Abstract
Managing school is a daunting task for a headmaster. This responsibility is exacerbated when it involves the Special Education Integration Program (SEIP). This situation requires appropriate and effective leadership in addressing some of the issues that are currently taking place at SEIP such as task load and job satisfaction. This study aimed to identify the influence of headmaster leadership on task load and teacher job satisfaction at SEIP. This quantitative study was conducted by distributing 400 sets of randomized questionnaires to SEIP teachers across Malaysia through google form. The data obtained were then analyzed using Structural Equation Modeling (SEM) and AMOS software. The results show that there is a significant positive effect on the leadership of the headmaster and the task load of the teacher. Likewise, the construct of task load and teacher job satisfaction has a significant positive effect. However, for the construct of headmaster leadership and teacher job satisfaction, there was no significant positive relationship. This finding is very important as a reference to the school administration re-evaluating their leadership so as not to burden SEIP teachers and to give them job satisfaction. In addition, the findings of this study can also serve as a guide for SEIP teachers to increase awareness of the importance of managing their tasks. This study also focused on education leadership in general and more specifically on special education leadership.
Highlights
There are five factors that contribute to the issue of high Special Education Integration Program (SEIP) teachers' task load, namely, teachers, students, policies, facilit ies and leadership (John Anderson, 2017)
Me of them said that headmasters always provide important work at the school level for teachers at SEIP because they lack knowledge of the extra task load that teachers face in managing special need student (SNS)
The same is true of John Anderson (2017), who argues that the major p roblem with teachers' job satisfaction issues is the lack of knowledge and experience of major teachers in special education
Summary
There are five factors that contribute to the issue of high SEIP teachers' task load, namely, teachers, students, policies, facilit ies and leadership (John Anderson, 2017). In a preliminary interview with five SEIP teachers in Johor, it was found that leaders in a school with progra ms such as SEIP need to have sufficient knowledge of special education and demonstrate a fair attitude in dealing with teachers and students in school They said that the headmasters of the school did not pay attention to SEIP and instead focused on the achievements of mainstream students. Me of them said that headmasters always provide important work at the school level for teachers at SEIP because they lack knowledge of the extra task load that teachers face in managing SNS.
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