MY PREVIOUS THESIS

CHAPTER 4
Data Analysis and Findings

4.1 Introduction
This chapter represents the findings of the study in relation to the research
variables and research questions of the study. The study is to investigate the
teachers’ perceptions on principals’ leadership styles in implementing ICT in
primary schools. The study employed quantitative and qualitative methods as
to find the answers for the research questions. The data was collected through
survey and interviews. A total of 152 teachers involved to answer the first
research questions and the results were analysed using SPSS Version 21. The
teachers came with various background and age. As for the second and third
research questions, the answers through interviews were collected and were
listed under each theme.

4.2 Profile of Respondents
The demographic characteristics of respondents were established to ascertain
the nature of respondents that participated in the study in relation to their
gender, age, years of working experience and highest education level. The
summary of the respondents’ demographic profile can be seen in table 4.1.

Table 4.1
Demographic Profile of Respondent

Items Frequency Percent
34.2
Gender Male 52 65.8

Female 100

Age 21-30 35 23.0

31-40 86 56.6

41-50 21 13.8

51-60 10 6.6

Years of Experience 1-10 years 82 53.9
11-20 years 51 33.6
19 12.5
>20 years

Highest education Certificates 4 2.6
Diploma 45 29.6
98 64.5
Bachelor Degree 5 3.3
Masters Degree

Skills in ICT Novice 36 23.7
Intermediate 84 55.3
25 16.4
Advanced 7 4.6
Expert

Rooms for ICT Access Room 52 34.2
ICT lab 50 32.9
50 32.9
Both Access Room & Lab

As shown in Table 4.1, complete data were obtained from 152 teachers which
consist 52 male teachers and 100 female teachers. Most teachers were aged
between 31 to 40 years old (56.6%) followed by aged 21 to 30 years old
(23.0%), 41 to 50 years old (13.8%) and 51 to 60 years old (6.6%). Most of
the teachers involved in this study have been working for 1 to 10 years (53.9%),
followed by 11 to 20 years of experience (33.6%) and more than 20 years of
experience (12.5%). About 98 of the teachers possess Bachelor degree,
whereas 45 of them with Diploma, 5 of them with Masters degree and only 4
of respondents hold Certificates. There were only 4.6% of the respondents
categorized themselves as expert in ICT whereas 16.4% rated themselves as
advanced, 23.7% as novice and 55.3% as intermediate. The results also
indicate that one school has an access room, one school has ICT lab and
another one school has both.

4.3 Findings
The findings of this study were assigned according to each of the research
questions. For the first research question, finding from the survey was
presented. The second and third research questions were qualitative methods
and involved interviews. The answers were then being categorized according
to each theme.

4.3.1 Research Question 1 : What are the teachers’ perceptions on the
principals’ leadership styles in implementing ICT in schools?

Research question 1 investigates the teachers’ perceptions on
principals’ leadership styles in implementing ICT in schools. The
respondents were given a set of questionnaire to answer. The
questions were based from MLQ 5X-short (Bass & Avolio, 1990).

Table 4.2

Transformational Leadership Style: Idealized Influence

Items Mean Std.

Deviation

Make you feel good to work with him/ 4.86 .346

her.

You are proud to be associated with 5.00 .000

him/her.

Talks about his/her most important 4.26 .628

values and beliefs to you.

Table 4.2 shows the element of idealized influence in
transformational leadership style. All of the items display high scores.
The teachers put the highest mean score on proud to be associated
with the principals ( M=5.00, S.D=.000) follow by ‘Make you feel
good to work with him/her’ (M=4.86,S.D= .346) and ‘Talks about
his/her most important values and beliefs to you’ (M=4.26,S.D=.628).
This results indicates that the teachers have good relationship with
their principals.

Table 4.3

Transformational Leadership Style: Inspirational Motivation

Items Mean Std.
4.48 Deviation
Encourages you to make the most of
your real skills and capacities on ICT .609
Helps you to find meaning in your
work. 4.16 .672
Articulates a compelling vision for the 4.30 .755
future.

The results in table 4.3 show another good views of respondents to
their principals. The respondents agree that their principals were
encouraging them to make the most of their real skills and capacities
(M=4.48,S.D=.609). The second highest mean score is the ‘Articulate
a compelling vision for the future’(M=4.30, S.D=.755) and lastly,
help the respondents to find the meaning of their work
(M=4.16,S.D=.672). Hence, it can be concluded that the respondents
have a good feeling that their principal is someone who inspired them
in completing their tasks.

Table 4.4
Transformational Leadership Style: Inspirational Motivation

Items Mean Std.
3.80 Deviation
Enables you to think about old problems
in new ways. .892
Provides you with new ways of looking
at puzzling things. 3.91 .965
Gets you to rethink ideas that you had
never questioned before. 3.78 1.048

The table displays the result for intellectual stimulation. The highest
mean score is 3.91 which is providing the respondents with new ways
of looking at puzzling things. The respondents also view that their
principals are enabling them to think old problems in new ways
(M=3.80, S.D=.892) and get them to rethink the ideas that they never
questioned before (M=3.78, S.D=1.048).

Table 4.5

Transformational Leadership Style: Individualized Consideration

Items Mean Std.
3.60 Deviation
Let you know how he/she thinks you are
doing. 1.141
Gives personal attention to others who
seem rejected. 3.66 .862
Gives careful attention to the working
conditions of all the teachers. 4.57 .535

The results in table 4.5 show high mean score on the last item for
individualized consideration. The respondents agree that their
principals frequently display careful attention on their working
conditions (M=4.57,S.D=.535). The other two items display moderate
mean scores.

Table 4.6 Mean Std.
Transformational Leadership Styles 4.71 Deviation
Items 4.31
3.83 .208
Idealized Influence 3.94
Inspiration Motivation .582
Intellectual Stimulation
Individualized Consideration .897

.764

Table 4.6 displayed all four elements of transformational leadership
style. Almost all of the elements in transformational leadership style
show high mean scores. Idealized influence indicates highest mean
score among the others (M=4.71,S.D=.208). Thus, this demonstrate
that most of the respondents agree that their principals presented high
charisma in leading the school towards ICT. The principal encourage,
influence and guide them in completing their task with a sense of
meaning and challenge.

Table 4.7

Transactional Leadership Style: Contingent Reward

Items Mean Std.
3.53 Deviation
Tells you what to do if you want to be
rewarded for your work. .920
Provides recognition/rewards when you
reach your goals. 3.08 .810

The table above display the contingent reward which is one of the
elements of transactional leadership style. The respondents give a
moderate mean scores for both items. The item ‘Tells you what to do
if you want to be rewarded’ is a bit high than ‘Provides recognition
when you reach your goal’ (M=3.53, S.D=.920). Thus, this can be
concluded that only sometime the principals tells the teachers what to
do and provides reward to them.

Table 4.8

Transactional Leadership Style: Management By Exception (Active)

Items Mean Std.
3.94 Deviation
Clearly clarify the responsibility for
achieving the school targets. .908

Tells you the standards that you have to 3.74 1.045
know to carry out your work.

The results in table 4.8 indicate that the respondents view their
principals as not always clearly clarify the responsibility for achieving
the school targets (M=3.94,S.D=.908). The second item ‘Tells the
standards that you have to know’ indicates moderate mean score too
(M=3.74,S.D=1.045).

Table 4.9

Transactional Leadership Style: Management By Exception (Passive)

Items Mean Std.
3.84 Deviation
Satisfied with you when you meet
agreed-upon standards. .847
As long as things are working, he/she
does not try to change anything. 3.57 1.007

The table indicates the last element of transactional leadership style,

management by exception (passive). Both mean scores are in the
moderate range. The first item ‘Satisfied with you when you meet

agreed-upon standards’ is the highest (M=3.84,S.D=.847) followed
by ‘As long as things are working, he/she does not try to change

anything’ (M=3.57,S.D=1.007).

Table 4.10

Transactional Leadership Mean Std.
Items

Deviation

Contingent Reward 3.31 .755

Management By Exception (Active) 3.84 .699

Management By Exception (Passive) 3.71 .786

Table 4.10 showed each item for transactional leadership style. The

results demonstrate that Management by Exception (Active) is the

highest (M=3.84,S.D = .699) followed by Management by Exception

(Passive) (M=3.71,S.D=.786) and finally Contingent Reward

(M=3.31,S.D=.755).

Table 4.11
Overall Teachers’ Perceptions on Principals’ Leadership Styles

Mean Std. Deviation

Transformational 4.20 .503
Transactional 3.62 .546

Table 4.11 presents the overall of teachers’ perceptions on principals’
leadership styles in implementing ICT in schools. Based on the
results, the highest mean of leadership styles is Transformational
Leadership (M=4.20, SD=.503) and followed by Transactional
Leadership (M=3.62, SD=.546). According to the results, most of the
respondents have perceptions that their principal is showing
transformational leadership style.

4.3.2 Research Question 2 : What is the principal’s leadership style in
implementing ICT in school?

This research question investigates the principals own perceptions
towards their leadership style. The respondents were the principals in
three chosen schools namely, School A , School B and School C. They
were selected based from their ICT usage weekly result taken from
the District Education Office. The principals were interviewed
according to each theme in the leadership styles. Table 4.12 indicated
the principals’ demographic profiles.

Table 4.12

Demographic Profiles of Principals

Items Frequency Percent

Gender Male 1 33.3

Female 2 66.7

Age 51-55 1 33.3
56-60 2 66.7
Years of Experience
Own a computer >20 years 3 100.0

Yes 2 66.7
No 1 33.3

Able to use computer Yes 3 100
No 0 0
Have attended any ICT
course Yes 2 66.7
No 1 33.3

The results in table 4.12 displayed the principals’ demographic
profiles from selected schools. Based from the data, there were 2
female principals and 1 male principal involved. The principals were
within 51 to 60 years old and have been teaching more than 20 years.
In term of whether the principals are aware of ICT, related questions
were asked. About 66.7% of the principals claimed that they own a
computer and have attended ICT course before. All of the principals
claimed that they are able to use computer. Thus, this showed that all
of the respondents are aware of ICT.

4.3.2.1 Interviews
There were three interviewees and they were labelled as
Principal A, Principal B and Principal C. The interview
processes were done as to find deeper understanding on
the issue as the answer given is more elaborate.

Table 4.13

Themes Emerged: Leadership Styles

Themes Emerged Categories of Leadership Styles

Transformational leadership 1. Idealized Influence

styles 2. Inspirational Motivation

3. Intellectual Stimulation

4. Individualized

Consideration

Transactional leadership 1. Contingent Reward

styles 2. Management by Exception

(Active)

3. Management by Exception

(Passive)

Table 4.13 represented the leadership themes emerged
during the research. All 7 items of leadership were put
under suitable themes.

Theme One : Transformational Leadership Style
The following table indicated the summary of first category of
transformational leadership style. The respond showed the overall
responses given by the principals.

Table 4.14

Finding from interview: Idealized Influence

Theme Category Questions Respond

Transformational Idealized 1. Do you make Principal A : “Yes,
Leadership Styles Influence
others feel of course. It is my

good to be responsible to make

around you? them happy to be
around me.”

Principal B : “Yes, I

always make sure

they are comfortable

to work along with

me. I wanted to be the

role model by

showing them good

attitudes and positive
thinking.”

Principal C : “Yes, I

do. I always wanted

them to feel good and

comfortable to be

around me.

2. Do you talk Principal A:

about the “Sometime. I rarely

important meet the teachers

values and and mention to them

beliefs to your about it.”

teachers? Principal B: “I

always talk during

meeting about the

values in teamwork

and my beliefs on

them in completing
any task.”
Principal C: “Yes.
As a school leader I
always talk to them
about it.”

The first category of this theme is idealized influence. Respondents
were asked if they make others feel good to be around them and
always talk about values and beliefs towards the others. Principal A
stated that he always make sure the teachers around him feel
comfortable to be around him. He influenced and encouraged the
teachers around him to do their best in completing any task by meeting
them personally. He encourages them to use ICT in their teaching
process. As for him, this kind of approach is the best as to show his
care and attention on the teachers.

Principal B and C mentioned they wanted to be the role model to the
other teachers in their schools by showing positive and good manners.
They talked about the important values and beliefs during the
academic meeting as to inspire the whole teachers in the school. As
for them it is crucial to shows good values and beliefs in their teachers.
The principal will earn more respect and appreciation from the
teachers by guiding them with a sense of meaning and challenge. The
teachers would devotedly and positively work and stand-in the spirit
of cooperation and commitment.

Hence, the awareness of the principals towards their teachers are
important as to develop positive and good attitudes. Based from the
findings, the respondents showed highest degree of idealized
influence.

Table 4.15

Finding from the interview: Inspirational Motivation

Theme Category Questions Respond

Transformational Inspirational 1. How do you Principal A: “I just
Leadership Styles Motivation
inspire the mention to them

teachers to how important ICT

show their is. The others, they

real skills in have to think by

ICT? themselves.”

Principal B:

“...The teachers are

encouraged to

attend ICT

workshops.

Teachers are also

encouraged to give

presentations after

they have attended

ICT workshops in

order to motivate

their colleagues to
do the same.”

Principal C:
“Currently, the

MOE has introduce

more ICT programs

which require

teachers to get fully

involve with it. I

always send them

attending courses

to gain the

knowledge and then

assign the ICT task
to them”.

2. Do you help Principal A: “I
others to find think the teachers

meaning in know what they
their works? supposed to do.”
Principal B: “Yes.

Sometimes they

might feel lost, and

this is the job for me

as the principal to

bring them back in
real life.”
Principal C: “I do.

Some of them need

to be guided
their
through
work.”

3. Do you Principal A:

articulate a “Sometimes. I did

compelling remind them about

ICT vision the MOE vision and

for the mission which
future? related to ICT.”
Principal B: “Yes, I

mention about it

during our

administrative

meeting and

teachers meeting.”

Principal C: “Each

year, on the first
day of school, I did

mention to them
about the vision.”

The second category for transformational leadership style is
inspirational motivation. The principals were asked on how they
inspired the teachers to show their real skills in ICT, do they help the
teachers finding the meaning in works and do they articulate a
compelling ICT vision for the future. In order to inspire the teachers
to show their real skills, majority the principals mentioned that they
encouraged the teachers to attend ICT workshops and then asked them
to do an in house training to the other members in school.

For the second question, the three principals stated that they always
motivate the teachers in their schools. Principal A explained earlier
that he always makes the teachers feel good to be around him. He
guides and inspire them to find the meaning in their works. Principal
B and C mentioned that it was her task to help the teachers to find the
meaning in their works. Sometimes the teachers seem to be lost and
she had to be bring them back by motivating them.

Hereby, it can be concluded that the principals agreed that they are
responsible to inspire and assist the teachers in their schools towards
finding meaning in their works.

Table 4.16

Finding from the interview: Intellectual Stimulation

Theme Category Questions Respond

Transformational Intellectual 1. How do Principal A: “I
Leadership Style Stimulation
you never asks them to do

enables that. They are adults

others to and I think they can

look do that by
problems themselves.”
in new Principal B: “We

ways? always sit together

and discuss about
it.”

Principal C:

“Sometimes I try to

diverse their ways of

thinking and ask

opinion from them. I

also give my own

opinion and let them
to choose.”
2. Do you get Principal A : “As I

your said before, they can

teachers to think by themselves.

rethink They know the

about the consequences on

new ideas? what they have to go
through.”
Principal B : “Yes,I
always do. I’ll ask

them about their new

ideas and discuss
about the outcomes.”
Principal C : “We

should consider the

good and bad side

about it. There are

always positive and
negative effects.”

The table in the previous page showed responses of principals in
intellectual stimulations category. Majority the principals claimed
that they always provide suggestion and opinion for the teachers to
look problems in new ways. They made them to think out of the box.
As for them, 21st century teachers must be creative in solving
problems. The principals also claimed that they do make their teachers
to rethink about the decision as there are good and bad consequences.

Thus, the findings reveal that the principals involved in this study
have the initiative to provide opinions and guiding the teachers to
overcome any situation regarding their task.

Table 4.17

Finding from the interview: Individualized Consideration

Theme Category Questions Respond

Transformat Individualized 1. Do you let Principal A : “I
ional Consideration the teachers don’t think it is
Leadership know how necessary to let
Style they are them know how they
doing in are doing. For me,
ICT? it is not important
as long as they
know what to do.”
Principal B : “The
teachers always
come to see me and
ask for opinions.
During that time,
we will discuss on
their performance
and any problem
that occur
especially on ICT.”

Principal C: “I did

mention to them

about their works

and discuss about

their ICT progress.

2. What do you Principal A: “I

do to the never do anything

teachers to them.”

who seem Principal B: “Ask

rejected? them to come and

see me. I will

encourage them to

improve themselves
and guide them.”

Principal C: “I let

them to settle it by

themselves first. If

they need my help

or want to talk to

me, they are

welcome to see
me.”

3. Do you Principal A: “When

gives the teachers

careful complaint to me, I

attention to will take a look on

the working it. But it seem to be

condition? less complaint from
them.”

Principal B: “Yes. I

totally care about it.

It is one of the

important factor to

inspire the teachers

in their t&l
process.”

Principal C: “Yes, I

do. I always make

sure the teachers

are comfortable and

happy with their
surroundings.”

Table 4.17 displays the last category in transformational leadership
style. Based for the first question, Principal A stated that he do not
think it is necessary to let the teachers know how they are doing. As
for him, it is not important as long as they know what to do. Principal
B mentioned that the teachers did asked her on her opinion and discuss
about their ICT performances and any problem that occur. Principal
C also gave the same answer as Principal B.

As for the second question, Principal A revealed that he did not do
anything to the teachers who seem to be rejected. The other two
principals have a conversation with teachers to encourage them to
change themselves to be better. Besides that, all of the three principals
agreed that they need to pay attention to the work condition as it is
their main priority.

This findings reveal that some of the principals are playing their role
positively and are aware of the working condition.

Theme Two: Transactional Leadership Style
The following table indicated the summary of first category of
transactional leadership style. The respond in table 4.12 showed the
responses given by the three principals according to the category. As
mentioned earlier, transactional leadership style consists of three
categories which are contingency reward, management by exception
(active) and management by exception (passive).

Table 4.18

Finding from the interview : Contingency Reward

Theme Category Questions Respond

Transactional Contingency 1. Do you tell the Principal A: “The
Leadership Reward
Style teachers what to teachers know what

do to get they are doing. But,

rewarded? sometimes I did
mentioned about it.”
Principal B: “I did

talk to them early of

year. I want them to
be a great teacher.”

Principal C:

“Sometimes but I

never promise any
reward.”
2. What did you do Principal A: “..say

when the thank you for their

teachers reach effort and praised

their goals? them during any
meeting.”
Principal B: “I ‘ll

consider to list them

in the Annual

Excellent Service
Award.”

Principal C:

“...maybe he/she will

get the Annual

Excellent Service
Award.”

Table 4.18 presents the principals’ respond for transactional
leadership style theme in the first category. The first category was
contingent reward which focused on rewards in reaching goals.
Majority of the respondents stated that sometime they mentioned
about the standards the teachers need to achieve. Principal C told that
she never promise any reward would be given to the teachers.
Principal A would praised the teachers who reach their goals.
Principal B and C would consider to point out the teachers to receive
the Annual Excellence Award.

Hence, this indicates that majority the principals integrate some
elements of contingent reward into their administrative role. This is
one of the strategies used by the principals to boost teachers’ self-
confidence towards excellent.

Table 4.19

Finding from the interview: Management by Exception (Active)

Theme Category Questions Respond

Transactional Management 1. Do you Principal A:

Leadership by exception clarify the “Sometime, when it

Style (active) responsibility is necessary.”

to achieve the Principal B: “Yes. I

school target have to clarify it. If
especially in not, we can’t reach
ICT? our target.”
Principal C: “I did

mentioned in each

meeting. Teachers

were reminded to do

their best to achieve
it.”

2. Do you tell Principal A: “No.

the standards They seem to know

that the what they need to

teachers need achieve in their
to achieve? carrier.”

Principal B: “Hmm.

Indeed they need to

know that. If not, how

can we achieve the

standard outline by
the MOE.”

Principal C: “Yes.

Although I did not

stressed it out but I

reminded the

teachers about it. The

teachers who unable

to achieve the

standard need to go
for a course.”

The data in table 4.19 shows the second category for transactional
leadership style. In management by exception (active), the principals
agreed that they did mention to the teachers about the responsibility

to achieve the school target. Principal A, B And C did clarify the
responsibility to achieve the ICT target. The principals did not
stressed it out but they reminded the teachers about it. Principal C
stated that teachers who unable to achieve the target need to go for a
course to improve themselves.

Therefore, based from the responds given, it can be seen that there are
some integration of management by exception (active) in the
principals’ leadership styles.

Table 4.20

Finding from the interview: Management by Passive

Theme Category Questions Respond

Transactional Managem 1. Do you Principal A: “I think
Leadership ent by want to stay it’s better to be like
Style passive
with the this. Changes need to

current be made only when it is

situation necessary.”

and avoid Principal B: “No.

any Right now, I am trying

changes? to change the school

climate to be more

technologically

literate. The world is

changing and so the

education. We need to
move on.”

Principal C: “I would

change the situation

according to the

needs. There are a lot

of new policies need to

be implemented, so I

think I have to do some
changes.”

2. Do you Principal A: “Yes. As
satisfy with
the long as they are doing
teachers’
ICT their works and I will
standards? be satisfied.”
Principal B: “No,

they need to go to some

other courses and
improve it.”
Principal C: “No.

They need to upgrade

themselves with the

current technology. As

a principal, I
encourage them to

gain more
knowledge.”

Table 4.20 presents the management by passive category. The
category asked the respondents to answer two questions. The first
questions is whether they want to stay in the current situation and
avoid any changes. Principal A mentioned that he rather stay in the
current situation as the teachers seem to be comfortable with it. In
contrast, principal B and C stated that they would like to change the
situation and do some changes in this technological era. As for them,
“The world is changing and so the education”. Majority of the
respondents display concern on the teachers’ ICT standards.

Principals Leadership Styles

Transformational
Leadership Style

Transformational
Leadership Style

Transformational Transactional
Leadership Style Leadership Style

Transactional Transactional
Leadership Style Leadership Style

Principal A Principal B Principal C

Transformational Leadership Style Transactional Leadership Style

Figure 4.1. The level of Principals’ Leadership Styles

The figure above shows the level of principals’ leadership styles in
implementing ICT. As display, all of the principals exhibited more on
transformational leadership style. Principal B displayed the highest
level of transformational leadership style followed by principal C and
finally principal A. All of the principals also demonstrated some
elements of transactional leadership style in their role moderately.

4.5 Research Question 3 : What are the principals’ challenges in
implementing ICT in schools?
This research question has been asked directly to the principals. Analysis has
been conducted from the responses gained through the interviews. Based from
the responses, they were clustered into three themes. The themes can be
displayed as the figure below:

HUMAN RESOURCES
 Technical Support
 ICT Skills

Challenges

IMPLEMENTING
ICT

Tools&Facilities Financial
 Fund
 Physical
facilities

 Digital
Connection

Figure 4.2. Challenges in Implementing ICT

Figure 4.2 and Table 4.21 in the next page display the themes emerged
in the challenges among the principals in implementing ICT in schools.
Each theme has its own categories and questions.

Table 4.21

Themes emerged in Challenges in Implementing ICT

Challenges Categories

Human Resources 1. Technical Support (Technician or IT

Teachers)

2. ICT skills ( Knowledge and courses)

Tools and Facilities 1. Physical facilities (Classrooms, ICT

tools)

2. Digital Connection (Internet connection)

Financial 1. Fund

Table 4.21 displays the challenges and its categories. There are two
categories under human resources. They are technical support and ICT
skills. The second challenges is based on tools and facilities involving
the physical facilities and digital connection. Finally, the third
challenges is financial which refer to ICT fund.

Theme One : Human Resources
The following table in the next page describes the human resources
challenges faced by the principals in implementing ICT in schools. It
involves the technical support and the ICT knowledge and skills
provided to the teachers.

Table 4.22

Finding from Interview : Technical Support

Theme Category Questions Respond

Human Technical 1. Is there Principal A: “We don’t
Resources Support any ICT have any technician.
technical But, we have an IT
specialist teacher who is capable
in your to help us at the
school? moment.”
Principal B: “There is a
technician and IT
teacher in our school.
They assist us when we
are having problems
with our computers.
They help us a lot.”
Principal C: “We have
an IT teacher and she
has limited skills in
troubleshooting the ICT
tools.”

Table 4.22 represents the human resources category in challenges.
Principal C mentioned that the school did not have any technician to
troubleshoot the ICT problem but they have an IT teacher who has
limited skills in helping them. In contrast, Principal A and B stated that
they have the proficient human resources in their school who able to help
the teachers in the schools. Thus, it can be concluded the technical team
is important to assist the teachers in implementing ICT in their lessons
as some of the teachers seem to be novice and intermediate users.

Table 4.23

Finding from Interview: ICT Skills

Theme Category Questions Respond

Human ICT skills 1. What Principal A: “Only a
Resources
about the few of the teachers
teachers’ know and capable

knowledge enough to use ICT. The

in using others seem to be

ICT in scared to use it. They

their are lack of knowledge
teaching and skills”.
and Principal B: “Most of

learning? my teachers are in

novice and intermediate

ICT users. About 4 of

the teachers seem to be

expert in ICT. Most of

teachers had attended
ICT courses before.”
Principal C: “From my

observation, some of

the teachers are using
ICT in their lesson. I’ve

seen few of them

adapted it in the

classroom. Not to forget

we do have our ICT
experts to help us.”

Principal A mentioned that some of the teachers were afraid to use the
technology while some of them are able to use it. The teachers were short
of knowledge and skills in adopting ICT in their lesson and need to be
sent to ICT development courses. Principal B and C indicated that they
have few expert teachers in ICT and able to help the other teachers. The
principals also found that the teachers in their schools are trying to use
ICT in their teaching and learning practices. Hereby, it can be described

that the teachers in the three selected schools can be categorized into four
groups; novice, intermediate, advanced and experts.

Theme Two : Tools and Facilities
Tools and facilities have become second theme for challenges. There are
two categories includes in this theme. They are physical facilities and
digital connection. Table 4.24 and 4.25 shows the respondents answers
based from the questions given.

Table 4.24

Finding from Interview : Physical facilities

Theme Category Questions Respond

Tools Physical 1. Is there any Principal A: “We have
and facilities computer room or
Facilities lab in your school? an access room in this
school.”
2. Do your school Principal B: “Yes, we
have enough ICT
tools? have a lab and Access
Room.”
Principal C: “Yes.

There is an ICT lab in
our school.”
Principal A: “I don’t

think so. We have 5

projectors and three

laptops. We need more

as to make the ICT

integration become
successful.”
Principal B: “Yes. We

have 40 desktops in the

lab and 10 in the Access

Room. We also have 2

carts of Chromebooks.

However, we are facing

lack of projectors. The

teachers need to book it
earlier in order to use
it.”
Principal C: “We have
40 desktops but only 32
of them can be used due
to technical problems.”

One of the schools has both computer lab and access room. They have

been provided with ICT tools such as Chromebooks and desktops.

School A and School C have one room only and some of the ICT tools

were damaged and need to be replaced. Principals in this study stated

that they have room and spaces for ICT but with lack of computers and

projectors. They need more ICT tools in order to make the

implementation of ICT becomes successful.

Table 4.25

Finding from Interview: Digital Connection

Theme Category Questions Respond

Tools Digital 1. What about the Principal A: “This is
and Connection internet connection the major challenges
Facilities in your school? Is we have to face.
it convenient Currently we are using
enough? YES 4G which is
provided by the MOE.
It is slow and sometime
we faced unstable
connection.”
Principal B: “We are
using Streamix and
YES 4G. Yes 4G was
provided by the MOE
while the Streamix was
based on our own

initiative with the PTA
support.”
Principal C: “We use
YES 4G and we always
face slow internet
connection. I am
looking forward to
subscribe another
internet connection
with the support of
PTA.”

It was noted that all Malaysian Schools have been provided with YES

4G. However, the internet connection was poor and most of the

principals mentioned that they were looking forward to subscribe

another internet connection with the help of their PTA. Most of the

principals mentioned that they need the PTA support in order to

subscribe another internet connection dealer. They seem trying to

overcome this situation seriously.

Theme Three : Financial

Financial has been identifies as the third theme of ICT challenges. As

shown in table 4.26, the theme was divide into two categories; fund and

community commitment.

Table 4.26

Finding from Interview: Fund and Community Commitment

Theme Category Questions Respond
Financial Fund
1. Do you have Principal A: “Yes.

any financial Hardly to upgrade or

problem as to troubleshoot the ICT

troubleshoot or tools just because of

upgrade ICT in money.”

your school? Principal B: “Yes. We

are facing this
problem.”

Principal C: “Yes.

There is not enough
fund to do so.”

2. Is there any Principal A: “Yes, our

support from the PTA is very supportive

PTA or any but with limited
NGO? financial.”
Principal B: “We

have a great

connection and our

PTA does help us a
lot.”

Principal C: “Our

PTA helps us but

limitedly. We need to

find another resources

such as private
sectors.”

Based from table 4.26, all of the principals stated that they were facing
financial problems to upgrade and troubleshoot their ICT tools. They are
trying to overcome the situation by getting help from the PTA (Parents-
Teachers Association) and NGOs.

Principals Challenges in Implementing ICT

Human Financial Financial Financial
Resources

Tools and Tools and
Facilities Human Facilities
Resources

Tools and
Facilities

Principal A Principal B Principal C

Human Resources Tools and Facilities Financial

Figure 4.3. Principals challenges in implementing ICT

Figure 4.3 displayed the principals’ challenges in implementing ICT in
schools. The figure showed that principal A faced the most challenges in
the three themes. Principal B faced the least challenges while principal
C faced moderate challenges. Overall, the three principals responded that
they were face challenges more on financial and they were getting some
support from their PTA (Parents-Teachers Association).

4.6 Conclusion

This mix-method research involved two categories of respondents; the
teachers and the principals. Each of the research question has been
analysed and the results were displayed in suitable table. The teachers
viewed their principals displaying transformational leadership style
towards the implementation of ICT. The principals also exposed that
they were adapting transformational leadership style. Not just that, they
also seem to integrate some elements of transactional leadership style in
their leadership. Besides that, the principals revealed few challenges in
implementing ICT in their schools. The challenges were put into specific
themes and analysed. The next chapter will discuss more about the
findings and some recommendation for future research.