A comparative study on teacher leadership in special education classroom between China and Malaysia

Abstract

This research study the teacher leadership style among special education teachers, so as to identify effective teacher leadership style in managing classroom which included managing classroom environment, teaching skills and children's performance. This is a cross cultural comparative study between China and Malaysia, and it employs the quantitative method to collect data from the participating schools. The study assessed the perception and the implementation of teacher leadership practice of special education teachers in creating energy in the classroom; building capacity; securing environment; extending the vision; meeting and minimizing crisis; and seeking and charting improvement dimensions. Respondents were 369 special education teachers from Malaysia and 380 from China. Data were analyzed and the results reveal that the special education teachers practice all the six dimensions of teacher leadership at high level in both countries. From the t-test analysis, there is a significant difference between the level of agreement and the level of implementing the teacher leadership practice in both countries, showing higher level of agreement. The study implies that special education teachers practice, implement, access and maintain high level of teacher leadership in their classroom management.