1. 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

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 2 3. discussed in this article cited from other researchers or other sources. There are six key 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. 3 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%. 4 (IV) Teacher Leadership Style (DV) Academic Performance of Student (Moderator) Emotional Intelligence Level of the Student 5. 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