ARTICLE REVIEW: DO STUDENTS' PERSONALITY TRAITS MODERATE

RELATIONSHIP OF TEACHER'S LEADERSHIP STYLE AND STUDENTS'

ACADEMIC PERFORMANCE? EMPIRICAL EVIDENCE FROM INSTITUTE OF

HIGHER LEARNING

REVIEWED BY:

ELNIZIANA BINTI SUPAR

Faculty of Education, INTEC

April 3rd, 2014

1

Contents

1.0 SOURCE....................................................................................................................................3

2.0 OVERVIEW OF THE STUDY..................................................................................................3

3.0 DESCRIPTION OF THE METHODOLOGY............................................................................5

4.0 EVALUATION OF THE STUDY.............................................................................................8

5.0 DISCUSSION OF IMPLICATIONS OF THE STUDY.............................................................9

6.0 RFERENCES...........................................................................................................................10

2

1.0 SOURCE

The International Journal of Academic Research: Do students' personality traits

moderate relationship of teacher's leadership style and students' academic

performance? Empirical evidence from institute of higher learning by Ishfaq Ahmed

and Tehmina Fiaz Qazi, Lecturer, Research Scholar (M.Com Hons) at Hailey College

of Commerce, University of the Punjab (PAKISTAN), Vol.3.No.4.July, 2011, 11 Part.

2.0 OVERVIEW OF THE STUDY

In this article review, I summarize the article and offer comments about selected

aspects, identify some relevant changes that have occurred since the article was

published, and suggest areas where additional research findings would assist in

understanding the educational leadership in regard to the issues raised.

Research conducted by the authors establishes the relationship between

leadership style of a teacher as per students' assessment and their own perceived

academic performance.

This article concentrates 1) to assess the leadership style of their teacher,

secondly they had 2) to mention their perception about their academic performance

Additionally, this study is 3) to assess the level of emotional intelligence (EI) in

students. This made point of view that these aspects literally developed into the

objectives of the study.

Literature reviewed was clearly discussed by the authors which they stated the

study focuses on two distinct class leadership styles of teachers (Transformational &

Transactional) which they follow the influence the students and ultimately their

academic performance. Every significant elements in the study was particularly

discussed in this article cited from other researchers or other sources. There are six key

3

terms which are 1) Transformational vs. Transactional leadership style of teachers,

2) Individual outcomes of transformational leadership style, 3) EI and performance

predictors, 4) EI and its key elements, 5) ability EI vs. trait EI and 6) EI & academic

performance.

In this article, the research problem and issues that arises in many parts of the

world especially issue related with educational leadership are not clearly discussed by

the authors.

As been mentioned in this article, authors cited from Aikaman S. & Unterhalter

(2005) which explained the education is the key words development of a nation as a

whole and the most effective channel to bring about the prosperity in a society.

competition has become the basic evolutionary element behind all the progress in this

area.

As the significance of the study at that particular time, the authors hope that

this study emanates from the ability of Ministry of Education, researchers and

interested leaders in the Pakistan. The authors wishes that decision makers in more

HEIs shall adopt the results of this study and make the suitable decisions to activate

them in the country.

The study limitations was in the size of the study population as the study was

restricted to the whole Pakistan. The sample selected among students on the basis of

their study period with the mentioned teacher. However, the study period will affected

student assessment on the selected teacher in example; the longer the students taught

by the selected teacher , the more positive relationship they built. And of course they

will assess the teacher with their EI involves.

4

3.0 DESCRIPTION OF THE METHODOLOGY

After gone through the article, this following figure is the spotted variables that

involved in the study:

What we can see here, this study establishes the relationship between

leadership style of a teacher as per students' assessment and their own perceived

academic performance, keeping their level of emotional intelligence as the moderator

of this relationship.

Student had been selected as the target population of the study because of the

study was to assess the leadership style of a teacher and to explore its impact on the

academic performance of students. A teacher was selected to assess his leadership

style perceived by students. For study researcher was selected as the teacher to be

assessed by students for his leadership style.

In the second stage of research those were selected for responses that have

been or they are students of specified teacher. For sample 250 students (estimated

sample size) were selected with a choice to participate in research, 212 students

voluntary participated and contributed in data collection comprising a respond rate of

85%.

5

(IV)

Teacher Leadership Style

(DV)

Academic Performance of Student

(Moderator)

Emotional Intelligence Level of the Student

Questionnaire was used to elicit their responses. In 1st portion of questionnaire

they were asked to assess the leadership style of their teacher, secondly, they had to

mention their perception about their academic performance. In 3rd potion of the

questionnaire, EI level of students had been assessed.

3 categories had been made among students on the basis of their study period

with the mentioned teacher in example; 111 students were currently being taught for 1

semester, 70 students were currently being taught for 2 semesters and 31 students

assessed the teacher who had been student of the teacher a year back. to identify the

transformational and transactional leadership style was assessed by using MLQ

(Multifactor Leadership Questionnaire) developed by Bass and Avolio in 1992. To

Judge emotional intelligence of students' instrument develop by Goleman (1995) was

used. SPSS 16.0 was used for analysis of data. Average age of the respondents was

23.8 years, out of these respondents 61% were male and 39% were female.

Detailed results are discussed by the authors in the findings section of this

article.

Table 2. Impact of teacher's transformational leadership style on Academic Performance.

Table 2 shows the summarized resultant values of the regression analyses.

Findings of the table prove that there is weak relationship between teachers leadership

style and their performance (r=.146. R square value of the table shows that only 2.1%

of the change in dependent variable is attributable to independent variable. It is also

show that this relation is significant (t=2.136, p<.05). So it can be inferred that

transformational leadership style of teacher is significant but weak predicator of

students' academic performance.

6

Table 3. Impact of teachers' transactional leadership style on Academic performance.

Table 3 shows the summarized resultant values of the regression analyses.

Findings of the table prove that there is weak relationship between teachers leadership

style and their performance (r=.141). R square value of the table shows that only 2%

of the change in dependent variable is attributable to independent variable. It also

shows that this relation is significant (t=2.239, p<.05). So it can be inferred that

transformational leadership style of teacher is a significant but weak predictor of

students' academic performance.

Table 4 shows the summarized values of the regression. Change Statistics show

that R2 change is 0.002 when the interaction variable (transformational leadership*EI)

is added in regression analysis. This change is insignificant, F (1,208) = 0.478, p =

(0.490>0.05).

The insignificant interaction proves that EI has no moderating affect-between

relationship of transformational leadership style and academic performance.

Table 4. Impact of Moderator (EI) on the Model-1

Model-1.

a. Predictor : (Constant), Transactional leadership, EI

b. Predictor: (Constant), Transformational leadership, EI, Transformational-EI

c. DV: Academic performance

7

Table 5 shows the summarized values of the regression. Change Statistics show

R2 changes 0.006 when the interaction variable (transformational leadership*EI) is

added in regression analysis. This change is insignificant, F (11,746) = 2.465, p =

(0.227>0.05).

The significant interaction prove that EI has no moderating affect between

relationship of transactional leadership style and academic performance.

Table 5. Impact of Moderator (EI) on the Model-2

Model-2a. Predictor : (Constant), Transactional leadership style of teacher, EIb. Predictor: (Constant), Transformational leadership, EI, Transformational-EIc. DV: Academic performance

4.0 EVALUATION OF THE STUDY

The authors adequately established the significance of the research questions

which in the study they used the research questions as a guideline for them to

measured the relationship between leadership style of a teacher as per students

assessment and their own perceived academic performance, keeping their level of

emotional intelligence as the moderator of this relationship.

The methods of data collection and analysis is appropriate to the research

questions for the article because as been mentioned in the methodology of the study

survey (questionnaire) was used by the authors to elicit sample's responses and it is a

suitable way in resultant values of the regression analyses.

The results data support the conclusion made in the article which can be seen in

conclusion the authors conclude those findings prove that findings are same for both

transactional and transformational leadership styles. However, those findings

8

contradict the findings given by other researchers in example; Walberg & Anderson

(1968) who found that autonomy given by the leader increases students interaction in

group and that ultimately increases their performance.

Thus, there is a significant methodological weakness in the study found which

the survey (questionnaires) are distributed to the sample and it might be the percentage

of return questionnaire below than authors expectation.

Additionally, the weakness of the points in this article is the authors did not

stated clearly what is their research objective and research questions that might lead

to misinterpreted information by other reviewers.

In my opinion, a trustworthy point or view come with proven study result or

other related research. Every statements or data in this article have its supporting facts

that convinced reviewer to trust their point of view. Any arguments and data in the

article is applicable for local context because Malaysian educational leadership style is

similar with international context.

Through this research, every community in HEIs can work together to

improve the organization's quality. It is therefore necessary to develop quality

culture in American institutions where leadership can play a more important role.

Nevertheless, to produce a TQM model in HEIs, it will be essential to incorporate all

the customers as indicate in the findings.

9

5.0 DISCUSSION OF IMPLICATIONS OF THE STUDY

Respond to this article there are some implications that can be obtained. The

authors revealed that teacher as a leader has a weak impact on the academic

performance of students, similarly when the EI was tested as the moderating variable

between teacher leadership style and academic performance it is concluded that EI

doesn't moderate the relation.

After review the article, my judgement towards this study is it would be useful

to others especially higehr eductation institutions rom all over the places in the world.

This is also recommended to do future research which can be focused to the other

aspects that have not been discuss by the authors of this article.

In example; a comparison could be made between transformational and

transactional leadership style of th eteacher as predictor of the students' academic

performance. Moreover, other types of class leadership could be undertaken to

eloborate the study. Moreover, sample may also be inreased to get more detailed

results.

6.0 RFERENCES

Aikaman S. & Unterhalter, E. (2005). Beyond access: Transforming policy and

practice for gender equality in education. London: Oxford .

B.M, B. (1985). Leadership and performance beyond expectations. New York: The

Free Press

Goleman, D. (. (1995). Emotional Intelligence. New York: Bantam Books.

10

11