Abstract
The leadership of the headmaster at the school exerted a powerful influence on the overall management of the school. For schools with the Special Education Integration Program (SEIP), the leadership of the headmasters is affecting the task load of teachers and their productivity. The subsequent state of affairs also has an impact on job satisfaction. There have been numerous studies at home and abroad that have shown that headmaster leadership has a significant impact on SEIP teacher duties. This study was conducted to identify the relationship between headmaster leadership, task load and SEIP teacher job satisfaction. Data were collected quantitatively by distributing a set of questionnaires to 400 respondents comprising SEIP teachers throughout Malaysia using google form. Using Structural Equation Modeling (SEM) and AMOS software, all three constructs were tested to identify their relationships with each other. The analysis showed that there was a significant positive relationship between headmaster leadership, task load and SEIP teacher job satisfaction. There are many studies on these constructs, but the use of SEM analysis for related constructs is still poorly conducted. The findings of this study can serve as a reference to school administrators, especially principals to re-evaluate their leadership so as not to burden teachers and to provide job satisfaction to SEIP teachers.
Highlights
The issue at Special Education Integration Program (SEIP) is the burdensome task of special education teachers (Anderson, [1])
The is a study by Norizan et al, [2] which states that special education teachers need to carry out the teaching process in the classroom, and engage in administrative work, discipline management, alternate teachers and many other tasks
Items that were in negative factor loading values, dropped because they impede the value of compatibility (Bahaman, [32])
Summary
The issue at SEIP is the burdensome task of special education teachers (Anderson, [1]). Takwa [2] stated that these teachers carry a variety of tasks over a specific period They are actively involved in teaching at SEIP, but are embroiled in external assignments that do not involve special need student (SNS). There is evidence on this issue in several other studies, including the study of Amalina and Azita [6], which found that the factors are closely related to the stress level of special education teachers They say that this burden factor is the highest factor that has put pressure on special education teachers. The is a study by Norizan et al, [2] which states that special education teachers need to carry out the teaching process in the classroom, and engage in administrative work, discipline management, alternate teachers and many other tasks
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