179 LEADERSHIP FOR INTERNATIONALIZATION

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LEADERSHIP FOR INTERNATIONALIZATION: THE CASE OF A DAILY PUBLIC SCHOOL IN MALAYSIA

Dr. Gu Saw Lan¹ Dr. Maimunah binti Husien² Pn. Hajah Noor Ashikin binti Shahrom³

Pn. Zainab binti Ali⁴

1 Institut Aminuddin Baki, Ministry of Education Malaysia (E-mail:[email protected])

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Abstract: This paper presents findings from a single site case study of a public secondary school in Malaysia.

Based on data collected through semi-structured interviews of the principal, teachers, and students, and observations, and document scanning, the study attempts to identify the context under which the school operates, the core practices of the school principal that brings forth successful internationalization programmes and the impacts of such activities on student development. Data analysis for this research was done deductively based on the preliminary conceptual framework formulated from the review of empirical studies conducted in the area of internationalization leadership and expected benefits for students involving in internationalization programmes.

The findings revealed that the principal of the school exhibits practices on managing embedder of change, obtaining financial support and managing intra and inter- collaboration but need to improve in disseminating internationalization vision and mission. The study also found that students have obtained the benefits of improving the command of English, the ability to interact with others, improvement of self-confidence and becoming more open-minded. The findings would provide some insights for IAB lecturers, education officers at state education offices and principals who are interested to implement internationalization programmes. Future researchers who are interested in conducting similar studies to enrich leadership for internationalization literature from Malaysian context might also find the findings useful.

Keywords: Leadership, Internationalization, Student Development, Public School

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1. Introduction

Internationalization activities include bilateral and multilateral collaborations between schools and its counterparts across countries and continents to exchange information in various fields, to share best practices in educational leadership and management, technology, culture, sport, games and arts (Kementerian Pelajaran Malaysia, 2012). Some of the public schools in Malaysia were more active than other schools in terms of internationalization involvement. At school level, the focus of internationalization programs is to give students early exposure to international contacts, networks and relationships (Lin & Chen, 2014) as well as to enable students to have an early understanding of regional and global conditions, develop global capabilities, and to take responsibilities of global citizenship (Asia Society, 2008). Empirical studies found school leaders’ leadership behaviors to have significant influence on all activities in their schools (Gu, 2014; House, 1971; Schoorman, 2000). Lin and Chen (2014) mentioned that leadership is the main factor that determines the successful implementation of international education activities. Leaders determined the goals and objectives of internationalization programs. The clearer they are about the goals and objectives of internationalization programs, they more impactful the programs would be.

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The review of empirical studies on leadership and international education suggested that there is a scarcity of studies conducted at school level (Lee & Walker, 2018; Lin & Chen, 2014; Ramanathan, et al., 2012; Yemini, 2012). Ramanathan et al. (2018) mentioned that the focus of most of the studies is the economic aspect in higher education while Yemini (2012) argued the importance of having proper regulatory policies because internationalization in schools is certainly taking place. In the scarcity of research done in this area, there is a dearth of information about leadership for international programmes at school level. Therefore, it is not known empirically what leadership behaviours promote internationalization programmes in the context of schools in Malaysia and the impacts of such programs on student development in the area of international competencies. Thus, this study will examine leadership practices as enacted in schools that have successful internationalization programs and the impact of such programmes on student development.

The findings could enrich the body of knowledge in the educational leadership and management field in the Malaysian school context. The findings would be useful for IAB lecturers, school principals who are keen to implement internationalization programmes and education officers at various levels of Ministry of Education Malaysia in-charge of internationalization activities.

2. Literature Review

The path-goal theory of leadership has been used as the underpinning theory for the framework of empirical studies on the impact of leadership on subordinates’ satisfaction, performance and motivation (Alig-Mielcarek, 2003; Gu, 2014; Leithwood et al., 2008). Using the framework, Gu (2014) investigated the influence of instructional leadership on school climate and teacher efficacy. The findings found that the leadership behaviours influenced school climate, which in turn influenced teacher efficacy. This suggested that the behaviours of a leader influence the work environment and subordinates’ ability to perform. In other words, subordinates’ work effectiveness increased when their leader engaged in behaviours that complement the task environment and subordinates’ abilities and compensate for their deficiencies. Alig-Mielcarek (2003) found that the behaviours of a school principal influences student learning.

Nevertheless, the influence is not a direct one but mediated by school climate. The findings of these studies accentuate the significant role played by leaders in motivating and showing directions to its subordinates.

Many empirical studies had similar findings regarding the influence of leadership on the outcome of internationalization programs (Egekvist et al., 2017; Lee & Walker, 2018;

Ramanathan et al., 2012). Egekvist et al. (2017) mentioned that leaders translate vision of internationalization into a strategy that clearly sets out timelines and key objectives. Successful internationalization is dependent on the ability of leaders to develop an internationalization strategy and support structure at school level so that the initiative will bring forth the intended outcomes. Schoorman (2000) proposed a framework for internationalization, in which organizational leadership, alongside institutional commitment to internationalization and having the necessary resources were mentioned as the core characteristics for successful internationalization efforts. Leadership roles include: 1) initiating and encouraging faculty interest in international travel, 2) articulating the importance of internationalization to the

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educational mission of the institution, 3) raising funds for international travel opportunities, and 4) diversifying the range of countries and academic departments involved in the international travel. Egekvist, et al. (2017) examined how internationalization ideas in primary and secondary school can be developed through the acquisition of international experience abroad by Danish school leaders. The study identified leadership, teacher engagement, policy support and financial support as determinant factors for the successful implementation of internationalization ideas. According to the researchers, exposure to international experience helps school leaders to develop internationalization ideas but the realization of the ideas must be supported by the previously mentioned elements. Internationalization at school level requires engaged school leaders who prioritize international, inter-culture and global aspects in the school vision and missions. They are tasked to direct the activities of teachers to achieve the shared goal of internationalization. Teachers’ engagement and participation is an important factor in the implementation of internationalization initiatives. Besides that, policy support and financial support from municipal level is important to initiate and sustain internationalization in schools. Apart from that, the researchers opined that it is important for school leaders to be creative in developing international cooperation such as activity for knowledge sharing as a mean to reduce administrative tasks and cost of internationalization programs.

According to Asia Society (2008) the definition of international or global education should include a) knowledge of the world regions, cultures and international/ global issues, b) skill in communicating in other language, working in cross cultural environment, and using information from different source around the world, and c) values and respect for other cultures and people. The above elements are very similar to the four supporting factors for global competence as outlined by the Organisation for Economic Co-operation and Development (OECD) for the Programme for International Student Assessment (PISA) of global competence. The four factors which are dubbed as building block of global competence are a) Knowledge about the world and other cultures, b) Skills to understand the world and to take action, c) Attitudes of openness, respect for people from different cultural backgrounds and global mindedness, and d) Valuing human dignity and diversity (OECD, 2018).

3. Research Methodology

This study was conducted to explore core leadership practices in a school that has implemented internationalization activities. The researchers were interested to do an in-depth exploration on how and why internationalization has been carried out successfully in the school. The focus of examination was on the leadership practices enacted by the school leaders utilizing deductive approach. According to Yin (2009), a case study method is used empirically to investigate a real-life phenomenon in depth when contextual conditions are highly pertinent. Since context is a critical element in how a leader enact leadership behaviours, a case study is an appropriate method of investigation for the study (Patton, 1990; Yin 2009). In deciding to employ a case study method for data collection, it was decided that a single case design and purposive sample was used. Data collection sources were the principal, two teachers and four students as suggested by the principal. The researchers also collected data from printed documents. Unit of analysis of the study were principal leadership and impact of internationalization programs on students.

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4. Results

The analysis of qualitative data for this research was done deductively based on the preliminary conceptual framework, which was formulated based on the review of empirical studies conducted in the area of internationalization leadership and international competencies as the expected benefits for doing internationalization programmes.

Research Question 1: How does the school leader develop ideas and execute internationalization activities in the school?

The following section elaborates the analysis of data for research question 1 on how school leaders develop and execute internationalization activities in schools in accordance to the aforementioned four elements.

a. Managing embedder of change.

This element is about the action taken by the leader to engage teachers in doing change initiative; in this case supporting and carrying out the school internationalization programmes.

The interview with the leader and the teachers strongly indicated that the principal of this school did engage the teachers in a few different ways.

“Macam mana cikgu berkebolehan pun, kalau kita sebagai pentadbir tak bagi sokongan, tak bagi buka jalan, peluang dan ruang. Dia mungkin tau peluang, tetapi kita dari segi bajet, dari segi .. kena kita la. Sama-sama la, dari segi kebolehan cikgu dan juga dari segi pengurusan”

P1

“Saya kata mau tak mau, nah borang esok tak atas meja. Mai hantar dapatlah, baru ni pergi terima. Kadang- kadang ada la benda yang kita kena guna kuasa kita kan.

P1

The teachers as shown below supported the above statements by the principal:

“dia gerakkan guru kanan sains, dia kata “sebagai pemimpin awak kena trainlah anak murid awak itu untuk buat juga benda ni at least satu dalam setahun”

B1

“Jadi saya buat sesuatu, dan orang yang membantu saya buat adalah cikgu kaunselor sebelah saya inilah Cikgu A dan galakan daripada pengetua “Cikgu-cikgu tolong buat inovasi untuk tonjolkan sekolah kita bagi pihak Pendidikan Kelas”

B2 b. Disseminate internationalization vision and mission

Incorporating vision and mission of internationalization is essential for successful implementation of the initiative. The leader should disseminate the internationalization vision and mission school wide to ensure it reaches every member of the school. Analysis on the school strategic planning showed some planning on student innovation but did not clearly state the internationalization vision and mission as per defined in this research. The internationalization activities were derived from the student international involvement via innovation project, competition as well as foreign student exchange programme. Given are the statements of an informant on how the internationalization initiated;

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“perancangan tu memang bermula bila kita tahu sesuatu pertandingan ataupun orang jemput kita, yang pertama perancangan mesti bermula dengan paper work lah.”

B1 The interview indicated that the principal did realized that some other form of internationalization should be carried out:

“….. sepatutnya kita yang paling dekat (buat program kolaboratif antarabangsa) dengan Siam, dengan Siam la yang patut nak buat., tapi setakat hari ni tak dan (sempat lagi)

nak pergi lagi”

P1 c. Obtain financial support

Internationalization programmes require high funding mostly for travel purposes, which include flight ticket, accommodation and other expenses. Even though there was one incident where the school was unable to gather enough finance for the trip, most of the time the school with the support of the school leadership managed to get enough funding.

“Dari segi kewangan tu, yang pertamanya kita minta sumbangan dari sumbangan PIBG, sumbangan Yayasan XYZ, kemudian dari MAEP Negeri X, Yayasan Kebajikan Negeri

X”

P1 The principal demonstrated her support on the matter as evidence in the following statements:

“Pengetua call juga Dato’ (untuk mohon sumbangan) sebab dia agak kenal juga

Dato’..,”

B1

“Yang saya nak mohon dengan Raja tu saya buat paper work dan Pengetua tulis di bawah paper work tu….disokong sepenuhnya.”

B1

d. Manage intra- and inter-collaboration

Another very important element for successful implementation of internationalization is intra- and inter-collaboration. Results of the interview showed the principal managed intra collaboration well.

“Tapi pada dasarnya dia setujulah… dia sign semua, dalam mesyuarat pentadbir dia maklumkan lah “ini cikgu xx telah usahakan program ini” dan dia minta cikgu kanan yg berkaitan tolong bantu cikgu xx untuk pelepasaan murid.”

B1 As for inter-collaboration, the school did work on collaboration with various parties.

“…lepas tu (kita) kolaborasi dengan IPT-IPT”

P1

“…. tapi yang canting tu syarikat Y janji, sekolah buat ja semua prosedur, ‘bayaran

clear’ bagi kat dia” P1

The principal was evidently involved in ensuring the collaboration worked well and successfully. She was quite cautious about some of the collaboration effort to ensure the school interest is protected.

“.. saya tak konfiden dengan organisasi X, nanti kut semua dia punya, kita tak dak apa, buat penat kita ja, Lebih baik kita buat sendiri”

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P1

Results of the analysis showed that the principal of the school had adhered strongly to three of the four elements in the preliminary framework, namely managing embedder of change, obtaining financial support and managing intra and inter- collaboration. Even though elements concerning disseminating internationalization vision and mission were quite weak because no specific long-term international agenda (beside innovation) has been laid out, the principal did convey to great extent the message of school innovation to the staff.

Research Question 2: How have students gained from internationalization activities?

The literature reveals that internationalization programmes bring forth positive impacts to students in terms of global citizenship competencies. Data analysis is done based on the three supporting factors for the competencies namely: 1) Knowledge about the world and other cultures, 2) Skills to understand the world and take action, 3) Values and respect for other cultures and people.

Out of the three elements, only elements of ‘skills to understand the world and take action’ was mentioned by the informants.

1. Able to communicate effectively in a different language

“Masa pergi dahulu kena bercakap dalam Bahasa Inggeris kerana juri dari luar seperti Singapura, Indonesia dan lain. Jadi dalam perbentangan perlu menggunakan Bahasa Inggeris. Kami punya Inggeris tidak berapa bagus jadi kami tulis dan hafal, dan selepas itu barulah kami bentang kepada juri.”

M2

“Bila saya dah cebur bidang ni yang memerlukan kita cakap bahasa Inggeris..saya train dengan kawan-kawan…kita orang belajar untuk present in English..tahap peningkatan berbahasa bertambah baik. Sekarang pun kita dapat tawaran daripada KPM yang kepada English.”

M4

2. Aptitude for networking and interacting with people from different background

“Saya baik (dapat berinteraksi) dengan satu pensyarah dari Brunei. Dia bawa saya jalan-jalan di Brunei lepas habis present.”

M3

“Kita kena belajar untuk emel semua”

M4

“lepas itu dari segi sosial dia berpeluang berinteraksi dengan rakyat dari luar (warga asing)”

B1

The interview with the students revealed that, besides improving their command in English and also ability to interact with others which are directly linked to the hypothesized global citizenship competencies, students’ international exposure have an effect on their

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personal development. Their self- confidence has improved and they are now more open- minded. The following are the statement given by the students, their mentor teachers and the school principal on these developments:

a. Improving self-confidence

“Kami punya Inggeris tidak berapa bagus jadi kami tulis dan hafal dan selepas itu barulah kami bentang kepada juri. Boleh kata kena yakin dengan diri”

M2

“Dulu saya tidak boleh cakap kat depan, public speaking macam tu ah. Confident diri

lagi tinggi.”

M1

The teacher, as demonstrated below supported the student’s statement:

“Dia lebih berani, macam contoh seorang pelajar yang kami bawa ke Brunei dia…dia seorang yang pendiam, pemalu (sebenarnya).

B2 b. Berfikiran terbuka (Open mindedness)

“seorang pelajar tak semestinya fokus belajar sahaja, kita kena cari ilmu baharu keluar daripada kotak..belajar benda lain daripada konteks yang kita pegang”

M2

“saya banyak belajar benda-benda baharu macam tu la. Explore dunia luar. Bentang di

negara Brunei, bentang dalam English.” M3

The principal and teacher both agreed with the students on this matter with the following statements:

“saya berpendapat kalau seorang mat salleh mai, mungkin boleh buka minda depa, belajar rajin2, cari duit, dengan ada duit boleh ambik ruang dan peluang.”

P1

“cikgu cerita sekarang ni dia (pelajar) dah nampak skop bidang sains ni.. kerjaya

ni..dia dah nampak peluang kerjaya kat luar negara.”

B2

The findings showed that students have obtained the benefits of improving the command of English, the ability to interact with others, improvement of self-confidence and becoming more open-minded. Other elements namely knowledge about the world and other cultures, and also value and respect for other cultures and people were still lacking and needed to be addressed further.

5. Discussion and Conclusion

The aims of this study were to identify the context based leadership practices of a principal who was perceived to be successful in implementing internationalization programmes in her school and to examine the impacts of such programmes to the students. Analysis of data collected from multiple sources reveal that Principal 1 exhibits most of the core practices for

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internationalization in similar empirical studies conducted earlier and the programs have benefited students to a certain extent.

Leadership for internationalization

Like the findings of empirical research that advocate the significance of leadership on school performance, leadership was a critical success factor for the success of internationalization programmes in this study.

In managing internationalization programmes, Principal 1 showed her competency in managing the embedders of change, which are the teachers. She employed a strategy to connect the works to several teachers in the school, who will work with a specific teacher identified (Teacher B1) as responsible for internationalization at the school. Internationalization has started in the school since teacher B1 joined the teacher. Principal 1 supported Teacher B1 roles to coordinate tasks, which include running and liaising internationalization works at the school in relation to personnel, pupils and the principal. Principal 1 knew that teacher engagement is the determinant factor as they are the executors at the grassroots level that determine the effectiveness or otherwise of any programmes in the school. This practice is in accordance with previous research findings. Teachers who are motivated and passionate about internationalization will facilitate, organize and put into practice whatever required to make the programmes successful (Egekvist et al., 2017). Leithwood et al. (2006) found that the impact of total leadership was greater than head teacher leadership and proposed that school leaders should practice distributed leadership to obtain greater impacts. In other words, although leadership is critical for school performance but when leaders include their subordinates in leadership activities, the impact was significantly higher (Leithwood et al. 2006: Sahlin & Styf, 2019).

Principal 1 did not formulate vision and mission specifically for internationalization in her school. Internationalization was not integrated into the school strategic plan, both long term and short term. As a result, she did not plan for internationalization intentionally but would work for international participation when the doors are opened. According to Principal 1, there was no specific direction from the Ministry of Education requiring internationalization activities to be implemented at school level. The researchers are of the view that Principal 1 could definitely achieve more if she crafted a vision for internationalization, from which mission, strategy, key objectives and timelines can be set out. Having vision has been regarded as an essential component of effective leadership in many previous studies (Hallinger &

Murphy, 1985; Andrews & Soder, 1987; Schoorman, 2000).

Principal 1 was aware that her students did not have the financial means to support their involvement in internationalization activities. The school is located in a rural area with the majority of the students coming from low social economy homes. Financial constraint could be a deterrent for internationalization activities. In fact, previous research findings found that the success of internationalization activities were hindered by the availability of financial resources (Lin & Chen, 2014; Schoorman, 2000). Schoorman (2000) opined funding tops the priority list for successful internationalization while Andrews and Soder (1987) mentioned providing resources as a key leadership role. In this regard, Principal 1 provided financial support through soliciting them from the government or corporate bodies in the district and

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community. She either called the potential donors directly or endorsed the working papers prepared by her teachers. Through this way, some of her school innovations, which won the competitions at national level, managed to go one level higher to participate in international platforms. As a result, these activities have opened up avenues for the school teachers and students to travel to various countries in SouthEast Asia, including Brunei, Indonesia and Vietnam.

In managing inter-collaboration, Principal 1 welcomed the placement of international students in her school. During her tenure in the current school, the school has received two international students, from Spain and Italy each, under an international student exchange programme. The student placement programme was a collaboration between the school, state education department and the foster parents of the international students. Principal 1 aimed to give international exposure to her students through these international students. According to Principal 1, many of her students have never travelled out of their state within Malaysia, what more going abroad. Principal 1’s willingness to collaborate with the state education office has made her school the preferred choice by the foster parents of international students for two consecutive years. This practice concurred with the findings by Sahlin and Styf (2019) who mentioned that successful internationalization efforts require collaboration between teachers, students and the surrounding community.

Beside inter-organization collaboration, Principal 1 managed the collaboration among her teachers in school, both vertical and lateral collaborations. In the school management meetings, she informed the department heads about the involvement of teachers in their respective departments and advised the leaders to render the needed support to the teachers.

Principal 1 put across a point that it is the moral imperatives of department leaders to develop their teachers and students. For collaboration among peers, she encouraged group work among teachers. She even coaxed each department to produce a project and made it compulsory for all teachers to be involved.

Impacts of Internationalization Programme

The data analysis has shown few main benefits of the school international programmes on the participating students. The students reported to have:

1. improved command in English language

2. able to interact with people from different background 3. became more self-confidence

4. became more open-minded

Even though small in number, the benefits gained by the student have provided evidence that activities such as taking part competition at international platforms has benefited students in certain abilities. Students mentioned that they were more confident to communicate in English. Although English is taught as a second language in Malaysian public schools, most students’ in rural schools (site of the study included) demonstrated poor command of the language. International experience provided those involved with a real-life need to use English for communication. Apart from that, students also mentioned that internationalization activities provided them opportunity to interact and network with people from different countries. These

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benefits on student development are similar with the results of previous studies (Asia Society, 2018; Lin & Chen, 2014).

The informants did not report the other two elements of impacts of internationalization.

The lack of these elements, namely 1) Knowledge about the world and other cultures, and 2) Value and respect for other cultures and people could be due to certain factors. One of the factors could be the duration of student engagement in the activities. Even though a large amount of time was spent in preparing the innovation project for the competition, the exact contact time in the international scene is very limited. Bunch et al., (2018) acknowledged such limitations in their study in which they stated “as a result of short term international experience, the student did not progress fully through all of development needed to be considered proficient in cultural competence”. In her review, Campbell (2016) questioned the short time duration of the activities for full immersion of benefit when compared to the long-term programme.

Conclusion

The growing interest of internationalization at school level has prompted the researchers to explore leadership practices of a public school in Malaysia and the impacts of such initiatives on students’ development. The Ministry of Education Malaysia (Kementerian Pendidikan Malaysia, 2013) published an education blueprint that detailed out its educational aspirations in the quest to improve the educational delivery system in order to produce output of the education system who are fit to compete as global players. Students acquire and develop these abilities through their involvements in-classroom and out-of-classroom learning activities.

Understandably, internationalization activities provide a good platform for students to develop their global player skills. Nonetheless, involvement in internationalization programmes was solely voluntary on the part of school and students.

Leadership practices enacted by the principal in the study have contributed to an understanding of the internationalization in Malaysian public school context. The study also described the benefits students gained from participating in internationalization activities.

Although the study was comprehensive, the findings were limited to data obtained from a single school, based on practice of one principal. Nevertheless, the researchers opined that the findings provide some important insights for school principals who may want to reflect on their practices based on their own contextual environment in relation to implementing internationalization activities. Future research can expand this study in terms of numbers and types of schools so that the findings can be extended to a larger area.

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