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The copyright © of this thesis belongs to its rightful author and/or other copyright owner. Copies can be accessed and downloaded for non-commercial or learning purposes without any charge and permission. The thesis cannot be reproduced or quoted as a whole without the permission from its rightful owner. No alteration or changes in format is allowed without permission from its rightful owner.

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THE RELATIONSHIP OF TEACHER LEADERSHIP TOWARDS SOCIAL RELATIONSHIP AND STUTTER STUDENT’S

PERFORMANCE IN PUNJAB, PAKISTAN

Faiza Iqbal

DOCTOR OF PHILOSOPHY UNIVERSITI UTARA MALAYSIA

2020

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Permission to Use

In presenting this thesis in fulfilment of the requirements for a postgraduate degree from Universiti Utara Malaysia, I agree that the Universiti Library may make it freely available for inspection. I further agree that permission for the copying of this thesis in any manner, in whole or in part, for scholarly purpose may be granted by my supervisor(s) or, in their absence, by the Dean of Awang Had Salleh Graduate School of Arts and Sciences. It is understood that any copying or publication or use of this thesis or parts thereof for financial gain shall not be allowed without my written permission. It is also understood that due recognition shall be given to me and to Universiti Utara Malaysia for any scholarly use which may be made of any material from my thesis.

Requests for permission to copy or to make other use of materials in this thesis, in whole or in part, should be addressed to:

Dean of Awang Had Salleh Graduate School of Arts and Sciences

UUM College of Arts and Sciences

Universiti Utara Malaysia

06010 UUM Sintok

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Abstrak

Terdapat pelbagai masalah yang dihadapi di Jabatan Pendidikan di Pakistan terutama dalam kalangan pelajar gagap seperti masalah kurang hubungan sosial, buli, prestasi kurang baik dalam bilik darjah, guru tidak dapat menguruskan kelas dengan cekap, tiada motivasi untuk mengajar dan tidak dapat mengajar dengan berkesan. Oleh itu, kajian harus dilakukan untuk memahami dan mengurus masalah tersebut. Selain itu, berdasarkan teori kepemimpinan distributif, interaksi sosial dan kognitif sosial, kajian ini mengkaji hubungan antara kepemimpinan guru dan pemboleh ubah moderasi hubungan sosial terhadap prestasi pelajar yang gagap di Pakistan. Kajian kuantitatif ini menggunakan instrumen seperti maklumat demografi, skala kepemimpinan guru, skala hubungan sosial dan skala prestasi pelajar gagap.

Sebanyak 584 guru dari sekolah-sekolah sekitar wilayah Punjab Timur Pakistan dipilih melalui Pensampelan Berstrata Mengikut Nisbah/Kadar. Statistik deskriptif, ujian-t dan smart PLS (Partial Least Square) digunakan untuk menganalisis data berdasarkan objektif kajian. Hasil menunjukkan bahawa semua guru mempunyai ketahanan diri, dan gaya kepemimpinan yang berbeza pada tahap sederhana. Variasi konstruk berdasarkan kepemimpinan guru dalam aktiviti sosial mempunyai perbezaan yang signifikan dalam kecerdasan emosi dan gaya kepemimpinan guru, sementara jantina mempunyai hubungan yang signifikan antara guru dan pelajar dengan dua perbezaan yang signifikan berlaku dalam agama dan etnik.

Kepemimpinan distributif dalam kajian ini merangkumi kepemimpinan guru formal dan tidak formal yang dapat memainkan peranan penting dalam diri guru dan seterusnya kejayaan pelajar. Dari segi hubungan, hasil dapatan mendapati kesan moderasi hubungan sosial antara kepemimpinan guru dan prestasi pelajar yang gagap adalah lemah. Kesimpulan kajian ini menunjukkan bahawa kepemimpinan guru untuk aktiviti pelajar dapat meningkatkan prestasi pelajar yang gagap di dalam kelas.

Dari penemuan ini, untuk meningkatkan kepemimpinan guru dan keberkesanan pengajaran, hubungan sosial harus meningkatkan kemampuan guru dalam strategi pengurusan bilik darjah dan mengembangkan motivasi intrinsik mereka dalam pengajaran.

Kata kunci: Kepimpinan guru, hubungan sosial, prestasi pelajar gagap.

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Abstract

There are various problems faced in the Department of Education in Pakistan especially among stuttering students such as lack of social relationships, bullying, poor performance in the classroom, teachers unable to manage classes efficiently, lack of motivation to teach and unable to teach effectively. Therefore, research should be done to understand and manage the problem. Moreover, based on the theory of distributive leadership, social interaction and social cognitive, this study examined the relationships between teacher leadership and social relations moderation variables on the performance of stuttering students in Pakistan. This quantitative study used instruments such as demographic information, teacher leadership scale, social relationship scale and stuttering student performance scale. A total of 584 teachers from schools around the East Punjab province of Pakistan were selected through Proportionate Stratified Sampling. Descriptive statistics, t-test and smart PLS (Partial Least Square) were used to analyze the data based on the objectives of the study. The results showed that all teachers had self-resilience, and different leadership styles at a moderate level. Construct variation based on teacher leadership in social activities had significant differences in teacher emotional intelligence and leadership style, while gender had a significant relationship between teachers and students with two significant differences occurring in religion and ethnicity. Distributive leadership in this study included formal and informal teacher leadership that can play an important role in teachers and hence student success. In terms of relationships, the findings found that the moderating effect of social relationships between teacher leadership and stuttering student performance was weak. The conclusion of this study indicated that teacher leadership for student activities can improve the performance of students who stutter in the classroom.

From these findings, in order to improve teacher leadership and teaching effectiveness, social relationship should enhance teachers’ capabilities in classroom management strategies and develop their intrinsic motivation in teaching.

Keywords: Teacher leadership, social relationships, stuttering student performance.

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Acknowledgement

‘In the Name of Allah, Most Gracious, Most Merciful’

I wish to express my immense gratitude to my supervisors Assoc. Prof. Dr Yahya Bin Don and co-supervisor; Dr. Muhamad Dzahir Kasa for their invaluable and untiring supervisory role in the course of writing this thesis. Your wealth of experience in guiding the writing of this piece of work brought it to this successful end; words are not enough to express my gratitude for your support and encouragement. Indeed, it is a blessing working with you. Thank you so much.

I am deeply thankful to the administrative staff of Awang Had Saleh Graduate School of Arts and Sciences who have been helpful enough in their respective roles.

Specifically, I thank Mrs Shamshiza Bt Mat Isa and Azlina Che Daud of the School of Education and Modern Languages.

Furthermore, my thanks go to all my friends too numerous to be mentioned and those who in one way or the other contributed to the successful completion of this PhD journey. I pray that Allah in his infinite mercy bless and reward them abundantly amin.

Without the love of my family, this journey would not be possible. Thanks to my family for encouraging me in all my endeavours and for motivating me to follow my dreams. I am especially grateful to my honourable parents, Muhammad Iqbal Bhatti

& Yasmeen Iqbal who supported me emotionally and financially. Thank you for telling me that my job in life was to learn, to be happy, and to know and understand myself; I could only understand and know others then. Thank you to my lovely

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brother, Abdur Rehman, for help me to start this journey and as a person, violinist, and friend.

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Table of Contents

Permission to Use ... ii

Abstrak ... iii

Abstract ... iv

Acknowledgement ... v

Table of Contents ... vii

List of Tables ... xiv

List of Figures ... xvi

List of Abbreviations ... xvii

List of Appendices ... xix

CHAPTER ONE INTRODUCTION ... 1

1.1 Introduction ... 1

1.2 Background of the Study ... 3

1.3 Statement of the Problem ... 5

1.4 Research Objectives ... 12

1.5 Research Questions ... 13

1.6 Research Hypothesis ... 14

1.7 Significance of the study ... 15

1.7.1 Theoretical Contribution ... 15

1.7.2 Methodological Contribution ... 17

1.7.2.1 Large Sample Size... 17

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1.7.3 Practical Contribution ... 18

1.8 Theoretical Framework ... 20

1.8.1 Distributed Leadership Theory ... 21

1.8.2 Social Interaction Theory ... 25

1.8.3 Social Cognitive Theory ... 27

1.9 Conceptual Framework ... 30

1.10 Limitation of the Study ... 33

1.11 Operational Definitions of Terms ... 33

1.12 Organization of the Thesis ... 36

CHAPTER TWO LITERATURE REVIEW ... 37

2.1 Introduction ... 37

2.2 Teachers as Leaders ... 39

2.2.1 Teacher Leadership ... 41

2.2.2 Teacher Leadership and Inclusive Education in Pakistan ... 51

2.2.3 Teachers’ Beliefs, Attitudes, and Reactions toward a Student Who Stutters ... 54

2.2.4 Teacher Leadership and Distributed Leadership... 55

2.2.5 Teacher Leadership and Student Achievement ... 59

2.6 Teacher Leadership in Communities of Professional Learning ... 61

2.6.1 Social Interaction ... 62

2.7 Stuttering ... 63

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2.7.1 Types of Stuttering ... 64

2.7.2 Definition of Stuttering ... 64

2.7.3 Reasons of Stuttering in Schools ... 65

2.7.4 Bulling and Teasing ... 67

2.7.5 Social Anxiety and Stuttering ... 68

2.7.6 Impact on Learning ... 71

2.8 Underpinning Theories... 71

2.8.1 Distributed Leadership ... 72

2.8.2 Social Interaction Theory ... 75

2.8.3 Social Cognitive Theory ... 77

2.9 Summary of Chapter ... 79

CHAPTER THREE RESEARCH METHODOLOGY ... 82

3.1 Introduction ... 82

3.2 Research Design ... 82

3.3 Population of the study ... 84

3.4 Sample Size ... 88

3.5 Sampling Procedure ... 89

3.6 Instrumentation ... 90

3.6.1 Teacher leadership scale ... 91

3.6.2 Social relationship Scale ... 92

3.6.3 Stutter students’ performance Scale ... 93

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3.7 Instruments Reliability ... 94

3.7.1 Instrument Validity ... 95

3.7.2 Pilot study ... 96

3.8 Data Collection Procedure ... 98

3.9 Data Analysis ... 99

3.10 Summary of the Chapter ... 103

CHAPTER FOUR RESULTS... 105

4.1 Introduction ... 105

4.2 Response Rate ... 105

4.3 Non-Response Bias ... 106

4.4 Demographic Result of the Respondents ... 108

4.5 Data Screening and Preliminary Analysis ... 109

4.5.1 Missing Value Analysis ... 109

4.5.2 Assessment of Outliers ... 110

4.5.3 Normality Test ... 113

4.5.4 Linearity assumption ... 115

4.5.5 Homoscedasticity ... 116

4.5.6 Multicollinearity Test ... 117

4.6 Common Method Variance Test (CMV) ... 119

4.7 Descriptive Analysis of the Latent Constructs ... 121

4.8 Descriptive Analysis ... 123

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4.8.1 Level of Teacher Leadership ... 123

4.8.2 Level of Social Relationship ... 124

4.8.3 Level of Stutter Students Performance ... 126

4.9 Differences in Teacher Leadership, Social Relationship, and Stutter Students Performance based on Gender, Religion and Ethnicity ... 126

4.9.1 Differences in Teacher Leadership, Social Relationship, and Stutter Students Performance based on Gender ... 127

4.9.2 Differences in Teacher Leadership, Social relationship toward stutter students’ performance based on Religion ... 130

4.9.3 Differences Teacher Leadership, Social relationship toward stutter students’ performance based on Ethnicity ... 133

4.10 Assessment of PLS-SEM Path Model Results ... 136

4.10.1 Assessment of Measurement Model ... 137

4.10.2 Item Reliability... 138

4.10.3 Internal Consistency Reliability ... 139

4.10.4 Convergent Validity ... 140

4.10.5 Discriminant Validity ... 141

4.11 The Relationship between Teacher Leadership and Social Relationship on Stutter Students Performance ... 142

4.12 Testing Moderating Effect ... 145

4.12.1 Social Relationship as a Moderator on The Relationship Between performance of stutter students and Teacher Leadership ... 146

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4.12.2 Determining the Strength of the Moderating Effects ... 148

4.12.3 Assessment of Variance Explained in the Endogenous Latent Variable ... 149

4.12.4 Assessment of Effect Size (f2) ... 150

4.12.5 Assessment of Predictive Relevance ... 151

4.13 Summary of the Chapter ... 152

CHAPTER FIVE DISCUSSION, CONSLUSION AND RECOMMENDATION ... 155

5.1 Introduction ... 155

5.2 Recapitulation of the Study’s Findings ... 155

5.3 Discussion ... 159

5.3.1 Levels of Teacher Leadership, Social Relationship and Stutter Students Performance ... 159

5.3.2 Relationship between Teacher Leadership, Social Relationship and Performance of Stutter Students... 179

5.3.3 Moderating Effect of Social Relationship ... 187

5.3.5 Practical Implications ... 204

5.3.6 Methodological Implications ... 205

5.4 Delimitation of the study ... 206

5.4.1 Limitations and Future Research Directions ... 208

5.5 Conclusion ... 209

5.6 Summary Recommendations ... 211

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References ... 213

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List of Tables

Table 3. 1 ... 86

Table 3. 2 ... 92

Table 3. 3 ... 93

Table 3. 4 ... 94

Table 3. 5 ... 98

Table 4. 1 ... 106

Table 4. 2 ... 107

Table 4. 3 ... 108

Table 4. 4 ... 110

Table 4. 5 ... 111

Table 4. 6 ... 118

Table 4. 7 ... 119

Table 4. 8 ... 120

Table 4. 9 ... 122

Table 4. 10 ... 124

Table 4. 11 ... 125

Table 4. 12 ... 126

Table 4. 13 ... 127

Table 4. 14 ... 129

Table 4. 15 ... 129

Table 4. 16 ... 131

Table 4. 17 ... 132

Table 4. 18 ... 132

Table 4. 19 ... 134

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Table 4. 20 ... 135

Table 4. 21 ... 135

Table 4. 22 ... 142

Table 4. 23 ... 145

Table 4. 24 ... 150

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List of Figures

Figure 1.1 Conceptual Framework ... 30

Figure 4. 1 Histograms ... 114

Figure 4. 2 Normal Probability Plots ... 114

Figure 4. 3 Partial Correlation Plots ... 116

Figure 4. 4 A Two-Step Process of PLS Path Model Assessment ... 137

Figure 4. 5 Figure 4.6 Measurement Model ... 138

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List of Abbreviations

CMV Common Method Variance

TL Teacher Leadership

SR Social Relationship

SSP Stutter Students Performance

FSE Federal School of Education

f2 Effect Size

SWS Students Who Stutter

GoF Goodness-of-Fit

MDG Millennium Development Goals

NPE National Policy on Education

NPC National Planning Commission

PEB Political Efficacy Belief

PWS People Who Stutter

PLS Partial Least Squares

Q2 Construct Cross validated Redundancy

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xviii R2 R-squared values

DLT Distributed Leadership Theory

SEM Structural Equation Modelling

SIT Social Interaction Theory

SCT Social Cognitive Theory

UBE Universal Basic Education

PWS People Who Stutters

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List of Appendices

Appendix A: Questioner ………245

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CHAPTER ONE INTRODUCTION

1.1 Introduction

Education is a vital tool in everyone's life for success and obtaining something different. It helps a lot to lessen the challenges of a hard life (Kouzes & Posner, 2018). Knowledge gained throughout the education period provides individuals with confidence in their lives (Darling-Hammond, 2017). Education exposes individual to opportunities that assist in achieving better prospects in life and promote career growth (Collins, 2017). Now a day, in the modern technological world, schooling plays an important role (Yasin & Iqbal, 2020). This study also focused on the stutter’s performance in schools of Pakistan. Education not only helps individuals to make best use of their talents and do something positive for their future, but also plays a major role in shaping a person into a stronger, more responsible and more active member of society (Meamhns, 2017).

On other hand, special education is also very important in Pakistan because of increasing ratio of special students (AWAN, 2005).Compared to the west, special education in Pakistan, is relatively new (Sharma & George, 2016). Awareness in the field of special education has been stimulated as the decade of the disabled By the International Year of Persons with Disabilities (1981) and the UN Declaration.

Professional bodies arrange various training programs for teachers to learn how to deal with stutters (Bloodstein et al., 2021). Such professional development programs help teachers build their own teaching strategies (Darling-Hammond et al., 2017).

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