Investigating the Teachers’ Leadership Styles for Learning and Students’ Academic Press/Emphasis

Abstract

The goal of this study was to investigate two research hypotheses.; H1: The English subject teachers at selected national secondary schools in Kuala Lumpur, Malaysia, used coercive (COE) and coaching (COA) leadership approaches to lead their students, and H2: In selected national secondary schools in Kuala Lumpur, Malaysia, there is a significant relationship between English subject teachers' leadership styles practices and students' AP/AE. The findings revealed that leadership style practices, mainly COA except COE, influence academic press/emphasis (AP/AE). Surprisingly, there is strong evidence that almost all English subject teachers from all three selected schools understudy did not exhibit COE leadership style, despite COA being the most influential predictor. They will most likely try to avoid practicing COE leadership style because it will create reinforcement patterns among the students. As a result, Bass and Riggio [1] defined COE leadership style as a lack of leadership