Collective Leadership and Its Effectiveness on Malaysian Secondary School Culture

Shiveh, Sivalingam (2024) Collective Leadership and Its Effectiveness on Malaysian Secondary School Culture. Doctoral thesis, Asia e University.

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Abstract

This study examined the effectiveness of collective leadership on school culture in secondary schools of the Federal Territory of Kuala Lumpur. With the constant expanding role of teachers in schools, it is a worthy effort to propagate collective leadership that encourages collaborative efforts that is key to increased efficacy and better performance. In addition, studying this leadership form in metropolitan schools such as those in Kuala Lumpur, Malaysia which are in high-accountability conditions, is a worthy effort which can, in turn inform policy and practice that is essential in the establishment of collective leadership practices. Redesigning leadership roles through collective leadership allows teachers the space to feel empowered and supported which is what is needed in this highly demanding, technologically fast-paced era. To that effect, the purpose of this phenomenological study is to confirm the effectuality of collective leadership practices for a sustained positive school culture and to encourage sanguine teacher behaviours in proliferated capacities. The theoretical underpinnings of this study were established from Friedrich et. al.’s (2014) Collectivistic Leadership Theory and Bolman and Deal’s (2003) Culture Theory. And through all these, the qualitative nature of this study revealed perceptions of six teachers through interviews and observations in order to discover emerging patterns that conformed to the research questions. The findings of this research revealed five domains which are recognition and acknowledgement, collaboration and teamwork, decision-making and responsibility, empowerment and shared goals and trust. These domains result in, teachers being open to accepting collective leadership as part of their school culture as distributing responsibilities based on teachers’ abilities and strengths could contribute to a more positive work environment. Hence the proposition of ‘Teach with CLass’ framework – the novelty of this research, which encourages everyone in the school to work together as a team, championing every individual’s expertise that enables the best possible outcome in a given situation. The implication here is that when teachers feel appreciated for expertise and contribution, the positive impact on their motivation reflects on their job satisfaction and commitment, creative a conducive environment for all stakeholders to thrive.

Item Type:	Thesis (Doctoral)
Uncontrolled Keywords:	Collective leadership, school culture, secondary school, teachers
Divisions:	School of Graduate Studies
Depositing User:	Siti Nor Fairuz Rosaidee
Date Deposited:	16 Jan 2026 07:35
Last Modified:	16 Jan 2026 07:35
URI:	http://ur.aeu.edu.my/id/eprint/1435

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