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Abstract
This study was carried out to determine extracurricular teachers’ perception of their Senior Assistant of Extracurricular leadership styles (transformational, transactional and passive avoidant) and their level of job satisfaction. In addition, the study investigated the relationship between Senior Assistant of Extracurricular leadership styles and extracurricular teachers’ job satisfaction based on the perception of 381 extracurricular teachers from 42 regular secondary schools throughout Malaysia. Data was collected using Avolio and Bass (1995) Multifactor Leadership Questionnaire (5X Short Form) and The Job Satisfaction Survey by Spector (1994). The result indicated that extracurricular teachers in this study perceived the overall transformational leadership and transactional leadership practiced by their Extracurricular Senior Assistant are at a high level while the overall passive avoidant leadership practiced by their Extracurricular Senior Assistant is at a low level. Descriptive analysis also shows that extracurricular teachers in this study perceived their overall job satisfaction at a moderate level. In addition, the finding reveals that both transformational and transactional leadership have a positive significant relationship with teachers’ job satisfaction while passive avoidant leadership has a negative significant relationship with job satisfaction.
Highlights
The Malaysia Education Blueprint-Preschool to Post Secondary (Ministry of Education, 2012) has identified 11 Shifts that are needed to bring Malaysia forward
Descriptive analysis shows that extracurricular teachers’ perceived their level of job satisfaction in the dimension of supervision, nature of work and communication is high. The respondents perceived their level of job satisfaction in the dimension of co-worker, fringe benefits, pay, contingent reward, promotion, and operating condition is at a moderate level
The results show that extracurricular teachers in this study perceived their overall job satisfaction at a moderate level
Summary
The Malaysia Education Blueprint-Preschool to Post Secondary (Ministry of Education, 2012) has identified 11 Shifts that are needed to bring Malaysia forward. From the 11 Shifts, Shift 3 is about developing values-driven Malaysians. According to the Ministry of Education (2012), involvement in extracurricular is the platform to nurture students talents and interest. The Malaysian Education Curriculum Regulation 1997 interprets co-curricular activities to mean any planned activities extended from the classroom teaching and learning process that provide pupils with the opportunity to enhance, reinforce and practice the knowledge, skills and values learned in the classroom. In Malaysian secondary schools, the Senior Assistant of Extracurricular is responsible in ensuring the success of extracurricular activity. The Senior Assistants of Extracurricular are education officers appointed to the post by the Director-general of Education. Senior Assistants of Extracurricular have teaching responsibilities besides being involved in the administration of the school. Senior Assistants of Extracurricular work closely with extracurricular teachers
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