UPSI Digital Repository (UDRep)
Start | FAQ | About

QR Code Link :

Type :thesis
Subject :HD Industries. Land use. Labor
Main Author :Teh, Kim Peng
Title :Modelling the relationship among servant leadership, organisational citizenship behaviour and teacher commitment
Place of Production :Tanjong Malim
Publisher :Fakulti Pengurusan dan Ekonomi
Year of Publication :2019
Notes :with CD
Corporate Name :Universiti Pendidikan Sultan Idris
PDF Guest :Click to view PDF file
PDF Full Text :Login required to access this item.

Abstract : Universiti Pendidikan Sultan Idris
This study was aimed to develop an empirically substantiated Language Subject Leader Servant Leadership Attributes (SLSLA) Model. The study also aspired to test the model of Malay Language Subject Panel Head Organisational Citizenship Behaviour (SPHOCB) and Teacher Commitment (TEACOM). Meanwhile, it also aimed to identify whether SLSLA is significantly related to SPHOCB and whether the SPHOCB is significantly related to TEACOM. Ultimately, this study aimed to ascertain whether SPHOCB significantly mediate the relationship between SLSLA and TEACOM. Quantitative approach with Structural Equation Modelling using AMOS Version 21 was applied to test the models. A total of 820 Malay Language teachers from 198 National Secondary Schools completed the questionnaire. Exploratory Factor Analysis yielded a five-factor SLSLA Model which consists the dimensions of a) Self- Competence; b) Shares Leadership; c) Accountability; d) Teacher Capacity Building; and e) Stewardship. The findings of Confirmatory Factor Analysis demonstrated good fit statistics: normed ?2 =3.631, GFI= .935, CFI= .958, TLI= .952, RMSEA= .057 with adequate convergent and discriminant validity, and construct reliability. The model of SPHOCB (normed ?2 =4.484, GFI= .954, CFI= .970, TLI= .962, RMSEA= .065) and TEACOM (normed ?2 =3.663, GFI= .977, CFI= .982, TLI= .973, RMSEA= .057) also demonstrated good fit statistics. The study showed that a) SLSLA is significantly related to SPHOCB (β=.71; p < 0.05); b) SPHOCB is significantly related to TEACOM (β=.57; p < 0.05); and c) SPHOCB partially mediated the relationship between SLSLA and TEACOM. In conclusion, the SLSLA Model would benefit educational practitioners in designing development programs for subject leaders. The implication of the study was that it had facilitated a fresh look about servant leadership in middle- management context, dimensionality of organisational citizenship behaviour, teacher commitment, and the inter-relationships among these three constructs.  

References

Abdul Ghani Kanesan Abdullah, Tareq Z.A., & Ying L.L. (2015). Psychological empowerment, job satisfaction and commitment among malaysian secondary school teachers. Asian Journal of Educational Research, 3(3), 34–42.

 

Ackerman, R., & Mackenzie, S. (2006). Uncovering teacher leadership. Educational Leadership, 63(8), 66-70.

 

Admiraal, W., & Lockhorst, D. (2012). The Sense of Community in School Scale (SCSS). Journal of Workplace Learning, 24(4), 245–255.

 

Agarwal, P. (2016). Redefining the organisational citizenship behaviour. International Journal of Orgnizational Analysis, 24(5), 956–984.

 

Ajzen, I., & Fishbein, M. (1974). Factors influencing intentions and the intention- behaviour relation. Human Relations, 27(1), 1–15.

 

Ajzen, I., & Fishbein, M. (2005). The Influence of Attitudes on Behaviour. In D.Albarracin, B. T. Johnson, & M. P. Zanna (Eds.), The Handbook of Attitudes (pp. 173–221). Mahwah, New Jersey: Erlbaum.

 

Akiba, M. (2015). Measuring teachers ’ professional learning activities in international context. International Perspectives on Education and Society, 27, 87–110.

 

Alcoyes @ Azman Mardan. (2012). Kemahiran pengurusan Guru Kanan Mata Pelajaran sekolah-sekolah menengah di daerah Sri Aman, Sarawak (Unpublished master thesis): Universiti Teknologi Malaysia, Johor.

 

Alice, W. K. C. (2016). Teacher learning communities: The landscape of subject leadership. International Journal of Educational Leadership, 30(2), 287–307.

 

Ambali, A. R., Suleiman, G. E., Ahmad, N. B., Rozalli, H., & Zahrah, T. (2011). Servant leadership’s values and staff’s commitment: Policy implementation focus. American Journal of Scientific Research, 13(13), 18–40. Retrieved from http://www.eurojournals.com/ajsr.htm

 

Amin Senin. (2018). Melangkah ke hadapan: Gerak kerja & fokus tumpuan KPPM 2018. Putrajaya: Kementerian Pendidikan Malaysia.

 

Amin Senin. (2019). Naratif baharu amalan pendidikan: Fokus & gerak kerja profesional KPPM 2019. Putrajaya: Kementerian Pendidikan Malaysia.

 

Ammeter, A. P., Douglas, C., Ferris, G. R., & Goka, H. (2004). A social relationship conceptualization of trust and accountability in organisations. Human Resource Management Review, 14, 47–65.

 

Andersen, J. A. (2009). “When a servant-leader comes knocking...” Leadership and Organisation Development Journal, 30, 4–15.

 

Andrews, D., Crowther, F., Hann, L., & McMaster, J. (2002). Teachers as leaders: Re- imaging the profession. The Practising Administrator, 1.

 

Angan, W. (2014). Kompetensi pengurusan ketua-ketua panitia mata pelajaran di sekolah-sekolah menengah daerah Serian, Sarawak (Unpublished master thesis): Universiti Pendidikan Sultan Idris, Perak.

 

Angelle, P. S., & Dehart, C. A. (2016). Comparison and evaluation of four models of teacher leadership. Research in Educational Administration & Leadership, 1(1), 85–119.

 

Antonakis, J., & Atwater, L. (2002). Leader distance: A review and a proposed theory. Leadership Quarterly, 13, 673–704.

 

April, K., Peters, B. K. G., & Allison, C. N. (2010). Stewardship as Leadership: An empirical investigation. Effective Executive, 13(2), 52–69.

 

Arumugam Raman, Cheah, H. M., Yahya Don, Yaakob Daud, & Rozlina Khalid. (2015). Relationship between principals’ transformational leadership style and secondary school teachers commitment. Asian Social Science, 11(15), 221–228.

 

Ary, D., Jacobs, L. C., Razavieh, A., & Sorensen, C. (2006). Introduction to research in education (7th ed.). Belmont, California: Thomson Wadsworth.

 

Ashkanasy, N., & Dorris, A. (2017). Emotions in the workplace. Annual Review of Organisational Psychology and Organisational Behaviour, 4, 67–90.

 

Atkins, P. W. B., & Parker, S. K. (2012). Understanding individual compassion in organisations: The role of appraisals and psychological flexibility. Academy of Management Review, 37(4), 524–546.

 

Avolio, B., & Gardner, W. (2005). Authentic leadership development: Getting to the root of positive forms of leadership. The Leadership Quarterly, 16(3), 315–338.

 

Avolio, B., Gardner, W., Walumbwa, F., Luthans, F., & May, D. (2004). Unlocking the mask: A look at the process by which authentic leader’s impact follower attitudes and behaviours. The Leadership Quarterly, 15(6), 801–823.

 

Avolio, B. J., & Bass, B. M. (2002). Developing potential across a full range of leadership cases on transactional and transformational leadership. Mahwah, New Jersey: Lawrence Erlbaum Associates.

 

Ayre, C., & Scally, A. J. (2014). Critical values for Lawshe ’ s content validity ratio : Revisiting the original methods of calculation. Measurement and Evaluation in Counselling and Development, 47(1), 79–86.

 

Azman Ismail, Hasan Al-Banna Mohamaed, Ahmad Zaidi Sulaiman, Mohd. Hamran Mohamad, & Munirah Hanim Yusuf. (2011). An empirical study of the relationship between transformational leadership , empowerment and organisational commitment. Business and Economics Research Journal, 2(1), 89– 107.

 

Aznarahayu, R., & Nasina, M. D. (2013). The relationship between servant leadership and organisational commitment. In ICEFMO (pp. 312–324).

 

Bagozzi, R. P., & Yi, Y. (2012). Specification, evaluation and interpretation of structural equation models. Journal of the Academy of Marketing Science, 40(1), 8–34.

 

Bak, S. S. O. (2010). Competencies of secondary school heads of departments: Implications on continuous professional development. European Journal of Social Sciences, 14(3), 464–470.

 

Bakker, A. B., & Demerouti, E. (2007). The job demands-resources model: State of the art. Journal of Managerial Psychology, 22(3), 309–328.

 

Bakker, A. B., Hakanen, J. J., Demerouti, E., & Xanthopoulou, D. (2007). Job resources boost work engagement particularly when job demands are high. Journal OfEducational Psychology, 99(2), 274–284.

 

Balcazar-Suarez, Y., Balcazar, F. E., Taylor-Ritzler, T., & Iriarte, E. G. (2008). Capacity Building and empowerment : A panacea and challenge for agency- university engagement. Gateways: International Journal of Community Research and Engagement, 1(1), 179–196.

 

Ballinger, G. A., & Rockmann, K. W. (2010). Chutes versus ladders: Anchoring events and a punctuated equilibrium perspective on social exchange relationships. Academy of Management Review, 35(3), 373–391.

 

Bambale, A. J. (2014). Relationship between servant leadership and organisational citizenship behaviours: Review of literature and future research directions. Journal of Marketing and Management, 5(1), 1–16.

 

Bandura, A. (1977). Social learning theory. Englewood Cliffs, New Jersey: Prentice Hall.

 

Bandura, A. (2001). Social cognitive theory : An agentic perspective. Annual Review of Psychology, 52(1), 1–26.

 

Bandura, A. (2012). On the functional properties of perceived self-efficacy revisited. Journal of Management, 38(1), 9–44.

 

Banville, D., Desrosiers, P., & Genet-Volet, G. (2000). Translating questionnaires and inventories using a cross-cultural translation technique. Journal of Teaching in Physical Education, 19, 374–387.

 

Barbuto, J. E., & Wheeler, D. W. (2006). Scale development and construct clarification of servant leadership. Group & Organisation Management, 31(3), 300–326.

 

Barling, J., Christie, A., & Turner, N. (2008). Pseudo-transformational leadership: Towards the development and test of a model. Journal of Business Ethics, 81(4), 851–861.

 

Bartlett, L. (2004). Expanding teacher work roles: A resource for retention or a recipe for overwork. Journal of Education Policy, 19, 565–582.

 

Bartlett, M. S. (1950). Test of significance in factor analysis. British Journal of Statistical Psychology, 3(2), 77–85.

 

Bass, B. M., Avolio, B. J., Jung, D. I., & Berson, Y. (2003). Predicting unit performance by assessing transformational and transactional leadership. Journal of Applied Psychology, 88(2), 207–218.

 

Bass, B. M., & Bass, R. (2008). Handbook of leadership: Theory, research and application. New York: Free Press.

 

Beck, C. D. (2014). Antecedents of servant leadership: A mixed methods study. Journal of Leadership and Organisational Studies, 21(3), 299–314.

 

Beins, B. C. (2009). Research Methods: A tool for life (2nd ed.). Boston, Massachusetts: Pearson Education.

 

Bellé, N. (2014). Leading to make a difference : A field experiment on the performance effects of transformational leadership , perceived social impact , and public service motivation. Journal of Public Administration Research and Theory, 24(1), 109– 136.

 

Belogolovsky, E., & Somech, A. (2010). Teachers’ organisational citizenship behaviour: Examining the boundary between in-role behaviour and extra-role behaviour from the perspective of teachers, principals and parents. Teaching and Teacher Education, 26(4), 914–923.

 

Bennet, J. (2008). An examination of the issues facing first time subject leaders during their first year of appointment in New Zealand secondary schools. Unitec Institute of Technology.

 

Bennet, N., Newton, W., Wise, C., Woods, P. A., & Economou, A. (2003). The role and purpose of middle leaders in schools: Literature review. Cumberland, Nottingham: National College for School Leadership.

 

Bennett, N. (2006). Making a difference: A study of effective middle leadership in schools facing challenging circumstances. Cumberland, Nottingham: National College for School Leadership.

 

Bennett, N., Newton, W., Wise, C., Woods, P. A., & Economou, A. (2003). The role and purpose of middle leaders in schools. Cumberland, Nottingham: National College for School Leadership.

 

Bennett, N., Woods, P., Wise, C., & Newton, W. (2007). Understandings of middle leadership in secondary schools: A review of empirical research. School Leadership & Management, 27(5), 453–470.

 

Bergman, M. E. (2006). The relationship between affective and normative commitment: Review and research agenda. Journal of Organisational Behaviour (Special Issue on WorkplaceCommitment and Identification), 27, 645–663.

 

Bhattacherjee, A. (2012). Social science research: Principles, methods, and practices. Textbooks Collection. Book 3. Retrieved from http://scholarcommons.usf.edu/oa_textbooks/3

 

 

Billingsley, B. S. (2004). Special education teacher retention and attrition: A critical analysis of the research literature. Journal of Special Education, 38(1), 39–55.

 

Blanchard, J. (2017). Inside teaching: How to make a difference for every learner and teacher. New York: Routledge.

 

Blanchard, K., & Miller, M. (2014). The Secret: What great leaders know and do (3rd ed.). San Francisco, California: Berrett-Koehler Publishers Inc.

 

Blandford, S. (1997). Middle management in schools: How to harmonize managing and teaching for an effective school. London: Pearson Education Ltd.

 

Blau, G. (2009). Can a four-dimensional model of occupational commitment help to explain intent to leave one’s occupation? Career Development International, 14(2), 116–132.

 

Blau, P. M. (1964). Exchange and power in social life. New York: Wiley & Sons Publishing.

 

Bligh, M. C., Pearce, C. L., & Kohles, J. C. (2006). The importance of self and shared leadership in team based knowledge work: A meso-level model of leadership dynamics. Journal of Managerial Psychology, 21(4), 296–318.

 

Block, P. (1993). Stewardship: Choosing service over self-interest. San Francisco, California: Berrett-Koehler.

 

Blunch, N. J. (2013). Introduction to Structural Equation Modelling using IBM SPSS statistics and AMOS (2nd ed.). London: SAGE Publications Ltd.

 

Bogler, R., & Somech, A. (2004). Influence of teacher empowerment on teachers’ organisational commitment, professional commitment and organisational citizenship behaviour in schools. Teaching and Teacher Education, 20, 277–289.

 

Bolam, R., & Turner, C. K. (2003). Heads of secondary school subject departments and the improvement of teaching and learning. In M. Wallace & L. Poulson (Eds.), Learning to Read Critically in Educational Leadership and Management. London: Sage Publications.

 

Bolden, R. (2011). Distributed leadership in organisations : A review of theory and research. International Journal of Management Reviews, 13, 251–269. https://doi.org/10.1111/j.1468-2370.2011.00306.x

 

Bolden, R., Gosling, J., Marturano, A., & Dennison, P. (2003). A review of leadership theory and competency frameworks. Centre for Leadership Studies, University of Exeter.

 

Bolino, M. C. (1999). Citizenship and impression management: Good soldiers or good actors? Academic Management Review, 24, 82–98.

 

Bommer, W. H., Miles, E. W., & Grover, L. (2003). Does one good turn deserve another? Coworker influences on employee citizenship. Journal of Organisational Behaviour, 24, 181–196.

 

Boone, L. W., & Makhani, S. (2012). Five necessary attitudes of a servant leader. Review of Business, 33(1), 83–96.

 

Bowie, N. E. (2000). A Kantian theory of leadership. Leadership & Organisation Development Journal, 21, 185–193.

 

Bowman, R. (2005). Teacher as servant leader. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 78(6), 257–260.

 

Bowman, R. (2014). Educators as serving leaders in the classroom and on campus. The Educational Forum, 78(2), 164–173.

 

Boyatzis, R. E. (2008). Competencies in the 21st century. Journal of Management Development, 27(1), 5–12.

 

Boyatzis, R. E., & Ratti, F. (2009). Emotional, social and cognitive intelligence competencies distinguishing effective Italian managers and leaders in a private company and cooperatives. Journal of Management Development, 28(9), 821–838.

 

Brackett, M. A., Rivers, S. E., & Salovey, P. (2011). Emotional intelligence : Implications for personal , social , academic , and workplace success. Social and Personality Psychology Compass, 5(1), 88–103.

 

Bragues, G. (2008). The ancients against the moderns: Focusing on the character of corporate leaders. Journal of Business Ethics, 78(3), 373–387.

 

Bright, L. (2005). Public employees with high levels of public service motivation: Who are they, where are they and what do they want? Review of Public Personnel Administration, 25(2), 138–155.

 

Brouwer, P., Brekelmans, M., Nieuwenhuis, L., & Simons, R.-J. (2012). Communities of practice in the school workplace. Journal of Educational Administration, 50(3), 346–364.

 

Brown, M. E., & Treviño, L. K. (2014). Do role models matter? An investigation of role modelling as an antecedent of perceived ethical leadership. Journal of Business Ethics, 122(4), 587–598.

 

Brown, M., & Rutherford, D. (1998a). Changing roles and raising standards: New challenges for head of department. School Leadership & Management, 18(1), 75– 88.

 

Brown, M., & Rutherford, D. (1998b). Changing roles and raising standards: New challenges for heads of department. School Leadership and Management, 18(1), 75–88.

 

Brown, M., & Treviño, L. (2006). Ethical leadership: A review and future directions. The Leadership Quarterly, 17(3), 595–616.

 

Brown, T. (2015). Confirmatory factor analysis for applied research (2nd ed.). New York: The Guilford Press.

 

Bryk, A. S., & Schneider, B. (2002a). Trust in schools: A core resource for improvement. New York: Russell Sage.

 

Bryk, A. S., & Schneider, B. (2002b). Trust in schools: A core resource for improvement. New York: Russel Sage Foundation.

 

Buller, J. L. (2012). The essential department chair: A comprehensive desk reference (2nd ed.). San Francisco, California: Jossey-Bass.

 

Bullough, R. V. (2011). Ethical and moral matters in teaching and teacher education. Teaching and Teacher Education, 27(1), 21–28.

 

Bullough, R. V., & Hall-Kenyon, K. M. (2012). On teacher hope, sense of calling and commitment to teaching. Teacher Education Quarterly, 39(2), 7–27.

 

Burns, J. M. (1978). Leadership. New York: Harper and Row.

 

Burns, M. (2010). 17,000 islands, 1 goal: Indonesia turns to online resources to create a network of school-based coaches. Journal of Staff Development, 31(1), 18–23.

 

Bush, T. (2002). Middle level leaders thinkpiece. Retrieved January 11, 2015, from http://dera.ioe.ac.uk/id/eprint/5109

 

Bush, T. (2011). Theories of educational leadership and management. London: Sage Publication.

 

Bush, T. (2013). Distributed leadership: The model of choice in the 21st century. Educational Management Administration & Leadership, 41, 543–544.

 

Bush, T. (2015). Organisation theory in education: How does it inform school leadership? Journal of Organisational Theory in Education, 1(1), 35–47.

 

Bush, T., & Glover, D. (2014). School leadership models: What do we know? School Leadership and Management, 34(5), 553–571.

 

Busher, H., & Harris, A. (1999). Leadership of school subject areas : Tensions and dimensions of managing in the middle. School Leadership & Management, 19(3), 305–317.

 

Busher, H., & Harris, A. (2000). Subject leadership and school improvement. London: Paul Chapman Ltd.

 

Buzzelli, C., & Johnston, B. (2001). Authority, power, and morality in classroom discourse. Teaching and Teacher Education, 17, 873–884.

 

Byrne, B. M. (2010). Structural equation modelling with AMOS: Basic concepts, applications, and programming (2nd ed.). New York: Routledge.

 

Caldwell, C., Hasan, Z., & Smith, S. (2015). Virtuous leadership: Insights for the 21st century. Journal of Management Development, 34(9), 1181–1200.

 

Caldwell, C., Hayes, L. A., Bernal, P., & Karri, R. (2008). Ethical stewardship: Implications for leadership and trust. Journal of Business Ethics, 78(1–2), 153– 164.

 

Caldwell, C., Hayes, L. A., & Long, D. T. (2010). Leadership , trustworthiness , and ethical stewardship. Journal of Business Ethics, 96(4), 497–512.

 

Caldwell, C., & Karri, R. J. (2005). Organisational governance and ethical systems: A covenantal approach to building trust. Journal of Business Ethics, 58(1), 249–259.

 

Caldwell, Cam, & Hansen, M. H. (2010). Trustworthiness, governance, and wealth creation. Journal of Business Ethics, 97(2), 173–188.

 

Cammellia Othman, & Jati Kasuma. (2016). Relationship of school climate dimensions and teachers ’ commitment. Journal of Contemporary Issues and Thought, 6(2011), 19–30.

 

Campbell, D. T., & Fiske, D. W. (1959). Convergent and discriminant validity by the multitrait and multimethod matrix. Psychological Bulletin, 56, 81–105.

 

Campbell, E. (2008). The ethics of teaching as a moral profession. Curriculum Inquiry, 38(4), 357–385.

 

Carpenter, J. P., & Krutka, D. G. (2015). Engagement through microblogging: Educator professional development via Twitter. Professional Development in Education, 41(4), 702–728.

 

Carson, J. B., Tesluk, P. E., & Marrone, J. a. (2007). Shared leadership in teams: An investigation of antecedent conditions and performance. Academy of Management Journal, 50(5), 1217–1234.

 

Cerit, Y. (2009). The effects of servant leadership behaviours of school principals on teachers’ job satisfaction. Educational Management, Administration and Leadership, 37(5), 600–623.

 

Cerit, Y. (2010). The effects of servant leadership on teachers’ organisational commitment in primary schools in Turkey. International Journal of Leadership in Education, 13(3), 301–317.

 

Cetin, S., Gürbüz, S., & Sert, M. (2015). A meta-analysis of the relationship between organisational commitment and organisational citizenship behaviour : Test of potential moderator variables. Employee Responsibilities and Rights Journal, 27(4), 281–303.

 

Chan, W. Y., Lau, S., Nie, Y., Lim, S., & Hogan, D. (2008). Organisational and personal predictors of teacher commitment: The mediating role of teacher efficacy and identification with school. American Educational Research Journal, 45(3), 597–630.

 

Chang, C. H., Johnson, R. E., & Yang, L. Q. (2007). Emotional strain and organisational citizenship behaviours: A meta-analysis and review. Work & Stress, 21, 312–332.

 

Chen, G., Sharma, P. N., Edinger, S., Shapiro, D., & Farh, J. (2011). Motivating and demotivating forces in teams: Cross-level influence of empowering leadership and relationship conflict. Journal of Applied Psychology, 96, 541–557.

 

Chen, H.L., Fan, H.L., & Tsai, C.C. (2013). The role of community trust and altruism in knowledge sharing: An investigation of a virtual community of teacher professionals. Educational Technology & Society, 17(3), 168–179.

 

Cheng, C. K. (2008). The effect of shared decision-making on the improvement in teachers’ job development. New Horizons in Education, 56(3), 31–46.

 

Cheng, E. W. L. (2001). SEM being more effective than multiple regression in parsimonious model testing for management development research. Journal of Management Development, 20(7), 650–667.

 

Cherniss, C. (2000). Emotional Intelligence: What it is and why it matters. Papers presented at the Annual Meeting of the society for industrial and organisational psychology. New Orleans, Los Angeles. https://doi.org/10.1037//0021- 9010.87.5.819

 

Chiaburu, D., Diaz, I., & Pitts, V. (2011). Social and economic exchanges with the organisation : Do leader behaviours matter ? Leadership & Organisation Development Journal, 32(5), 442–461.

 

Ching, S. L., Mui, D., & Kee, H. (2012). Work values-career commitment relationship of Generation Y teachers in Malaysia. In International Conference on Economics Marketing and Management (vol. 28, pp. 242–246). Singapore: IACSIT Press.

 

Chinomona, R., Mashiloane, M., & Pooe, D. (2013). The influence of servant leadership on employee trust in a leader and commitment to the organisation. Mediterranean Journal of Social Sciences, 4(14), 405–414.

 

Choi, P. L., & Sylvia Tang, Y. F. (2009). Teacher commitment trends: Cases of Hong Kong teachers from 1997 to 2007. Teaching and Teacher Education, 25(5), 767–777.

 

Choi, S. B., Tran, T. B. H., & Park, B. I. (2015). Inclusive leadership and work engagement mediating roles of affective organisational commitment and creativity. Social Behaviour and Personality, 43, 931–944.

 

Chow, A. (2013). Professional learning communities in three subject departments in Hong Kong secondary schools. International Journal of Arts & Sciences, 6(4), 233–245.

 

Christine, M. R.D. (2018). Teacher expectation in education. New York: Routledge.

 

Chua, Y. P. (2009). Statistik penyelidikan lanjutan: Ujian regresi, analisis faktor dan analisis SEM. Kuala Lumpur: McGraw-Hill.

 

Chua, Y. P. (2012a). Asas statistik penyelidikan (2nd ed.). Kuala Lumpur: McGraw- Hill Educational (Malaysia) Sdn. Bhd.

 

Chua, Y. P. (2012b). Mastering research methods. Shah Alam: McGraw-Hill Educational (Malaysia) Sdn. Bhd.

 

Chua, Y. P. (2013). Asas statistik penyelidikan: Analisis data skala Likert. Shah Alam: McGraw-Hill Educational (Malaysia) Sdn. Bhd.

 

Chua, Y. P. (2014). Ujian regresi, analisis faktor, dan analisis SEM (2nd ed.). Shah Alam, Selangor: McGraw-Hill Education.

 

Clarkson, G. P. (2014). Twenty-first century employment relationship: The case for an altrusitic model. Human Resource Management, 53(2), 253–269.

 

Clement, M., & Vandenberghe, R. (2000). Teachers’ professional development: A solitarity or collegial (ad)venture? Teaching and Teacher Education, 16, 81–101.

 

Coetzer, M. F., Bussin, M., & Geldenhuys, M. (2017). The functions of a servant leader. Administrative Sciences, 7(5), 1–32.

 

Cohen, A. (2000). The relationship between commitment forms and work outcomes: A comparison of three models. Human Relations, 53, 384–417.

 

Cohen, A. (2003). Multiple commitments in the workplace: An integrative approach. Mahwah, New Jersey: Lawrence Erlbaum Associates.

 

Cohen, A. (2011). Values and psychological contracts in their relationship to commitment in the workplace. Career Development International, 16(7), 646–667.

 

Cohen, A. (2014). Organisational commitment research : Past, present and future. In Z. Zhao & F. Rauner (Eds.), Areas of Vocational Education Research (pp. 261–274). Berlin Heidelberg: Springer-Verlag.

 

Cohen, A., & Liu, Y. (2011). Relationships between in-role performance and individual values, commitment, and organisational citizenship behaviour among Israeli teachers. International Journal of Psychology, 46(4), 271–287.

 

Cohen, D., & Gunz, A. (2002). As seen by the other...: Perspectives on the self in the memories and emotional perceptions of Easterners and Westerners. Psychological Science, 13(1), 55–59.

 

Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th editio). London and New York: Routledge.

 

Coldwell, M. (2016). Career orientations and career cultures: Individual and organisational approaches to beginning teachers’ careers. Teachers and Teaching, 22, 610–624.

 

Collier, J., Dinham, S., Brennan, K., Deece, A., & Mulford, D. (2002). Perceptions and reality of the work of the secondary head of department. International Studies in Educational Administration, 30(2), 17.

 

Conger, J. A. (1990). The dark side of leadership. Organisational Dynamics, 19(2), 44– 55.

 

Copeland, M. K. (2014). The emerging significance of values based leadership: A literature review. International Journal of Leadership Studies, 8(2), 105–135.

 

Cosner, S. (2009). Building organisational capacity through trust. Educational Administration Quarterly, 45(2), 248–291.

 

Cranston, N., & Ehrich, L. (2009). Enhancing leadership density through effective seniour management teams (SMTS). In N. Cranston & L. Ehrich (Eds.), Australian Educational Leadership Today (pp. 348–368). Brisbane: Australian Academic Press.

 

Crawford, M. (2018). Personal engagement, emotion and the educational workplace. Journal of Professional Capital and Community. https://doi.org/10.1108/JPCC- 12-2017-0032

 

Creswell, J. W. (2012). Educational Research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, Massachusetts: Pearson Education Inc.

 

Crippen, C. (2005a). Servant leadership as an effective model for educational leadership and management: First to serve, then to lead. Management in Education, 18(5), 11–16.

 

Crippen, C. (2005b). The democratic school: To serve or to lead. Canadian Journal of Educational Administration and Policy, 47, 1–17.

 

Crippen, C. (2010). Serve, teach, and lead: It’s all about relationships. InSight: A Journal of Scholarly Teaching, 5, 27–36.

 

Cropanzano, R., Anthony, E. L., Daniels, S. R., & Hall, A. V. (2017). Social exchange theory: A critical review with theoretical remedies. Academy of Management Annals, 11(1), 479–516.

 

Cropanzano, R., & Mitchell, M. S. (2005). Social exchange theory : An interdisciplinary review. Journal of Management, 31(6), 874–900.

 

Crossman, B., & Crossman, J. (2011). Conceptualising followership : A review of the literature. Leadership, 7(4), 481–497.

 

Crosswell, L., & Elliott, B. (2004). Committed teachers , passionate teachers : The dimension of passion associated with teacher commitment and engagement. In AARE Annual Conference. Melbourne.

 

Croswell, L., & Elliot, B. (2004). Committed teachers, passionate teachers: The dimension of passion associated with teacher commitment and engagement.

 

Crowther, F., Ferguson, M., & Hann, L. (2002). Developing teacher leaders: How teacher leadership enhances school success. Thousand Oaks, California: Corwin Press.

 

Currie, J. P. (2014). Complementing traditional leadership: The value of followership. Reference & User Services Quarterly, 54(2), 15–18.

 

Daft, R. L. (2007). The leadership experience. Boston, Massachusetts: South Western College Publishing.

 

Dalakoura, A. (2010). Differentiating leader and leadership development. Journal of Management Development, 29(5), 432–441.

 

Daly, M., Egan, M., & O’Reilly, F. (2015). Childhood general cognitive ability predicts leadership role occupancy across life: Evidence from 17,000 cohort study participants. The Leadership Quarterly, 26, 323–334.

 

Danielson, C. (2006). Teacher leadership that strengthens professional practice. Alexandria: Association for Supervision and Curriculum Development.

 

Dannetta, V. (2002). What factors influence a teacher’s commitment to student learning? Leadership and Policy in Schools, 1(2), 144–171.

 

Dash, M., & Dash, N. (2008). School management. New Delhi: Atlantic Publishers & Distributors.

 

Davis, C. J. (Ed.) (2017). Servant leadership and followership: Examining the impact on workplace behaviour. Switzerland: Palgrave Macmillan.

 

Day, C. (2004). A passion for teaching. London: Routledge Falmer.

 

Day, C., Elliot, B., & Kington, A. (2005). Reform, standards and teacher identity: Challenges of sustaining commitment. Teaching and Teacher Education, 21(5), 563–577.

 

Day, C., Harris, A., Hadfield, M., Tolley, H., & Beresford, J. (2000). Leading schools in times of change. Berkshire: Open University Press.

 

Day, C., Sammons, P., Stobart, G., Kingston, A., & Gu, Q. (2007). Teachers matter: Connecting work, lives and effectiveness. Maidenhead: Open University Press.

 

Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behaviour. Psychological Inquiry, 11, 227– 268.

 

Demerouti, E., Bakker, A. B., Nachreiner, F., & Schaufeli, W. B. (2001). The job demands–resources model of burnout. Journal of Applied Psychology, 27(4), 499– 512.

 

DeNeve, D., & Devos, G. (2016). Psychological states and working conditions buffer beginning teachers’ intention to leave the job. European Journal of Teacher Education, 40, 6–27.

 

Dennis, R. S., & Bocarnea, M. (2005). Development of the servant leadership assessment instrument. Leadership & Organisation Development Journal, 26(8), 600–615.

 

DeNobile, J. (2017). Towards a theoretical model of middle leadership in schools. School Leadership and Management, 38(4), 395–416.

 

DeVellis, R. F. (2003). Scale development: Theory and applications (2nd ed.). Thousand Oaks, California: Sage Publications Inc.

 

DeVellis, R. F. (2013). Scale development: Theory and application. (L. Bickman & D.J. Rog, Eds.) (3rd ed.). Thousand Oaks, California: Sage Publications Inc.

 

Devos, G., Tuytens, M., & Hulpia, H. (2014). Teachers’ organisational commitment: Examining the mediating effects of distributed leadership. American Journal of Education, 120(2), 205–231.

 

Dinh, J. E., Lord, R. G., Gardner, W. L., Meuser, J. D., Liden, R. C., & Hu, J. (2013). Leadership theory and research in the new millennium : Current theoretical trends and changing perspectives. The Leadership Quarterly.

 

DiPaola, M., & Tschannen-Moran, M. (2001). Organisational citizenship behaviour in schools and its relationships to school climate. Journal of School Leadership, 11, 424–447.

 

DiPaola, M.F. (n.d.). Organisational Citizenship Behaviour Scale for Schools (OCB Scale). Retrieved June 17, 2017, from http://wmpeople.wm.edu/site/page/mfdipa/researchtools

 

DiPaola, Michael F., & Neves, P. C. (2009). Organisational citizenship behaviours in American and Portuguese public schools: Measuring the construct across cultures. Journal of Educational Administration, 47(4), 490–507.

 

Dirks, K. T., & Ferrin, D. L. (2002). Trust in leadership: Meta-analytic findings and implications for research and practice. Journal of Applied Psychology, 87, 611– 628.

 

Donaldson, G. A. J. (2007). What teachers bring to leadership: The distinctive assets of teachers who lead. In R. H. Ackerman & S. V. Mackenzie (Eds.), Uncovering teacher leadership (pp. 131–139). Thousands Oaks, California: Corwin Press.

 

Donnell, M. O., Yukl, G., & Taber, T. (2012). Leader behaviour and LMX : A constructive replication. Journal of Managerial Psychology, 27(2), 143–154.

 

Drury, S. (2004). Servant leadership and organisational commitment : Empirical findings and workplace implications. Servant Leadership Research Roundtable, (August), 1–14.

 

DuFour, R., Eaker, R., & Many, T. (2010). Learning by doing: A handbook for professional learning communities at work (2nd ed.). Indiana: Solution Tree Press.

 

Dumay, X., & Galand, B. (2012). The multilevel impact of transformational leadership on teacher commitment: Cognitive and motivational pathways. British Educational Research Journal, 38(5), 703–729.

 

Dutton, J. E., Worline, M. C., Frost, P. J., & Lilius, J. M. (2006). Explaining compassion organising. Administrative Science Quarterly, 51, 59–96.

 

Dutton, Jane E., Workman, K. M., & Hardin, A. E. (2014). Compassion at work. Annual Review of Organisational Psychology and Organisational Behaviour, 1(1), 277– 304.

 

Eatough, E. M., Chang, C. H., Miloslavic, S. A., & Johnson, R. E. (2011). Relationships of role stressors with organisational citizenship behaviour: A meta-analysis. Journal OfApplied Psychology, 96(3), 619–632.

 

Ebrahim, M., Hoshyar, M., & Nourbakhsh, P. (2013). The relationships between servant leadership style and organisational commitment. Scholars Research Library Archives of Applied Science Research, 5(1), 312–317.

 

Ediger, M. (2009). The principal in the teaching and learning process. Education, 129(4), 574–578.

 

Edmonds, S., Sharp, C., & Benefield, P. (2002). Recruitment to and retention on initial teacher training: A systematic review. London: National Foundation for Educational Research.

 

Ehrhart, M. G. (2004). Leadership and procedural justice climate as antecedents of unit level organisational citizenship behaviour. Personnel Psychology, 57(1), 61–94.

 

Eldor, L., & Shoshani, A. (2016). Caring relationships in school staff: Exploring the link between compassion and teacher work engagement. Teaching and Teacher Education, 59, 126–136.

 

Elstad, E., Christophersen, K. A., & Turmo, A. (2011). Social exchange theory as an explanation of organisational citizenship behaviour among teachers. International Journal of Leadership in Education, 14(4), 405–421.

 

Emerson, R. M. (1976). Social exchange theory. Annual Review of Sociology, 2, 335– 362.

 

Emmerik, I. H. van, Jawahar, I. M., & Stone, T. H. (2005). Associations among altruism , burnout dimensions , and organisational citizenship behaviour. Work & Stress, 19(1), 93–101.

 

Engeström, Y. (1999). Perspectives on activity theory. Cambridge: Cambridge University Press.

 

Ensley, M. D., Hmieleski, K. M., & Pearce, C. L. (2006). The importance of vertical and shared leadership within new venture top management teams: Implications for the performance of startups. Leadership Quarterly, 17, 217–231.

 

Eraut, M. (2007). Learning from other people in the workplace. Oxford Review of Education, 33(4), 403–422.

 

Fairman, J. C., & Mackenzie, S. V. (2015). How teacher leaders influence others and understand their leadership. International Journal of Leadership in Education, 18(1), 61–87.

 

Farhat Shaheen, Naveed Ahmad, Muhammad Waqas, Abdul Waheed, & Omer Farooq. (2017). Structural Equation Modelling ( SEM ) in social sciences & medical research : A guide for improved analysis. International Journal of Academic Research in Business and Social Sciences, 7(5), 132–143.

 

Fausing, S. M., Joensson, S. T., Lewandowski, J., & Bligh, M. (2015). Antecedents of shared leadership: Empowering leadership and interdependence. Leadership & Organisation Development Journal, 36(3), 271–291.

 

Fauziah Noordin, Rahmah Mohd Rashid, Rohani Ghani, Rasimah Aripin, & Zabani Darus. (2009). Teacher professionalisation and career commitment. International Journal of Social Behavioural, Edicational, Economic, Business and Industrial Engineering, 3(6), 1003–1009.

 

Fauziah Noordin, Rahman Mohd Rashid, Rohani Ghani, Rasimah Aripin, & Zabani Darus. (2010). Teacher professionalisation and organisational commitment : Evidence from Malaysia. International Business & Economics Research Journal, 9(2), 49–58.

 

Feeney, E. J. (2009). Taking a look at a school’s leadership capacity: The role and function of high school department chairs. The Clearing House, 82, 212–219.

 

Fehr, R., & Gelfand, M. J. (2012). The forgiving organisation: A multilevel model of forgiveness at work. Academy of Management Review, 37(4), 664–688.

 

Fernet, C., Trepanier, S. G., Austin, S., & Julie, L. C. (2016). Committed, inspiring , and healthy teachers: How do school environment and motivational factors facilitate optimal functioning at career start ? Teaching and Teacher Education, 59, 481–491.

 

Fielding, M. (2006). Leadership, personalization and high performance schooling: Naming the new totalitarianism. School Leadership & Management, 26(4), 347– 369.

 

Fielding, M. (2007). The human cost and intellectual poverty of high performance schooling: Radical philosophy, John Macmurray and the remaking of person- centred education. Journal of Education Policy, 22(4), 383–409.

 

Filkowsky, M. M., Cochran, R. N., & Haas, B. W. (2016). Altruistic behaviour : Mapping responses in the brain. Neuroscience and Neuroeconomics, 5, 65–75.

 

Fineman, S. (2000). Emotion in organisations (2nd ed.). London: Sage Publications Inc. Finley, S. (2012). Servant leadership: A literature review. Review of Management Innovation and Creativity, 5(14), 135–144.

 

Fitzgerald, R. J. (2015). Becoming Leo : Servant leadership as a pedagogical philosophy. Critical Quastions in Education, 6(2), 75–85.

 

Flowers, C. (2006). Confirmatory factor analysis of scores on the clinical experience rubric: A measure of dispositions for preservice teachers. Educational and Psychological Measurement, 66(3), 478–488.

 

Flückiger, B., Lovett, S., Dempster, N., & Brown, S. (2015). Middle leaders : Career pathways and professional learning needs. Journal of Australian Council for Educational Leaders, 21(2), 60–74.

 

Focht, A., & Ponton, M. (2015). Identifying primary characteristics of servant leadership: Delphi study. International Journal of Leadership Studies, 9(1), 44– 61.

 

Folkman, S., Lazarus, R. S., Dunkelschetter, C., Delongis, A., & Gruen, R. J. (1986). Dynamics of a stressful encounter : Cognitive appraisal, coping, and encounter outcomes. Journal of Personality and Social Psychology, 50, 992–1003.

 

Fraenkel, J. R., & Wallen, N. E. (2009). How to design and evaluate research in education (7th ed.). New York: McGraw-Hill.

 

Fransson, G., & Frelin, A. (2016). Highly committed teachers : What makes them tick ? A study of sustained commitment. Teachers and Teaching: Theory and Practice, 22(8), 896–912.

 

Frazer, L., & Lawley, M. (2000). Questionnaire design & administration: A practical guide. Brisbane: John Wiley & Sons Australia Ltd.

 

Fredrickson, B. L. (2013). Love 2.0: How our supreme emotion affects everything we feel, think, do, and become. New York: Hudson Street Press.

 

Friedland, J., & Cole, B. M. (2013). Expanding the motivations for altruism : A philosophical perspective. Journal of Organisational Behaviour, 34, 1202–1206.

 

Friedman, H. (2011). The myth behind the subject leader as a school key player. Teachers and Teaching, 17, 289–302.

 

Friedman, I. A. (2016). Being a teacher: Altruistic and narcissistic expectations of pre- service teachers. Teachers and Teaching: Theory and Practice, 22(5), 625–648.

 

Frieze, I. H., & Boneva, B. S. (2001). Power motivation and motivation to help others. In A. Y. Lee-Chai & J. A. Bargh (Eds.), The use and abuse of power: Multiple perspectives on the causes of corruption (pp. 75–89). Philadelphia: Psychology Press.

 

Frink, D. D., Hall, A. T., Perryman, A. A., Ranft, A. L., Hochwarter, W. A., & Ferris, G. R. (2008). A meso-level theory of accountability in organisations. In J. J. Martocchio (Ed.), Research in personnel and human resources management. Bingley: Emerald Group Publishing Ltd.

 

Frink, D. D., & Klimoski, R. J. (2004). Advancing accountability theory and practice: Introduction to the human resource management review special edition. Human Resource Management Review, 14, 1–17.

 

Frost, P. J. (2003). Toxic emotions at work: How compassionate managers handle pain and conflict. Boston, Massachusetts: Harvard Business School Press.

 

Fullan, M. (2003). The moral imperative of school leadership. Thousand Oaks, California: Corwin Press.

 

Furnham, A., Treglown, L., Hyde, G., & Trickey, G. (2016). The bright and dark side of altruism : Demographic , personality traits , and disorders associated with altruism. Journal of Business Ethics, 134, 359–368.

 

Galland, C. (2008). Effective teacher leadership: A quantitative of the relationship between school structures and effective teacher leaders (Doctoral dissertation). University of Missouri, Columbia. Retrieved from https://doi.org/10.1017/CBO9781107415324.004

 

Gallant, A., & Riley, P. (2017). Early career teacher attrition in Australia: Inconvenient truths about new public management. Teachers and Teaching. https://doi.org/10.1080/13540602.2017.1358707

 

Galton, M., & MacBeath, J. (2008). Teacher under pressure. Thousand Oaks, California: SAGE Publications Ltd.

 

Garmston, R. J., & Wellman, B. M. (2013). The adaptive school: A sourcebook for developing collaborative groups (2nd ed.). Plymouth: Rowman and Littlefield.

 

Gaskin, C. J., & Happell, B. (2014). On exploratory factor analysis: A review of recent evidence, an assessment of current practice, and recommendations for future use. International Journal of Nursing Studies, 51(3), 511–521.

 

Gay, L. R., Mills, G. E., & Airasian, P. W. (2009). Educational research: Competencies for analysis and applications (9th editio). Upper Saddle River, New Jersey: Prentice Hall.

 

Geer, G., & Coleman, H. W. (2014). Servant leadership and school crisis management. In R. Selladurai & S. Carraher (Eds.), Servant leadership: Research and practice (pp. 114–133). Hershey, Pennsylvania: IGI Global.

 

George, B. (2003). Authentic leadership. San Francisco: Jossey-Bass.

 

Ghamrawi, N. (2010). No teacher left behind : Subject leadership that promotes teacher leadership. Educational Management, Administration & Leadership, 38(3), 304– 320.

 

Ghamrawi, N. (2013). Never underestimate the power of the sandwiched : Middle leaders and school culture. Basic Research Journal of Education Research and Review, 2(2), 29–41.

 

Ghavifekr, S., & Mohammed Sani Ibrahim, . (2014). Head of departments’ instructional supervisory role and teachers ’ job performance : Teachers’ perceptions. Asian Journal of Social Sciences and Management Studies, 1(2), 45–56.

 

Gibson, D. E. (2003). Developing the professional self-concept: Role model construals in early, middle, and late career stages. Organisation Science, 14, 591–610.

 

Gilbert, P. (2010). The compassionate mind. London: Constable & Robinson Ltd.

 

Glover, D., Miller, D., Gambling, M., Gough, G., & Johnson, M. (1999). As others see us: Seniour management and subject staff perceptions of the work effectiveness of subject leaders in secondary schools. School Leadership & Management, 19(3), 331–344.

 

Goddard, R. D., Salloum, S. J., & Berebitsky, D. (2009). Trust as a mediator of the relationships between poverty, racial composition, and academic achievement: Evidence from Michigan’s public elementary schools. Educational Administration Quarterly, 45(2), 292–311.

 

Goh, S. K., & Low, B. (2014). The influence of servant leadership towards organisational commitment: The mediating role of trust in leaders. International Journal of Business & Management, 9(1), 17–25.

 

Goleman, D., Boyatzis, R., & McKee, A. (2013). Primal leadership: Unleashing the power of emotional intelligence. Cambridge, Massachusetts: Harvard Business Press.

 

Goodman, J. (2014). Altruism and the golden rule. Journal of Religion and Science, 49(2), 381–395.

 

Gorard, S. (2010). Measuring is more than assigning numbers. In G. Walford, E. Tucker, & M. Vismanathan (Eds.), The SAGE Handbook of Measurement (pp. 389–408). Thousands Oaks, California.: SAGE Publications Inc.

 

Graham, B. (2000). Developing a questionnaire. London: Continuum.

 

Graham, J. ., & Van Dyne, L. (2006). Gathering information and exercising influence: Two forms of civic virtue organisational citizenship behaviour. Employee Responsibilities and Rights Journal, 18(2), 89–109.

 

Grahek, S. G., Thompson, A. D., & Toliver, A. (2010). The character to lead: A closer look at the character in leadership. Consulting Psychology Journal: Practice and Research, 62, 270–290.

 

Green, M. T., Rodriguez, R. A., Wheeler, C. A., & Baggerly-Hinojosa, B. (2015). Servant leadership : A quantitative review of instruments and related findings. Servant Leadership: Theory and Practice, 2(2), 76–96.

 

Greenfield, W. D. J. (2004). Moral leadership in schools. Journal of Educational Administration, 42(2), 174–196.

 

Greenleaf, R. K. (1970). The servant as leader. Newton Centre, Massachusetts: The Robert K. Greenleaf Center.

 

Greenleaf, R. K. (1976). The institution as servant. Indiapolis: The Robert K. Greenleaf Center.

 

Greenleaf, R. K. (1977). Servant leadership: A journey into the nature of legitimate power and greatness. Mahwah, New Jersey: Paulist Press.

 

Gregory, C. J. (2016). Relationship between emotional intelligence and servant leadership in banking (Unpublished doctoral dissertation). Walden University.

 

Gronn,  P.  (2000).  Distributed  properties:  A  new  architecture  for  leadership.Educational Management and Administration, 28(3), 317–338.

 

Grootenboer, P. (2018). The practices of school middle leadership: Leading professional learning. Singapore: Springer.

 

Gu, Q., & Day, C. (2013). Challenges to teacher resilience: Conditions count. British Educational Research Journal, 39(1), 22–44.

 

Guarino, C. M., Santibanez, Lucrecia, & Daley, G. A. (2006). Teacher recruitment and retention: A review of the recent empirical literature. Review of Educational Research, 76, 173–208.

 

Güçel, C., & Begeç, S. (2012). The effect of the servant leadership on organisational citizenship behaviour: Case study of a university. International Journal of Social Sciences and Humanity Studies, 4(1), 107–116.

 

Gunter, H. (2004). Labels and labelling in the field of educational leadership. Discourse Studies in the Cul- Tural Politics of Education, 25(1), 21–41.

 

Gunter, H. M. (2003). Teacher Leadership: Prospects and Possiblities. In M. Brundrett, N. Burton, & R. Smith (Eds.), Educational Management: Researcha Practice and Leadership in Education (pp. 118–131). London: Sage Publications.

 

Gurr, D., & Drysdale, L. (2013). Middle?level secondary school leaders. Journal of Educational Administration, 51(1), 55–71.

 

Guskey, T. R., & Yoon, K. S. (2009). What works in professional development? The Phi Delta Kappan, 90(7), 496–500.

 

Hackett, R. D., & Wang, G. (2012). Virtues and leadership. Management Decision, 50(5), 868–899.

 

Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7th ed.). New Jersey: Pearson Prentice Hall.

 

Hale, J. R., & Fields, D. L. (2007). Exploring servant leadership across cultures : A study of followers in Ghana and the USA. Leadership, 3(4), 397–417.

 

Hall, A. T., & Ferris, G. R. (2011). Accountability and extra-role behaviour. Employee Responsibilities and Rights Journal, 23, 131–144.

 

Hall, A. T., Frink, D. D., & Buckley, M. R. (2015). An accountability account: A review and synthesis of the theoretical and empirical research on felt accountability. Journal of Organisational Behaviour.

 

Hall, A. T., Frink, D. D., Ferris, G. R., Hochwarter, W. A., Kacmar, C. J., & Bowen, M. G. (2003). Accountability in human resources management. In C. A. Schriesheim & L. Neider (Eds.), New directions in human resource management (pp. 29–63). Greenwich, Connecticut: Information Age Publishing.

 

Hamidah Yusof, Jamal Yunus, & Khalip Musa. (2015). Kaedah penyelidikan pengurusan pendidikan. Tanjong Malim, Perak: Penerbit Universiti Pendidikan Sultan Idris.

 

Hammersley-Fletcher, L., & Brundrett, M. (2005). Leaders on leadership: the impressions of primary school head teachers and subject leaders. School Leadership & Management, 25(1), 59–75.

 

Han, J. Y., & Yin, H. B. (2016). Teacher motivation: Definition, research development and implications for teachers. Cogent Education, 3(1), 1–18.

 

Handford, V., & Leithwood, K. (2013). Why teachers trust school leaders. Journal of Educational Administration, 51(2), 1–33.

 

Hanizah Mafoz. (2005). Hubungan kepimpinan transformasional Guru Kanan Mata Pelajaran dengan prestasi ketua panitia di sekolah-sekolah menengah daerah Johor Bahru (Unpublished master thesis): Universiti Teknologi Malaysia, Johor.

 

Hargreaves, A. (2000). Mixed emotions: Teachers’ perceptions of their interaction with students. Teaching and Teacher Education, 16, 811–826.

 

Hargreaves, A. (2003). Teaching in the knowledge society: Education in the age of insecurity. New York: Teachers College Press.

 

Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. New York: Teachers College Press.

 

Hargreaves, E., & Preece, S. (2014). The value of the personal in teachers ’ professional learning : A case study. Professional Development in Education, 40(1), 130–146.

 

Harrington, D. (2009). Confirmatory factor analysis. New York: Oxford University Press.

 

Harris, A. (2002). Effective leadership in schools facing challenging contexts. School Leadership & Management, 22(1), 15–26.

 

Harris, A. (2004). Distributed leadership: Leading or misleading. Educational Management and Administration, 32(1).

 

Harris, A. (2005). Teacher leadership: More than just a feel-good factor? Leadership and Policy in Schools, 4(3), 201–219.

 

Harris, A. (2008). Distributed school leadership: Developing tomorrow’s leaders. New York: Routledge.

 

Harris, A., Busher, H., & Wise, C. (2000). Effective training for subject leaders. Management in Education, 14(3), 26–27.

 

Harris, A., & Jones, M. (2017). Middle leaders matter: Reflections, recognition, and renaissance (Editorial). School Leadership & Management, 37(3), 213–216.

 

Harris, A., & Jones, M. (2018). Leading schools as learning organisations. School Leadership & Management, 38(4), 351–354.

 

Harris, A., & Muijs, D. (2003). Teacher leadership: Principles and practice. Educational Management Administration Leadership, 31(4), 437–448.

 

Harter, S. (2002). Authenticity. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 382–394). New York: Oxford University Press.

 

Hartley, D. (2010). Paradigms: How far does research in distributed leadership “stretch”? Educational Management Administration & Leadership, 38(3), 271– 285.

 

Hartog, J. (2001). On human capital and individual capabilities. Review of Income and Wealth, 47(4), 515–540.

 

Hasan, H., & Kazlauskas, A. (2014). Activity theory: Who is doing what, why and how. Being Practical with Theory: A Window into Business Research, 9–14.

 

Hasani, K., & Sadeghi, S. (2013). The effect of organisational citizenship behaviour on organisational commitment. Global Business Perspective, 1(4), 452–470.

 

Hatfield, R. D., Turner, J. H., & Spiller, S. (2013). Altruism, reciprocity and cynicism: A new model to conceptualize the attitudes which support prosocial behaviours. Journal of Organiztional Culture, Communication and Conflict, 17(2), 159–166.

 

Hays, J. M. (2008). Teacher as servant applications of Greenleaf’s servant leadership in higher education. Journal of Global Business Issues, 2(1), 113–134.

 

Hazalina Mat Soha, Abdullah Osman, Arman Hadi Abdul Manaf, & Muhammad Safizal Abdullah. (2016). Leadership styles affecting the individuals’ commitment: A study of the public university in northern state of Malaysia. Asian Journal of Social Sciences& Humanities, 5(1), 80–86.

 

Hazen, M. A. (2008). Grief and the workplace. Academy of Management Perspective, 22(3), 78–86.

 

Heinz, M. (2015). Why choose teaching? An international review of empirical studies exploring student teachers’ career motivations and levels of commitment to teaching. Educational Research and Evaluation, 21(3), 258–297.

 

Henderson, M. (2007). Sustaining online teacher professional development through community design. Campus-Wide Information Systems, 24(3), 162–173.

 

Heng, M. A., & Marsh, C. J. (2009). Understanding middle leaders: A closer look at middle leadership in primary schools in Singapore. Educational Studies, 35(5), 525–536.

 

Hernandez, M. (2008). Promoting stewardship behaviour in organisations: A leadership model. Journal of Business Ethics, 80(1), 121–128.

 

Hernandez, M., Eberly, M. B., Avolio, B. J., & Johnson, M. D. (2011). The loci and mechanisms of leadership: Exploring a more comprehensive view of leadership theory. The Leadership Quarterly, 22, 1165–1185.

 

Heur, M. (2010). Defining stewardship: Towards an organisational culture of sustainability. The Journal of Corporate Citizenship, 40, 31–41.

 

Ho, J. P. ., Chen, V.T., & Ng, D. (2015). Distributed leadership through the lens of activity theory. Educational Management Administration & Leadership, 1–23. https://doi.org/10.1177/1741143215570302

 

Ho, R. (2014). Handbook of univariate and multivariate data analysis with IBM SPSS (2nd ed.). Boca Raton, Florida: Taylor & Francis Group.

 

Hobson, A. J., Ashby, P., Malderez, A., & Tomlinson, P. D. (2009). Mentoring beginning teachers: What we know and what we don’t. Teaching and Teacher Education, 25, 207–216.

 

Hochwarter, W. A., Ferris, G. R., Gavin, M. B., Perrewé, P. L., Hall, A. T., & Frink, D. D. (2007). Political skill as neutralizer of felt accountability–job tension effects on job performance ratings: A longitudinal investigation. Organisational Behaviour and Human Decision Processes, 102, 226–239.

 

Hoffman, B. J., Blair, C. A., Meriac, J. P., & Woehr, D. J. (2007). Expanding the criterion domain?A quantitative review of the OCB literature. Journal of Applied Psychology, 92(2), 555–566.

 

Hoffman, B. J., Woehr, D. J., Maldagen-Youngjohn, R., & Lyons, B. (2011). Great man or great myth? A quantitative review of the relationship between individual differences and leader effectiveness. Journal of Occupational and Organisational Psychology, 84, 347–381.

 

Hofstede-Insights. (2018). Country comparison: What about Malaysia. Retrieved August 12, 2018, from https://www.hofstede-insights.com/country- comparison/malaysia/

 

Hoizen, W. (2014). African American urban school principal servant leadership. In R. Selladurai & S. Carraher (Eds.), Servant leadership: Research and practice (pp. 134–161). Hershey, Pennsylvania: IGI Global.

 

Hom, P. W., & Xiao, Z. (2011). Embedding social networks: How GuanXi ties reinforce Chinese employees’ retention. Organisational Behaviour and Human Decision Processes, 116, 188–202.

 

Hornsey, M. J. (2008). Social identity theory and self-categorization theory : A historical review. Social and Personality Psychology Compass, 2(1), 204–222.

 

House, R. J., & Javidan, M. (2004). Overview of GLOBE. In R. J. House, P. J. Hanges, M. Javidan, P. W. Dorfman, & V. Gupta (Eds.), Culture, leadership, and organisations: The GLOBE study of 62 societies (pp. 9–28). Thousand Oaks, California: Sage Publication.

 

Howard, M. C. (2016). A review of exploratory factor analysis decisions and overview of current practices: What we are doing and how can we improve? International Journal of Human-Computer Interaction, 32(1), 51–62.

 

Hu, J., & Liden, R. C. (2011). Antecedents of team potency and team effectiveness : An examination of goal and process clarity and servant leadership. Journal of Applied Psychology, 96(4), 851–862.

 

Huang, J., Wang, L., & Xie, J. (2014). Leader-member exchange and organisational citizenship behaviour: The roles of identification with leader and leader’s reputation. Social Behaviour and Personality, 42(10), 1699–1712.

 

Huang, X., Yun, J., Liu, J., & Gong, Y. (2010). Does participative leadership enhance work performance by inducing empowerment or trust? The differential effects on managerial and non-managerial subordinates. Journal of Organisational Behaviour, 31, 122–143.

 

Hulpia, H., & Devos, G. (2009). Exploring the link between distributed leadership and job satisfaction of school leaders. Educational Studies, 35(2), 153–171.

 

Hulpia, H., Devos, G., & van Keer, H. (2010). The influence of distributed leadership on teachers’ organisational commitment: A multilevel approach. The Journal of Educational Research, 103, 40–52.

 

Hunter, E. M., Neubert, M. J., Jansen, S., Witt, L. A., Penney, L. M., & Weinberger, E. (2013). Servant leaders inspire servant followers : Antecedents and outcomes for employees and the organisation. The Leadership Quarterly, 24, 316–331.

 

Iacobucci, D. (2010). Structural Equations Modelling : Fit indices, sample size and advanced topics. Journal of Consumer Psychology, 20(1), 90–98.

 

Ibrahim Ahmad Bajunid. (2008). Anticipatory legacy: The call of the knowledge and virtues-based society. In Ibrahim Ahmad Bajunid (Ed.), Malaysia from traditional to smart schools: The Malaysian educational odyssey. Selangor: Oxford Fajar.

 

Ibrahim Ahmad Bajunid, Kamis, M. & Singh, M. (2008). Educational, administration, management and leadership. In Ibrahim Ahmad Bajunid (Ed.), Malaysia from traditional to smart schools: The Malaysian educational odyssey. Selangor: Oxford Fajar.

 

In’nami, Y., & Koizumi, R. (2013). Structural Equation Modelling in educational research: A primer. In M. S. Khine (Ed.), Application of Structural Equation Modelling in educational research and practice (pp. 23–51). Rotterdam, Netherlands: Sense Publishers.

 

Ingersoll, R. M., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Educational Research, 81, 201–233.

 

Institut Aminuddin Baki. (2009). Kompetensi Pemimpin Sekolah Malaysia (KOMPAS). Kementerian Pendidikan Malaysia: Author.

 

Institut Aminuddin Baki. (2018a). Pembangunan pemimpin pertengahan: Panduan untuk kursus kepimpinan pemimpin pertengahan (LCML). Kementerian Pendidikan Malaysia: Author.

 

Institut Aminuddin Baki. (2018b). Program latihan Institut Aminuddin Baki 2018. Kementerian Pendidikan Malaysia: Author. Retrieved from http://iab.moe.edu.my/index.php/ms/program-latihan

 

Irving, J. A. (2010). Cross-cultural perspective on servant leadership. In D. Van Dierendonck & K. Patterson (Eds.), Servant leadership: Developments in theory and research (pp. 118–129). New York: Palgrave-MacMillian.

 

Irving, J. A. (2011). Leadership reflection: A model for effective servant leadership practice: A biblically-consistent and research-based approach to leadership. Journal of Biblical Perspectives in Leadership, 3(2), 118–128.

 

Jackson, T., Burrus, J., Basset, K., & Roberts, R. D. (2010). Teacher leadership : An assessment framework for an emerging area of professional practice. Educational Testing Service (ETS). Retrieved from http://www.ets.org/research/contact.html

 

Jamalullail Abdul Wahab, Che Fuzlina Mohd Fuad, Hazita Ismail, & Samsidah Majid. (2014). Headmasters’ transformational leadership and their relationship with teachers’ job satisfaction and teachers’ commitments. International Education Studies, 7(13), 40–48.

 

James, C., & Hopkins, J. A. (2003). The leadership authority of educational middle managers: The case of subject leaders in secondary schools in Wales. International Studies in Educational Administration, 31(1), 50–64.

 

James, C. R., G, D., Connolly, M., & Elliott, T. (2007). Collaborative practice : A model of successful working in schools. Journal of Educational Administration, 45(5), 541–555.

 

James, R., & Wrigley, R. (2007). Investigating the mystery of capacity building: Learning from the Praxis Programme. Oxford: International NGO Training and Research Centre.

 

Janssen, O. (2004). The barrier effect of conflict with superiors in the relationship between employee empowerment and organisational commitment. Work & Stress, 18(1), 56–65.

 

Jaros, S. (2007). Meyer and Allen model of organisational commitment : Measurement issues. The ICFAI Journal of Organisational Behaviour, 6(4), 7–26.

 

Jazzar, M., & Algozzine, B. (2006). Critical issues in educational leadership. Boston: Pearson Education Inc.

 

Johnson, C. E. (2005). Meeting the ethical challenges of leadership: Casting light or shadow (2nd ed.). California: Sage Publications Inc.

 

Johnson, S. M. (2012). Build the capacity of teachers and their schools. Phi Delta Kappan, 94(2), 62–65.

 

Johnson, Timothy, Patrick Kulesa, Cho, Y. I., & Shavitt, S. (2005). The relation between culture and response styles. Evidence from 19 Countries. Journal of Cross-Cultural Psychology, 36, 264–277.

 

Jungert, T., Alm, F., & Thornberg, R. (2014). Motives for becoming a teacher and their relations to academic engagement and dropout among student teachers. Journal of Education for Teaching, 40, 173–185.

 

Kabasakal, H., & Bodur, M. (2004). Humane orientation in societies, organisations and leader attributes. In R. House, P. Hanges, M. Javidan, P. Dorfman, & V. Gupta (Eds.), Culture, leadership, and organisations: The globe study of 62 societies (pp. 564–601). Thousand Oaks, California: Sage Publication.

 

Kahn, R. L., Wolfe, D. M., Quinn, R. P., & Snoek, J. D. (1964). Organisational stress: Studies in role conflict and ambiguity. New York: Wiley.

 

Kaiser, H. F. (1970). A second generation little jiffy. Psychometrika, 35(4), 401–415. Kanov, J. M., Maitlis, S., Worline, M. C., Dutton, J. E., Frost, P. J., & Lilius, J. M. (2004). Compassion in organisational life. American Behavioural Scientist, 47(6), 808–827.

 

Karagiorgi, Y., & Lymbouridou, C. (2009). The story of an online teacher community in Cyprus. Professional Development in Education, 31(1), 119–138.

 

Katyal, K. R., & Evers, C. W. (2014). Teacher leadership: New conceptions for autonomous student learning in the age of the internet. New York: Routledge.

 

Katzenmeyer, M., & Moller, G. (2001). Awakening the sleeping giant: Helping teachers develop as leaders. Thousand Oaks, California: Corwin Press.

 

Kelchtermans, G. (2017). ‘Should I stay or should I go?’: Unpacking teacher attrition/retention as an educational issue. Teachers and Teaching: Theory and Practice, 23(8), 961–977.

 

Kelley, J. D. (2011). Teacher’s and teacher leaders’ perceptions of the formal role of teacher leadership (Doctoral dissertation). Retrieved from http://scholarworks.gsu.edu/eps_diss/70

 

Kementerian Pendidikan Malaysia. (2017). Pejabat Pendidikan Daerah. Retrieved June 28, 2017, from http://www.moe.gov.my/index.php/my/hubungi-kami/pejabat- pendidikan-daerah

 

Kerry, T. (2005). The evolving role of the Head of Department. London Review of Education, 3(1), 65–80.

 

Khan, Z. A., Nawaz, A., & Khan, I. (2016). Leadership theories and styles : A literature review. Journal of Resources Development and Management Journal, 16, 1–7.

 

Khine, M. S. (2013). Structural Equation Modelling approaches in educational research and practice. In M. S. Khine (Ed.), Application of Structural Equation Modelling in educational research and practice (pp. 279–283). Rotterdam, Netherlands: Sense Publishers.

 

Kho, F. C. Y., Hamidah Yusof, & Syed Ismail Syed Mohamad. (2015). A confirmatory factor analysis of the Niche-Malaysian Teachers ’ Leadership Competency Instrument ( NMTLCI ). Australian Journal of Basic and Applied Sciences, 9(25), 125–133.

 

Kieruj, N. D., & Moors, G. (2013). Response style behaviour: Question format dependent or personal style? Quality and Quantity, 47(1), 193–211.

 

Killion, J., & Harrison, C. (2006). Taking the lead: New roles for teachers and school- based coaches. Oxford, Ohio:National Staff Development Council.

 

Kim, S. (2011). Testing a revised measure of public service motivation: Reflective versus formative specification. Journal of Public Administration Research and Theory, 21, 521–546.

 

Kim, Y., Van Dyne, L., Kamdar, D., & Johnson, R. E. (2013). Why and when do motives matter? An integrative model of motives, role cognitions, and social support as predictors of OCB. Organisational Behaviour and Human Decision Processes, 121(2), 231–245.

 

Klaassen, C. (2010). Teachers’ view and the need for moral courage. In C. Klaassen & N. Maslovaty (Eds.), Moral courage and the normative professionalism (pp. 13– 25). Rotterdam, Netherland: Sense Publishers.

 

Klassen, R. M., & Chiu, M. M. (2011). The occupational commitment and intention to quit of practicing and pre-service teachers: Influence of self-efficacy, job stress, and teaching context. Contemporary Educational Psychology, 36, 114–129.

 

Klein, H., Molloy, J., & Brinsfield, C. (2012). Reconceptualizing workplace commitment to redress a stretched construct: Revisiting assumptions and removing confounds. Academy of Management Review, 37, 130–151.

 

Kline, R. B. (2005). Principles and practice of Structural Equation Modelling (2nd ed.). New York: The Guilford Press.

 

Kline, R. B. (2011). Principles and practice of Structural Equation Modelling. (3rd ed.). New York: Guilford Press.

 

Kline, R. B. (2016). Principles and practices of Structural Equation Modelling. Methodology in the social sciences (4th ed.). New York: The Guilford Press.

 

Klinker, J. F., Watson, P. A., Furgerson, P., Halsey, P., & Janisch, C. (2010). “Tipping” teachers toward change: Developing leadership characteristics through book club. Teacher Education and Practice, 23, 103–119.

 

Kocolowski, M. D. (2010). Shared Leadership: Is it time for a change. Emerging Leadership Journeys, 3(1), 22–32.

 

Konczak, L. J., Stelly, D. J., & Trusty, M. L. (2000). Defining and measuring empowering leader behaviours: Development of an upward feedback instrument. Educational and Psychological Measurement, 60, 301–313.

 

Koslowsky Dov Elizur Meni. (2001). Values and organisational commitment. International Journal of Manpower, 22(7), 593–599.

 

Kouzes, J. M., & Posner, B. Z. (2002). The leadership challenge (3rd ed.). San Francisco, California: Jossey-Bass.

 

Kouzes, J. M., & Posner, B. Z. (2003). Credibility: How leaders gain and lose it and why people demand it. San Francisco: Jossey-Bass.

 

Kraines, G. A. (2001). Accountability leadership: How to strengthen productivity through sound managerial leadership. Franklin Lakes, New Jersey: Career Press.

 

Krosnick, J. A. (1991). Response strategies for coping with the cognitive demands of attitude measures in surveys. Applied Cognitive Psychology, 5, 213–236.

 

Kultar Singh. (2007). Quantitative social research methods. Thousand Oaks, California: Sage Publication Inc.

 

Kumar, M. M., & Shah, S. A. (2015). Psychometric properties of Podsakoff ’ s organisational citizenship behaviour scale in the Asian context. The International Journal of Indian Psychology, 3(1), 51–60.

 

Kunnanatt, J. T. (2004). Emotional intelligence: The new science of interpersonal effectiveness. Human Resource Development Quarterly, 15(4), 489 – 495.

 

Kunnanatt, J. T. (2008). Emotional intelligence : Theory and description. Career Development International, 13(7), 614–629.

 

Kuvaas, B., & Dysvik, A. (2009). Perceived investment in permanent employee development and social and economic exchange perceptions among temporary employees. Journal of Applied Social Psychology, 39(10), 2499–2524.

 

Lancaster, G. (2005). Research methods in management: A concise introduction to research in management and business consultancy. United Kingdom: Elsevier Butterworth-Heinemann.

 

Langhe, B. De, Osselaer, S. M. J. Van, & Wierenga, B. (2011). The effects of process and outcome accountability on judgment process and performance. Organisational Behaviour and Human Decision Processes, 115(2), 238–252.

 

Lárusdóttir, S. H., & O’Connor, E. (2017). Distributed leadership and middle leadership practice in schools: A disconnect? Irish Educational Studies, 36(4), 423–438.

 

Laub, J. A. (2016). OLA Group. Retrieved August 18, 2016, from http://www.olagroup.com/Display.asp?Page=servant_leadership

 

Laub, J.A. (1999). Assessing the servant organisation: Development of the Organisational Leadership Assessment (OLA) instrument (Doctoral dissertation). Retrieved from olagroup.com/Images/mmDocument/Laub Dissertation Complete 99.pdf

 

Lavelle, J. J. (2010). What motivates OCB ? Insights from the volunteerism literature. Journal of Organisational Behaviour, 31, 918–923.

 

Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel Psychology, 28(4), 563–575.

 

Leask, M., & Terrell, I. (2013). Development, planning and school improvement for middle managers. New York: Routledge.

 

Lee, D., & Shaari, I. (2012). Professional identity or best practices? : An exploration of the synergies between professional learning communities and communities of practices. Creative Education, 3(4), 457–460.

 

Leithwood, K. (2007). What we know about educational leadership. In J. M. Burger, C. Webber, & P. Klinck (Eds.), Intelligent Leadership (pp. 41–66). Netherlands: Springer.

 

Leithwood,  K.  (2016).  Department-head  leadership  for  school  improvement. Leadership and Policy in Schools, 15(2), 117–140.

 

Leithwood, K., Day, C., Sammons, P., Harris, A., & Hopkins, D. (2006). Successful school leadership: What it is and how it influences pupil learning. Nottingham: DfES Publications.

 

Leithwood, K., Jantzi, D., & Steinbach, R. (2004). Fostering teacher leadership. In N. Bennet, M. Crawford, M. Cartwright (Eds.), Effective Educational Leadership. London: Paul Chapman.

 

Leithwood, K., Louis, K. S., Anderson, S., & Wahlstrom, K. (2004). Review of research: How leadership influences student’s learning. New York. https://doi.org/10.1007/978-90-481-2660-6

 

Leithwood, K., & Riehl, C. (2005). What we know about successful school leadership. In W. Firestone & C. Riehl (Eds.), A new agenda: Directions for research on educational leadership (pp. 22–47). New York: Teachers College Press.

 

Leithwood, K., & Sun, J. (2012). The nature and effects of transformational school leadership: A meta-analytic review of unpublished research. Educational Administration Quarterly, 48(3), 387–423.

 

Leithwood, K. (2003). Teacher leadership : Its nature , development and impact on schools and students. In M. Brundrett, N. Burton, & R. Smith (Eds.), Educational Management: Research Practice and Leadership in Education (pp. 103–117). London: Sage Publications.

 

Leontiev, A. N. (1978). Activity, consciousness and personality. Englewood Cliffs, New Jersey: Prentice-Hall.

 

Lepine, J. A., Erez, A., & Johnson, D. E. (2002). The nature and dimensionality of organisational citizenship behaviour: A critical review and meta-analysis. Journal of Applied Psychology, 87(1), 52–65.

 

Lev, S., & Koslowsky, M. (2012). Teacher gender as a moderator of the on-the-job embeddedness and OCB relationship. Journal of Applied Social Psychology, 42, 81–99.

 

Levent, F., & Keser, S. (2016). Examining the organisational cynicism among teachers at schools : A mixed methods study. Educational Research and Review, 11(21), 2009–2020.

 

Levine, T. H., & Marcus, A. S. (2010). How the structure and focus of teachers’ collaborative activities facilitate and constrain teacher learning. Teaching and Teacher Education, 26, 389–398.

 

Lewis, C., Perry, R., & Murata, A. (2006). How should research contribute to instructional improvement? The case of lesson study. Educational Researcher, 35(3), 35(3), 3–14.

 

Li, N., Kirkman, B. L., & Carolina, N. (2014). Toward a model of work team altruism. Academy of Management Review, 39(4), 541–565.

 

Liborius, P. (2014). Who is worthy of being followed ? The impact of leaders ’ character and the moderating role of followers ’ personality. The Journal of Psychology, 148(3), 347–385.

 

Liden, R., Wayne, S., Meuser, J., Hu, J., Wu, J. & Liao, C. (2015). Servant leadership : Validation of a short form of the SL-28. The Leadership Quarterly. Retrieved from http://dx.doi.org/10.1016/j.leaqua.2014.12.002

 

Liden, R., Wayne, S., Zhao, H. & Henderson, D. (2008). Servant leadership : Development of a multi-dimensional measure and multi-level assessment. Leadership Quarterly, 19, 161–177.

 

Liden, R. C., Wayne, S. J., Liao, C., & Meuser, J. D. (2014). Servant leadership and serving culture: Influence on individual and unit performance. Academy of Management Journal, 57(5), 1434–1452.

 

Lieberman, A., & Miller, L. (2004). Teacher leadership. San Francisco: Jossey-Bass. Lieberman, A., & Miller, L. (2013). Portraits of teacher leaders in practice. In M. Grogan (Ed.), The Jossey-Bass Reader on Educational Leadership (3rd ed., pp. 393–422). Chicago: Jossey-Bass.

 

Lieberman, A., Saxl, E. R., & Miles, M. B. (2007). Teacher leadership: Ideology and practice. In M. Fullan (Ed.), The Jossey-Bass reader on educational leadership (2nd ed.). San Francisco: Jossey-Bass.

 

Lilius, J. M., Worline, M. C., Maitlis, S., Kanov, J., Dutton, J. E., & Frost, P. (2008). The contours and consequences of compassion at work. Journal of Organisational Behaviour, 29, 193–218.

 

Lines, R., Selart, M., Espedal, B., & Johansen, S. (2005). The production of trust during organisational change. Journal of Change Management, 5(2), 221–245.

 

Ling, S. L. M., & Mohammed Sani Ibrahim. (2013). Transformational leadership and teacher commitment in secondary schools of Sarawak. International Journal of Independent Research and Studies, 2(2), 51–65.

 

Linggoh Untan, Abd Latif Kasim, Ishak Sin, & Arumugam Raman. (2016). The impact of headmaster’s servant leadership practices towards teachers ’ commitment in Betong , district of Sarawak. Scholars Journal of Arts, Humanities and Social Sciences, 4(1B), 80–86.

 

Liu, B., Hu, W., & Cheng, Y. C. (2015). From the west to the east: Validating servant leadership in the Chinese public sector. Public Personnel Management, 44(1), 25– 45.

 

Liu Mingnan, & Keusch, F. (2017). Effects of scale direction on response style of ordinal rating scales. Journal of Official Statistics, 33(1), 137–154.

 

Lo, M.C., & Ramayah, T. (2009). Dimensionality of organisational citizenship behaviour (OCB) in a multicultural society: The case of Malaysia. International Business Research, 2(1), 48–55.

 

Louis, K. S., Leithwood, K., Walstrom, K., & Anderson, S. (2010). Learning from leadership: Investigating the links to improved student learning. New York: The Wallace Foundation.

 

Luthans, F., & Avolio, B. (2003). Authentic leadership: A positive development approach. In K. Cameron, J. Dutton, & R. Quinn (Eds.), Positive organisational scholarship (pp. 241–258). San Francisco: Berrett-Koehler.

 

Macadam, R., Drinan, J., Inall, N., & McKenzie., B. (2004). Growing the capital of rural Australia: The task of capacity building. Canberra: Rural Industries Research and Development Corporation.

 

Mackenzie, S. (2013). Achievers, confidence-builders, advocates, relationship- developers and system-changers: What ‘making a difference’ means to those who work with children with special educational needs – A typology of rewards. Teachers and Teaching, 19, 433–448.

 

Madden, J. (2013). Building teacher capacity : A job embedded approach. International Journal of Innovation, Creativity and Change, 1(2).

 

Mahembe, B., & Engelbrecht, S. A. (2013). The relationship between servant leadership, organisational citizenship behaviour and team effectiveness. Journal of Human ResourceManagement, 1(1), 1–10.

 

Maitlis, S., & Ozcelik, H. (2004). Toxic decision processes: A study of emotion and organisational decision making. Organisational Science, 15, 375–393.

 

Malakyan, P. G. (2015). Depersonalizing leadership and followership : The process of leadship and followship. World Journal of Social Science Research, 2(2), 227– 250.

 

Maner, J. K., & Mead, N. L. (2010). The essential tension between leadership and power: When leaders sacrifice group goals for the sake of self-interest. Journal of Personality and Social Psychology, 99(3), 482.

 

Mansouri, M., & Rowney, J. I. A. (2014). The dilemma of accountability for professionals : A challenge for mainstream management theories. Journal of Business Ethics, 123, 45–56.

 

Margolis, J., & Huggins, K. S. (2012). Distributed but undefined: New teacher leader roles to change schools. Journal of School Leadership, 22, 953–981.

 

Masuwai Azwani, Nor’ain Mohd Tajudin, & Noor Shah Saad. (2016). Evaluating the face and content validity of a Teaching and Learning Guiding Principles Instrument ( TLGPI ): A perspective study of Malaysian teacher educators. GEOGRAFIA Online: Malaysian Journal of Society and Space, 12(3), 11–21.

 

Matteson, J. A., & Irving, J. A. (2006). Servant versus self-sacrificial leadership : A behavioural comparison of two follow-oriented leadership theories. International Journal of Leadership Studies, 2, 36-51., 2, 36–51.

 

Matzat, U. (2013). Do blended virtual learning communities enhance teachers’ professional development more than purely virtual ones? A large scale empirical comparison. Computers & Education, 60, 40–51.

 

May, R., Chan, A., Hodges, T., & Avolio, B. (2003). Developing the moral component of authentic leadership. Organisational Dynamics, 32, 247–260.

 

Mayandi, S. (2011). The impact of intrinsic reward, extrinsic reward, teachers commitment towards job performance (Unpublished master thesis): Universiti Teknologi Malaysia, Johor.

 

Mayer, D. M. (2010). Servant leadership and follower need satisfaction: Where do we go from here? In D. Van Dierendock & K. Patterson (Eds.), Servant leadership: Development in theory and research (pp. 147 – 154). London: Palgrave Macmillan.

 

Mayer, J. D., Salovey, P., & Caruso, D. R. (2004). Emotional Intelligence: Theory, Findings, and Implications. Psychological Inquiry, 15(3), 197–215.

 

Mayfield, C. O., & Taber, T. D. (2010). A prosocial self-concept approach to understanding organisational citizenship behaviour. Journal of Managerial Psychology, 25(7), 741–763.

 

Mayo, K. (2002). Teacher leadership: The master teacher model. Mayo Management in Education, 16(3), 29–33.

 

McAllister, D. J. (1995). Affect-and cognition-based trust as foundations for interpersonal cooperation in organisations. Academy of Management Journal, 38, 24–59.

 

McBain, R., & Parkinson, A. (2017). Placing relationships in the foreground: The role of workplace friendships in engagement. Emotions and Identity, July, 119–221.

 

McGregor, J. (2003). Collaboration in Communities of Service. In N. Bennet & L. Anderson (Eds.), Rethinking Educational Leadership (pp. 113–130). London: Sage Publications.

 

McIntire, S. A., & Miller, L. A. (2007). Foundations of psychological testing: A practical approach. California: Sage Publication.

 

Md. Fauzi Ahmad. (2017). Application of structural equation modelling (SEM) in quantitative research. Johor: Penerbit Universiti Tun Hussein Onn Malaysia.

 

Mercer, D., & Ri, L. (2006). Closing the gap: The role of head of department in Chinese secondary schools. Educational Management Administration & Leadership, 34(1), 105–120.

 

Meyer, J., & Allen, N. (1997). Commitment in the workplace: Theory, research and application. Thousand Oaks, California: Sage Publications.

 

Meyer, J. P., & Allen, N. J. (1991). A three-component conceptualization of organisational commitment. Human Resources Management Review, 1(1), 61–89.

 

Meyer, J. P., & Herscovitch, L. (2001). Commitment in the workplace: Toward a general model. Human Resource Management Review, 11(3), 299–326.

 

Meyer, J. P., Stanley, D. J., Herscovitch, L., & Topolnytsky, L. (2002). Affective, continuance, and normative commitment to the organisation: A meta-analysis of antecedents, correlates, and consequences. Journal of Vocational Behaviour, 61(1), 20–52.

 

Meyer, J. P., & Maltin, E. R. (2010). Employee commitment and well-being: A critical review, theoretical framework and research agenda. Journal of Vocational Behaviour, 77(2), 323–337.

 

Meyers, L. S., Gamst, G., & Guarino, A. J. (2013). Applied multivariate research: Design and interpretation (2nd ed.). Thousands Oaks, California.: Sage Publications Inc.

 

Miao, Q., Newman, A., Schwarz, G., & Xu, L. (2014). Servant leadership, trust, and the organisational commitment of public sector employees in China. Public Administration, 92(3), 727–743.

 

Miller, K. I. (2007). Compassionate communication in the workplace: Exploring processes of noticing, connecting and responding. Journal of Applied Communication Research, 35, 223–245.

 

Miller, P., Bennett, K., Carter, T. S., & Hylton-fraser, K. (2015). Building teacher capacity through an international study tour : Impact and evidence. ISEA, 43(1), 19–33.

 

Ministry of Education Malaysia [MOE]. (2015). Teks ucapan YB Menteri Pendidikan sempena Konvensyen Pendidikan Kebangsaan. Putrajaya: Author. Retrieved from https://www.moe.gov.my/index.php/my/arkib/pemberitahuan/2015/2622-teks- ucapan-yb-menteri-pendidikan-sempena-konvensyen-pendidikan-kebangsaan

 

Ministry of Education Malaysia [MOE]. (2017a). Standard Kualiti Pendidikan Malaysia Gelombang 2. Putrajaya: Author.

 

Ministry of Education Malaysia [MOE]. (1992). Surat Pekeliling KP(BS) 8542/PEK/(9): Panduan senarai tugas Guru Kanan Mata Pelajaran sekolah menengah.

 

Ministry of Education Malaysia [MOE]. (2012). Pelan pembangunan pendidikan Malaysia 2013 - 2025. Putrajaya: Author.

 

Ministry of Education Malaysia [MOE]. (2016). Number of schools by type group and states. Putrajaya: Ministry of Education Malaysia. Retrieved from http://www.moe.gov.my/index.php/my/statistik-kpm/bilangan-sekolah-mengikut-kumpulan-jenis-dan-negeri

 

Ministry of Education Malaysia [MOE]. (2017b). Categories of national secondary schools. Putrajaya: Ministry of Education Malaysia. Retrieved from http://www.moe.gov.my/index.php/en/sekolah/sekolah-menengah

 

Mohamad Rozi, Abd Latif Kasim, Sofiah Zakaria, & Faezah Mohd Nasir. (2016). Komitmen guru dan kepuasan kerja guru di sekolah menengah harian berprestasi tinggi dan berprestasi rendah di daerah Kota Bharu, Kelantan. Proceeding of ICECRS, 1(October), 863–874.

 

Mohammed Sani Ibrahim, Ghavifekr, S., Ling, S., Saedah Siraj, & Mohd Ibrahim Azeez. (2013). Can transformational leadership influence on teachers’ commitment towards organisation, teaching profession, and student learning? A quantitative analysis. Asia Pacific Education Review, (Advance online publication).

 

Mohd Aziz Shah Mohd Arip, Rapidah Abu Bakar, Aslina Ahmad, & Samsiah Md. Jais. (2013). The development of a group guidance module for student self- development based on gestalt theory. Procedia - Social and Behavioural Sciences, 84, 1310–1316.

 

Molinsky, A., & Margolis, J. (2005). Necessary evils and interpersonal sensitivity in organisations. Academy of Management Review, 30, 245–268.

 

Monahan, K. (2012). A Review of the literature concerning ethical leadership in organisations. Emerging Leadership Journeys, 5(1), 56–66.

 

Moors, G., Kieruj, N. D., & Vermunt, J. K. (2014). The effect of labeling and numbering of response scales on the likelihood of response bias. Sociological Methodology, 44(1), 369–399.

 

Morehouse, M. M. (2007). An exploration of emotional intelligence across career arenas. Leadership & Organisation Development Journal, 28(4), 296–307.

 

Moses, I., Admiraal, W. F., & Berry, A. K. (2016). Gender and gender role differences in student–teachers ’ commitment to teaching. Social Psychology of Education, 19(3), 475–492.

 

Moses, I., Berry, A., Saab, N., & Admiraal, W. (2017). Who wants to become a teacher ? Typology of student-teachers ’ commitment to teaching. Journal of Education for Teaching, 1–14.

 

Mowday, R. T., Porter, L. W., & Steers, R. (1982). Organisational linkages: The psychology of commitment absenteeism, and turnover. San Diego, California: Academic Press.

 

Msila, V. (2013). In search of a liberating practice : Leadership, teacher commitment and the struggle for effective Schools. International Studies in Educational Administration (Commonwealth Council for Educational Administration & Management (CCEAM)), 41(3), 95–106.

 

Mulkeen, A., Chapman, D. W., Dejueghere, J. G., & Leu, E. (2007). Recruiting, retaining, and retraining secondary school teachers and principals in Sub- Saharan Africa. Washington: World Bank Publications.

 

Mulkeen, A., & Crowe-Taft, N. (2010). Teacher attrition in Sub-Saharan Africa: The neglected dimension of the teacher supply challenge. France: UNESCO.

 

Mumford, M. D., Todd, E. M., Higgs, C., & McIntosh, T. (2017). Cognitive skills and leadership performance: The nine critical skills. Leadership Quarterly, 28(1), 24– 39.

 

Murphy, J. F. (2017). Professional standards for educational leaders: The empirical, moral and experiential foundations. Thousand Oaks, California: Corwin Press.

 

Muse, M. D., & Abrams, L. M. (2011). An investigation of school leadership priorities. The Delta Kappa Gamma Bulletin, 77(4), 49–59.

 

Naffi Mat. (2011). Dilema guru. Cheras, Kuala Lumpur: Tintarona Publications Sdn. Bhd.

 

Najeemah, M. Y. (2012). School climate and teachers ’ commitment : A case study of Malaysia. International Journal of Economics Business and Management Studies, 1(2), 65–75.

 

Nappi, B. J. S. (2014). The teacher leader : Improving schools by building social capital through shared leadership. Delta Kappa Gamma, 80(4), 29–34.

 

Nasiriah Md Yusuf. (2001). Latihan dan perkhidmatan : Bidang keperluan di kalangan Guru Kanan Mata Pelajaran (Unpublished master thesis): Universiti Kebangsaan Malaysia, Kuala Lumpur.

 

Nehmeh, R. (2009). What is organisational commitment, why should managers want it in their workforce and is there any cost effective way to secure it? Montreux: Swiss Management University.

 

Netemeyer, R. G., Bearden, W. O., & Sharma, S. (2003). Scaling procedures: Issues and applications. Thousand Oaks, California: Sage Publications.

 

Netolicky, D. M. (2016). Rethinking professional learning for teachers and school leaders. Journal of Professional Capital and Community, 1(4).

 

Neubert, M. J., Kacmar, K. M., Carlson, D., Chonko, L., & Roberts, J. (2008). Regulatory focus as a mediator of the influence of initiating structure and servant leadership on employee behaviour. Journal of Applied Psychology, 93(6), 1220– 1233.

 

Neves, P. C., Paixão, R., Alarcão, M., & Gomes, D. (2014). Organisational citizenship behaviour in schools: Validation of a questionnaire. The Spanish Journal of Psychology, 17(17), 1–8.

 

Newman, A., Schwarz, G., Cooper, B., & Sendjaya, S. (2015). How servant leadership influences organisational citizenship behaviour : The roles of LMX , empowerment and proactive personality. Journal of Business Ethics. In Press, 1- 14. doi: 10.1007/s10551-015-2827-6.

 

Ng, K. Y., Koh, C. S. K., & Goh, H. C. (2008). The heart of the servant leader: Leader’s motivation to serve and its impact on LMX and subordinates’ extra role behaviour. In G. B. Graen & J. A. Graen (Eds.), Knowledge-driven corporation complex creative destruction (pp. 125–144). Charlotte, North Carolina: Information Age.

 

Nguni, S., Sleegers, P., & Denesen, E. (2006). Transformational and transactional leadership effects on teachers’ job satisfaction, organisational commitment, and organisational citizenship behaviour in primary schools: The Tanzanian case. School Effectiveness and School Improvement, 17(2), 145–177.

 

Nir, A. E. (2002). School-based management and its effect on teacher commitment. International Journal of Leadership in Education, 5(4), 323–341.

 

Noddings, N. (2003). Caring: A feminine approach to ethics and moral education (2nd ed.). Berkeley: University of California Press.

 

Noddings, N. (2005). Caring in Education. The Encyclopedia of Informal Education. Retrieved from www.infed.org/biblio/noddings_caring_in_education.htm.

 

Nordin Abd Razak, Darmawan, I. G. N., & Keeves, J. P. (2010). The influence of culture on teacher commitment. Social Psychology of Education, 13(2), 185–205.

 

Norhunaini Tahir. (2001). Peranan Guru Kanan Mata Pelajaran: Masalah dan keperluan kursus peningkatan profesionalisme (Unpublished master thesis): Universiti Kebangsaan Malaysia, Kuala Lumpur.

 

Northouse, P. G. (2013). Leadership: Theory and practice. Los Angeles: Sage Publication.

 

Northouse, P. G. (2016). Leadership: Theory and practice (7th ed.). Thousand Oaks, California: Sage Publications Inc.

 

Nurul Huda Hamzah. (2007). Peranan Guru Kanan Mata Pelajaran sebagai pengurus pengantara dan masalah yang dihadapi: Satu kajian di daerah Manjung dan Perak Tengah (Unpublished master thesis): Universiti Pendidikan Sultan Idris, Perak.

 

Nurwahida Faradila Taharim, Jayasuriya, D. P., Lim, W. X., & Mazhar, S. F. (2017). Clerical work for school teachers: A burden or a responsibility? Journal of Humanities, Language, Culture and Business, 1(3), 26–36.

 

O’ Neill, J., & Flecknoe, M. (2000). Communicating Failure : Secondary School Subject Leaders as ‘ Fallen Angels ’. International Studies in Educational Administration, 30(1), 27–35.

 

O’Connor, K. E. (2008). “You choose to care”: Teachers, emotions and professional identity. Teaching and Teacher Education, 24, 117–126.

 

O’Toole, J., Galbraith, J., & Lawler, E. (2003). When two (or more) heads are better than one: The promise and pitfalls of shared leadership. In C. L. Pearce & J. Conger (Eds.), Shared leadership: Reframing the hows and whys of leadership (pp. 250–267). London: Sage Publication.

 

OECD. (2005). Teachers matter: Attracting, developing and retaining effective teachers. Organisation for Economic Co-Operation and Development.

 

Olesia, W. S., Namusonge, G. S., & Iravo, M. (2013). Role of servant leadership on organisational commitment : An exploratory survey of state corporations in Kenya. International Journal of Humanities and Social Science, 3(13), 85–94.

 

Oluwatayo, J. A. (2012). Validity and reliability issues in educational research. Journal of Educational and Social Research, 2(2), 391–400.

 

Oplatka, I. (2007). Managing emotions in teaching: Towards an understanding of emotion displays and caring as non-prescribed role elements. Teacher College Record, 109, 1374–1400.

 

Oplatka, I. (2009). Organisational citizenship behaviour in teaching: The consequences for teachers, pupils and the school. International Journal of Educational Management, 23, 375–389.

 

Organ, D. W. (1988). Organisational citizenship behaviour: The good soldier syndrome. Lexington, Massachusetts: Lexington Books.

 

Organ, D. W. (2018). Organisational citizenship behaviour: Recent trends and developments. Annual Review of Organisational Psychology and Organisational Behaviour, 80, 1–12.

 

Organ, D. W., Podsakoff, P. M., & MacKenzie, S. P. (2006). Organisational citizenship behaviour: Its nature, antecedents and consequences. London: Sage Publications.

 

Osborne, J. W. (2013). Best practices in data cleaning. California: Sage Publications Inc.

 

Özdem, G. (2012). The relationship between the organisational citizenship behaviours and the organisational and professional commitments of secondary school teachers. Journal of Global Strategic Management, 12, 47–64.

 

Page, D., & Wong, T. P. (2000). A conceptual framework for measuring servant leadership. In S. Adjibolooso (Ed.), The human factor in shaping the course of history and development (pp. 69–110). New York: American University Press.

 

Pallant, J. (2010). SPSS survival manual: A step by step guide to data analysis using the SPSS program (4th ed.). Berkshire: Open University Press.

 

Park, S., Henkin, A. B., & Egley, R. (2005). Teacher team commitment, teamwork and trust: Exploring associations. Journal of Educational Administration, 43(5), 462– 479.

 

Parris, D. L., & Peachey, J. W. (2013). A systematic literature review of servant leadership theory in organisational contexts. Journal of Business Ethics, 113(3), 377–393.

 

Patterson, K. (2010). Servant leadership and love. In Dirk Van Dierendonck & K. Patterson (Eds.), Servant leadership: Development in theory and research. United Kingdom: Palgrave Macmillan.

 

Patterson, K. A. (2003). Servant leadership: A theoretical model. In Servant Leadership Research Roundtable. Virginia: School of Leadership Studies, Regent University. Retrieved from https://www.regent.edu/acad/global/.../patterson_servant_leadership.pdf

 

Patti, J., Senge, P., Madrazo, C., & Stern, R. (2015). Developing socially, emotionally, and cognitively competent school leaders and learning communities. In J. A. Durlak, C. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of Social and Emotional Learning (SEL): Research and Practice. (pp. 1–36). New York: Guilford Press.

 

Pearce, C. L. (2004). The future of leadership: Combining vertical and shared leadership to transform knowledge work. Academy of Management Executive, 18(1), 47–57.

 

Pearce, C. L., & Conger, J. A. (2003). Shared leadership: Reframing the hows and whys of leadership. Thousand Oaks, California: Sage Publications.

 

Pearce, C. L., & Sims, H. P. (2002). The relative influence of vertical vs. shared leadership on the longitudinal effectiveness of change management teams. Group Dynamics: Theory, Research, and Practice, 6(2), 172–197.

 

Perianani, R., & Ibrahim Ahmad Bajunid. (2008). Teachers ’ organisations and the education system in Malaysia. In Ibrahim Ahmad Bajunid (Ed.), Malaysia from traditional to smart schools: The Malaysian educational odyssey. Selangor: Oxford Fajar.

 

Perry, J. L. (2000). Bringing society in: Toward a theory of public service motivation. Journal of Public Administration Research and Theory, 10(2), 471–488.

 

Perry, J. L., & Hondeghem, A. (2008). Motivation in public management: The call of public service. New York: Oxford University Press.

 

Perry, J. L., Hondeghem, A., & Wise, L. R. (2010). Revisiting the motivational bases of public service: Twenty years of research and an agenda for the future. Public Administration Review, 70, 681–690.

 

Peter, F. (2000). The art of middle management in secondary schools. London: David Fulton Publishers Ltd.

 

Peterson, C., & Seligman, M. E. P. (2004). Character strengths and virtues : A handbook and classification. Oxford: Oxford University Press.

 

Petrie, N. (2011). Future trends in leadership development. Greensboro, North Carolina.

 

Pierce, M. (2003). Introduction: The 21st century principal. In The 21st century principal: Current issues in leadership and policy (pp. 1–8). Cambridge, Massachusetts: Harvard Education Press.

 

Pituch, K. A., & Stevens, J. P. (2016). Applied multivariate statistics for the social sciences: Analysis with SAS and IBM’s SPSS (6th ed.). New York: Routledge.

 

Plinio, A. J., Young, J. M., & Lavery, L. M. (2010). The state of ethics in our society: A clear call for action. International Journal of Disclosure & Governance, 7(3), 172–197.

 

Podsakoff, N. P., Whitting, S. W., Podsakoff, P. M., & Blume, B. D. (2009). Individual and organisational level consequences of organisational citizenship behaviours: A meta-analysis. Journal of Applied Psychology, 94(1), 122–141.

 

Podsakoff, P. M., Mackenzie, S. B., Lee, J., & Podsakoff, N. P. (2003). Common method biases in behavioural research : A critical review of the literature and recommended remedies. Journal of Applied Psychology, 88(5), 879–903.

 

Podsakoff, P. M., MacKenzie, S. B., Paine, J. B., & Bacharach, D. G. (2000). Organisational citizenship behaviours: A critical review of the theoretical and empirical literature and suggestions for future research. Journal of Management, 26, 513–563.

 

Poultney, V. (2007). The role of the effective subject leader: Perspectives from practitioners in secondary schools. Management in Education, 21(2), 8–14.

 

Pourgaz, A. W., Naruei, A. G., & Jenaabadi, H. (2015). Examining the relationship of organisational citizenship behaviour with organisational commitment and equity perception of secondary school administrators. Psychology, 6(May), 800–807.

 

Powell, D., & Meyer, J. P. (2004). Becker’s side-bet theory revisited: A test of the theory within the context of Meyer and Allen’s three-component model of organisational commitment. Journal of Vocational Behaviour, 65, 157–177.

 

Prestridge, S. (2010). ICT professional development for teachers in online forums: Analysing the role of discussion. Teaching and Teacher Education, 26, 252–258.

 

Printy, S. (2008). Leadership for teacher learning: A community of practice perspective. Educational Administration Quarterly, 44(2), 187–226.

 

Pushpalata Ramasamy. (2003). Kerja berpasukan dalam panitia mata pelajaran: Satu tinjauan di sebuah sekolah menengah di daerah Johor Bahru (Unpublished master thesis): Universiti Teknologi Malaysia, Johor.

 

Rachmawati, A. W., & Lantu, D. C. (2014). Servant leadership theory Development & Measurement. Procedia - Social and Behavioural Sciences, 115, 387–393.

 

Ramsey, R. D. (2006). Lead, follow, or get out of the way: How to be a more effective leader in today's schools (2nd ed.). California: Corwin Press.

 

Rathi, N. (2014). Impact of emotional intelligence and emotional labor on organisational outcomes in service organisations : A conceptual model. South Asian Journal of Management, 21(4), 54–67.

 

Rayner, J., Lawton, A., & Williams, H. (2012). Organisational citizenship behaviour and the public service ethos: Whither the organisation? Journal of Business Ethics, 106(2), 117–130.

 

Reed, L. L., Vidaver-Cohen, D., & Colwell, S. R. (2011). A new scale to measure executive servant leadership: Development, analysis and implications for research. Journal of Business Ethics, 101(3), 415–434.

 

Reinke, S. K. (2004). Service before self: Towards a theory of servant leadership. Global Virtue Ethics Review, 5(3), 30–57.

 

Ribbins, P. (2006). Middle leadership in schools in the UK: Improving design—a subject leader’s history. International Journal of Leadership in Education, 10(1), 13–30.

 

Rice, S. (2005). “You don’t bring me flowers anymore”: A fresh look at the vexed issue of teacher status. Australian Journal of Education, 49, 182–196.

 

Richardson, P. W., Karabenick, S. A., & Watt, H. M. G. (2014). Teacher motivation matters: An introduction. In P. W. Richardson, S. A. Karabenick, & H. M. G. Watt (Eds.), Teacher motivation: Theory and practice (pp. xiii–xxii). New York: Taylor & Francis Group.

 

Rioux, S. M., & Penner, L. A. (2001). The causes of organisational citizenship behaviour: A motivational analysis. Journal of Applied Psychology, 86(6), 1306– 1314.

 

Rismark, M., & Solvberg, A. M. (2011). Knowledge sharing in schools: A key to developing professional learning communities. World Journal of Education, 1(2), 150–160.

 

Riveros, A., Newton, P., & Burgess, D. (2012). A situated account of teacher agency and learning: Critical reflections on professional learning communities. Canadian Journal of Education, 35(1), 202–216.

 

Robbins, P., & Alvy, H. (2003). The principal’s companion. Thousand Oaks, California: Corwin Press.

 

Robson, C. (2002). Real world research: A resource for social scientists and practitioner (2nd ed.). Oxford: Blackwell Publishing.

 

Rogers, B. (2006). I get by with a little help. London: Sage Publications.

 

Ross, L., Lutfi, G., & Hope, W. (2016). Distributed leadership and teachers ’ affective commitment. NASSP Bulletin, 100(3), 159–169.

 

Roth, G. (2014). Antecedents and outcomes of teachers’ autonomous motivation: A self-determination theory analysis. In P. W. Richardson, H. M. G. Watt, & S. A. Karabenick (Eds.), Teacher Motivation: Theory and Practice (pp. 36–47). New York: Rutledge.

 

Rots, I., Aelterman, A., & Devos, G. (2014). Teacher education and the choice (not) to enter the teaching profession: A prospective study. European Journal of Teacher Education, 37(3), 279–294.

 

Rots, I., Aelterman, A., Devos, G., & Vlerick, P. (2010). Teacher education and the choice to enter the teaching profession: A prospective Study. Teaching and Teacher Education, 26, 1619–1629.

 

Rusliza Yahya, & Fawzy Ebrahim. (2016). Leadership styles and organisational commitment: Literature review. Journal of Management Development, 35(2), 190–216.

 

Russell, M. (2003). Leadership and followership as a relational process. Educational Management Administration and Leadership, 31(2), 145–157.

 

Russell, R. F. (2001). The role of values in servant leadership. Leadership and Organisation Development Journal, 22, 76–83.

 

Russell, R. F., & Stone, A. G. (2002). A review of servant leadership attributes : Developing a practical model. Leadership & Organisation Development Journal, 23(3), 145–157.

 

Ryan, S. V., von der Embse, N. P., Pendergast, L. L., Saeki, E., Segool, N., & Schwing, S. (2017). Leaving the teaching profession: The role of teacher stress and educational accountability policies on turnover intent. Teaching and Teacher Education, 66, 1–11.

 

Ryan, W. (Ed.) (2008). Leadership with a moral purpose: Turning your school inside out. Wales: Crown House Publishing.

 

Rynes, S. L., Dutton, J. E., Bartunek, J. M., Dutton, J. E., & Margolis, J. D. (2012). Care and compassion through an organisational lens : Opening up new possibilities. Academy of Management Review, 37(4), 503–523.

 

Sahlberg, P. (2010). Rethinking accountability in a knowledge society. Journal of Educational Change, 11(1), 45–61.

 

Salancik, G. R., & Pfeffer, J. (1978). A social information processing approach to job attitudes and task design. Administrative Science Quarterly, 23, 224–253.

 

Salciuviene, L. Auruskeviciene, V., & Lydeka, Z. (2005). An assessment of various approaches for cross-cultural consumer research. Problems and Perspectives in Management, 3(3), 147–159.

 

Sammons, P., Day, C., Kington, A., Gu, Q., Stobart, G., & Smees, R. (2007). Exploring variations in teachers’ work, lives and their effects on pupils: Key findings and implications from a longitudinal mixed-method study. British Educational Research Journal, 33, 681–701.

 

Sanders, M. G. (2006). Missteps in team leadership: The experiences of six novice teachers in three urban middle schools. Urban Education, 41, 277–304.

 

Sangoseni, O., Hellman, M., & Hill, C. (2013). Development and validation of a questionnaire to assess the effect of online learning on behaviours, attitudes, and clinical practices of physical therapists in the United States regarding evidenced- based clinical practice. The Internet Journal of Allied Health Sciences and Practice, 11(2), 1–12.

 

Sarafidou, J.O., & Chatziioannidis, G. (2013). Teacher participation in decision making and its impact on school and teachers. International Journal of Educational Management, 27(2), 170–183.

 

Scales, P., Kelly, B., & Seniour, L. (2013). Teaching in the lifelong learning sector (2nd ed.). New York: McGraw-Hill.

 

Schaeffer, N. C., & Presser, S. (2003). The science of asking questions. Annual Review of Sociology, 29, 65–88.

 

Schlösser, O., Frese, M., Heintze, A. M., Al-Najjar, M., Arciszewski, T., Besevegis, E., … Zhang, K. (2013). Humane orientation as a new cultural dimension of the GLOBE project: A validation study of the GLOBE scale and out-group humane orientation in 25 Countries. Journal of Cross-Cultural Psychology, 44(4), 535– 551.

 

Schuh, S. C., Zhang, X., Egold, N. W., Graf, M. M., Pandey, D., & Dick, R. V. (2012). Leader and follower organisational identification : The mediating role of leader behaviour and implications for follower OCB. Journal of Occupational and Organisational Psychology, 85, 421–432.

 

Schumacker, R. E., & Lomax, R. G. (2004). A beginner’s guide to Structural Equation Modelling (2nd ed.). Mahwah, New Jersey: Lawrence Erlbaum Associates.

 

Schumacker, R. E., & Lomax, R. G. (2010). A beginner’s guide to Structural Equation Modelling (3rd ed.). New York: Routledge.

 

Schumacker, R. E., & Lomax, R. G. (2016). A beginner’s guide to Structural Equation Modelling (4th ed.). New York: Routledge.

 

Schutt, R. K. (2012). Investigating the social world: The process and practice of research. Thousand Oaks, California: Sage Publications Inc.

 

Schwarz, & Norbert. (2010). Measurement as cooperative communication: What research participants learn from questionnaires. In G. Walford, E. Tucker, & M. Viswanathan (Eds.), SAGE handbook of measurement (pp. 43–59). Thousand Oaks, California.

 

Segal, L. (2012). Instilling stewardship to address the integrity / efficiency dilemma. Administration and Society, 44(7), 825–852.

 

Seiler, S., & Pfister, A. C. (2009). “Why did I do this?” Understanding leadership behaviour through a dynamic five-factor model of leadership. Journal of Leadership Studies, 3(3), 41–52.

 

Sekaran, U. (2003). Research methods for business: A skill building approach (4th ed.). New York: John Wiley & Sons Inc.

 

Sekaran, U., & Bougie, R. (2016). Research methods for business: A skill building approach (7th ed.). West Sussex: John Wiley & Sons Ltd.

 

Sendjaya, S. (2015). Personal and organisational excellence through servant leadership: Learning to serve, serving to lead, leading to transform. Switzerland: Springer.

 

Sendjaya, S., Sarros, J. C., & Santora, J. C. (2008). Defining and measuring servant leadership behaviour in organisations. Journal of Management Studies, 45, 402– 424.

 

Sendjaya, S. (2003). Development and validation of Servant Leadership Behaviour Scale. In Servant Leadership Research Roundtable. School of Leadership Studies, Regent University.

 

Sendjaya, S. (2010). Demistifying servant leadership. In Dirk Van Dierendock & K. Patterson (Eds.), Servant leadership: Development in theory and research (pp. 39– 54). London: Palgrave Macmillan.

 

Sendjaya, S. & James, C. S. (2002). Servant leadership: Its origin, development,and application in organisations. Journal of Leadership and Organisation Studies, 9(2), 57–64.

 

Senge, P. M. (2006). The fifth discipline: The art and practice of the learning organisation. New York: Doubleday.

 

Sergiovanni, T. J. (2001). Leadership: What’s in it for schools? London: Routledge Falmer.

 

Sergiovanni, T. J. (2013). Leadership as stewardship. In Margaret Grogan (Ed.), The Jossey-Bass Reader on Educational Leadership (3rd ed.). San Francisco: Jossey- Bass.

 

Shah, M. (2012). The importance and benefits of teacher collegiality in schools: A literature review. Procedia - Social and Behavioural Sciences, 46, 1242–1246.

 

Shahrulbanun A. Ghani. (2005). Hubungan pengetahuan dan kemahiran pengurusan dengan prestasi kerja Guru Kanan Mata Pelajaran di sekolah menengah di daerah Johor Bahru (Unpublished master thesis): Universiti Teknologi Malaysia, Johor.

 

Shaked, H., & Schechter, C. (2016). Systems thinking among school middle leaders. Educational Management Administration & Leadership, 45(4), 699–718.

 

Shaliha Shafie. (2011). Hubungan pengetahuan, kemahiran, sikap guru cemerlang dengan kecemerlangan subjek (Unpublished master thesis): Universiti Teknologi Malaysia, Johor.

 

Sharan, S., & Chin Tan, I. (2008). Organising schools for productive learning. New York: Springer.

 

Sharina Razyanti. (2014). Pengaruh gaya kepimpinan pengetua terhadap komitmen guru di sesebuah sekolah (Unpublished master’s theses): Universiti Pendidikan Sultan Idris, Perak.

 

Sharma, V., & Sangeeta, J. (2014). A scale for measuring organisational citizenship behaviour in manufacturing sector. Pacific Business Review International, 6(8), 57–62.

 

Shim, D. C., & Faerman, S. (2017). Government employees’ organisational citizenship behaviour: The impacts of public service motivation, organisational identification, and subjective OCB norms. International Public Management Journal, 20(4), 531–559.

 

Shim, D. C., Hyun, H. P., & Tae, H. E. (2016). Public servant leadership : Myth or powerful reality ? International Review of Public Administration, 1–18.

 

Shirin, A. V. (2014). Is servant leadership inherently Christian? Journal of Religion & Business Ethics, 3(13), 1–25.

 

Shivers-blackwell, S. L. (2004). Using role theory to examine determinants of transformational and transactional leader behaviour. Journal of Leadership & Organisational Studies, 10(3), 41–50.

 

Shore, L. M., Tetrick, L. E., Lynch, P., & Barksdale, K. (2006). Social and economic exchange: Construct development and validation. Journal of Applied Social Psychology, 36(4), 837–867.

 

Sidek Mohd Noah, & Jamaludin Ahmad. (2005). Module building: How to build exercise module and academic module. Serdang: University Putra Malaysia Publisher.

 

Silva, D., Gimbert, B., & Nolan, J. (2000). Sliding the doors: Locking and unlocking possibilities for teacher leadership. Teachers College Record, 102, 779 – 804.

 

Sims, H. P., Faraj, S., & Yun, S. (2009). When should a leader be directive or empowering? How to develop your own situational theory of leadership. Business Horizons, 52(2), 149–158.

 

Sivasubramaniam, N., Murry, W. D., Avolio, B. J., & Jung, D. I. (2002). A longitudinal model of the effects of team leadership and group potency on group perfor mance. Group & Organisation Management, 27, 66–96.

 

Skerrett, A. (2010). There’s going to be community. There’s going to be knowledge’: Designs for learning in a standardised age. Teaching and Teacher Education, 26, 648–655.

 

Smethem, L. (2007). Retention and intention in teaching careers: Will the new generation stay? Teachers and Teaching, 13(5), 465–480.

 

Smith, B. N., Montagno, R. V, & Kuzmenko, T. N. (2004). Transformational and servant leadership : Content and contextual comparisons. Journal of Leadership & Organisational Studies, 10(4), 80–91.

 

Smith, C. (2005). Servant leadership : The leadership theory of Robert K. Greenleaf. Leadership Quarterly, 6, 1–17.

 

Smylie, M., Conley, S., & Marks, H. (2002). Exploring new approaches to teacher leadership for school improvement. Yearbook of the National Society for the Study of Education 101(1)., 101(1).

 

Snell, J., & Swanson, J. (2000). The essential knowledge and skills of teacher leaders. Paper Presented at the annual meeting of the American Educational Research Association. New Orleans, Los Angeles.

 

Snell, R. S., & Wong, Y. L. (2007). Differentiating good soldiers from good actors. Journal of Management Studies, 44(6), 883–909.

 

Snieder, R., & Larner, K. (2014). The art of being a scientist: A guide for graduate students and their mentors. Cambridge University Press.

 

Snyder, C. R., & Lopez, S. J. (2007). Positive psychology: The scientific and practical explorations of human strengths. Thousand Oaks, California: Sage Publication.

 

Sokoll, S. (2014). Servant leadership and employee commitment to supervisor. International Journal of Leadership Studies, 8(2), 88–104.

 

Somech, A. (2015). The cost of going the extra mile: The relationship between teachers’ organisational citizenship behaviour, role stressors, and strain with the buffering effect of job autonomy. Teachers and Teaching, 22(4), 426–447.

 

Somech, A., & Bogler, R. (2002). Antecedents and consequences of teacher organisational and professional commitment. Educational Administration Quarterly, 38(4), 555–577.

 

Somech, A., & Drach-Zahavy, A. (2007). Schools as team-based organisations: A Structure–Process–Outcomes approach. Group Dynamics: Theory, Research, and Practice, 11(4), 305–320.

 

Somech, A., & Oplatka, I. (2015). Organisational citizenship behaviour in schools: Examining the impact and opportunities within educational systems. London: Routledge.

 

Somech, A., & Ron, I. (2007). Promoting organisational citizenship behaviour in schools: The impact of individual and organisational characteristics. Educational Administration Quarterly, 43(1), 38–66.

 

Sousa, M., & Van Dierendonck, D. (2016). Introducing a short measure of shared servant leadership impacting team performance through team behavioural integration. Frontiers in Psychology, 6(2002), 1–12.

 

Southworth, G. (2005). Learning-centred leadership. In B. Davies (Ed.), The essentials of school leadership. London: Paul Chapman Publishing.

 

Spears, L. C. (2010a). Character and servant leadership: Ten characteristics of effective, caring leaders. The Journal of Virtues & Leadership, 1(1), 25–30.

 

Spears, L. C. (2010b). Servant leadership and Robert K. Greenleaf’s legacy. In Dirk Van Dierendonck & K. Patterson (Eds.), Servant leadership: Development in theory and research (pp. 11–24). London: Palgrave Macmillan.

 

Spector, P. E., & Fox, S. (2005). The stressor-emotion model of counter productive work behaviour. In S. Fox & P. E. Spector (Eds.), Counterproductive work behaviour: Investigations ofactors and targets (pp. 151–174). Washington: American Psychological Association.

 

Spillane, J. P. (2006). Distributed Leadership. San Francisco, California: Jossey-Bass.

 

Spillane, J. P., Hallett, T., & Diamond, J. B. (2003). Forms of Capital and the Construction of Leadership : Instructional Leadership in Urban Elementary Schools. Sociology of Education, 76(1), 1–17.

 

Spillane, J. P., Halverson, R., & Diamond, J. B. (2004). Towards a theory of leadership practice: A distributed perspective. Journal of Curriculum Studies, 36(1), 3–34.

 

Spilt, J. L., Koomen, H. M. Y., & Thijs, J. T. (2011). Teacher wellbeing: The importance of teacher–student relationships. Educational Psychology Review, 23(4), 457–477.

 

Sprecher, S., & Fehr, B. (2005). Compassionate love for close others and humanity. Journal of Social and Personal Relationships, 22(5), 629–651.

 

Stephen, M. J. (2015). Servant leadership: An examination of public school principals’ perceptions of servant leadership as a successful leadership style (Doctoral dissertation). Retrieved from http://www.tarleton.edu/home/

 

Stewart, T. (2012). Classroom teacher leadership: Service-learning for teacher sense of efficacy and servant leadership development. School Leadership & Management, 32(3), 233–259.

 

Stoll, L., Bolam, R., Mcmahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7, 221–258.

 

Stoll, L., & Louis, K. S. (2007). Professional Learning Communities: Elaborating new approaches. In L. Stoll & K. S. Louis (Eds.), Professional Learning Communities: Divergence, depth and dilemma. Buckingham: Open University Press.

 

Stone, G. A., Russell, R. F., & Patterson, K. (2004). Transformational versus servant leadership: A difference in leader focus. Leadership & Organisation Development Journal, 25(4), 349–361.

 

Stoten, D. W. (2011). Education, leadership and the age of austerity: An investigation into the experiences at college level. Research in Post-Compulsory Education, 16(3), 289–302.

 

Strauss, C., Taylor, B. L., Gu, J., Kuyken, W., Baer, R., Jones, F., & Cavanagh, K. (2016). What is compassion and how can we measure it? A review of definitions and measures. Clinical Psychology Review, 47, 15–27.

 

Struyven, K., Jacobs, K., & Dochy, F. (2013). Why do they want to teach? The multiple reasons of different groups of students for undertaking teacher education. European Journal of Psychology of Education, 28, 1007–1022.

 

Sun, J. P. (2004). Understanding the impact of perceived principal leadership style on teacher commitment. International Studies in Education Administration, 32(2), 18–31.

 

Sun, J. P. (2015). Conceptualizing the critical path linked by teacher commitment. Journal of Educational Administration, 53(5), 597–624.

 

Suzana Abd. Latif, & Sazali Yusoff. (2013). Leadership development for educational leaders: An integrated model. Genting Highlands: Institut Aminuddin Baki.

 

Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Boston, Massachusetts: Pearson Education.

 

Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate analysis (6th ed.). Boston, Massachusetts: Pearson Education.

 

Taherdoost, H. (2016). Validity and reliability of the research instrument: How to test the validation of a questionnaire / survey in a research. International Journal of Academic Research in Management, 5(3), 28–36.

 

Tai, M. K. (2013). Modelling of principals’ change leadership competencies and its relationship with teachers’ change beliefs and teachers’ attitudes toward change (Unpublished doctoral thesis): Sultan Idris Education University, Perak.

 

Tait, M. (2008). Resilience as a contributor to novice teacher success, commitment, and retention. Teacher Education Quarterly, 35, 57–75.

 

Tajfel, H. (1978). Differentiation between social groups: Studies in the social psychology of intergroup relation. London: Academic Press.

 

Tajfel, H., & Turner, J. C. (1979). An intergrative theory of intergroup conflict. In W.G. Austin & Worche (Eds.), The Social Psychology of Intergroup Relations (pp. 33–47). Monterey, California: Brooks/ Cole.

 

Tajuddin Mohd Yunus. (2012). Persepsi dan jangkaan terhadap peranan Guru Kanan Mata Pelajaran di sekolah menengah di Semenanjung Malaysia (Unpublished doctoral thesis): Universiti Kebangsaan Malaysia, Kuala Lumpur.

 

Tajularipin Sulaiman, & Hor, Y. Y. (2011). An analysis of teaching styles in primary and secondary school teachers based on the theory of multiple intelligences. Journal of Social Sciences, 7(3), 428–435.

 

Talebloo, B., Ramli Basri, Aminuddin Hassan, & Soaib Asimiran. (2015). A survey on the dimensionality of organisational citizenship behaviour in primary schools : Teacher’s perception. International Journal of Education, 7(3), 12–30.

 

Teacher Leadership Exploratory Consortium.(2010). Teacher leader model standards. Retrieved from http://scholar.google.com/scholar?hl=en&btnG=intitle: Teacher+Leader+Model+Standards#0

 

Tedder, M., & Lawy, R. (2009). The pursuit of ‘excellence’: mentoring in further education initial teacher training in England. Journal of Vocational Education & Training, 61(4), 413–429.

 

Tee, E. Y. J., Paulsen, N., & Ashkanasy, N. M. (2013). Revisiting followership through a social identity perspective: The role of collective follower emotion and action. The Leadership Quarterly, 24, 902–918.

 

Temminck, E., Mearns, K., & Fruhen, L. (2013). Motivating employees towards sustainable behaviour. Business Strategy and the Environment, 24(6), 402–412.

 

Teo, T., Liang, T.-S., & Yang, C.-C. (2013). Applying Structural Equation Modelling (SEM) in education research: An introduction. In M. S. Khine (Ed.), Application of Structural Equation Modelling in educational research and practice (pp. 3–21). Rotterdam, Netherlands: Sense Publishers.

 

Tepper, B. J., & Taylor, E. C. (2003). Relationships among supervisors’ and subordinates’ procedural justice perceptions and organisational citizenship behaviours. The Academy of Management Journal, 46(1), 97–105.

 

Tetlock, P. E. (1985). Accountability: The neglected social context of judgment and choice. In L. L. Cummings & B. M. Staw (Eds.), Research in Organisational Behaviour: An annual series of analytical essays and critical reviews (7th ed.). Greenwich, London: JAI Press.

 

Tetlock, P. E., Skitka, L., & Boettger, R. (1989). Social and cognitive strategies for coping with accountability: Conformity, complexity, and bolstering. Journal of Personality and Social Psychology, 57(4), 632–640.

 

Thibodeaux, A. K., Labat, M. B., Lee, D. E., & Labat, C. A. (2015). The effects of leadership and high stakes testing on teacher retention. Academy of Educational Leadership Journal, 19, 227–249.

 

Thien, L. M., & Nordin Abd Razak. (2014). Teacher commitment : A comparative study of Malaysian ethnic groups in three types of primary schools. Social Psychology of Education, 17(2), 307–326.

 

Thien, L. M., Nordin Abd Razak, & Ramayah, T. (2014). Validating Teacher Commitment Scale using a Malaysian sample. SAGE Open, 4(2), 1–9.

 

Timiyo, A. J. (2016). Universality of servant leadership. International Leadership Journal, 8(3), 3–22.

 

Timms, C., & Brough, P. (2013). “I like being a teacher”: Career satisfaction , the work environment and work engagement. Journal of Educational Administration, 51(6), 768–789.

 

Timperley, H. (2005). Distributed leadership: Developing theory from practice. Journal of Curriculum Studies, 37, 395 – 420.

 

Towers, E., & Maguire, M. (2017). Leaving or staying in teaching: A ‘vignette’ of an experienced urban teacher ‘leaver’ of a London primary school. Teachers and Teaching. doi: https://doi.org/10.1080/13540602.2017.1358703

 

Tschannen-Moran, M. (2003). Fostering organisational citizenship: Transformational leadership and trust. In W. K. Hoy & C. G. Miskel (Eds.), Studies in Leading and Organising Schools. Greenwich, Connecticut: Information Age Publishing.

 

Tschannen-Moran, M. (2004). Trust matters: Leadership for successful schools. San Francisco, California: Jossey-Bass.

 

TTA. (1998). National standards for subject leaders. London. Retrieved from http://www.all-london.org.uk/Resources/subject_leader_standards.pdf

 

Tucker, E. (2010). Towards a more rigorous approach to social measurement: Considering a grounded indicator approach to developing measurement tools. In G. Walford, E. Tucker, & M. Viswanathan (Eds.), The SAGE Handbook of Measurement (pp. 313–336). Thousands Oaks, California.: SAGE Publications Inc.

 

Tuckman, B. W., & Waheed, M. A. (1981). Evaluating an individualised science programme for community college students. Journal of Research in Science Teaching, 18, 489–495.

 

Turner, C. (2003). A critical review of research on subject leaders in secondary schools. School Leadership & Management, 23(2), 209–227.

 

Turner, C. (2005). How to run your department successfully. London: Continuum International Publishing Group.

 

Turner, C. (2006). Subject leaders in secondary schools and informal learning: towards a conceptual framework. School Leadership & Management, 26(5), 419. doi: https://doi.org/10.1080/13632430601007774

 

Turnipseed, D. L., & Murkison, E. (2000). A bi-cultural comparison of organisation citizenship behaviour: Does the OCB phenomenon transcend national culture? The International Journal of Organisational Analysis, 8(2), 200–222.

 

Tyler, T. R., Degoey, P., & Smith., H. (1996). Understanding why the justice of group procedures matters: A test of the psychological dynamics of the group value model. Journal of Personality and Social Psychology, 70(5), 913–930.

 

Tyssen, A. K., Wald, A., & Spieth, P. (2013). Leadership in temporary organisations : A review of leadership theories and a research agenda. Project Management Journal, 44(6), 52–67.

 

Uhl-Bien, M., Marion, R., & McKelvey, B. (2007). Complexity leadership theory: Shifting leadership from industrial age to the knowledge era. Leadership Quarterly, 18, 298–318.

 

Urick, A. (2016). The influence of typologies of school leaders on teacher retention: A multilevel latent class analysis. Journal of Educational Administration, 54(4), 434–468.

 

Usma Ali, & Shaista Waqar. (2013). Teachers ’ organisational citizenship behaviour working under different leadership styles. Pakistan Journal of Psychological Research, 28(2), 297–316.

 

Vaculik, M., Prochazka, J., & Smutny, P. (2014). Competencies and leadership effectiveness: Which skills predict effective leadership? Proceedings of the European Conference on Management, Leadership & Governance, (November), 337–344.

 

Van Dierendonck, D. (2011). Servant leadership: A review and synthesis. Journal of Management, 37(4), 1228–1261.

 

Van Dierendonck, D., & Nuijten, I. (2011). The servant leadership survey: Development and validation of a multi-dimensional measure. Journal of Business and Psychology, 26(3), 249–267.

 

Van Dierendonck, D., & Patterson, K. (2015). Compassionate love as a cornerstone of servant leadership: An integration of previous theorizing and research. Journal of Business Ethics, 128(1), 119–131.

 

Van Knippenberg, D., Van Dick, R., & Tavares, S. (2007). Social identity and social exchange: Identification, support, and withdrawal from the job. Journal of Applied Social Psychology, 37(3), 457–477.

 

Viechtbauer, W., Smits, L., Kotz, D., Budé, L., Spigt, M., Serroyen, J., & Crutzen, R. (2015). Online sample size calculator for pilot studies. Retrieved June 25, 2017, from http://137.120.14.46/epid/n1.htm

 

Viennet, R., & Pont, B. (2017). Education policy implementation: A literature review and proposed framework. Paris: OECD Education Working Papers, No. 162, OECD Publishing.

 

Vigoda-gadot, E., Beeri, I., Birman-Shemesh, T., & Somech, A. (2007). Group-level organisational citizenship behaviour in the education system: A scale reconstruction and validation. Educational Administration Quarterly, 43(4), 462– 493.

 

Viswanathan, M. (2010). Understanding the intangibles of measurement in the social sciences. In G. Walford, E. Tucker, & . Madhu Viswanathan (Eds.), The SAGE Handbook of Measurement (pp. 285–312). Thousands Oaks, California: SAGE Publications Inc.

 

Vondey, M. (2008). Follower-focused leadership: Effect of follower self- concept and self-determination on organisational citizenship behaviour. Emerging Leadership Journeys, 1, 52–61.

 

Vondey, M. (2010). The relationships among servant leadership, organisational citizenship behaviour, person-organisation fit and organisational identification. International Journal of Leadership Studies, 6, 3–27.

 

Wali Rahman, Fayaz Ali Shah, & Amran Rasli. (2015). Use of Structural Equation Modelling in social science research. Asian Social Science, 11(4), 371–377.

 

Walumbwa, F., Hartnell, C., & Oke, A. (2010). Servant leadership, procedural justice climate, service climate, employee attitudes, and organisational citizenship behaviour: A cross-level investigation. Journal of Applied Psychology, 95(3), 517–529.

 

Walumbwa, F. O., Peterson, S. J., Avolio, B. J., & Hartnell, C. A. (2010). An investigation of the relationships among leader and follower psychological capital, service climate, and job performance. Personnel Psychology, 63, 937–963.

 

Warner, R. M. (2013). Applied statistics: From bivariate through multivariate techniques (2nd ed.). California: SAGE Publications Inc.

 

Washington, R. R., Sutton, C. D., & Sauser, J. W. I. (2014). How distinct is servant leadership theory? Empirical comparisons with competing theories. Journal of Leadership, Accountability & Ethics, 11(1), 11–25.

 

Wasti, S. A., Peterson, M. F., Breitsohl, H., Cohen, A., Jorgensen, F., Rodrigues, A. C. A., … Xu, X. H. (2016). Location, location, location: Contextualizing workplace commitment. Journal of Organisational Behaviour, 37, 613–632.

 

Weick, K. (1976). Educational organisations as loosely coupled systems. Administrative Science Quarterly, 21(1), 1–19.

 

Weick, K. (1979). The social psychology of organising. New York: Random House. Weick, K. E. (2009). Enacting an environment: The infrastructure of organising. In R.

 

Westwood & S. Clegg (Eds.), Debating organisation: Point-counterpoint in organisational studies. London: Blackwell Publishing.

 

Wellington, J. J., Ann-Marie, Hunt, C., Mcculloch, G., & Sykes, P. (2005). Succeeding with your doctorate. London: SAGE Publications Ltd.

 

Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge: Cambridge University Press.

 

Wenner, J. A., & Campbell, T. (2016). The theoretical and empirical basis of teacher leadership: A review of the literature. Review of Educational Research, (2008), 1– 38.

 

Whitaker, W., Whitaker, B., & Lumpa, D. (2009). Motivating and inspiring teachers: The educational leaders ’ guide for building staff morale (2nd ed.). New York: Eye On Education.

 

Whitfield, D. (2014). Servant leadership with cultural dimensions in cross-cultural setting. In R. Selladurai & S. Carraher (Eds.), Servant leadership: Research and practice (pp. 48–70). Hershey, Pennsylvania: IGI Global.

 

Williams, R. (2010). Does affective commitment decrease the level of stress reported in teachers ? A comparison of primary and secondary school teachers. The Plymouth Student Scientist, 3(2), 142–163.

 

Wilson, F. R., Pan, W., & Schumsky, D. A. (2012). Recalculation of the critical values for Lawshe’s content validity ratio. Measurement and Evaluation in Counseling and Development, 45, 197–210.

 

Wilson, J. (2010). Essentials of business research: A guide to doing your research project. Sage Publications.

 

Winkler, I. (2009). Role theory of leadership. In Contemporary Leadership Theories (pp. 75–83). Berlin Heidelberg: Springer-Verlag.

 

Winkler, I. (2010). Social learning theory of leadership. In Contemporary Leadership Theories (pp. 85–91). Berlin Heidelberg: Springer-Verlag.

 

Winston, B. E. (2010). The place for qualitative research methods in the study of servant leadership. In D. Van Dierendonck & K. Patterson (Eds.), Servant leadership: Developments in theory and research (pp. 180–191). New York: Palgrave- MacMillian.

 

Winston, B. E., & Hartsfield, M. (2004). Similarities between emotional intelligence and servant leadership. Servant Leadership Research Roundtable, August, 1–7.

 

Winston, B. E., & Ryan, B. (2008). Servant leadership as a humane orientation: Using the GLOBE study construct of humane orientation to show that servant leadership is more global than western. International Journal of Leadership Studies, 3, 212– 222.

 

Winston, B., & Fields, D. (2015). Seeking and measuring the essential behaviours of servant leadership. Leadership & Organisation Development Journal, 36(4), 413– 434.

 

Wise, C. (2001). The monitoring role of the academic middle manager in secondary schools. Educational Management Administration & Leadership, 29, 333–341.

 

Wise, C. (2003). Leaders of Subject Communities. In N. Bennet & L. Anderson (Eds.), Rethinking Educational Leadership (pp. 131–142). London: Sage Publications.

 

Wolf, E. J., Harrington, K. M., Clark, S. L., & Miller, M. W. (2013). Sample size requirements for Structural Equation Models. Educational and Psychological Measurement, 73(6), 913–934.

 

Wong, T. P., & Davey, D. (2007). Best practices in servant leadership. Servant Leadership Research Roundtable. School of Global Leadership and Entrepreneurship, Regent University.

 

Wood, J.A., & Winston, B. E. (2005). Toward a new understanding of leader accountability : Defining a critical construct. Journal of Leadership & Organisational Studies, 11(3), 84–94.

 

Wood, James A., & Winston, B. E. (2007). Development of three scales to measure leader accountability. Leadership & Organisation Development Journal, 28(2), 167–185.

 

Wood, M. (2005). Determinants of shared leadership in management teams. International Journal of Leadership Studies, 1(1), 64–85.

 

Wooldridge, B., Schmid, T., & Floyd, S. W. (2008). The middle management perspective on strategy process: Contributions, synthesis, and future research. Journal of Management, 34(6), 1190-1221.

 

Wu, A. D., & Zumbo, B. D. (2008). Understanding and using mediators and moderators. Social Indicators Research, 87(3), 367–392.

 

Yaffe, T., & Kark, R. (2011). Leading by example: The case of leader OCB. The Journal of Applied Psychology, 96(4), 806–826.

 

Yammarino, F. J., Salas, E., Serban, A., Shirreffs, K., & Shuffler, M. L. (2012). Collectivistic leadership approaches: Putting the “we” in leadership science and practice. Industrial and Organisational Psychology, 5, 382–402.

 

Yinon, H., & Orland-Barak, L. (2017). Career stories of Israeli teachers who left teaching: A salutogenic view of teacher attrition. Teachers and Teaching. doi: https://doi.org/10.1080/13540602.2017.1361398

 

York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research, 74(3), 255– 316.

 

Yousaf, A., Sanders, K., & Abbas, Q. (2015). Organisational/occupational commitment and organisational/occupational turnover intentions: A happy marriage? Personnel Review, 44(4), 470–491.

 

Yukl, G. (2002). Leadership in organisations (5th ed.). Upper Saddle River, New Jersey: Prentice Hall.

 

Yukl, G. (2009). Leadership and organisational learning: An evaluative essay. Leadership Quarterly, 20, 49–53.

 

Yukl, G. (2010). Leadership in organisations. Upper Saddle River, New Jersey: Pearson.

 

Yukl, G., & Becker, W. (2006). Effective empowerment in organisations. Organisation Management Journal, 3, 210–231.

 

Yukl, G., Donnell, M., & Taber, T. (2012). Influence of leader behaviours on the leader- member exchange relationship. Journal of Managerial Psychology, 24(4), 289– 299.

 

Yun, S., Takeuchi, R., & Liu, W. (2007). Employee self-enhancement motives and job performance behaviours: Investigating the moderating effects of employee role ambiguity and managerial perceptions of employee commitment. Journal of Applied Psychology, 92(3), 745–756.

 

Zainudin Awang. (2012). Research methodology and data analysis (2nd ed.). Shah Alam, Selangor: UiTM Press.

 

Zainudin Awang. (2015). SEM made simple: A gentle approach to learning structural equation modelling. Bandar Baru Bangi: MPWS Rich Publication Sdn. Bhd.

 

Zainudin Awang, & Mahadzirah Mohamad. (2016). Postgraduate research proposal: A step by step guide in writing proposal for postgraduate students. Bandar Baru Bangi: MPWS Rich Publication Sdn. Bhd.

 

Zait, A., & Bertea, P. E. (2011). Methods for testing discriminant validity. Management & Marketing, 9(2), 217–224.

 

Zehir, C., Akyuz, B., Eren, M. ?., & Turhan, G. (2013). The indirect effects of servant leadership behaviour on organisational citizenship behaviour and job performance : Organisational justice as a mediator. International Journal of Research in Business and Social Science, 2(3), 1–13.

 

Zeinabadi, H. (2010). Job satisfaction and organisational commitment as antecedents of organisational citizenship behaviour (OCB) of teachers. Procedia – Social and Behavioural Sciences, 5, 998–1003.

 

Zheng, W., Zhang, M., & Li, H. (2012). Performance appraisal process and organisational citizenship behaviour. Journal of Managerial Psychology, 27(7), 732–752.

 

Zhou, Y. Y., & Miao, Q. (2014). Servant leadership and affective commitment in the Chinese public sector: The mediating role of perceived organisational support. Psychological Reports, 115(2), 381–395.

 

Zuraidah Zainol. (2014). The effects of customer-brand relationship investments on customer engagement (Unpublished doctoral thesis): The National University of Malaysia, Bangi.


This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials.
You may use the digitized material for private study, scholarship, or research.

Back to previous page

Installed and configured by Bahagian Automasi, Perpustakaan Tuanku Bainun, Universiti Pendidikan Sultan Idris
If you have enquiries with this repository, kindly contact us at pustakasys@upsi.edu.my or Whatsapp +60163630263 (Office hours only)