International Journal of Education, Culture and Society
Volume 1, Issue 2, October 2016, Pages: 52-57
Received: Aug. 10, 2016;
Accepted: Aug. 18, 2016;
Published: Sep. 28, 2016
Views 4198 Downloads 249
Abdul Ghani Kanesan Abdullah, School of Educational Studies, Universiti Sains Malaysia, Penang, Malaysia
Moh Heng Yiing, Technical and Vocational Unit, Sacred Heart Secondary School, Sibu, Sarawak, Malaysia
Ying-Leh Ling, School of Educational Studies, Universiti Sains Malaysia, Penang, Malaysia
This quantitative study aims to identify the influence of teachers’ morale on school effectiveness in secondary schools. The study sample consists of 297 teachers from 17 secondary school of Sibu, Sarawak using stratified random sampling based on School Average Grade for SPM. A questionnaire consists of three parts have been used to obtain data from the respondents. Translated questionnaire of Bentley and Rempel (2008) and Kgaile and Morrison (2006) were used to measure teachers’ morale and school effectiveness respectively. The study found that the two variables, namely teachers’ morale and school effectiveness are at a moderate high level in the secondary schools of Sibu, Sarawak. Findings indicate there are six dimensions of teachers’ morale which have a significant influence on the school effectiveness namely the relationship with the principal, relationship among teachers, curriculum issue, teachers’ status in the community, facilities and school services, and community pressure. Besides, the result shows the relationship with the principal has been identified as the best significant predictor of influence towards school effectiveness. In conclusion, this study describes how the teachers’ morale needs to be strengthen in order to improve the school effectiveness such as the relationship between the school leader and teachers.
Abdul Ghani Kanesan Abdullah,
Moh Heng Yiing,
Teachers’ Morale and School Effectiveness in Secondary Schools of Sibu, Sarawak, International Journal of Education, Culture and Society.
Vol. 1, No. 2,
2016, pp. 52-57.
Sahlberg, P. (2011). The professional educator: Lessons from Finland. American Educator, 35 (2), 34-38.
Booher-Jennings, J. (2005). Below the bubble: “Educational triage” and the Texas accountability system. American Educational Research Journal, 42 (2), 231-268.
Booher-Jennings, J., & Beveridge, A. (2007). Gains, strains, gaming, and results: The Prevalence and impact of elective and de facto test exemption in the Houston independent school district. No Child Left Behind and the Reduction of the Achievement Gap: Sociological Perspectives on Federal Education Policy. New York: Routledge.
Weitz White, K., & Rosenbaum, J. E. (2007). Inside the black box of accountability: How high-stakes accountability alters school culture and the classification and treatment of students and teachers. In A. Sadvonik, J. O’Day, G. Bohrnstedt, & K. Borman (Eds.), No Child Left Behind and the reduction of the achievement gap: Sociological perspectives on federal education policy (pp. 97-116). New York: Routledge.
Dworkin, A. G., & Tobe, P. F. (2014). The effects of standards based school accountability on teacher burnout and trust relationships: A longitudinal analysis. In Trust and School life (pp. 121-143). Springer Netherlands.
Reezigt, G. J., & Creemers, B. P. (2005). A comprehensive framework for effective school improvement. School effectiveness and school improvement, 16 (4), 407-424.
Hattie, J. A. C. (2009). Visible learning: A synthesis of 800+ meta-analyses on achievement. Abingdon: Routledge.
Rauf, M., Akhtar, M. S., Iqbal, Z., & Malik, M. A. (2013). Relationship between morale and job satisfaction of subject specialists teaching in higher secondary schools of Khyber Pakhtunkhwa, Pakistan. The Dialogue, 8 (1), 69-83.
Shalem, Y., & Hoadley, U. (2009). The dual economy of schooling and teacher morale in South Africa. International Studies in Sociology of Education, 19 (2), 119-134.
Johnsrud, L. K., & Rosser, V. J. (2002). Faculty members' morale and their intention to leave: A multilevel explanation. The Journal of Higher Education, 73 (4), 518-542.
Onocha, C. O., & Okpala, P. N. (1995). The effects of systematic assessment procedures on students’ achievement in Mathematics and science subjects. UNESCO-African, 10, 55-56.
Reed, K. (2002). The use of correspondence analysis to develop a scale to measure workplace morale from multi-level data. Social Indicators Research, 57 (3), 339-351.
Minor, K. I., Wells, J. B., Lambert, E. G., & Keller, P. (2014). Increasing morale personal and work environment antecedents of job morale among staff in Juvenile Corrections. Criminal Justice and Behavior.
Bentley, R., & Rempel, A. (1980). Manual for the Purdue Teacher Opinionnaire West Lafayette. IN: Purdue University, Centre for Instructional Services.
Evans, L. (2000). The effects of educational change on morale, job satisfaction and motivation. Journal of Educational Change, 1 (2), 173-192.
Hardy, B. (2010). Morale: definitions, dimensions and measurement. (Doctoral dissertation). University of Cambridge.
Young, D. J. (2000). Teacher morale in Western Australia: A multilevel model. Learning Environments.
White, A. T. (2000). My Morale Has Fallen, and It Can't Get Up! Education Digest, 65 (7), 61-63.
Mackenzie, N. (2007). Teacher morale: More complex than we think? The Australian Educational Researcher, 34 (1), 89-104.
Tye, B. B., & O'brien, L. (2002). Why are experienced teachers leaving the profession? Phi Delta Kappan, 84 (1), 24.
Liu, X. S., & Meyer, J. P. (2005). Teachers’ perception of their jobs: A multilevel analysis of the teacher follow-up survey for 1994-1995. Teachers College Record, 107 (5), 985-1003.
Houchard, M. A. (2005). Principal leadership, teacher morale, and student achievement in seven schools in Mitchell County. North Carolina.
Whitaker, T., Whitaker, B., & Lumpa, D. (2000). Motivating & inspiring teachers: The educational leader’s guide for building staff morale. Larchmont, NY: Eye on Education. Research, 3 (2), 159-177.
Rutter, M. (1983). School effects on pupil progress: Research findings and policy implications. Child development, 1-29.
Hopkins, D., & West, M. (1994). Teacher development and school improvement. Teachers as Leaders. Indiana: Phi Delta Kappa.
Scheerens, J. (2004). Review of school and instructional effectiveness research. Educational for All Global Monitoring Report 2005. 1-18.
Bakirci, H., Turkdogan, A., & Guler, M. (2012). Is My School an Effective School? Headmaster and Teacher Views. Procedia-Social and Behavioral Sciences, 46, 3471-3476.
Kgaile, A., & Morrison, K. (2006). Measuring and targeting internal conditions for school effectiveness in the Free State of South Africa. Educational Management Administration & Leadership, 34 (1), 47–68. http://doi.org/10.1177/1741143206059539
Bogler, R. (2001). The influence of leadership style on teacher job satisfaction. Educational Administration Quarterly, 37 (5), 662–683.
Price HE (2012) Principal–teacher interactions: How affective relationships shape principal and teacher attitudes. Educational Administration Quarterly, 48 (1), 39–85.
Kritsonis, W. (2000). School discipline: The art of survival. (3rd ed.). Mansfield, OH: Book Masters, Inc.
Walsh, J. T. (2005). The nature of principal-teacher relationships at North Carolina elementary schools of distinction (Doctoral dissertation, East Carolina University, 2005). UNI ProQuest AAT 3169123 189.