International Journal of

Arts , Humanities & Social Science

ISSN 2693-2547 (Print) , ISSN 2693-2555 (Online)
Teacher Leadership and Job Satisfaction: A Comparative Case Study between a Rural Secondary School and an Urban Secondary School in Johor, Malaysia



This study examined teacher leadership dimensions and job satisfaction in two public secondary schools in Johor, Malaysia; one located in a rural area and one located in the city. The study determined the differences and relationship in teacher leadership practices and job satisfaction. It investigated how teacher leadership dimensions facilitate or hinder teacher leadership development and job satisfaction in the selected schools. A total of 78 respondents comprising of administrators, middle leaders and subject teachers took part in this study. Using the sequential explanatory mixed-method research design, this study employed Teacher Leadership School Survey (TLSS), Mohrman-Cooke-Mohrman Job Satisfaction Scale (MCMJSS), and semi-structured interview as the instruments. Three respondents were selected from each school for a semi-structured interview. Descriptive and inferential statistics such as mean, standard deviation, t-test, correlation, and ANOVA were utilised in the quantitative phase, while qualitative data were treated according to the code, categories, and themes. The findings reflected that both schools ranked relatively high to very high in teacher leadership dimensions and job satisfaction. There was no significant difference found in teacher leaderships dimensions and job satisfaction, yet there was a statistically significant positive relationship between job satisfaction and teacher leadership dimensions in both schools. The qualitative findings in the study reflected that both schools acknowledged the importance of the dimensions in job satisfaction. Evidence of teacher leadership practices was found in both schools. There was a similarity in terms of impeding conditions for both schools, in which both schools highlighted a lack of confidence as one of the impeding conditions. Other impeding conditions include teacher’s personal problem, unsupportive administrators, motivation, and attitude.