Teamwork practices in managing three selected Private Islamic Secondary Schools in Kuala Lumpur

Abstract

The purpose of this study was to investigate teamwork practices in managing private Islamic secondary schools. Three private Islamic secondary schools were selected to carry out the study. A total of 165 teachers (83 female and 82 male teachers) were selected using a stratified random sampling technique. A survey method was employed to assess the preferred practices of teamwork, involving teachers in school management and evaluation and teachers’ contribution through teamwork. The data were analysed using principal component analysis, simple percentages and multivariate MANOVA. The results of the analysis indicated that teamwork practices did exist among teachers of private Islamic schools. The analysis also found teachers to be moderately satisfied with their contribution through teamwork and school management and evaluation due to restrictions attached to managerial aspects. Nonetheless, the analysis, however, found professional autonomy and open-door policy least emphasised by the principals of the private schools investigated. Furthermore, the analysis also discovered that teachers did not vary according to their gender and specialisation pertaining to preferred practices of teamwork. Finally, the study found teachers of Islamic education to be significantly differed compare to other specialisations pertaining to school management and evaluation while gender was found to be statistically indifferent with regards to school management and evaluation.