The Relationship of Principals' Leadership and School Climate with Teachers' Motivation

  • Evonne Lai Eng Fei Fakulti Psikologi dan Pendidikan, Universiti Malaysia Sabah (UMS)
  • Crispina Gregory K Han Unit Penyelidikan Pendidikan Luar Bandar (UPPLB), Fakulti Psikologi dan Pendidikan, Universiti Malaysia Sabah (UMS)
Keywords: leadership, school climate, principals' leadership, teachers' motivation


The study entitled ‘The relationship of principals’ leadership and school climate with teachers’ motivation among the secondary school teachers was held in Sri Aman, Sarawak. A total of 188 respondents were selected through random sampling method. It is a quantitative research completed by using questionnaires. Principals’ leadership has been measured using the Leadership Behavior Description Questionnaire (LBDQ), while the school climate was measured by using the School-Level Environment Questionnaire (SLEQ). A measuring instrument Questionnaire Measure of Individual Differences in Achieving Tendecy (QMAT) was used to measure the level of teachers’ motivation. The Cronbach’s Alpha values for the three questionnaires were .926, .747 and .792. The study found that the level of principals’ leadership, school climate and teachers’ motivation are high. The findings have shown that there is no significant differences between principals based on academic qualifications and teaching experience, school climate based on academic qualifications, teachers’ motivation existed based on professional qualifications and teaching experiences. However, there is significant difference school climate based on teaching experience. The results also indicated that there is a weak positive relationship between principals’ leadership and teachers’ motivation (r=.206, p <.05) and the relationship between school climate and teachers’ motivation (r=.358, p <.05).


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How to Cite
Eng Fei, E. L., & K Han, C. G. (2018). The Relationship of Principals’ Leadership and School Climate with Teachers’ Motivation. Malaysian Journal of Social Sciences and Humanities (MJSSH), 3(2), 1 - 16. Retrieved from