1. TRANSFORMATIONAL LEADERSHIP
EXTRAORDINARY LEADERS
ABLE TO INSPIRE FOLLOWERS TO PERFORM BEYOND COMMONLY HELD EXPECTATION
ALTER ENVIRONMENT
NOT TO REACT BUT TO CREATE CIRCUMSTANCES

2. CHARACTERISTICS OF TRANFORMATIONAL LEADERS
CHARISMA – LEADERS ABILITY TO AROUSE DEVOTION & INVOLVEMENT
2 INSPIRATION – INCREASE FOLLOWERS AWARENESS & UNDERSTANDING OF MUTUALLY DESIRED GOALS TROUGH SYMBOLS

3. INDIVIDUALIZED CONSIDERATION
LET SUBORDINATE DEVELOP CAPABILITIES
TREAT FOLLOWERS ON ONE TO ONE BASIS
RAISE FOLLOWERS NEEDS PERPECTIVES
INTELLUCTUAL STIMULATION
TAKE RISK
CHALLENGE STATUSQUO
FOLLOWERS ARE SUPPORTED FOR HIS CREATIVITY AND SELF DIRECTION

4. TRANFORMATIONAL LEADERS
CHARISMA- ADA VISI,MISI,MARUAH PEKERJA DIHORMATI DAN ADA RASA KEPERCAYAAN TERHADAP KEMAMPUAN MAREKA
INSPIRATION- KOMUNIKASI,GUNA SIMBOL BAGI SESUATU USAHA
INTELECTUAL STIMULATION- CEKAP,RASIONAL DALAM MENYELESAIKAN MASALAH
INDIVIDUALIZED CONSIDERATION- PERHATIAN PERIBADI MEMBIMBING, MENASIHATI

5. IS DEVELOPMENT ORIENTED FOR THE PURPOSE OF CHANGE
FOCUS ON THE INDIVIDUAL SUBORDINATE DEVELOPMENT TO ENHANCE THEIR PERFORMANCE. SO THE LEADER SHOULD FOCUS ON:
ABILITY TO SHOW CONFIDENCE
VISION / MISION
BEHAVE TO REINFORCE VISION AND MISION
MAINTAIN AND CREATE POSITIVE IMAGE IN THE MINDS OF FOLLOWERS

6. DIMENSI KEPEMIMPINAN TRANFORMATIONAL
DEVELOPMENT OF VISION AND GOALS
DEVELOPMENT OF COLLABORATIVE DECISION MAKING STRUCTURE
SYMBOLIZING GOOD PROFESSION PRACTICE
PROVIDING INDIVIDUAL SUPPORT
PROVIDING INTELLECTUAL STIMULATION
HOLDING HIGH PERFORMANCE EXPECTATION

7. TRANSACTIONAL LEADERSHIP
CONTINGENT REWARDS - BASED ON EXCHANCE RELATIONSHIP. FOLLOWER’S COMPLIANCE IS EXCHANGED FOR EXPECTED REWARDS
CONCENTRATE ON CLARIFYING, EXPLAINING AND IMPLEMENTING THE STATUS QUO REQUIREMENT,ROLES AND REWARDS OF THE TASK

8. CONTINGENT REWARDS (EXCHANGE OF APPROPRIATE REWARDS FOR MEETING OBJECTIVES THAT HAD BEEN AGREED)
TRANSACTIONAL LEADERS PRACTICE MANAGEMENT BY EXCEPTION
DO THE WORK,BILA ADA PROBLEM BARU AMBIL TINDAKAN

9. KAITAN TRANFORMATIONAL LEADERSHIP DGN SEKOLAH
VISION- LEADER IDENTIFY NEW OPPORTUNITY FOR HIS SCHOOL. HE SHOULD DEVELOP,INSPIRE AND ARTICULATE OTHERS ALSO - CONSENSUS ON SCHOOL GOALS AND PRIORITIES
2 COLABORATIVE DECISION MAKING. LEADER AIM TO INVOLVE STAFF IN DECISION MAKING AND FACILITATING THE DISTRIBUTION OF LEADERSHIP AMONG STAFF

10. SYMBOLIZE GOOD PRACTICE- LEADER SET EXAMPLE,LEADER DEMONSTRATE OPENNESS TO CHANGE BASED ON NEW UNDERSTANDING
PROVIDE INDIVIDUAL SUPPORT.LEADER RESPECT STAFF,LEADER CONCERN ABOUT FOLLOWERS FEELING AND NEEDS

11. INTELECTUAL STIMULATION – LEADER CHALLENGE STAFF TO REEXAMINE AND RETHINK TO DO WORK
6 HIGH PERFORMANCE EXPECTATION: LEADER EXPECTS EXCELLENCE, QUALITY AND INCREASE PERFORMANCES

12. WHO ARE THE TRANSFOMATIONAL SCHOOL LEADERS?
THEY ARE THOSE PRINCIPAL WHO SET HIGH STANDARDS OF CONDUCT AND BECOME A ROLE MODEL GAINING TRUST,RESPECT AND CONFIDENCE FROM TEACHER
THEY ARTICULATE THE FUTURE DESIRE STATE AND A PLAN TO ACHIEVE IT

13. THOSE WHO QUESTION THE. STATUS QUO AND CONTINUOUSLY
THOSE WHO QUESTION THE STATUS QUO AND CONTINUOUSLY INNOVATE, EVEN AT THE PEAK OF SUCCESS
THOSE WHO ENERGIZE TEACHERS TO DEVELOP AND ACHIEVE THEIR FULL POTENTIAL AND PERFOMANCE

14. TRANSFORMATIONAL LEADERSHIP INVOLVES INFLUENCE BY A LEADER ON SUBORDINATES,BUT THE EFFECT ON THE INFLUENCE IS TO EMPOWER SUBORDINATES TO PATICIPATE IN THE PROCESS OF TRANSFORMING THE ORGANIZATION

15. CHARACTERISTICS OF TRANSFORMATIONAL LEADER

16. IDEALIZED ATTRIBUTTES/ BEHAVIOR (CHARISMA)
INSTILL PRIDE IN OTHERS
GO BEYOND THEIR SELF INTEREST
ACT IN WAYS THAT BUILD OTHER’S RESPECT
DISPLAY A SENSE OF POWER AND COMPETECE
MAKE PERSONAL SACRIFICES
REASSURE OTHERS THAT OBSTACLES WILL BE OVERCOME

17. TALK ABOUT MOST IMPORTANT OF HAVING A STRONG SENSE OF PURPOSE
CONSIDER THE MORAL AND ETHICAL CONSEQUENCES OF DECISION
CHAMPION EXCITING NEW POSSIBILITIES
TALK ABOUT THE IMPORTANCE OF TRUSTING OTHER

18. INSPIRATIONAL MOTIVATION-INSPRING OTHER
TALK OPTIMISTICALLY ABOUT THE FUTURE
TALK ENTHUSIASTICALLY ABOUT WHAT NEED TO BE ACCOMPLISHED
ARTICULATE A COMPELLING VISION OF THE FUTURE
PROVIDE AN EXCITING IMAGE
TAKE A STAND ON CONTROVERSIAL ISSUE

19. INTELLECTUAL STIMULATIONS-STIMULATE OTHERS
REEXAMINE CRITICAL ASSUMPTION
GET OTHERS TO LOOK AT PBROLEMS FROM MANY DIFFERENT ANGLES
SUGGEST NEW WAYS IN LOOKING AT HOW TO COMPLETE ASSIGNMENTS
ENCOURAGE NON- TRADITIONAL THINKING TO DEAL WITH TADITIONAL PROBLEMS
ENCOURAGE RETHINKING - THOSE IDEA WHICH HAVE NEVER BEEN QUESTIONED BEFORE

20. INDIVIDUAL CONSIDERATION: COACHING AND DEVELOPEMENT
SPEND TIME TEACHING AND COACHING
TREAT OTHERS AS INDIVIDUALS RATHER THAN JUST MEMBER OF THE GROUP
CONSIDER INDIVIDUALS AS HAVING DIFFERENT NEEDS, ABILITIES,& ASPIRATION
HELP OTHERS TO DEVELOP THEIR STRENGTHS
LISTEN ACTIVELY
PROMOTE SELF DEVELOPMENT

21. LEADERS ARE CHANGE AGENTS – LEADERS ARE SEEN AS ONE WHO CAN RESPOND TO CHANGE POSITIVELY AND ONE WHO ACTIVELY CREATES CHANGE , THEY ARE TRANSFORMATIONAL LEADERS
FOLLOWERS ARE ELEVATED FROM THEIR EVERYDAY ‘SELVES’ TO THEIR BETTER ‘SELVES’
THESE LEADERS CAN BE ANYBODY IN THE ORGANIZATION – IT INVOLVED PEOPLE INFUENCING PEERS OR SUPERIORS AS WELL SUBORDINATES. COACH THEM TO DEVELOP THEIR FULL CAPABILITIES.

22. TRANSFORMATIONAL LEADERS AND EFFECTIVNESS
TRANSFORMATIONAL LEADERSIP HAS BEEN SHOWN TO HAVE A DIRECT POSITIVE RELATIONSHIP WITH PERFORMANCE
TRANFORMATIONAL LEADERSHIP MAY RESULT IN HIGHER LEVEL OF SATISFACTION AND EFFECTIVENESS AMONG THE FOLLOWERS

23. U.S MARINE OFFICERS WERE MORE PRODUCTIVE WITH THIS TRANSFORMATIONAL LEADERSHIP
FINANCIAL PERFRMANCES OF 27 BUSINESS FIRMS WAS HIGHER WHEN THE 27 PRESIDENTS WERE EVALUATED AS TRANSFORMATIONAL
THERE WAS A SIGNIFICANT RELATIONSHIP BETWEEN TRANSFORMATIONAL LEADERSHIP AND TEACHER’S ATTITUDES TOWARDS SCHOOLS IMPROVEMENT

24. TRANSFORMATIONAL LEADERSHIP IS THE MOST APPROPIATE STYLE OF ACHIEVING TEACHER’S PERFORMANCES BEYOND THEIR USUAL LIMITS, AND IN DEVELOPING TEACHER’S POTENTIAL.
EMPLOYEE OF A MANUACTURING FIRM HAVE GREATER SATISFACTION WITH TRANSFORMATIONAL LEADERSHIP AND VIEWED THE APPROACH AS MORE EFFECTIVE

25. TRANSFORMATIONAL LEADER BEHAVIOUR HAS INFLUENCE ON SUBORDINATES’TRUST AND SATISAFCTION. THE CORE CHARACTERISTIC OF TRANSFORMATIONAL BEHAVIOUR – ‘INDIVIDUAL CONSIDEATION’AND ‘INTELECTUAL STIMULATION’ARE THE KEY DETERMINANTS OF TRUST AND SATISFACTION
LEADERS WHO EXHIBITS IDEALIZED ATTRIBUTES ALSO REPESENT THE HIGHEST LEVEL OF TRANSFORMATIONAL

26. LEADERSHIP – BECAUSE THEIR ASSOCIATES HAVE TRUST IN SUCH LEADERS, THEY EMULATE THE LEADERS’S BEHAVIOUR,THEY ASSUME THE VALUES THE LEADER PORTRAY, AND THEY ARE COMMITTED TO ACHIEVING THE LEADER’S VISION, EVEN IF SACRIFICES AE NECESSARY.
(MEMERLUKAN CONTOH DAPATKAN KAJIAN SEKITAR THN 1990-an)

27. RUMUSAN
BURNS (1978) DAN BASS (1985) PREFERED TO STUDY‘EXTRA ORDINARY LEADERS’
THE LEADERS FOCUS ON THE INDIVIDUALS DEVELOPMENT OF SUBORDINATES, EXNCHANGE THEIR PERFORMANCES WHICH INTURN LEADS TO ORGANIZATION ‘GROWTH’

28. WHAT ARE THE RESULT OF THIS KIND OF LEADERSHIP?
Evidence of the effect transformational leadership, according to Leithwood, is “uniformly positive.” He cites two findings from his own studies: (1) transformational leadership practices have a sizable influence on teacher collaboration, and (2) significant relationships exist between aspect of transformational leadership and teachers’ own reports of changes in both attitudes toward school improvement and altered instructionl behavior.
Segiovanni suggest that student achievement can be “remarkably improved”by such leadership.

29. EXAMPLES OF STRATGIES TO PRACTICE TRANFORMATIONL LEADERSHIP
Visit each classroom everyday; assist in classroom ,encourage teachers to visit one another’s classes.
Help teachers work smarter by seeking different interpretations and checking out assumptions; place individual problems in the larger perspective of the whole school; avoid commitment to preconceived solutions; clarify and summarize key points during meeting; and keep the group on task but do not impose own perspective.

30. Use action research teams or school improvement teams as a way of sharing power. Give everyone responsibilities and involve staff in governance functions. For those not participating, ask them to be in charge f a committee.
Find the good things that are happening and publicly recognize the work of staff and students who have contributed to school improvement. Write private notes to teachers expressing appreciation for special efforts.

31. Survey the staff often about their wants and needs
Survey the staff often about their wants and needs. Be receptive to teachers’ attitudes and philosophies. Use active listening and show people you truly care about them.
Let teachers experiment with new ideas. Share and discuss research with them. Propose questions for people to think about.
Bring workshops to your school where it’s comfortable for staff to participate. Get teachers to share their talents with one another. Give a workshop yourself and share information with staff on conference that you attend.

32. When hiring new staff, let them know you want them actively involved in school decision – making; hire teachers with a commitment to collaboration.
Have high expectations for the teachers and students, but don’t expect 100 percent if you aren’t also willing to give the same. Tell teachers you wan them to be the best teachers they possibly can be.

33. Use bureaucratic mechanism to support teachers, such as finding money for a project or providing time for collaborative planning during the workday. Protect teachers from the problems of limited time, excessive paperwork, and demands from other agencies.
Let teachers know they are responsible for all students, not just their own classes.

34. Zaidatol Akmaliah Lope Pihie* Amir Sadeghi Habibah Elias
Analysis of Head of Departments Leadership Styles: Implication for Improving Research University Management Practices
Zaidatol Akmaliah Lope Pihie*
Amir Sadeghi
Habibah Elias

35. Introduction
The vision of Malaysia’s government for the country is to be a fully developed nation by 2020 (National Higher Education Action Plan, 2007).
The vision of government for higher education sector is to transform Malaysia to an international center of higher education excellence until 2020 and beyond.
In order to facilitate the transformation of the higher education sector, Ministry of Higher Education (MoHE) has chosen four public universities as Research Universities (RUs) at 2006.

36. Leadership and lecturers’ Job Satisfaction as crucial factors of organizational effectiveness
Based on National Higher Education Action Plan (2007) leaders and lecturers are two important factors for achieving goals of higher education transformation.
Job satisfaction positively affects employees’ performance, commitment and reduces their absenteeism and turnover. This in turn leads to organizational effectiveness and goal achievement.
Leadership style as a key factor affects subordinates job satisfaction which in turn is essential for success of each organization.

37. Transformational Leadership: As a new Paradigm
Transformational leadership refers to the process of building commitment to the organization’s objectives and empowering followers to accomplish these objectives.
In this leadership style, leaders use their personal values, vision, commitment to a mission, and passion to energize and move others towards accomplishment of organizational goals.
Applying transformational leadership gives a set of capabilities to leaders to recognize the need for change, to create a vision to guide that change, and to carry out the change effectively.
This leadership style is significant to the continued success of organizations because it enhances team cohesion, organizational commitment, and higher levels of job satisfaction which result in leadership and organizational effectiveness.

38. Transactional Leadership
Transactional leadership emphasizes the transaction or exchange that takes place among leaders, colleagues, and followers.
This exchange is based on the leader discussing with others what is required and specifying the conditions and rewards these others will receive if they fulfill those requirements.
This type of leadership focuses on maintaining the status quo and motivating people through contractual agreement.
This form of leadership is basically the same as management in which it involves usual and organized activities

39. Laissez-faire Leadership
Laissez-faire leadership is the avoidance or absence of leadership.
This type of leader gives up responsibility, and do not use their authority.
A laissez-faire leader exhibits passive indifference about the task and subordinates by ignoring problems as well as subordinates’ needs.
Laissez-faire is generally considered the most passive and ineffective form of leadership

40. Methods A quantitative correlational study.
Participants: academic staff of three Malaysian RUs
Sampling procedure: stratified proportional random sampling
Simple size: 305
Instruments: MLQ 5x and WFJSDS
α Values of pilot study: MLQ .93 and WFJSDS .97

41. Findings
Table 1: Distribution of Transformational, Transactional and Laissez Faire leadership styles
Variables
Mean SD
Interpretation
MLQ Norms
Transformational
2.52
.72
Fairly often
2.85
Idealized Influence (attribute)
2.55
.82
2.94
Idealized Influence (behavior)
2.61
.80
2.77
Inspirational Motivation
2.73
.84
2.92
Intellectual Stimulation
2.37
.76
Sometimes
2.78
Individualized Consideration
2.33
.79
Transactional
2.02
.53
1.86
Contingent Reward
2.54
2.87
Management-by-Exception (active)
2.20
.83
1.67
Management-by-Exception (passive)
1.33
Once in a while
1.03
Laissez Faire
1.14
.90
.65
Interpretation Score: Not at all=0-.8; Once in a while= ; Sometimes= ; Fairly often= ;
Frequently if not always=3.21-4

42. Findings
Table 2: Distribution of Intrinsic, Extrinsic, and Overall Job Satisfaction
Variable
Mean SD
Interpretation
Intrinsic Satisfaction
3.65
.43
Moderate
Achievement
3.60
.48
Growth
3.73
.55
High
Recognition
3.52
.65
Responsibility
3.49
.57
The Work Itself
3.91
.50
Extrinsic Satisfaction
3.47
.52
Interpersonal Relations
3.82
.54
Policy and Administration
3.32
.62
Salary
3.12
.83
Supervision
.68
Working Conditions
3.58
.63
Overall Satisfaction
3.56
.45
Interpretation Score: ( ) Low Satisfaction, ( ) Moderate Satisfaction, ( ) High Satisfaction

43. Findings Variables Intrinsic Satisfaction Extrinsic Satisfaction
Table 3: The Descriptive Statistics, Zero-order Correlation of Head of Departments’ Transformational, Transactional and Laissez-faire Leadership styles and Lecturers’ Intrinsic, Extrinsic, and Overall Job Satisfaction
Variables
Intrinsic Satisfaction
Extrinsic Satisfaction
Overall Satisfaction
Transformational
.365**
.506**
.465**
Transactional
.263**
.297**
Laissez-faire
-.192**
-.356**
-.297**
**correlation is significant at the 0.01 level (2-tailed), n=298

44. Findings
Table 4: Stepwise Multiple Regression Analysis of Overall Job Satisfaction on Predictive Variables
Independent Variables
Beta R R²
Adjusted R²
R² change
Transformational Leadership
.405
.465
.216
.213
Laissez-faire Leadership
-.21
.505
.257
.251
.041
Note: R²=.26, F {2, 294} = , Sig F=.000. Transactional Leadership was not significant and
excluded.

45. Discussion
The lecturers perceived their heads of departments fairly often exhibit transformational and sometimes display transactional leadership behavior. They perceived the heads of departments once in a while exhibit laissez-faire leadership.
Based on the findings for intrinsic satisfaction, the work itself received the highest mean score, followed by growth, achievement, recognition, while responsibility had the lowest mean score.
In terms of extrinsic satisfaction, interpersonal relations received the highest mean score at a high level of satisfaction, followed by working condition, supervision, policy and administration, while salary received the lowest mean score.

46. Discussion
In terms of the relationship between transformational leadership and respondents’ intrinsic, extrinsic and overall job satisfaction, the findings demonstrated positive and moderate correlations between this type of leadership and intrinsic, extrinsic, and overall satisfaction.
Findings revealed a positive and weak relationship between the heads of departments’ transactional leadership and lecturers’ intrinsic, extrinsic, and overall satisfaction.
In connection with laissez-faire leadership and respondents’ intrinsic, extrinsic and overall satisfaction, the findings disclosed that there are negative and weak correlations between laissez-faire leadership and respondents’ intrinsic as well as overall satisfaction. Also there was a negative and moderate relationship between laissez-faire leadership and the lecturers’ extrinsic satisfaction.

47. Discussion
The results of stepwise multiple regression analysis demonstrated among the three different types of leadership, transformational and laissez-faire leadership styles were the significant predictors of overall job satisfaction.
They explained 26% of the variance in overall satisfaction.
Transformational leadership was the prominent predictor of overall job satisfaction (beta= .40), followed by laissez-faire (beta= -.21).

48. Conclusion
The findings revealed that RUs heads of departments exhibited a combination of transformational, transactional, and laissez-faire leadership styles.
Research Universities, as forefronts of transforming Malaysia’s higher education into centers of excellence, require administrators who should pay more attention to lecturers’ creativity and innovation to solve the institutional problems with a new point of view.
They should consider lecturers’ need as an important issue and try their best to delegate appropriate responsibility to them, coach lecturers as persons who can be capable individuals that can help RUs to confront with complicated situations.
Since the RUs were selected to be the forefront of Malaysian higher education institutions in obtaining characteristics of world-class universities, moderate levels of job satisfaction are not sufficient for achieving their goals. Therefore, different aspects of lecturers’ job satisfaction should be more considered by RUs policy makers and administrators.

49. Thank you for your attention