Hubungan Di Antara Gaya Kepimpinan Pengetua Dengan Tahap Motivasi Guru-Guru Sekolah Berasrama Penuh Di Wilayah Persekutuan

This study is to determine whether there is a correlation between the principal’s leadership style as perceived by the teachers and the level of motivation. This research also attempts to study whether there are differences in the levels of motivation acording to the teachers sex, service category, age and teaching experience. The data of this study is obtained through questionaires which are
distributed to 166 teachers from 3 boarding schools in the Federal Territory. To obtained the demography data, teachers were required to give information on their sex, service category, age and teaching experiences. Two instrument were used, firstly, ‘The Leader Behavior Discription Questionaire (LBDQ)' used to measure two dimensions of the leaders behavior : initiating structure and consideration. Secondly, ‘A Questionaire Measure of Individual Differences in Achieving Tendency (QMAT)’ which measures the level of teachers’ motivation. To test the first hypothesis the Pearson Correlation Coefficent was used. Analysis of Variance (ANOVA) and t-test were used to test other hypothesis. A significant level of 0.05 was set either to accept or reject the null hypothesis. This data is analysed using the SPSS program. The results of this research are as follows : 1)The first hypothesis was
rejected because there was a significant correlation between the principal’s leadership style and the teachers’ motivation. 2)The second hypothesis was accepted because there were no significant differences between male and female teachers. 3)The third hypothesis was accepted because there was no significant differences between graduate and non-graduate teachers. 4) The fourth hypothesis was accepted because there was no significant differences between the teachers' age group. 5)The fifth hypothesis was accepted because there was no significant differences between teachers’ teaching experience group.
The results support the statement that teachers are more motivated when the principal exercises a high level of initiating of structure and consideration