Relationship between headmasters' leadership, task load on special education integration programme teachers' job satisfaction

Abstract

The leadership of the headmaster at the school exerted a powerful influence on the overall management of the school. For schools with the Special Education Integration Program (SEIP), the leadership of the headmasters is affecting the task load of teachers and their productivity. The subsequent state of affairs also has an impact on job satisfaction. There have been numerous studies at home and abroad that have shown that headmaster leadership has a significant impact on SEIP teacher duties. This study was conducted to identify the relationship between headmaster leadership, task load and SEIP teacher job satisfaction. Data were collected quantitatively by distributing a set of questionnaires to 400 respondents comprising SEIP teachers throughout Malaysia using google form. Using Structural Equation Modeling (SEM) and AMOS software, all three constructs were tested to identify their relationships with each other. The analysis showed that there was a significant positive relationship between headmaster leadership, task load and SEIP teacher job satisfaction. There are many studies on these constructs, but the use of SEM analysis for related constructs is still poorly conducted. The findings of this study can serve as a reference to school administrators, especially principals to re-evaluate their leadership so as not to burden teachers and to provide job satisfaction to SEIP teachers.