBOK JALAN KOLAM AIR, 08000 S.PETANI 08600 SG. PETANI KG. SG. TUKANG, 08000 SG.PETANI KG. SG. TUKANG, 08000 SG. PETANI JALAN PEGAWAI, 06900 YAN

128

NO.

NAME OF SCHOOL

ADDRESS

BSchools 54.
55. 56. SM AMAN JAYA SM BANDAR SG. PETANI SMBATU 17 SM BATU LIMA SM BUKIT SELAMBAU SM CONV. FATHER BARRES SM SUNGAI LAYAR SM SUNGAI LIMAU SM SUNGAI PASIR SM TUNKU ISMAIL SM TUNKU SULONG 08100 BEDONG JLN. PENGKALAN, 08000 SP PADANG LUMAT, 08300 GURUN JLN. JENIANG, 08300 GURUN 08010 SG. PETANI JLN. KOLAM AIR, 08000 SG.PETANI 08000 SG. PETANI SG. LIMAU DALAM, 06910 yAN 08000 SG. PETANI 08000 SG. PETANI JENIANG, 08700 GURUN

57. 58. 59. 62. 63. 64.

60. 61.

IV DittrictofKubw~~Pasu ASchools 65. 66. 67. 68. 69. 70.

SM SM SM SM SM SM AYER HITAM JlTRA PULAU NYIOR SERI MAHAWANGSA SULTAN ABDUL HALIM TUNKU BENDPS 74,06150 ALOR SETAR

06000 JITRA
JLN. KODIANG, 06000 Jl-l-Ibi JLN. CHANGLUN, 06000 JITIbt 06000 JITRA 061000 KODIANG

BSchooLp
71.

72. 73. 74. 75. 76. 77. 78. 79.

SM SM SM SM SM SM SM SM SM

ALOR BIAK B. BUKlT KAYU HlTAM CHANGLUN HOSBA MEGAT DEWA PERMATANG BONGLAI SANGLANG TANJUNG PAUH TUNKU ANUM T.A. R.

0615OALOR SETAR BUKlT KAY-U HITAM, 06050 JlTRA CHANGLUN, 06010 JITRA HOSBA, 06000 JITRA 06100 KODIANG 06150ALOR SETAR K. SANGLANG, 02800 KANGAR 06000 JITRA TOK JALAI, 06000 JITRA

129

NO. v.

NAME OF SCHOOL Dimid ofEota Setar A Schools

ADDRESS

80. 81. 82. 83. 84. 85. 86. 87. 88. 89. 90. 91. 92. 93. 94. 95. 96.

KOLEJ SUL. ABDUL HAMID SM ALOR JANGGUS SM DATO SYED OMAR SM KEAT HWA SM KEB. AGAMA KEDAH SM POKOK SENA SM SAINS POKOK SENA SM ST. MICHAEL SM SULTANAH ASMA SM SULTANAH BAHIYAH SM TEKNIK ALOR SETAR SM TENGKU LAKSAMANA SM TU SHARIFAH RODZIAH SM TUNKU ABDUL AZIZ SM TUNKU ABDUL MALIK SM TUNKU ABDUL RAHMAN SM VOKASIONAL ASETAR

JLN. LOANGGAR, 05460 ALOR SETAR 06250 ALOR SETAR JLN. SULTANAH, 05350 ALOR SETAR JLN. KUALA KEDAH, 05400 A. SETAR JLN SULTANAH SAMBGN, 05350 A. S 06400 POKOK SENA, ALOR SETAR 06400 POKOK SENA, ALOR SETAR LRG.MERPATi, JLN LGGR, 05200 A.S JLN. LANGGAR, 05460 ALOR SETAR JLN. SULTANAH, 05350 ALOR SETAR L.RAyA SUL. ABDHALIM, 05400 A.S JLN KUALA KEDAH, 06600 KKEDAH JLN. KUALA KEDAH, 05400 A.SETAR SPG. EMPAT, 06650, ALOR SET-AR ALOR MERAH, 05250, ALOR SETAR JALAN PUTRA, MERGONG, 05150 A.S JALAN STADIUM, 05100 ALOR SETAR

B Schools 97. 98. 99. 100. 101. 102. 103. 104. 105. 106. 107. 108. 109. 110. SM DARULAMAN SM JAB1 SM KEAT HWA II SM KEPALA BATAS SM LANGGAR SM MERGONG SM MUADZAM SHAH SM SEBERANG PERAK SM SERI GUNUNG SM ST.NICHOLAS CONVENT SM SY. MOHD. AL BUKHARI ,534 TAJAR SM TANDOP SM TUNKU SOFIAH JALAN STADIUM, 05100 ALOR SETAR JABI, POKOK SENA JLN. KUALA KEDAH, 05400 A.SETAR KM.10, JLN. HUTAN KG. 06200 A.S LANGGAR, 06500 ALOR SETAR SK MERGONG, J. PUTRA, 05100 A.S KOTA SARANG SEMUT, 06800 A.S JALAN PEGAWAI, 05050 ALOR SETAR JALAN GUNUNG, 06570 ALOR SETAR 14B, JLN. TELOK WAN JAI-I, 05000 AS JALAN STADIUM, 05100 ALOR SETAR JALAN DATO KUMBAR, 06500 A.S KM 5, TANDOP, 05400 ALOR SETAR JLN. LANGGAR, 05450, ALOR SETAR

130

NO. M.

NAME OF SCHOOL

ADDRESS

Disbict ofLamkawi A Schools

111. 112.

SM MAHSURI SM VOKASIONAL

LANGKAWI

KUAH, 07000 LANGKAWI JALAN BATU ASAH, 07000 LANGKAWI

B Schools
113. 114. 115. SM AYER HANGAT SM KEDAWANG SM TUNKU PUTERA 07000 LANGKAWI 07000 LANGKAWI PDG. MAT SIRAT, 07100 LKWI

A Schools
116. 117. 118. 119. 120. SM SM SM SM SM DATO SYED AHMAD KUBUR PANJANG PENDANG SUNGAI TIANG SYED IBRAHIM 06300, KUALA NERANG 06760, ALOR SETAR 06700, PENDANG 06750, PENDANG PADANG PUSING, 06750 PENDANG

B SchooLF
121. 122. 123. 124. 125. 126. 127. 128. SM SM SM SM SM SM SM SM AYER PUTIH DALAM BUKIT JENUN LUBUK MERBAU NAKA PADANG TERAF PENDANG II TANAH MERAH TOKAI 06700 PENDANG 06720 PENDANG FELDA L. MERBAU, 06710 PENDANG SK NAKA, 06350 ALOR SETAR PADANG SANAI, 06300 K.NERANG 06700 PENDANG 06700 PENDANG SK HJ. A.RAHMAN, TOKAI,O6660, A.S

131

APPENDIX 9

SAS PROGRAMME USED TO ANALYZE THE DATA OF THE STUDY

133

134

135

136

, ,*

Il.: & --

138
? / *

139

APPENDIX 10 RAW DATA OF THE RESPONDENTS

VARIABLES No. 1. Position 1. Principal 2. Senior Assistant 3. Senior Subject Teacher. Age 1. Below 30 years 2. 30-34 years 3. 35-39 years 4. 40-44 years 5. 45-49 years 6. above 50 years Maritalstatus 1. Married 2. Single Rank inFamily 1. First child 2. Middle child 3. Youngest child 4. Only child Length of Service as Ordinary Teacher 1. Below 10 years 2 . lo-14 years 3. 15-19 years 4. Above 20 years Length of Service as an Admistrator 1 . Lesstahn5years 2. 5-10 years 3. More than 10 YWS 7. Highest Educational Attainment 1. B.A 2 . B.Sc 3. Masters degree 4. Ph.D. 14 45 33 % 15.2 48.9 35.9 FEMALE No. 14 40 69 % 11.4 32.5 59.1 TOTAL No. 28 85 102 % 130 39.5 47.4

2.

1 5 18 21 24 23

1.1 5.4 19.6 22.8 26.1 25.0

4 27 43 41 8

3.2 22.0 35.0 33.3 6.5

1 9 45 64 65 31

0.5 4.2 20.9 29.8 30.2 14.4

3.

92 30 48 11 3

100 32.6 52.2 12.0 3.3

114 9 24 82 15 2

92.7 7.3 19.5 66.7 12.2 2

206 9 54 130 26 5

95.8 4.2 25.1 60.5 12.1 2.3

4.

5.

7 14 24 47

7.6 15.2 26.1 51.1

3 22 59 39

2.4 17.9 48.0 31.7

10 36 83 86

4.7 16.7 38.6 40.0

6.

56 21 15

60.9 22.8 16.3

75 38 10

61.0 30.9 8.1

131 59 25

60.9 27.4 11.6

61 29 2

66.3 31.5 2.2 -

100 23 -

81.3 18.7 -

161 52 2

74.9 24.2 0.9

140

8.

Year of Graduation 1. Before 1965 2 . 1%5-1%9 3 . 1970-1974 4 . 1975-1979 5 . 1980-1984 6 . 1985 and above

3 19 28 23 19

3.3 20.7 30.4 25.0 20.7

1 2 21 52 39 8

0.8 1.6 17.1 42.5 31.7 6.5

1 5 40 80 62 27

0.5 2.3 18.6 37.2 28.8 12.6

9. Training Programmes Attended 1. Before promotion 2. After promotion 3. Never Attended 10 Organizers of Training Programmes 1. Ministry of Education 2 . JPNKedah 3. IAB 4. Others

12 44 36

13.0 47.8 39.1

11 51 61

8.9 41.5 49.6

23 95 97

~ 10.7 44.2 45.1

14 35 30 8

15.2 38.0 32.6 8.7

13 32 37 11

10.6 26.0 30.1 8.9

27 67 67 19

12.6 31.2 31.2 8.9

141

APPENDIX 11 CROSS-TABULATION RJBULTS FOR DISTRICTS OF ORIGIN AND DISTRICTS SERVED LONGEST AS A TEACHER AND ADMINISTRATOR

DISTRICT OF ORIGIN AND DISTRICT SERVE LONGEST 1. 2. 3. 4. 5. 6. 7. Kubang Pam KotaSetar Langkawi Baling/Sik Padang Terapl Pendang Kulim/Banda rBaru KualaMuda/ YiUl

TEACHER

ADMINISTRATOR

MALE

No.
5 9

l-

FEMALE

t 5

MALE

% 5.43 9.78

No. 7
16 1

% 5.74 13.11 0.82 3.28 2.46 6.56 9.02

No.
10 4

% 5.56 11.11

rNo
9
15 2 4

FEMALE % 7.76 12.93 1.72 3.45

4 1 2 4

4.35 1.09 2.17 4.35

4 3 8 11

4.44 -

4 4

4.44 4.44

4 8

3.45 6.90

JUMLAH

25

27.17

50

40.99

27

29.99

37

36.21

142

A SUMMARY OF t-TEST PROCEDURE RESULT vARlAJ3LEs

M LE MeXilI 1. Roleasa wife/husband 2. Role as a mother/ father 3. Moral support from spouse towards career 4. Moral support from spouse towards promotion 5. Knowledge in school administration and management principles 6. Skill in communication, managerial and situational 7. Attitude towards job and position 1.7065 1.7935 SD 0.5653 0.7192 FEh ALE Ma 1.8966 1.9396 SD 0.7954 0.7609 -2.0112 -1.4189 0.0456 0.1575

1.6522

0.6190

1.8522

0.8810

-1.9144

0.0570

1.6956

0.6418

1.8696

0.9691

-1.5468

0.1235

1.7326

0.3938

1.8236

0.3921

-1.0500

0.2950

2.0011

0.5727

2.5234

0.6143

-2.1245

0.0354

2.0438

1.2801

2.1632

1.1902

-2.0435

0.0425

8. Age 9. Length of Service as a teacher

4.4239 3.2065

1.2686 0.9669

4.1788 3.0894

0.9584 0.7683

1.5510 0.9937

0.1128 0.3237

10. Length of Service as an administrator 11. Year of graduation 12. Number of promotion 13. Experience as a Principal 14. Experience as a Senior Assistant 15. Experience as a Senior Subject Teacher

1.5543

0.7612

1.4715

0.6443

0.8623

0.3895

4.3913 1.0562 2.7894

1.1286 0.2316 1.3926

4.2195 1.1229 2.2942

0.9192 0.3539 1.1048

1.2212 -1.5539 1.1699

0.2204 0.1219 0.2502

2.0545 ~1.0957

2.2727

LO%4

-1.0439

0.2989

1.5406

0.8364

1.5802

0.7560

-0.2559

0.7985

143

APPENDM 13 A SUMMARY OF x2 TEST RESULT VARIABLES Role as a wife/husband Role as a mother/ father Moral support from spouse towards career 4. Moral support from spouse towards promotion Knowledge in school administration and management principles Shill in communication, managerial and situational Attitude towards job and position Age Length of Service as a teacher DF 4 3 3 Value 4.119 2.816 5.229 Probability 0.390 0.421 0.156

3.204

0.524

5.

1.316

0.600

6.

3 3

5.492 4.228

0.286 0.406

7.

8. 9.

5 3 2

18.084 14.717 4.273

0.003 0.082 0.118

10. Length of Service as an administrator 11. Year of graduation 12. Number of promotion 13. Experience as a Principal 14. Experience as a Senior Assistant 15. Experience as a Senior Subject Teacher

5 2 3 3

12.909 2.454 6.856 3.842

0.024 0.293 0.077 0.279

1.509

0.680

144

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