The Practice of Headmasters' Leadership and Its Effect on Job Satisfaction of Special Education Integration Program (PPKI) Teachers in Johor, Malaysia

Abstract

Teachers in the special integration education program (PPKI) in Johor do not feel satisfaction in working, especially in the teaching and learning process for pupils with special needs. This problem exists due to various factors, such as the high burden of duties, the special circumstances of students who are unable to manage themselves, the readiness of the teachers themselves and the leadership of the headmasters. From all the factors mentioned, the headmasters' leadership factor has a very significant influence in determining job satisfaction for teachers in PPKI. Therefore, this study was conducted to explore the elements of the headmasters' leadership construct that influences teachers' job satisfaction in the Special Education Integration Program (PPKI) in Johor, Malaysia. This study involved 11 respondents consisting of PPKI coordinators from each district in Johor, Malaysia. This study used the full qualitative approach by interview data collection. The result of the thematic analysis showed that there are five main leadership elements that have become the factors to job satisfaction among PPKI teachers in Johor namely leadership style, attitudes, knowledge, experience and also qualification. These five elements are recommended to the headmaster to be given attention in ensuring the satisfaction of PPKI teachers.

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