Selangor Humaniora Review eISSN 2672-7463

December 2020

PRINCIPALS’ MANAGEMENT EMPOWERMENT PRACTICES AND

ITS RELATIONSHIP WITH WORK SATISFACTION AMONG
SCHOOL MID-LEVEL ADMINISTRATORS

Rutil Taising
SMK Pekan Telipok, Tuaran, Sabah, Malaysia
[email protected]

Gunasegaran Karuppannan
Faculty of Education and Social Sciences, University of Selangor, Malaysia
[email protected]

Abstract

Principals' leadership that is based on management empowerment practices is one approach

that has a significant impact on school success. The study attempts to investigate the
relationship between principal’s management empowerment practices and the level of job
satisfaction among school mid-level administrators. A quantitative approach was employed to
examine the extent to which the five-dimensional management empowerment practices, namely
decision making, professional development, status of responsibility, impact, and autonomy are
related to the level of job satisfaction of mid-level administrators in Malaysian secondary
schools. The data were obtained from 118 respondents using a set of questionnaires. The
findings of the study show that gender factors and positions held are not significantly related
with the level of job satisfaction among school administrators. Nonetheless, the five dimensions
in the principals’ management empowerment practice were all found to have a significant,
positive, and strong correlation with the administrators’ level of job satisfaction.

Keywords: principal management empowerment, job satisfaction, school administrators

1.0 INTRODUCTION

Renowned journalist Fred M. Hechinger once said that the ups and downs of a school is very
much determined by the quality of the principals or headmasters (Ang & Balasandran, 2009).
Some schools are moving backward, and some have excelled due to the quality of the principals.
This gives an idea of the importance of the role and leadership of the principals towards the
development of a school. Therefore, leadership or management factors will determine the
degree to which an institution’s goals can be achieved, especially in the context of students’
excellence.

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 Principals’ Management Empowerment Practices and Its Relationship with Work Satisfaction

As a major stakeholder in the management of school institution, the government has

taken various initiatives to ensure that it can be managed properly so that the impact of success
could be enjoyed by the students. The Ministry of Education Malaysia (MoE) has also
implemented several steps towards an ‘independent’ school management system without the
control from the State Education Department (JPN), in order to reduce bureaucracy and to
improve autonomy and quality of education administration (Ministry of Education Malaysia,
2001). This includes efforts to enable financial management, the purchase of office equipment
and some other management responsibilities on the shoulders of school principals. In order to
meet the MoE’s goals, principals’ leadership that characterises ‘empowerment practices’ is one
approach that could determine the success in school management (Ishak, 2006). In other words,
principals need to delegate and empower responsibilities to their subordinates as they are not
able to manage all their tasks alone (Azlin, 2008).

Past studies have shown that employees who have a high level of job satisfaction will
be more positive in their careers than employees whose level of satisfaction is low. For instance,
employees who are dissatisfied with their careers are found to be unhappy in their work,
undisciplined, complaining and less committed (Ab. Aziz, 2010). This situation implies that a
person’s job satisfaction will have a positive impact on the individual himself or herself and in
turn on their organisation’s growth. Furthermore, according to Tang (2008), the higher the
teachers’ satisfaction, the better their commitment and productivity. In school, one of the ways
to increase teacher’s satisfaction is through ‘management empowerment’. Management
empowerment is a concept of power sharing, solidarity between principals and their mid-level
administrators and between school managers and their staff. Through this practice, mid-level
administrators would get the opportunity and space to show their performance which in turn
making them more prepared and committed to the implementation of their responsibilities as
well as increasing work motivation (Davis, Joan, Wilson & Sandra, 2000).

So, in this study, the researchers examined the relationship between the practices of
management empowering by the principals and the level of job satisfaction among mid-level
administrators. In-line with this, five dimensions that are related to the practices of
empowerment, which include decision-making, professional development, responsibility
status, impact and autonomy were examined.

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2.0 LITERATURE REVIEW

2.1 Leadership Theory

Leadership can be defined as the ability to influence, motivate and change the employees’
attitudes and behaviors in order to implement change towards achieving organisation’s
objectives (Ishak, 2002). There are many theories about leadership, including leadership
behaviour theory, contingency and situational theory, transformational leadership theory,
instructional theory, and pedagogical leadership theory. Another two significant theories are
Burn’s (1978) charismatic leadership theory and Grieves’s (2010) servant leadership theory.

Behavioural leadership theory deals with two important aspects, namely behaviour that
prioritises tasks or initiating structure and behavioural leadership that emphasises consideration
of human relations or consideration. Past studies give an idea of how much power is needed in
managing an organisation. Therefore, the existence of an administrator or manager without
authority is likely to cause the organisation not able to manage as smoothly as expected.
Furthermore, in the conceptualisation or theory of power, power is seen as a zero nature
possessed by the individual and is evident when the individual is able to act deliberately to
obstruct others or to motivate others to act (Buchanan & Badham, 2008). Arendt (in Siti
Khadadiah, 2015) stated that power is not the property of individuals, but it comes from a group
that remains and exists as long as the group keeps it together.

2.2 Job Satisfaction Theory

In this study, job satisfaction is defined as a positive and enjoyable emotional state resulting
from a person’s interpretation of his job as pleasant and successfully completed (Suriany, 2015).
Job satisfaction is also a response to the work of individuals involved (Kreitner & Kinicki,
2005). Thus, job satisfaction is an emotional response that involves an employee’s interaction
with his or her job. It also involves a person's emotional response, for example if an effort or
job is successfully completed then his emotional response is fun or satisfied. But if he fails,
then the person will be disappointed or even dissatisfied.

According to Mumtaz (2010), there are five elements that affect a person's job
satisfaction: the nature of job itself, colleagues, career paths, leadership and wages received.
Moreover, job satisfaction in the context of school mid-level administrators is influenced by
the existence of positive interactions between principals and them. Therefore, principals who

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have high communication skills are considered to have a greater impact on their employees’
job satisfaction. However, according to Hussein (2008), job satisfaction will only be met when
a leader is fair in making assessments, awarding and placement or job position.

Job satisfaction also can be explained by Equity Theory, which is about the perception
and emotion of a person who feels he or she has received fair treatment as received by other
employees (Ainon, 2005). In this theory, individuals will make a comparison between the
rewards received and the work contributions they give or do. Equity Theory is similar to Locke's
Theory of Value which argues that job satisfaction will exist if the reward (output) received is
equal to what is expected.

Employees’ job satisfaction is also often associated with motivation level. For example,
Herzberg's Two Factor theory presents two factors that normally influence employee’s
motivation, namely health and growth (Ainon, 2005). Similarly, in Motivator-Hygiene Theory
(Hertzberg, 1959), two factors are also identified: motivation and hygiene. In addition, The X
and Y Theory introduced by Douglas McGregor shows the relationship between the career and
the employee. In Theory X, one will tend to avoid being tied to a job while Theory Y sees
people naturally liking a given job or task. Besides, Theory of Achievement (McCelland, 1961)
centred on the three needs that an individual wants to achieve in life. The three focuses are the
need to achieve a level above the existing level (achievement), the need to join (affiliation)
refers to the need to communicate and connect to avoid conflict with other individuals. It can
be concluded that job satisfaction is a response from the emotions of the individual, and it is
translated in the form of behaviour after assessing his or her job whether it is appropriate or not
by considering the approval and appreciation from the superordinate.

3.0 THEORETICAL FRAMEWORK OF THE STUDY

The theoretical framework of this study (Figure 1) incorporates Maslow Theory, which is the
hierarchy of human needs and the DEFFRAAC management model in school management.
Maslow's hierarchy of needs is a theory of motivation which highlights five categories of human
needs that dictate an individual's behaviour. These needs are physiological needs, safety needs,
love and belonging needs, esteem needs, and self-actualization needs. Based on this framework,
two variables were quantitatively measured. The first variable concerns the factors that enable
the principals in practising management empowerment (independent variable) and the second

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variable is related to job satisfaction among mid-level leaders or administrators in school

(dependent variable).

DEFFRAAC
MODEL OF
PRINCIPAL
MANAGEMENT

1.Delegation

2.Empowerment JOB
SATISFACTION
3.Follow up
MASLOW'S MID-LEVEL
4.Follow Through
HIERARCHY
OF NEEDS 5.Reflection

6.Action

7.Appreaciation

8.Celebration

Figure 1: DEFFRAAC Management Model Theoretical Framework and Maslow Theory

4.0 RESEARCH CONTEXT, INSTRUMENT AND DATA ANALYSIS

This study involved 24 secondary national schools in Malaysia. Among the 118 respondents
from these schools, some held the position as senior assistant principals and some as head of
department or head teachers.

A survey was administered to gather data from the respondents. The survey
questionnaire consists of three parts: Demographic information (part A), Construct for
Management Empowerment Practices (part B) and Construct for Job Satisfaction (part C). In
part B, the factors that determine principals’ management empowerment were measured
following the empowerment dimensions listed in Short and Rinehart’s (1992) “School
Participant Empowerment Scale (SPES)”. The questions in part C were adapted from Surainy
(2015). This construct focused on four factors or dimensions: task suitability, freedom of
decision-making, interpersonal relationships, and the dimensions of recognition.

For data analysis, t-test was used to measure the level of satisfaction of mid-level
secondary school administrators based on gender factors and positions held by the

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 Principals’ Management Empowerment Practices and Its Relationship with Work Satisfaction

administrators. In addition, Pearson Correlation analysis was used to test if there is a significant
relationship between principals' management empowerment practices with the level of job
satisfaction of mid-level school administrators.

5.0 FINDINGS

5.1 Principal’s Management Empowerment Practices

Table 1 below shows that the mean score distribution of the 25 items related to principal’s
management empowerment practices is between 3.65 to 4.40. This implies that management
empowerment is widely practised by the principals and the trend is also preferred and welcomed
by the mid-level administrators. However, it is important for principals to pay attention on the
aspects that display a mean score of less than 4.00 such as the freedom to decide on what to
teach (item 10), making decisions related to school expenses (item 12), having high level of
knowledge related to job (item 19), having the opportunity to influence others (item 20) and
having the right to reject superior’s inappropriate suggestions (item 24).

Table 1: Principal’s Management Empowerment Practices

No. Item Strongly Don’t Strongly

Disagree Agree Mean S. P
disagree know agree
1. I was given the responsibility of
0.0% 0.8% 0.8% 56.8% 41.5% 4.39 0.555
overseeing the school program.
2. I am working in a professional
0.0% 1.7% 1.7% 58.5% 38.1% 4.33 0.600
environment.
3. I was honoured at school. 0.0% 0.0% 9.3% 66.1% 24.6% 4.15 0.564
4. I am able to ensure that the plans
0.0% 0.8% 1.7% 60.2% 37.3% 4.34 0.558
made are implemented.
5. I was entrusted to decide on the
implementation of a new program
0.0% 5.1% 9.3% 61.9% 23.7% 4.04 0.733
in the school.
6. I am involved in staff
development. 0.0% 1.7% 1.7% 58.5% 38.1% 4.33 0.600
7. I gives advice and guidance to the
teachers in the school. 0.0% 0.0% 2.5% 67.8% 29.7% 4.27 0.501
8. I have the opportunity to improve
0.0% 0.0% 4.2% 59.3% 36.4% 4.32 0.553
my profession.
9. I was respected by my classmates
0.0% 0.8% 7.6% 57.6% 33.9% 4.25 0.626
at school.
10. I have the freedom to decide what
1.7% 13.6% 12.7% 50.8% 21.2% 3.76 0.993
to teach.
11. I believe I have influence in
0.8% 6.8% 30.5% 50.0% 11.9% 3.65 0.810
school.
12. I was involved in making decisions
0.0% 6.8% 19.5% 57.6% 16.1% 3.83 0.777
related to school expenses.
13. I work in a school that prioritizes
0.0% 1.7% 6.8% 52.5% 39.0% 4.29 0.668
students.
14. I get support from other teachers. 0.0% 0.8% 6.8% 61.9% 30.5% 4.22 0.601

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15. I have the right to make decisions

0.0% 3.4% 4.2% 70.3% 22.0% 4.11 0.624
about curriculum matters.
16. I was one of the decision makers at
0.0% 1.7% 11.0% 59.3% 28.0% 4.14 0.666
the school.
17. I have the opportunity to continue
0.0% 0.0% 5.9% 60.2% 33.9% 4.28 0.568
my learning.
18. I have the opportunity to guide the
0.0% 2.5% 1.7% 57.6% 38.1% 4.31 0.636
teachers in the school.
19. I have a high level of knowledge
0.0% 6.8% 11.0% 63.6% 18.6% 3.94 0.754
related to my job.
20. I believe in having the opportunity
0.0% 5.9% 16.1% 63.6% 14.4% 3.86 0.727
to influence others.
21. Principals, teachers and school
0.0% 0.8% 5.1% 78.8% 15.3% 4.08 0.482
staff ask for my views.
22. I was given the opportunity to
work with teachers at other 0.0% 0.0% 0.0% 60.2% 39.8% 4.40 0.492
schools.
23. I am confident that I have done a
0.0% 0.8% 6.8% 60.2% 32.2% 4.24 0.609
good job.
24. I can reject the suggestions of
superiors if it is found to be 2.5% 10.2% 12.7% 63.6% 11.0% 3.70 0.890
inappropriate.
25. I am convinced that I have
influence among teachers and 0.8% 5.1% 11.9% 61.9% 20.3% 3.96 0.778
students.

5.2 Job Satisfaction among Mid-Level Administrators

The mid-level administrators’ level of job satisfaction was measured on16 aspects (see table 2).
The findings show that the mean scores for the items fall between 3.76 to 4.48. This score level
is considered high based on the classification proposed by Mohd Najib (1999) and Baharin
Abu, et. al. (2007). On overall, the level of satisfaction among mid-level school administrators
is high.

Table 2: Mid-level Administrators’ Job Satisfaction

No. Item Strongly Don’t Strongly

Disagree Agree Mean S.P
disagree know agree
1. I have the opportunity to use my
own methods when carrying out 0.0% 0.0% 7.6% 64.4% 28.0% 4.20 0.563
tasks.
2. I can use my own judgment
0.0% 12.7% 11.0% 63.6% 12.7% 3.76 0.834
when making decisions.
3. I agree with the policies
0.0% 2.5% 8.5% 66.9% 22.0% 4.08 0.635
implemented in my organization.
4. I have the opportunity to perform
0.0% 0.8% 2.5% 68.6% 28.0% 4.24 0.534
the tasks based on my abilities.
5. I have the opportunity to perform
an assignment that is not against 0.0% 5.1% 11.9% 64.4% 18.6% 3.97 0.715
my conscience.
6. I am able to do the task given. 0.0% 3.4% 11.9% 66.1% 18.6% 4.00 0.667
7. I was given responsibilities that
0.0% 2.5% 2.5% 68.6% 26.3% 4.19 0.598
matched my qualifications.

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 Principals’ Management Empowerment Practices and Its Relationship with Work Satisfaction

8. I was given an assignment

0.0% 4.2% 9.3% 60.2% 26.3% 4.08 0.723
according to my interests.
9. I was given opportunity to
0.0% 5.9% 11.9% 60.2% 22.0% 3.98 0.762
represent my department.
10. I get appreciation for every task
0.0% 1.7% 16.9% 66.1% 15.3% 3.95 0.625
that I perform.
11. I have the opportunity to be
0.8% 2.5% 21.2% 61.9% 13.6% 3.85 0.712
promoted.
12. I got positive feedback from my
0.8% 3.4% 11.0% 61.9% 22.9% 4.03 0.745
principal.
13. I will receive praise from my
principal when successfully 0.0% 3.4% 7.6% 62.7% 26.3% 4.12 0.681
completing each task.
14. I have a good relationship with
0.8% 0.8% 9.3% 54.2% 34.7% 4.21 0.714
my principal.
15. I have a good relationship with
0.0% 2.5% 2.5% 45.8% 49.2% 4.42 0.671
my colleagues.
16. My principal is very wise in
taking care of his/her 0.0% 1.7% 0.0% 46.6% 51.7% 4.48 0.595
subordinates.

5.3 Relationship Between Management Empowerment Practices and Job Satisfaction

Level

To examine if the principals’ management empowerment practice has a significant relationship

with secondary school mid-level administrators’ level of job satisfaction, Pearson Correlation
test was conducted to analyse the data. The findings show that there is a significant relationship
between the two variables (r = 0.790, p < 0.01). This relationship is deemed positive as the
Pearson Correlation coefficient is above 0.70 which indicates a very high correlation (Davis,
1972). The test results imply that if the principal's management empowerment level increases,
the mid-level school administrators’ level of job satisfaction will also increase accordingly, and
vice versa.

Table 3: Relationship Between Principal’s Management Empowerment Practices and Job

Satisfaction Level

Pearson Correlation 0.790**

Sig. (2-tailed) 0.000
N 118
** Correlation is significant at level 0.01 (2-tailed)

Besides that, the correlation of the five-dimensional aspects of principals’ management

empowerment practices and the level of job satisfaction among the mid-level administrators
were also examined in this study. These five dimensions are decision making, professional
development, status of responsibility, impact, and autonomy.

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5.3.1 Relationship between Decision-making and Level of Job Satisfaction

The correlation test analysis show that there is a significant relationship between the decision-
making dimension in the management empowerment and the level of job satisfaction among
secondary school administrators (r = 0.687, p < 0.01) (Table 4). The results show that if the
principals’ management empowerment in terms of decision-making increases, the level of job
satisfaction will also increase, and vice versa. In other words, whenever the principals provide
opportunities or enable their mid-level administrators to make decisions in the management
process, the administrators’ level of satisfaction will increase. These decisions may include
having the right to make decisions about curriculum matters and having the opportunity to
influence others.

Table 4: Relationship Between the Aspect of Decision-making in Principals' Management

Empowerment and Job Satisfaction Level

Pearson Correlation 0.687**

Sig. (2-tailed) 0.000
N 118
** Correlation is significant at level 0.01 (2-tailed)

5.3.2 Relationship between Professional Development and Level of Job Satisfaction

In terms of the dimension of professional development in the principals’ management

empowerment and the level of job satisfaction, a strong relationship is also found between these
two variables (r = 0.703 and p < 0.01). This implies that if the empowerment in terms of
professional development increases, the level of job satisfaction of the mid-level administrators
will also increase, and vice versa. In the context of this study, empowerment of professional
development includes having the right to work in a professional environment, having the
freedom to decide what to teach, being a decision maker in the institution and having the
opportunity to guide other teachers in the school.

Table 5: Relationship Between the Dimension of Professional Development in Principals'

Management Empowerment and Job Satisfaction Level

Pearson Correlation 0.703**

Sig. (2-tailed) 0.000
N 118
** Correlation is significant at level 0.01 (2-tailed)

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 Principals’ Management Empowerment Practices and Its Relationship with Work Satisfaction

5.3.3 Relationship between Status of Responsibility and Level of Job Satisfaction

The correlation analysis on the variables of status of responsibility in the principals’

management empowerment practices and the mid-level administrators’ job satisfaction level
indicates a significant correlation (r = 0.672 and p <0.01). This means that if the principals’
management empowerment practices in terms of status of responsibility increases, the
administrators’ level of job satisfaction will also increase. Among the core aspects in this
dimension includes involvement in staff development, having influence in school, having the
opportunity to further study, and having the opportunity to work with teachers in other schools.

Table 6: Relationship Between the Dimension of Status of Responsibility in Principals'

Management Empowerment and Job Satisfaction Level

Pearson Correlation 0.672**

Sig. (2-tailed) 0.000
N 118
** Correlation is significant at level 0.01 (2-tailed)

5.3.4 Relationship between Impact and Level of Job Satisfaction

Based on the results of the Pearson Correlation test (Table 7), there is a strong relationship
found between the dimension of impact in the principals’ management empowerment practices
and the mid-level administrators’ job satisfaction level (r = 0.711, p < 0.01). This indicates that
principals who practise empowerment management in terms of impact dimension will increase
their mid-level administrators’ job satisfaction level. Management empowerment in terms of
impact include having the confidence to decide on the implementation of a new program in
school, having the opportunity to improve one’s profession, getting support from other teachers,
and having influence among teachers and students.

Table 7: Relationship Between the dimension of Impact in Principals' Management

Empowerment and Job Satisfaction Level

Pearson Correlation 0.711**

Sig. (2-tailed) 0.000
N 118
** Correlation is significant at level 0.01 (2-tailed)

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5.3.5 Relationship between Autonomy and Level of Job Satisfaction

The final inference analysis concerns the relationship between the dimension of autonomy in
the principals’ management empowerment practices and the level of job satisfaction among
mid-level administrators. As shown in Table 8, there is a significant relationship between these
two variables (r = 0.691, p < 0.01). This indicates that if the management empowerment score
for the autonomy dimension increases, the level of job satisfaction will also increase, vice versa.
In this study, the dimension of autonomy covers several aspects which include having autonomy
to ensure that a plan is implemented, giving advice and guidance to other teachers in the school,
working in a school that prioritizes students, having a high level of knowledge related to one’s
job, and having the right to reject the suggestions of superiors if found inappropriate.

Table 8: Relationship Between the Dimension of Autonomy in Principals' Management

Empowerment and Job Satisfaction Level

Pearson Correlation .691**

Sig. (2-tailed) .000
N 118
** Correlation is significant at level 0.01 (2-tailed)

5.4 CONCLUSION

In conclusion, the study found that gender factor and positions held were not significantly
influence the level of job satisfaction among mid-level school administrators. This finding
glaringly implies that school principals should fairly treat their subordinates regardless of their
gender when assigning duties and responsibilities. Instead, school managers should put staff
welfare, working environments and other aspects as the priority in administration or
management.

In general, the practice of management empowerment by principals was found to have

a significant relationship with the level of job satisfaction among the administrators.
Additionally, this relationship was also further examined in terms of the five dimensions in
management empowerment, namely decision making, professional development, position
status, impact, and autonomy. Interestingly, all the five dimensions show a significant, positive,
and strong correlation with the level of job satisfaction among the mid-level administrators.
This clearly implies that the five-dimensional empowerment practices by principals would
contribute to the increase in the level of job satisfaction among school administrators. Thus,

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 Principals’ Management Empowerment Practices and Its Relationship with Work Satisfaction

leadership style which is guided by these five dimensions needs to be considered by principals
in school management as it would influence their staff’s job satisfaction, which will in turn
have an impact on their commitment and productivity. In relation to this, it is highly
recommended for current and future school leaders to undergo training, workshops, and courses
so that they will be able to apply the appropriate empowerment leadership style.

Furthermore, this study also shows that empowerment in terms of the dimension of
decision-making is deemed important and impactful in increasing the level of satisfaction
among school staffs. This involves the principals’ practice of giving opportunities or trust to
others or empowering their subordinates to make decisions on his or her behalf. This is in-line
with Dirks and Ferrin’s (2001) claim that leadership style that shows trust in the abilities of
staff in performing their task will produce excellent employees that possess creative thinking
and high commitment to the organisation. However, before making any empowerment on the
staffs, principals need to take into consideration the limits of decision-making that can be
granted to the staffs. Besides that, the findings also show that mid-level administrators will be
more satisfied if their professional development is taken care of. In fact, the study also found
that recognition or respect for the position held would give them satisfaction and confidence.
When it is recognized or appreciated by the principals, the administrators will also be respected
by their colleagues or subordinates and in turn they will be more influential in school.

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