The best practices for school transformation: a multiple-case study
| DOI | https://doi.org/10.1108/JEA-11-2016-0136 |
| Date | 05 February 2018 |
| Pages | 88-103 |
| Published date | 05 February 2018 |
| Author | Zarina Waheed,Sufean Hussin,Megat Ahmad Kamaluddin Bin Megat Daud |
| Subject Matter | Education,Administration & policy in education,School administration/policy,Educational administration,Leadership in education |
The best practices for
school transformation: a
multiple-case study
Zarina Waheed, Sufean Hussin and
Megat Ahmad Kamaluddin Bin Megat Daud
Department of Educational Management, Planning, and Policy,
University of Malaya, Kuala Lumpur, Malaysia
Abstract
Purpose –The purpose of this paper is to explore the best practices of school leaders, teachers, pupils,
parents and the community in selected transformed schools in Selangor, Malaysia.
Design/methodology/approach –This qualitative multiple-case study explores the best practices in two
selected transformed schools through in-depth interviews, observations and document reviews. The data
were collected from 2 school heads, 6 teachers with administrative responsibilities and 20 teachers.
The themes were elucidated via open, axial and selective coding based on the grounded theory approach.
Findings –The analysis identified various best practices exhibited by school leaders, teachers, pupils,
parents and the community. Four themes were found to be common as best practices in both selected schools,
which were adaptive and multi-dimensional leadership, winning-the-hearts, extensive use of Information and
Communication Technology in school operations, and a culture of acquiring and sharing professional
knowledge. The unique theme for School A was the emphasis on the social, emotional and ethical well-being
of the students, while extensive parental involvement and support was a unique theme identified in School B.
Research limitations/implications –The findings of this paper may be used as guidance tool for policy
makers and educational planners regarding school transformation in Malaysia, and as well as in other
countries. Such practices can be learned, adapted and replicated by other schools in order to transform.
The findings also have direct implications to current teachers, school leaders, parents and the community.
Originality/value –This study contributes to the growing body of research on the best practices and school
transformation in Malaysian transformed schools. There is a decisive need to explore the best practices
of transformed schools in Malaysia based on their own cultural and contextual needs in order to help schools
that aspire for transformation.
Keywords Malaysia, Leadership, Best practices, Transformed schools
Paper type Research paper
Introduction
Sekolah Kebangsaan Ulu Lubai (SKUL), a national primary school situated in a remote area
of Sarawak, Malaysia, exhibits a rare and unique case of school transformation. It attained
the status of high-performing school (HPS) under the National Key Result Areas initiative in
2011, which is a historic achievement. Furthermore, it earned the Commonwealth Award in
2009 for its ability to deliver effective education in an extremely disadvantaged and socially
deprived community, 5 national education ministry awards, 14 state awards and 26 district
level awards (Ministry of Education Malaysia, 2013).
Similar to SKUL,other stories of school transformation illustratethat schools excelled and
surpassed their counterparts by meeting national standards and achieving exemplary
statuses and successes. The Illinois’“Golden Spike”Schoolsin America, HPS in Tasmania in
Australia andSekolah Jenis Kebangsaan (Tamil)Ladang Rem, Kota Tinggi Johor inMalaysia
are some examples (Mulford et al., 2008; McGee, 2009; Harris et al., 2015). The characteristics
and practices of thesetransformed schools differed from those of many high-performing and
effective schools throughout the years. These transformed schools experienced a sudden
extensive and intensive change involving the cultural, social and emotional aspects of
the school not limited to the schools’financial resources only (Caldwell and Spinks, 2008).
Journal of Educational
Administration
Vol. 56 No. 1, 2018
pp. 88-103
© Emerald PublishingLimited
0957-8234
DOI 10.1108/JEA-11-2016-0136
Received 6 November 2016
Revised 19 June 2017
Accepted 16 July 2017
The current issue and full text archive of this journal is available on Emerald Insight at:
www.emeraldinsight.com/0957-8234.htm
88
JEA
56,1
Thus, researchersfocussed on examining such transformedschools as models to learn, adapt
and replicate their practices and characteristics, as well as understand the conditions
distinguishingthem from average and low-performing schools(e.g. Caldwell and Spinks, 2008;
Mulford, 2008;McGee, 2009; Demie and Lewis,2010; Muhammad Faizal et al.,2011; Lewis and
Demie, 2015). Inparallel to this objective, an increasing amount of research on characteristics
and practicesof transformed schools hasbeen explored in the past threedecades (Muhammad
Faizal, 2013). Theresults of such research have been used as a guiding toolfor policy makers
and educational planners of school transformation (James et al., 2006; Wilcox and
Angelis, 2011). More significantly, many countries in the world have taken initiatives and
started projects to document the best practices of transformed schools. To illustrate,
McKinsey and Company’s report on best-performing systems and an international project
that frames the transformation of schools document the best practices of transformed and
successful schools (Caldwell and Harris, 2008; Ewington et al., 2008).
Similar to other countries, the Ministry of Education Malaysia (MoE) aspires to
transform its educational system by transforming its schools. Accordingly, the MoE, with
other stakeholders, developed the Malaysian Education Blueprint (MEB) 2013-2025 to
outline a comprehensive reform programme for the system to meet new demands and rising
expectations (Ministry of Education Malaysia, 2013). To successfully implement the MEB, a
significant number of initiatives have been taken. Reforms in curriculum and assessment
methods, excellence through innovations and Information and Communication Technology
(ICT) integration, school autonomy, professional development, accountability and provision
of different incentives for HPS and principals are some examples of such initiatives. Despite
these initiatives, a higher number of HPS are aspired. According to current statistics, the
total number of schools in Malaysia is 10,154, and among them, only 128 are ranked as HPS,
which is less than 2 per cent (Ministry of Education, 2014). Consequently, a critical need
arises to explore the best practices of the transformed schools to assist struggling schools in
Malaysia (Muhammad Faizal et al., 2011) and in other countries. To the researchers’best
knowledge, few studies have been conducted on the best practices of transformed schools in
the Malaysian context. Hence, this study aims to add to the limited literature on best
practices for school transformation in general and in the Malaysian context in particular.
More specifically, it answers the following research questions:
RQ1. What are the best practices exhibited in the transformed schools selected from
Selangor, Malaysia?
RQ2. How do best practices contribute in the transformation of schools selected from
Selangor, Malaysia?
School transformation
Change is a shift from one state to another or moving from the current state to a new desired
state. It is a process of dynamism in beliefs, understandings, routine practices, processes
and structures of any organisations. Based on the objectives, needs and processes, change
has been categorised differently by various researchers. For example, Levy and Merry
(1986) classified change into first-order and second-order changes. The former involves
improvement in organisations without changing their core values, beliefs and systems;
whereas the latter includes multi-dimensional, qualitative and radical change involving
paradigm shift. Alternately, Anderson (1986 cited in Anderson and Anderson, 2001)
categorised changes into the following three types: developmental change involving
improvement of current knowledge, skills, practices and performance; transactional change
based on redesigning current systems, structures, strategies, processes and works; and
transformational change consisting of an overhaul of strategies, systems, structures,
processes, works, cultures, behaviours and mind-sets. Similarly, Oden (1999) divided change
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Best practices
for school
transformation
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