THE INFLUENCE OF LEADERSHIP STYLES
ON COMMUNICATION CLIMATE:
A CASE STUDY OF MADRASAHS’
MANAGEMENT IN SINGAPORE
BY
AZEEMAH BINTE MUSTAFA
INTERNATIONAL ISLAMIC UNIVERSITY
MALAYSIA
2009
THE INFLUENCE OF LEADERSHIP STYLES ON
COMMUNICATION CLIMATE:
A CASE STUDY OF MADRASAHS’ MANAGEMENT
IN SINGAPORE
BY
AZEEMAH BINTE MUSTAFA
A dissertation submitted in partial fulfilment of the
requirements for the degree of Master of Human
Sciences (Communication)
Kulliyyah of Islamic Revealed Knowledge and Human
Sciences
International Islamic University Malaysia
APRIL 2009
ABSTRACT
This study represented an attempt to cross culturally validate two sets of
organizational measures: leadership style and communication climate. The study was
carried out to determine whether measures such as leadership style and
communication climate when applied in cross cultural setting would retain the
psychometric properties of the original measures. Additionally, the study was
conducted to empirically demonstrate the relationship between the two subscales of
leadership styles (people-oriented and task-oriented leadership styles) with the two
subscales of communication climate (open communication climate and close
communication climate). A cross sectional survey using self-reported questionnaire
was employed to collect data on the above mentioned constructs (people-oriented
leadership style, task-oriented leadership style, open communication climate and close
communication climate) as well as respondents’ demographic characteristics such as
age, gender, nationality, marital status, educational level and working experience. A
stratified random sampling was employed for the purpose of this study. The
instrument was pre-tested on twenty eight respondents from one Madrasah. The
revised version of the instrument was distributed to ninety-nine full-time Madrasahs’
teachers from three Madrasahs. A return rate of 82.8% was achieved resulting in
eighty-two usable questionnaires. The result of running statistical test showed that (1)
the two subscales of communication climate are distinct constructs (2) People-oriented
leadership style was found to be more prevailing as against task-oriented leadership
style in Singapore Madrasahs’ management (3) Open communication climate was
found to be more dominant and (4) people-oriented leadership style correlated
significantly with open communication climate and do not correlate significantly with
close communication climate. While task-oriented leadership style correlated
significantly with close communication climate and do not correlate significantly with
open communication climate. The conclusion of this study partially supported the
findings of previous studies which found people-oriented leadership to be significantly
correlated with open communication climate whilst task-oriented leadership style to
be correlated significantly with close communication climate.
ii
‫ﻣﻠﺨﺺ اﻟﺒﺤﺚ‬
‫ﺗﻘﺪﻡ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﳏﺎﻭﻟﺔ ﺗﺜﺒﺖ ﺃﳘﻴﺔ ﺍﻟﺘﺪﺍﺧﻞ ﺍﻟﺜﻘﺎﰲ ﺑﲔ ﳎﻤﻮﻋﺘﲔ ﻣﻦ ﺍﳌﻌﺎﻳﲑ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‪،‬‬
‫ﺖ ﺍﻟﺪﺭﺍﺳ ﹸﺔ ﻟﺘﺒﲔ ﻫﻞ ﺃﻥ ﺗﻄﺒﻴﻖ ﻫﺬﻩ ﺍﳌﻌﺎﻳﲑ‬
‫ﳘﺎ‪ :‬ﺃﺳﻠﻮﺏ ﺍﻟﻘﻴﺎﺩﺓ ﻭﻣﻨﺎﺥ ﺍﻻﺗ‪‬ﺼﺎﻝ‪ .‬ﻭﻗﺪ ﺃﹸ ‪‬ﺟ ﹺﺮ‪‬ﻳ ‪‬‬
‫ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﺍﳌﺮﺗﺒﻄﺔ ﺑﺄﺳﻠﻮﺏ ﺍﻟﻘﻴﺎﺩﺓ ﻭﻣﻨﺎﺥ ﺍﻻﺗ‪‬ﺼﺎﻝ ﰲ ﺃﻭﺳﺎﻁ ﺛﻘﺎﻓﻴﺔ ﳐﺘﻠﻔﺔ ﳝﻜﻦ ﺃﻥ ﳚﻌﻠﻬﺎ‬
‫ﲢﺎﻓﻆ ﻋﻠﻰ ﺧﺼﺎﺋﺼﻬﺎ ﺍﻟﺴﻴﻜﻮﻟﻮﺟﻲ ﻭﺍﻷﺻﻠﻴﺔ‪ .‬ﻭﺃﹸﺟ ﹺﺮﻳ‪‬ﺖ ﺃﻳﻀ‪‬ﺎ ﻟﺘﺸﺮﺡ ﺑﺎﻟﺘﺠﺮﺑﺔ ﻃﺒﻴﻌﺔ‬
‫ﺍﻟﻌﻼﻗ ﹶﺔ ﺑﲔ ﻣﻌﺎﻳﺮﻱ ﺃﺳﺎﻟﻴﺐ ﺍﻟﻘﻴﺎﺩﺓ )ﺃﺳﻠﻮﺏ ﺍﻟﻘﻴﺎﺩﺓ ﺍﳌﻮ ‪‬ﺟﻬﹺﺔ ‪ -‬ﻭﺃﺳﻠﻮﺏ ﺍﻟﻌﻤﻞ ﺍﳌﻮﺟ‪‬ﻬﺔ(‬
‫ﻭﻣﻨﺎﺧﻲ ﺍﻻﺗﺼﺎﻝ ﺍﳌﻔﺘﻮﺡ ﻭﺍﳌﻐﻠﻖ‪ .‬ﻭﺍﺳﺘﺨﺪﻣﺖ ﺍﻟﺒﺎﺣﺜﺔ ﺍﺳﺘﺒﺎﻧﺔ ﺍﻹﺧﺒﺎﺭ ﺍﻟﺬﺍﰐ ﻋﻦ ﻃﺮﻳﻖ‬
‫ﻣﺴﺢ ﻗﻄﺎﻋﻲ ﳉﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺎﻟﺘﺮﻛﻴﺒﺎﺕ ﺍﳌﺬﻛﻮﺭﺓ ﺃﻋﻼﻩ‪ ،‬ﺃﺿﺎﻓﺔ ﺇﱃ ﳑﻴ‪‬ﺰﺍﺕ‬
‫ﺍﳌﺴﺘﺠﻴﺒﲔ ﺍﻟﺴﻜﱠﺎﻧﻴ‪‬ﺔ ﻛﺎﻟﻌﻤﺮ‪ ،‬ﻭﺍﳉﻨﺲ )ﺍﻟﺬﻛﻮﺭﺓ ﻭﺍﻹﻧﺎﺛﺔ(‪ ،‬ﻭﺍﻟﻘﻮﻣﻴﺔ‪ ،‬ﻭﺍﳊﺎﻟﺔ ﺍﻟﺰﻭﺟﻴﺔ‪،‬‬
‫ﻭﺍﳌﺮﺍﺣﻞ ﺍﻟﺪﺭﺍﺳﻴﺔ‪ ،‬ﻭﺍﳋﱪﺓ ﺍﻟﻌﻤﻠﻴﺔ‪ .‬ﻭﻗﺪ ﺍﺳﺘ‪‬ﺨ ‪‬ﺪﻣ‪‬ﺖ ﺍﻟﻌﻴ‪‬ﻨﺔ ﺍﻟﻌﺸﻮﺍﺋﻴﺔ ﺍﳌﺘﺪﺭﺟﺔ ﰲ ﲨﻊ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺄﻫﺪﺍﻑ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻭ ﹸﻃﺒﹺﻘﺖ ﻋﻠﻰ ﲦﺎﻧﻴﺔ ﻭﻋﺸﺮﻳﻦ ﻣﺴﺘﺠﻴﺒ‪‬ﺎ ﻣﻦ ﻣﺪﺭﺳﺔ‬
‫ﺨﺔﹸ ﻣﻌﺪﻟﺔ ﻋﻠﻰ ﺗﺴﻊ ﻭﺗﺴﻌﲔ ﻣﺪﺭﺳﹰﺎ ﻣﺘﻔﺮﻏﹰﺎ ﻣﻦ ﺛﻼﺙ ﻣﺪﺍﺭﺱ‬
‫ﺖ ﻧ‪‬ﺴ ‪‬‬
‫ﻭﺍﺣﺪﺓ‪ ،‬ﻭ ‪‬ﻭ ‪‬ﺯ ‪‬ﻋ ‪‬‬
‫ﺁﺧﺮﻯ‪ ،‬ﻭﻛﺎﻧﺖ ﻧﺴﺒﺔ ﺍﻻﺳﺘﺠﺎﺑﺔ ‪ ،%82.8‬ﻣﻨﻬﺎ ‪ 82‬ﺻﺎﳊﺔ ﻟﻼﺳﺘﻌﻤﺎﻝ‪ .‬ﻭﺑﺬﻟﻚ ﺃﻳ‪‬ﺪﺕ‬
‫ﺍﻟﺪﺭﺍﺳﺔ ﺟﺰﺋﻴﹰﺎ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﱵ ﺗﻮﺻﻠﺖ ﺇﻟﻴﻪ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ‪ ،‬ﻭﺍﻟﱵ ﻭﺃﻭﺿﺤﺖ ﺃﻥ ﻋﻄﺎﺀ‬
‫ﺍﻟﻘﻴﺎﺩﺓ ﺍﳌﻮﺟﻬﺔ ﻣﺮﺗﺒﻂ ﲤﺎﻣﹰﺎ ﲟﻨﺎﺥ ﺍﻻﺗﺼﺎﻝ ﺍﳌﻔﺘﻮﺡ‪ ،‬ﺑﻴﻨﻤﺎ ﺃﻥ ﺃﺳﻠﻮﺏ ﺍﻟﻌﻤﻞ ﺍﳌﻮﺟ‪‬ﻬﺔ ﻣﺮﺗﺒﻂ‬
‫ﲤﺎﻣﹰﺎ ﻣﻨﺎﺥ ﺍﻻﺗﺼﺎﻝ ﺍﳌﻐﻠﻖ‪.‬‬
‫‪iii‬‬
APPROVAL PAGE
I certify that I have supervised and read this study and that in my opinion; it conforms
to acceptable standards of scholarly presentation and is fully adequate, in scope and
quality, as a dissertation for the degree of Master of Human Sciences
(Communication).
………………………………….
Che Mahzan Ahmad
Supervisor
I certify that I have read this study and that in my opinion; it conforms to acceptable
standards of scholarly presentation and is fully adequate, in scope and quality, as a
dissertation for the degree of Master of Human Sciences (Communication).
………………………………….
Noor Harun Abd Karim
Examiner
This dissertation was submitted to the Department of Communication and is accepted
as a partial fulfilment of the requirements for the degree of Master of Communication.
………………………………….
Azmuddin Ibrahim
Head
Communication Department
This dissertation was submitted to the Kulliyyah of Islamic Revealed Knowledge and
Human Sciences and is accepted as a partial fulfilment of the requirements for the
degree of Master of Human Sciences (Communication)
………………………………….
Hazizan Md Noon
Dean
Kulliyyah of Islamic Revealed
Knowledge and Human Sciences
iv
DECLARATION
I hereby declare that this project paper is the result of my own investigations, except
where otherwise stated. I also declare that it has not been previously or concurrently
submitted as a whole for any other degrees at IIUM or other institutions.
Azeemah Binte Mustafa
Signature ……………………………….
Date…………………..
v
INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA
DECLARATION OF COPYRIGHT AND AFFIRMATION
OF FAIR USE OF UNPUBLISHED RESEARCH
Copyright @ 2009 by Azeemah Binte Mustafa. All Rights Reserved.
THE INFLUENCE OF LEADERSHIP STYLE ON COMMUNICATION
CLIMATE: A CASE STUDY OF MADRASAHS’ MANAGEMENT IN
SINGAPORE
No part of this unpublished research may be reproduced, stored in a retrieval system,
or transmitted, in any form or by any means, electronic, mechanical, photocopying,
recording or otherwise without prior written permission of the copyright holder except
as provided below.
1.
Any material contained in or derived from this unpublished research may
only be used by others in their writing with due acknowledgement.
2.
IIUM or its library will have the right to make and transmit copies (print
or electronic) for institutional and academic purposes.
3.
The IIUM library will have the right to make, store in retrieval system and
supply copies of this unpublished research if requested by other
universities and research libraries.
Affirmed by Azeemah Binte Mustafa.
……………………….
Signature
……………………..
Date
vi
To my beloved parent and great teacher,
Mustafa Mohamed & Rohana Kassim
And all members of the family who has tolerated my absence
For the bearing thoughts of all Madrasahs, in particular,
Alsagoff Arabic Schools,
Where this journey began…
vii
ACKNOWLEDGEMENTS
Alhamdulillah, all praise is to Allah, who has given me confidence, determination and
strength to witness the completion of this masterpiece. Indeed, I am contented by the
continuous prayers answered.
I owe a heartfelt thank you to Dr Che Mahzan Ahmad for being very understanding.
The mounting challenges of this journey have brought many unforgettable memories
but of which will not linger had it not been for your kindness and motivation.
I am especially grateful to be assigned to Assistant Prof. Dr Noor Harun, whose vast
knowledge in the field of organizational communication and extensive understanding
of statistical software has enlighten me and groomed me beyond classroom learning. I
remembered having to bother him multiple times a day yet never a time I felt
unwelcomed. Indeed I am thankful to the tireless effort put forth, words of comfort
and fatherly advice showered on me.
Many special thanks go to special lecturers whom I am indebted in many ways. Prof.
Dato’ Dr. Syed Arabi Idid, Prof. Dr. Yusof Hussein, Prof. Dr. Mahmoud Galander,
Prof. Dr. Fazal Rahim Khan, Assoc. Prof. Dr. Saodah Wok, and all lecturers who have
taught me since the undergraduate days. Your kind deeds are sealed fresh in this
memory. It will go a long way till eternity.
My appreciation is also due to the full trust and undivided support rendered by Head
of Department, Assoc. Prof. Dr Azmuddin Ibrahim, the Deputy Dean, Postgraduate
Unit, Assoc. Prof. Dr. Ahmed Ibrahim Abu Shouk not forgetting the former Deputy
Dean, Postgraduate Unit, Prof. Dr. Hassan Ahmed Ibrahim and Prof. Dr. Ibrahim
Zein, former Deputy Dean, Academic Affairs, Centre for Postgraduate Office for the
invaluable advice.
I wish to also express my sincere gratitude to all participating Madrasahs for the
warm gesture and quick response to my urgent request. For all teachers who have
made this work a credit, I will ensure your inputs echoed for the future of Madrasahs,
InsyaAllah.
This acknowledgement is not complete without mentioning supportive friends and
administration staffs who have helped me directly and indirectly to the submission of
this thesis. I am especially touched by the unconditional love, unwavering physical,
emotional, mental and spiritual strength that this unique group assisted. It is so
fortunate of me to have you all around. My prayers will always be for all of you.
Finally, I will never forget my pillar of strength, my dearest parent who has never
failed to tolerate my situation and help me in every aspects without complaining, my
fiancé for the continuous inspiration and everyone who stood up for me for being
there in thick and thin. To all my siblings who kept asking when I will be home again,
I am finally coming.
viii
TABLE OF CONTENTS
Abstract ...................................................................................................................... ii
Abstract in Arabic ...................................................................................................... iii
Approval Page ............................................................................................................ iv
Declaration Page ........................................................................................................ v
Copyright ................................................................................................................... vi
Dedication .................................................................................................................. vii
Acknowledgement ..................................................................................................... viii
List of Tables ............................................................................................................. xii
List of Figures ............................................................................................................ xiii
CHAPTER ONE: INTRODUCTION .................................................................... 1
1.1 Background of the Study .......................................................................... 1
1.2 Problem Statement .................................................................................... 3
1.3 Significance of the Study .......................................................................... 6
1.4 Definition of Terms .................................................................................. 6
CHAPTER 2: REVIEW OF THE LITERATURE............................................... 8
2.1 Introduction ............................................................................................... 8
2.2 Theory on Leadership ............................................................................... 9
2.2.1 Theory X And Y ............................................................................ 10
2.2.2 Leadership Grid Theory ................................................................. 11
2.2.3 Four Scale System Theory ............................................................. 13
2.2.4 Studies Based On The Theories ..................................................... 14
2.3 Studies on Communication Climate ......................................................... 19
2.4 Leadership and Communication ............................................................... 24
2.5 Theoretical Framework............................................................................. 26
CHAPTER 3: RESEARCH METHODOLOGY .................................................. 27
3.1 Introduction .............................................................................................. 27
3.2 Population and Sampling Process............................................................. 27
3.3 Instrumentation ......................................................................................... 28
3.3.1 People-oriented leadership style .................................................... 30
3.3.2 Task-oriented leadership style........................................................ 31
3.3.3 Open communication climate ........................................................ 32
3.3.4 Close communication climate ........................................................ 33
3.4 Pre-Test of Research Instrument............................................................... 33
3.5 Statistical Test Employed ......................................................................... 34
ix
CHAPTER 4: DATA ANALYSIS AND DISCUSSION ....................................... 37
4.1 Introduction .............................................................................................. 37
4.2 Exploratory Factor Analysis ..................................................................... 39
4.2.1 Leadership Style ............................................................................. 40
4.2.1.1 Construct Validity and Internal Reliability of Leadership Style
......................................................................................................... 40
4.2.1.2 Cronbachs Alpha Coefficient for People-Oriented and TaskOriented Leadership Style ............................................................... 46
4.2.1.3 Creation of New Variable: Leadership Style....................... 48
4.2.1.4 Convergent and Discriminant Validity: Item to Total Score
Correlations ..................................................................................... 48
4.2.2 Communication Climate ................................................................ 50
4.2.2.1 Construct Validity and Internal Reliability of Communication
Climate ............................................................................................ 50
4.2.2.2 Cronbachs Alpha Coefficient for Open and Close
Communication Climate ................................................................. 56
4.2.2.3 Creation of New Variable:Communication Climate ........... 58
4.2.2.4 Convergent and Discriminant Validity: Item to Total Score
Correlations .....................................................................................
......................................................................................................... 58
4.3 Descriptive Statistic .................................................................................. 60
4.4 Pearson Correlation .................................................................................. 61
CHAPTER 5: CONCLUSION AND IMPLICATIONS ....................................... 63
5.1 Introduction .............................................................................................. 63
5.2 Discussion of Major Findings................................................................... 63
5.3 Conclusion And Recommendations ......................................................... 67
BIBLIOGRAPHY .................................................................................................... 69
APPENDIX A: .......................................................................................................... 80
APPENDIX B: Perception of Teachers on Leadership Styles & Commmunication
Climate ...................................................................................................................... 81
x
LIST OF TABLES
Table No.
Page No.
2.1
Terms Used on Behavioural Studies
18
2.2
Terms Used in Communication Studies
24
3.1
Percentage of Survey Distribution
28
3.2
People-Oriented Leadership Styles Questionnaire Items
30
3.3
Task-Oriented Leadership Styles Questionnaire Items
31
3.4
Open Communication Climate Inventory Questionnaire Items
32
3.5
Close Communication Climate Inventory Questionnaire Items
33
3.6
Research Questions and Statistical Test Employed
36
4.1
Factor Loading from Principle Component Analysis
42
4.2
43
4.4
Eigenvalues percentage of Variance and Cumulative Percentages
for Factors of the Thirty-Five Items Leadership Style
Questionnaire
Summary of Items and Factor Loadings for Varimax Orthogonal
Two-Factor Solutions for the Leadership Styles
Validity and Reliability for People-Oriented Leadership Style
4.5
Validity and Reliability for Task-Oriented Leadership Style
46
4.6
Reliability Analysis for People-Oriented Leadership Style
47
4.7
Reliability Analysis for Task-Oriented Leadership Style
47
4.8
Correlations between Items for the Measures of People-Oriented
Leadership Style with the Variable People Oriented Leadership
49
4.9
Correlations between Items for the Measures of Task-Oriented
Leadership Style with the Variable Task-Oriented Leadership Style
50
4.10
Factor Loading from Principle Component Analysis
52
4.3
xi
44
45
4.11
Eigenvalues percentage of Variance and Cumulative Percentages
for Factors of the Thirty-Six Items Communication Climate
Questionnaire
53
4.12
Summary of Items and Factor Loadings for Varimax Orthogonal
Two-Factor Solutions for the Communication Climate
54
4.13
Validity and Reliability for Open Communication Climate
55
4.14
Validity and Reliability for Close Communication Climate
56
4.15
Reliability Analysis for Open Communication Climate
57
4.16
Reliability Analysis for Close Communication Climate
57
4.17
Correlations between Items for the Measures of Open
Communication Climate with the Variable Open Communication
Climate
59
4.18
Correlations between Items for the Measures of Close
Communication Climate with the Variable Close Communication
Climate
60
4.19
Descriptive Statistic on Leadership styles and communication
climates
61
4.20
Correlation Analysis between People-Oriented Leadership Style
and Communication Climate
62
4.21
Correlation Analysis between Task-Oriented Leadership Style and
Communication Climate
62
xii
LIST OF FIGURES
Figure No.
Page No.
2.1
Illustration of the Leadership Grid
13
2.2
The Ohio State University Leadership Model: Four Leadership
Styles, Two Dimensions
17
2.3
Model of Research Framework
26
xiii
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
The term leadership means different thing to different people.
Some viewed
leadership as behaviour of an individual when he or she is directing the activities of a
group toward a shared goal (Hemphill & Coons, 1957, p.7). To Stogdil (1974, p. 411)
leadership is the initiation and maintenance of structure in expectation and interaction.
Jacobs (1970, p. 232) showed a similar mood of understanding like the above.
He noted that leadership is an interaction between persons in which one presents
information of a sort in such a manner that others become convinced that his outcomes
will be improved if he behaves in the manner suggested or desired.
For those who subscribed to the notion that leadership is something that relates
to power view leadership as a particular type of relationship characterized by a group
member’s perception that another group member has the right to prescribe behaviour
patterns, for the former especially with regards to group membership (Janda, 1960, p.
358). Sharing this view is Katz & Kahn (1978). Both authors identify leadership as
influential increment over and above mechanical compliance with the routine
directives of the organization. In a similar vein, Roach & Behling (1984) suggests
leadership as a process of influencing the activities of an organized group toward goal
achievement.
In this matter, Tannenbaum, Weschler & Massarik (1961, p. 24) views of
leadership were more explicit; ‘Leadership as interpersonal influence, exercised in a
situation, and directed, through communication process, towards the attainment of a
1
specified goal or goals.’ We observed that from the various views on leadership that it
concerns with issues on people and task. In other words, issues on leadership can be
categorized generally as people oriented and task oriented.
No doubt, various views on leadership have given rise to numerous theories on
leadership process and outcomes. Underpinning this study is the Theory X and Y
(McGregor, 1960), The Leadership Grid (Blake and Mouton, 1964) and The System
Four (Rensis Likert (1961). These behavioural theories posit that leader effectiveness
results from specific behaviours that leader perform rather than innate characteristic of
a leader as proposed by trait theory or depends on the situation as prescribed by
contingency theories. In specifying the set of leaders’ behaviour, behavioural theories
argued that leaders must show a high level of both concern for production (initiating
structure) and concern for people (consideration). In this study, the former construed
as task-oriented leadership while the latter as people-oriented leadership.
Inherent in the concept of behavioural theory is the special emphasis on leaders
to be able to communicate effectively. In other words, in order for leaders to apply
the ideas embedded in behavioural theories effective communication skills are
essential. Thus, recent approaches to leadership incorporate the communication skill
of leaders regardless of whatever theories employed in discussing the subject of
leadership.
This study has attempted to relate leadership to communication climate in work
organizations. Communication in organization refers to the interaction that takes
place among organization members.
According to Goldhaber (1994, p. 4),
communication in an organization is the process of creating and exchanging messages
within a network of interdependent organizational relationships. The term climate is
described as relatively enduring quality of the internal environment (Tagiuri, 1968).
2
Hence, communication climate concerns with continual interaction evolving
organizational process and structured around common organizational practices
(Falcione, Sussman and Herden, 1987, p. 203). Poole and McPhee suggest that
organizational communication climate emerges through the interaction of external
influences, organizational influences and the people in the organization. However this
study limits its analysis of communication climate to internal communication
environment in Singapore Madrasahs.
Madrasah refers to traditional schools where Arabic is the medium of
instruction for learning Arabic language especially in the science of memorization of
Quran (Salleh, 1984). In this study, the term Madrasah and Islamic schools are used
interchangeably.
In Singapore, though the number of Madrasah has been decreasing, six fulltime Madrasahs still remained operational (Junied, 1986). For Singapore Muslims,
Madrasahs are part of their heritage.
In recent years, Madrasahs faced many
problems and challenges. Many Muslims perceived that such scenario as reported in
some newspapers, as an issue related with Madrasahs’ leadership. However, no
empirical study has taken place to arrest the issue. With that background, we think it
is appropriate to conduct a study or the issue of concern. In this work, we focus on the
effect of leadership style on communication climate in Singapore Madrasahs.
1.2 PROBLEM STATEMENT
The importance of leadership style as an impetus to positive communication climate in
an organization has been extensively examined in various studies (Denis, 1975; Read,
1962; Robert & O’Reilly, 1974; Muchinsky, 1977; Litwin & Stringer’s, 1968; Downs,
3
Hazen, Quiggens and Medley, 1973; Downs, 1979; Redding’s, 1972). However,
hardly any has been conducted to evaluate academic religious institutions.
Academic religious institutions however have seldom been investigated with
respect to the management leadership style and the type of communication climate
that it fosters. Very little is known about the relationship between leadership style and
communication climate that prevails in such institutions.
The study has been conducted to find out whether a particular leadership style
(people-oriented leadership style and task-oriented leadership style) prevails in a
religious institutions and whether a particular communication climate (open
communication climate and close communication climate) prevails in such institution.
Knowing whether such a relationship prevails will enable the management to adopt a
more suitable leadership style in order to provide better service to its clientele. More
importantly such knowledge will help to bring about greater performance
improvement among its employees especially its teachers and institutions. In view of
such benefits, the following research questions have been posited:
1.
Are the sub-scales people-oriented leadership style and task-oriented
leadership style distinguishable from one another, i.e. do the measures
exhibit convergent as well as discriminant validity when applied among
Singapore Madrasahs’ leaders?
2.
Are the sub-scales open communication climate and close communication
climate distinguishable from one another, i.e. do the measures exhibit
convergent as well as discriminant validity when applied among
Singapore Madrasahs’ leaders?
4
3.
Is each of the subscales (people-oriented leadership style and task-oriented
leadership style) internally reliable when applied among Singapore
Madrasahs’ leaders?
4.
Is each of the subscales (open communication climate and close
communication climate) internally reliable when applied among Singapore
Madrasahs’ leaders?
5.
Does task oriented leadership style exists among Singapore Madrasahs’
leaders?
6.
Does people oriented leadership style exists in Singapore Madrasahs’
leaders?
7.
Does open communication climate exists in the management of Singapore
Madrasahs?
8.
Does close communication climate exists in the management of Singapore
Madrasahs?
9.
Is there a statistically significant relationship between task-oriented
leadership style and open communication climate?
10. Is there a statistically significant relationship between people-oriented
leadership style and open communication climate?
11. Is there a statistically significant relationship between task-oriented
leadership style and closed communication climate?
12. Is there a statistically significant relationship between people-oriented
leadership style and closed communication climate?
5
1.3 SIGNIFICANCE OF THE STUDY
Leadership styles and communication climate are two distinct conceptual constructs.
In the past, these variables were examined individually rather than in a single study.
Although there are attempts to relate leadership styles to climate (Litwin & Stringer’s,
1968), the effort is still minimal. This study relates leadership styles to organizational
climate specifying it to communication climate.
Communication climate in an
organization was first investigated in 1960s (Read, 1962; Denis, 1975; Robert &
O’Reilly, 1974; Muchinsky, 1977; Downs, Hazen, Quiggens and Medley, 1973;
Downs, 1979; Redding’s, 1972).
In order to find out the leadership style and communication climate in non
profit academic religious institutions, this study investigates Madrasahs in Singapore.
To date there are no research done on the context understudied based on the above
two variables. Even fewer researches were done in academic religious institutions.
This is unfortunate considering that knowledge on current leadership style in religious
institutions will assist management to adopt a more appropriate style. Furthermore,
knowing whether a particular communication prevails will also help the management
to generate a more conducive climate to bring about greater performance
improvement and overall organizational effectiveness in Singapore Madrasahs. This
is especially important with regards to the challenges faced by Madrasahs in
Singapore today.
1.4 DEFINITION OF TERMS
Below are the definitions of terms as applied in the study. They are task-oriented
versus people oriented leadership style, open and close communication climate,
Singapore Madrasahs and leaders.
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Leadership styles: are conceptually defined as the styles adopted by the
leaders. There are two leadership styles in this study. They are task oriented and
people oriented leadership style. Task-oriented leader perceive employees as disliking
work, responsibility and attempt to avoid it if possible. They prefer leader to control
and direct them. On the other hand, people oriented leader believes that work is as
natural as play. Employees want to work, are responsible, exercise self control and
self-direction, creative, committed and resourceful.
Communication Climate: refers to the internal environment of information
exchange among people through an organization’s formal and informal network
(Buchholz, 2001). In this study, communication climate is limited to open
communication climate and close communication climate. Open communication
climate is the situation where there is free flow of information such as upward
communication, horizontally and vertically. Close communication climate refers to
the situation where there is limited flow of information. Instead information traveled
vertically top down.
Singapore Madrasahs: refers to full-time religious schools in Singapore. This
study focused on three full-time Madrasahs, as representative of six full time
Madrasahs in Singapore.
They are Alsagoff Arabic School being the oldest
Madrasah founded by an Arab family, AlJunied Islamic School, the most popular for
its reputation amongst pupils in the region and Al Irsyad Islamic school which is the
newest Madrasah founded by local Malay community.
Leaders: used in this study refer to the Madrasahs’ principals.
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CHAPTER TWO
REVIEW OF THE LITERATURE
2.1 INTRODUCTION
This chapter reviews studies related to leadership style, its definition, types and how it
relates to communication climate. Communication has been proven to be the major
factor most important in the well being of an organization (Lussier & Achua, 2007;
Andrews & Herschel, 1996; Witherspoon, 1997). In other word, no organization can
survive without effective communication.
This study, had examined how
communication climate in the organization was influenced by leadership style.
There is no universal definition of the term leadership because it is complex
and studied in different ways that required different definitions (Lussier & Achua,
2007, p. 5). Many scholars have provided different definitions of leadership reflecting
the broad interests and inconclusive nature of the field. According to Stogdill (1974,
p. 259), there are almost as many definitions of leadership as there are many persons
who attempted to define the concept. It also shows the different theoretical and wide
array of theories available on the subject.
Stogdil (1986) considered leadership as an act of influencing the activities of
an organized group in its efforts toward goal setting and goal achievement. Hemphill
and Coons (1957) view leadership as the behaviour of an individual when he is
directing the activities of a group toward a shared goal. Hollander (1978) refers
leadership as a process of influence between a leader and those who are followers.
Recently, Lussier & Achua (2007), explained leadership as the influencing process of
leaders and followers to achieve organizational objectives through change.
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According to Yukl (2002, p. 7), leadership is about a process of influencing
others to understand and agree about what needs to be done and how it can be done
effectively.
It is the process of facilitating individuals and collective efforts to
accomplish the shared objectives. As such, it is a matter of personality in particular
the leaders’ behaviour (Bratton, Grind, Nelson, 2005). In addition, leader oversees the
process of group change and activity (Cooley, 1998) hence, is the central or focal
person who integrates the group (Redl, 1998). In all these definitions, influence
towards a shared mission is the common process a leader does.
In attending to leadership activities, leaders submit to various styles. Style is
the ‘how’ of doing things. Leaders exhibit leadership styles whether they realize it or
not because leadership style is not neutral. It is affected by emotion and personality
and in return effect the environment (Bloch & Whiteley, 2003). Lussier and Achua
(2007, p.75) added that consistent pattern of behaviour to the above definition is the
most important component of leadership style; leadership style is the combination of
traits, skills, and behaviours leaders use as they interact with followers. Studies
showed that leadership styles suggests that leadership style is a strong determinant of
the behaviour of subordinates and that different styles produced different outcomes
(Blake & Mouton, 1964; Likert 1967; Redding 1967; Hersey & Blanchard 1974,
1977; Tannebaum & Schmidt 1957; Fiedler 1967; Maccoby 1988; and Stephenson
2000).
2.2 THEORY ON LEADERSHIP
This study will adopt the theoretical framework that relates to leadership effectiveness
as seen in behavioural leadership theories in particular, theory X and Y (McGregor,
1960, cited in Fulop & Linstead, 1999), Leadership Grid theory (Blake and Mouton,
9
1964, cited in Fulop & Linstead, 1999) and The System Four theory (Likert, 1961,
cited in Fulop & Linstead, 1999). These behavioural Leadership Theories attempt to
explain distinctive styles used by effective leaders (Lussier and Achua, 2007). It
focuses on finding ways to classify behaviours that will facilitate our understanding of
leadership. Hence, behavioural theorists attempt to answer the question of what
behaviours make leaders most effective.
2.2.1 Theory X and Y
Mc Greggor (1960), in his theory X and Y, analyzed leadership style based on two
focuses: task accomplishment and concern for subordinate.
Task-oriented leader
perceive employees as disliking work and attempt to avoid it if possible. Therefore,
they need to be coerced, controlled, directed and threatened with punishment. They
prefer leader to control, direct them and secure them above all. This is marked as
theory X. Leader X tend to have negative, pessimistic view of employees and display
more autocratic leadership style using external means of control such as threat and
punishment. McGregor believed that this theory is associated to Taylor’s (1949, cited
in Andrews and Herschel, 1996, p. 31)) assumption that employees are followers.
This is further associated to Maslow’s theory that the needs are hierarchical.
Employees want to be secured because it is human nature to prioritize physiological
needs before safety and safety needs before social.
Modern employees, on the other hand, are mostly on higher- level needs. They
viewed relationship and recognition as most important. Hence leader should be able
to provide better consideration for people. This relationship-oriented leader, known as
leader Y, believes that work is as natural as play. Employees prefer to work, are
responsible, exercise self control and self-direction, creative, committed and
10