The Relationship between Leadership Competency and Teaching Quality in Sarawak, Malaysia

Abstract

The purpose of this study was to investigate headmasters' level of leadership competency and the effectiveness of teachers in facilitating learning (LF) in classrooms. Additionally, it used a quantitative survey approach with 113 respondents to investigate the relationship between these two variables through a questionnaire. The level of perception of the variables were evaluated using descriptive statistics, and the relationship between leadership competency and teacher quality in LF was determined using Pearson's correlation coefficient. The results showed that teachers had excellent quality in LF and headmasters had a high degree of leadership competency. Furthermore, headmasters' leadership competency and teacher quality in LF had a strong positive correlation, with leadership competency explaining 25.3% of the variation in teacher quality. This suggests that leadership competencies play a crucial role in enhancing teacher quality in LF, which, in turn, has the potential to improve student learning outcomes. These findings highlight the significance of excellent leadership in educational settings and show that headmasters' leadership competency have a direct impact on how well teachers facilitate learning. The report emphasizes how crucial it is to keep funding school headmasters' efforts to build their leadership skills to create a learning environment that promotes excellent instruction and higher student accomplishment. The results have important implications for educational policy and practice, especially when it comes to improving schools' overall effectiveness through focused leadership development.