Intern
ati
o
n
a
l
Jo
urn
a
l
o
f
E
v
al
ua
ti
o
n
and
Rese
arch in
Education (I
JE
RE)
Vol
.
3,
N
o
.
4
,
D
ecem
b
er 20
1
4
, pp
. 22
8~
23
5
I
S
SN
: 225
2-8
8
2
2
2
28
Jo
urn
a
l
h
o
me
pa
ge
: h
ttp
://iaesjo
u
r
na
l.com/
o
n
lin
e/ind
e
x.ph
p
/
IJERE
The Influence of Principals
Self Personality Values
towards Their W
o
rk Cult
ure
Muh
a
mm
ad
Asri, L
o
km
an
Bin Moh
d
. T
a
hir
Department o
f
Educat
ional Development, Fa
culty
of
Education
,
Universit
i
T
e
kn
ologi Ma
la
ysia
,
Mala
y
s
ia
Article Info
A
B
STRAC
T
Article histo
r
y:
Received Nov 11, 2014
Rev
i
sed
No
v
25
, 20
14
Accepted Nov 27, 2014
T
h
i
s
st
udy
a
i
me
d t
o
i
d
e
n
t
i
f
y
the
i
n
fl
ue
nc
e
of pri
n
c
i
pal
s
’ se
l
f
pe
rsona
lity
values toward
te
achers’ work cu
lture in h
i
gh sch
ools. The sam
p
l
e
consisted
of 34 prin
cip
a
ls from SMAN, SMKN a
nd MA
N in the
City
of Ma
ka
ssa
r,
South Sulawesi Indonesia.
The
sample
of this stud
y
is population sample.
The instrument used was a questionna
ire.
Data were analy
zed usin
g
S
t
atis
ti
cal
P
ack
a
g
e for S
o
c
i
al
ap
plic
ation
s
o
ftwar
e
S
c
i
e
nce
vers
io
n 20.0.
Two
s
t
atis
ti
cs
were
us
ed des
c
rip
tive
s
t
atis
t
i
cs
in
clu
d
ing the
m
ean
s
c
ore
and
inferen
c
e
of l
i
n
ear
to t
e
s
t
the h
y
poth
e
s
i
s
.
The
r
e
li
abili
t
y
(Cronb
ach Alph
a)
for the instr
u
ments used in this s
t
ud
y
is 0.879
. The results show that
hon
es
ty
and compliance are both
top
components of self v
a
lues o
f
pr
incip
a
ls in
implementing princip
a
lship at school. Th
er
e was also a significant influence
on self personality
valu
es of pr
incip
a
ls toward
tea
c
hers’ work
cultur
e
at
school.
Keyword:
Prin
ci
p
a
ls
Sch
ool
l
eade
r
s
h
i
p
Self-values
Wo
r
k
c
u
lture
Copyright ©
201
4 Institut
e
o
f
Ad
vanced
Engin
eer
ing and S
c
i
e
nce.
All rights re
se
rve
d
.
Co
rresp
ond
i
ng
Autho
r
:
M
uham
m
ad A
s
ri
,
Depa
rt
m
e
nt
of Ed
ucat
i
onal
D
e
vel
o
pm
ent
,
Faculty of E
d
ucation,
Un
i
v
ersiti Tekn
o
l
o
g
i
Malaysia 81
310
Joh
o
r, Malaysia.
Em
a
il: asri
m
5
4
@
yaho
o.co
m
1.
INTRODUCTION
Ed
ucat
i
o
n
l
ead
ershi
p
i
s
one
o
f
el
em
ent
s
whi
c
h i
s
unse
p
e
r
at
ed f
r
o
m
li
fe scho
ol
i
n
g
or
gani
zat
i
on.
It
i
s
on
b
o
t
h
ba
si
c e
ducat
i
o
n
an
d
h
i
gh e
d
ucat
i
o
n
or
ga
ni
zat
i
on.
It
s l
eader
shi
p
i
s
very
i
m
port
a
nt
beca
use i
t
i
s
o
n
e
of
soci
al
as
pect
s
whi
c
h a
r
e s
h
o
w
i
n
g
rel
a
t
i
on
am
ong
h
u
m
a
n
b
e
ing
s
, m
o
re
sp
ecially in
teractio
n
b
e
tween lead
er
an
d fo
llowers.
Thi
s
rel
a
t
i
on i
s
sho
w
n i
n
l
ead
ershi
p
f
unct
i
o
n
i
n
cl
udi
ng
pr
oc
ess. The
pr
oce
ss i
n
fl
ue
nces f
o
l
l
o
we
rs i
n
an
y cases, m
a
in
ly in
m
a
k
i
n
g
d
ecisi
o
n
or
ch
ang
e
t
o
in
crease qu
ality o
f
fo
llo
wers and
org
a
n
i
zation [1
].
Asso
ciated
with
it,
Fu
llan [2
]
,
Mortim
o
r
e [3] also re
veale
d
that
feature
s
of
l
eade
r
s
h
i
p
m
u
st
be had
by
s
c
ho
ol
p
r
i
n
cip
a
ls in
g
l
o
b
a
l area. It is
also
called
p
r
ofesion
a
l lead
ersh
ip
; it is referring
to
its p
o
i
se in
o
r
d
e
r to
mak
e
a
d
ecision
. Its lead
ersh
ip
sho
u
l
d
h
a
v
e
realistic in
form
atio
n
and stre
sses into superiority as a leader when he is
at
sch
ool
.
B
e
si
des,
pri
n
c
i
pal
s
nee
d
al
s
o
f
o
c
u
si
n
g
on
aspect
s
of
h
u
m
an bei
n
gs
d
e
vel
o
pm
ent
such as
wo
r
k
satisfaction a
n
d teache
r
com
m
itment towa
rds sc
hool [4]-[6]. Sim
p
ly, principa
ls
were a
sserted t
o
gi
ve
balance
betwee
n glitter in m
a
nage
ment with
effective leadership as ope
ned space
of comm
it
ted teacher sal
a
ry at
sch
ool
a
n
d
pr
o
f
essi
o
n
al
i
s
m
i
n
r
u
n
n
i
n
g t
h
e
w
o
r
k
s.
Sch
ool
l
e
a
d
er
shi
p
was
al
so
rec
o
m
m
e
nde
d t
o
be
r
u
n
whi
c
h i
s
foc
u
sed
on
h
u
m
a
ni
st
i
c
val
u
es
.
Princi
pals were also recommende
d to
build
harm
onic relation
with teache
r
s.
Pri
n
cipals a
r
e necessa
ry to have
cl
ose com
m
uni
cat
i
on, easy
t
o
be
ap
pr
oac
h
ed,
fre
que
nt
l
y
gi
ve m
o
t
i
v
at
i
on, l
ead
an
d
gi
ve g
u
i
d
a
n
ce
[
7
]
,
[
8
]
.
This case
m
a
y
be e
n
tited whic
h is
from
creating pe
rsonality
values of
pri
n
c
i
pals as a m
ode
l for teachers.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE
I
S
SN
:
225
2-8
8
2
2
Th
e
In
flu
en
ce
o
f
Prin
ci
p
a
l
s Self Person
a
lity
Va
lu
es
to
w
a
rds th
eir Wo
rk C
u
ltu
re (Mu
hammad
Asri)
22
9
1.
1
Back
ground
Effect of g
l
obalizatio
n
p
r
o
c
ess carried
worl
d
and
hu
m
a
n
b
e
ing
s
in
to
tigh
t
co
m
p
etitio
n
.
Edu
catio
n
sector is
necessary to
be built in
orde
r to
fa
ce curre
n
t chal
lenges. Its
sect
or
nee
d
s to
positively respond the
chan
ges
,
m
a
i
n
ly
t
o
real
i
ze
ba
si
c pri
n
ci
pl
es
of
nat
i
o
n,
i
n
fo
rm
ati
on, a
n
d
v
i
ews
whi
c
h
ha
ve
un
de
rg
o
n
e
hu
g
e
reo
r
ga
ni
zat
i
o
n
[9]
.
Acce
nt
uat
i
on t
o
wa
r
d
s e
d
ucat
i
o
n
f
o
r
al
l
,
ha
vi
n
g
bal
a
nc
e an
d i
n
t
e
grat
i
o
n
bet
w
een
m
e
nt
al
and
n
o
n
-
m
e
nt
al
needs
wi
t
h
t
h
e conce
p
t
s
of
h
u
m
a
n bei
n
g
s
d
e
vel
o
pm
ent
t
r
ul
y
,
com
p
l
e
t
e
ly
and
pe
rfect
l
y
. They
b
eco
m
e
m
a
in
task
o
f
lead
er in on
e ed
u
cati
o
n
in
stitu
tio
n
[1
0
]
.
One
alternative choice m
a
y b
e
use
d
for ha
ndling val
u
e cri
s
is faced by
one nation, s
p
eci
ally student
s
an
d you
th
n
o
w is to
im
p
l
emen
t th
o
s
e
v
a
lu
es at sc
hoo
l [
1
1
]
.
G
ood
l
ead
er
sh
ip is th
e lead
er
w
ho m
a
y
im
pl
em
ent
goo
d val
u
e
s
an
d h
a
s t
o
be o
b
ey
ed i
n
get
t
i
ng
g
o
a
l
of o
n
e or
ga
ni
sat
i
o
n
.
The
v
a
l
u
e was de
fi
n
e
d as
con
f
i
d
e
n
ce i
n
t
e
rrel
a
t
e
d t
o
be
havi
or
based
o
n
im
port
a
nce d
e
gree
of i
t
s
re
qui
rem
e
nt
s. [1
2]
st
at
ed t
h
at
val
u
e i
s
(1) a confi
d
e
n
ce, (2) case i
n
terrelated to
ways of im
pl
em
ent
be
havi
or
,
(3
) bey
o
n
d
s
p
eci
fi
c si
t
u
at
i
o
n
,
(4
)
dicerting the se
lection or e
v
aluation
of
individual be
havi
ors, and e
v
e
n
ts, (5
) it is arrange
d
accordi
ng to
degree
of
i
m
port
a
nce.
In Indonesia, the school is the last place w
h
ere th
e educa
tional process
is full of value
s
occurs. It
cont
ai
n
s
t
h
e educat
i
o
nal
p
r
o
cess, as m
a
ndat
e
d by
t
h
e A
c
t
of 1
9
4
5
,
n
a
m
e
l
y
, t
h
e nati
onal
ed
ucat
i
o
n ar
e
wo
rki
n
g t
o
de
vel
o
p t
h
e
ca
pa
ci
t
y
, t
o
f
o
rm
t
h
e c
h
aract
e
r
a
n
d
di
gni
t
y
of
ci
vi
l
i
zat
i
on i
n
or
der
t
o
de
vel
o
p
t
h
e
in
tellectu
a
l life o
f
t
h
e
n
a
tion
.
Nex
t
, it is co
nfirm
e
d
b
y
Act Nu
m
b
er 20
of
2
003
th
at
n
a
tion
a
l edu
c
atio
n
is
in
ten
d
e
d
to
d
e
v
e
lop
stud
en
ts' p
o
t
en
tial to
be faith
fu
l
hu
man
b
e
i
n
gs and d
e
vo
ted
t
o
Go
d, nob
le, h
e
alth
y,
k
nowledg
eab
le, sk
illed
,
creativ
e, ind
e
p
e
n
d
e
n
t
, an
d
d
e
m
o
cratic and
respo
n
s
i
b
le citizensh
ip. Th
e
foun
d
i
ng
f
a
th
ers o
f
I
ndon
esia and
exp
e
r
t
s u
n
d
e
r
s
tand
th
at to
ach
iev
e
th
e id
eals o
f
th
e n
a
tion
,
educatio
n
is b
a
sed o
n
v
a
lu
es
is th
e main
priority [13].
From
l
o
w
st
u
d
ent
ac
hi
e
v
em
ent
an
d t
h
e
n
u
m
ber of
st
u
d
e
n
t
’
case
s
,
fo
r
m
of sch
ool
f
a
i
l
u
re ca
n
be
ev
alu
a
ted
[1
4
]
. Of t
h
e stud
en
t
s
’ b
e
h
a
v
i
or of
an
d
gradu
a
tes,
m
a
n
y
o
f
th
em
h
a
v
e
l
o
st th
eir id
en
tity as d
i
gn
ity
peo
p
l
e
an
d l
o
s
s
of t
h
ei
r di
r
e
c
t
i
on an
d c
ont
r
o
l
[15]
.
Dar
d
jo
wi
d
j
o
j
o [
16]
al
so re
veal
ed t
h
a
t
m
a
ny
of I
n
d
o
n
esi
a
n
p
e
op
le in
ev
eryd
ay life ten
d
to
d
e
v
i
ate from th
e v
a
lu
es
and c
u
l
t
u
ral
no
r
m
s of t
h
e so
ci
ety. Donie
[17] reveals
th
at th
e cu
ltu
re, core
v
a
lu
es, m
o
ral v
a
lu
es, and
th
e ch
aracter of th
e natio
n
is nowd
a
y
s
in
t
h
e sp
o
tlig
h
t
of
pu
bl
i
c
on
vari
ous as
pect
s o
f
l
i
f
e. It
i
s
publ
i
s
he
d i
n
vari
o
u
s
pri
n
t
m
e
di
a and el
ect
r
oni
c
m
e
di
a. In ad
di
t
i
on, i
n
m
a
ss
m
e
di
a, sc
hol
a
r
s a
n
d
ex
p
e
rt
s i
n
e
d
ucat
i
o
n
fi
el
d
ex
pl
ore the iss
u
es
of
culture
, m
o
ral values
and c
h
a
r
acter
of
t
h
e
nat
i
o
n i
n
va
ri
o
u
s
fo
rum
s
o
r
sem
i
nars,
wh
et
h
e
r at th
e
lo
cal, n
a
ti
o
n
a
l, and
in
tern
ation
a
l.
Cases on the
many factors
that cau
se
it ha
ppe
n.
One
of t
h
em
is the cultural
practices
of teac
hers
at
sch
ool
t
h
at
ca
n
not
be i
m
pl
em
ent
e
d ef
fect
i
v
el
y
[1
8]
. B
e
si
des, t
h
e ef
fect
i
v
ene
ss
of t
h
e s
c
ho
ol
or
gani
za
t
i
on'
s
culture
affects
stude
nts’ disci
p
line
[19],
whi
l
e [20], sc
hool
culture
also
affects its success
f
ul st
ude
nts.
Related
to
issues o
n
th
e schoo
l's failu
re to
p
r
od
u
ce a perfect citizen
o
f
In
don
esia, it sho
u
l
d
b
e
an
i
n
t
e
l
l
ect
ual
person m
u
st
m
a
t
c
h wi
t
h
hi
s fai
t
h
, dev
o
t
i
o
n an
d no
bl
e, as t
h
e g
o
al
of e
ducat
i
o
n has n
o
t
bee
n
ful
l
y
achi
e
ve
d.
The
r
efo
r
e, i
t
s
s
u
cce
ssful
w
o
r
k
of
a
m
a
nager
or
p
r
i
n
ci
pal
m
u
st
be
ro
ot
e
d
i
n
t
h
e
v
a
l
u
es
of
sel
f
-
o
wne
d
p
r
i
n
cip
a
ls and
b
eco
m
e
h
a
b
its. Th
e v
a
l
u
es start o
f
trad
itio
n, relig
ion
,
norm
s
an
d
b
e
liefs of
th
e faith
,
b
ecome in
t
h
e habi
t
o
f
w
o
rki
ng
beha
vi
o
r
s i
n
t
h
e or
ga
ni
zat
i
on. Val
u
es
th
at h
a
v
e
b
ecome h
a
b
its is ca
lled
cu
ltu
re.
After all,
cu
ltu
re th
at is asso
ciated
with
th
e qu
ality o
f
th
e
work
, and
it is d
e
fin
e
s as t
h
e
work
cu
ltu
re [2
1
]
.
1.
2
Problem State
ment
There are m
a
ny
m
o
re problem
s
about the conce
p
t of
e
duc
ational leaders
h
ip to be studied, although
man
y
researches w
e
re co
nducted
on
th
e concep
t o
f
th
e sel
f
p
e
rso
n
a
lity v
a
lu
es. So
ciety p
u
t
s h
i
gh
exp
ect
atio
n
s
o
n
edu
cation
a
l lead
ersh
ip
i
n
th
e effort to
p
r
od
u
ce citizen
s who
are
successfu
l
, know
ledg
eab
le, brillian
t
,
m
o
rally, as well as h
i
gh
ly sk
i
lled
[2
2
]
.
In
o
r
d
e
r to
realize th
e asp
i
ration
s
o
f
th
e cou
n
t
ry, th
e
p
r
i
n
cip
a
l
has ro
l
e
as a civ
il serv
an
t
who
respo
n
s
i
b
le of lead
ing
th
e
schoo
l well and
effectiv
ely.
Howev
e
r, it was foun
d
weak
nesse
s i
n
pri
n
ci
pal
l
eade
r
shi
p
t
o
co
nt
r
o
l
t
h
e sch
o
o
l
m
a
nagem
e
nt
i
n
or
der
t
o
fu
nct
i
on
ef
fect
i
v
el
y
[2]
,
[4]
,
[23
]
. Th
is is
b
e
cau
se t
h
e co
n
c
ep
t of ed
ucation
a
l lead
ersh
i
p
i
s
a con
c
ep
t th
at is wid
e
ly accep
ted
i
n
all levels o
f
society and
humanity.
The im
portanc
e of a pri
n
cipa
l leadership at
school
is d
u
e
to
th
e n
eed
fo
r leade
r
s who can defi
ne,
fo
rm
ul
at
e and
t
r
ai
n t
h
e
sel
f
-
p
ri
nci
p
al
s
o
f
or
gani
zat
i
o
n
val
u
es,
w
h
i
c
h i
n
cl
ude
h
u
m
a
n res
o
u
r
ces,
m
a
t
e
rial
s an
d
sym
bol
i
c
s t
o
w
a
rds ac
hi
evi
n
g
or
ga
ni
zat
i
onal
goal
s
[2
4]
. S
o
, t
h
e r
o
l
e
o
f
p
r
i
n
ci
pal
s
’ l
e
a
d
e
r
shi
p
has a
r
ous
ed t
h
e
interest of re
se
arche
r
to do re
search
on the
conce
p
t.
Re
s
e
ar
c
h
er
w
a
n
t
e
d
to
kn
ow
whether there is significant
effect of pri
n
cipals’ leade
r
shi
p
in
applying their self-pe
r
sonality toward
culture
of teachers’ em
ployment at
sch
ool
s. P
r
i
n
ci
pal
s
w
ho
have
been e
n
t
r
ust
e
d
and res
p
on
si
b
l
e wi
t
h
t
h
e po
wer i
n
r
u
nni
ng
or
gani
zat
i
o
n act
i
v
i
t
y
in orde
r t
o
ac
hieve a
predet
erm
i
ned goal are also
focus
e
d
on teac
hers
'
work c
u
lture
. The
em
ergence of
l
eaders
h
i
p
t
h
e
o
ri
es an
d a
p
pr
oa
ches a
r
e i
n
c
r
ea
si
ngl
y
ope
n
di
s
c
ussi
o
n
o
f
t
h
i
s
conce
p
t
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:
2
252
-88
22
IJERE
Vol. 3, No. 4,
Decem
ber 2014 :
228 –
235
23
0
Leader
s we
re el
ect
ed t
o
gui
de
fol
l
o
wers t
o
w
a
rds ac
hi
evi
ng
t
h
e desi
re
d g
o
a
l
. It
i
s
cont
ri
b
u
t
i
on w
h
i
c
h
is absol
u
tely necessary of the lead
ers
h
i
p
pr
ocess
by
hi
s f
o
l
l
o
we
rs i
n
an
y
gr
ou
ps
what
soe
v
er. B
a
se
d
on t
h
e
i
m
p
o
r
tan
c
e of
th
e lead
ersh
i
p
co
n
t
ribu
tio
n, t
h
is stud
y
was con
d
u
ct
ed usi
n
g
sel
f
-c
once
p
t
of sch
o
o
l
p
r
i
n
ci
pal
s
that include s
e
veral elem
ents, nam
e
ly: (1) self-accepta
nce, (2) self-con
trol, (3) c
h
anges,
(4) hones
ty, (5)
ad
ju
stm
e
n
t
, (6) self-assessm
e
n
t, (7) ab
ility, (8
)
fo
rward
m
o
v
e
,
(9) co
mmit
t
m
en
t, (10
)
com
p
l
i
an
ce (1
1)
o
f
self-
sy
m
b
o
lic, (12
)
r
eactio
n, and
(1
3)
p
r
of
essionals. Th
e aim
o
f
th
is st
u
d
y
w
a
s to
kn
ow
t
h
e co
n
t
r
i
bu
tio
n of
scho
ol
pri
n
cipals’ leadership in im
ple
m
en
ting self-pe
r
sonality toward
de
velopm
ent of teachers’
cultural work i
n
schools. In t
h
is study, t
h
e i
m
pact
of leade
r
shi
p
m
a
y be
viewe
d
from
pr
incipals
’
beha
vior toward teachers
’
beha
vior as their subordi
n
ate
s
. Leade
r
s
h
ip
beha
vior in thi
s
study is base
d on self-pe
r
s
o
nality is adopt
ed by
sch
ool
p
r
i
n
ci
p
a
l
s
whi
c
h i
m
pact
on t
h
e
wo
r
k
cul
t
u
re i
n
sc
ho
ol
s. P
r
evi
o
u
s
researc
h
fi
nd
i
ngs [
2
5]
,[
26]
have
found that principals who
practice
value
-
base
d leade
r
s
h
ip can a
ffec
t
teachers'
work satisfaction and
teachers
’
commitm
ent in the
developm
ent of
work c
u
lture i
n
schools.
Stu
d
i
es on
th
e
i
m
p
act o
f
lead
ersh
i
p
, in
g
e
n
e
ral, h
a
ve b
een
a lo
t o
f
literatu
re. Ho
wev
e
r, stu
d
i
es th
at
lo
ok
at th
e imp
act of
p
r
in
ci
p
a
ls’ lead
ersh
i
p
in
t
h
e im
p
l
e
m
en
tatio
n
of self-p
erso
n
a
lity o
n
d
e
v
e
lop
m
en
t
of
teachers
’
work culture at the
school
recei
ved less attention
by local re
sear
che
r
s, es
pecially
in the city of
Mak
a
ssar, South
Su
lawesi.
So
, t
h
is stud
y
wou
l
d b
e
fo
cused
o
n
to
id
entify ele
m
en
ts o
f
t
h
e self-p
erso
nalit
y
wh
ich
is a
prio
rity fo
r
schoo
l prin
ci
p
a
ls to
im
p
l
e
m
en
t
t
h
e
p
e
rson
ality
v
a
lu
es in
scho
o
l
s; and
to determine
whet
her or
not significa
nt influe
nce
of self pe
rsonality values
of prin
ci
pals (self-acce
ptance, self-control,
chan
ge,
h
one
st
y
,
coo
r
di
nat
i
o
n, sel
f
-assess
m
e
nt
, capac
i
t
y
, m
ovi
ng f
o
rw
ard
,
com
m
it
tment, com
p
liance, sel
f
sym
bolic, response and
prof
essional
)
on t
eachers’
work culture
(w
orking attitude
, work
discipline, work
q
u
a
lity, work co
mm
u
n
i
catio
n
)
at schoo
ls in
t
h
e city of Makassar, Sou
lt Sulawesi.
2.
LITERATU
R
E
REVIE
W
2.
1.
Self-Concept
Every
one
ha
s
a vi
ew
o
r
pi
ct
ure
o
f
hi
m
s
el
f
or
he
rsel
f
.
It
i
s
cal
l
e
d sel
f-c
once
p
t
or
sel
f
-
i
m
a
ge [2
7]
.
Sel
f-c
once
p
t
i
s
one
’s res
p
ons
e on
phy
si
cal
,
psy
c
h
o
l
o
gi
cal
,
and social characteristics,
as well as attitude
s
,
bel
i
e
fs an
d t
h
ou
g
h
t
s
[
28]
.
Acco
r
d
i
n
g t
o
B
r
o
w
n
& Ha
r
r
i
s
o
n
[
29]
, t
h
e
sel
f-co
n
ce
pt
i
s
ou
r pe
rcept
i
on
of
ou
rsel
ve
s. Sel
f
-co
n
ce
pt
i
s
al
so k
n
o
w
n as sel
f-i
m
a
ge and se
l
f-est
eem
, whi
c
h i
n
cl
u
d
es al
l
feel
i
ngs a
nd t
h
ou
g
h
t
s
o
f
all talen
t
s, cap
a
b
ilities, b
e
nefits, stren
g
t
h
s
an
d weakn
e
sses, throug
h in
teractio
n
with
o
t
hers.
Hu
rl
oc
k
[2
7]
r
e
veal
ed t
h
at
se
l
f-co
n
ce
pt
ha
s
t
h
ree m
a
i
n
co
m
ponent
s:
(
1
)
perce
p
t
i
o
n, t
h
e
im
age of
a
pers
on on he
r
physical appea
r
ance a
nd t
h
e effect is sh
own
to othe
rs. T
h
is
com
pone
nt is ofte
n called physica
l
sel
f
co
ncept
;
(
2
) c
o
ncept
u
al
com
pone
nt
, o
n
e
conce
p
t
i
o
n o
f
t
h
e s
p
eci
al
charact
eri
s
t
i
c
s
wo
ul
d
be
po
ss
esse
d
su
ch
as ab
ility, in
ab
ility, b
ackg
r
ou
nd
and
fu
t
u
re. Th
is co
mp
on
en
t is o
f
ten called
p
s
ycho
l
o
g
i
cal self-concep
t.
It is co
m
p
o
s
ed o
f
m
u
ltip
le q
u
ality, self-coo
rd
in
ation
su
ch as ho
n
e
sty,
self-co
n
fid
e
n
ce, i
n
d
e
p
e
nd
en
ce, an
d th
e
est
a
bl
i
s
hm
ent
of a st
ro
n
g
re
versal
of t
h
es
e t
r
ai
t
s
;
(3) at
t
i
t
ude com
p
o
n
e
nt
s. It
i
s
one
’s feel
i
n
g
on
hi
ssel
f
,
attitu
d
e
on
t
h
e
p
r
esen
t statu
s
an
d th
e
fu
tu
re, an
d attitu
d
e
s t
o
ward
sel
f-esteem
an
d
self-own
ed ou
tloo
k
.
Of t
h
e t
h
ree m
a
jor c
o
m
pon
ent
s
of sel
f
-c
o
n
cept
,
e
v
ery
c
o
m
pone
nt
has
ow
n el
em
ent
s
t
h
at
pl
ay
an
im
port
a
nt
r
o
l
e
i
n
u
n
d
erst
a
ndi
ng
h
o
w
sel
f
-c
o
n
cept
i
s
cl
osel
y
rel
a
t
e
d t
o
l
e
ad a
n
d
s
u
st
ai
n
i
ndi
vi
d
u
al
be
havi
or
.
Ele
m
ents
of s
e
lf-pe
r
ce
ption are
clos
ely link
e
d to
each
oth
e
r.
In
th
is
st
udy, the elements com
p
rise:
self-
acceptance
,
se
lf-control, c
h
a
nge
, honesty, coordina
tion, self-assessm
ent, cap
acity, forwa
r
ded
m
oving,
com
m
i
t
t
m
e
nt
, com
p
l
i
a
nce, sy
m
bol
of
sel
f
, re
sponse
and profession.
2.
2.
Work
Culture
C
u
l
t
u
re ca
n b
e
defi
ned as a
n
envi
ro
nm
ent
of t
r
u
s
t
cust
om
s, k
n
o
w
l
e
d
g
e a
nd
p
r
act
i
ce of
t
h
e creat
i
o
n
of m
a
n. It
i
s
refl
ect
ed i
n
t
h
e
gene
ral
be
hav
i
or o
f
soci
et
y
and
has a st
r
o
ng i
n
fl
ue
nce
o
n
t
h
e act
i
o
n
s
of t
h
e
co
mm
u
n
ity
me
m
b
ers, tho
ugh
o
f
ten
n
o
t
realized
[3
0
]
.
C
u
ltu
re is a
p
a
tt
ern of
kn
owled
g
e
, sk
ills,
b
e
h
a
v
i
o
r
s,
attitu
d
e
s an
d
b
e
liefs, as wel
l
as artifacts p
r
odu
ced
b
y
h
u
man
b
e
ing
s
or so
ciety an
d
passed
on
fro
m o
n
e
gene
rat
i
o
n t
o
a
not
her
[
31]
.
Work
cu
ltu
re of th
e
o
r
g
a
n
i
zati
o
n is
d
e
fi
n
e
d as a
co
gn
itiv
e
fra
m
ewo
r
k
t
h
at i
n
clud
es attitudes,
v
a
lu
es,
no
rm
s, an
d e
xpect
at
i
o
ns
w
h
i
c
h
are
sha
r
ed a
n
d a
dhe
r
e
d t
o
by
m
e
m
b
ers of
t
h
e
o
r
ga
ni
zat
i
o
n
[
32]
.
Or
ga
ni
zat
i
onal
cul
t
u
re rel
a
t
e
d t
o
t
h
e cont
e
x
t
of o
r
ga
ni
zat
io
n
a
l d
e
v
e
lopmen
t. It co
n
s
ists o
f
cu
ltu
ral
mean
in
g
t
h
at
i
s
r
o
ot
ed i
n
t
h
e
or
gani
zat
i
on'
s hi
st
o
r
y
,
r
e
l
i
a
bl
e, an
d ca
n
not
be
m
a
ni
pul
at
ed
di
rect
l
y
[3
3]
. B
y
[
3
4]
,
cul
t
u
re
i
s
a c
o
m
p
l
e
x c
o
m
b
i
n
at
i
on
o
f
assum
p
t
i
ons,
b
e
havi
ors
,
st
ori
e
s, m
y
t
h
s, m
e
taph
o
r
s a
n
d i
d
e
a
s o
f
ot
he
rs
i
n
t
o
o
n
e
to determ
ine the aspects that
are m
ean
i
ngf
u
l
t
o
m
e
m
b
ers of a part
i
c
ul
a
r
c
o
m
m
uni
t
y
. [35
]
reveal
ed t
h
at
wo
rk
cul
t
u
re
of
t
h
e
or
ga
ni
zat
i
on
i
s
a val
u
e sy
s
t
em
devel
o
ped
by
t
h
e
or
gan
i
zat
i
on i
n
t
h
e
fo
rm
of pat
t
e
r
n
s
o
f
b
e
h
a
v
i
or, wh
i
c
h
is
form
ed
in
to
a
ru
le t
h
at is u
s
ed
as
a gu
id
e i
n
th
eir th
oug
h
t
s and
action
s
to ach
i
ev
e
or
ga
ni
zat
i
onal
goal
s
. [
35]
al
so sai
d
t
h
at
val
u
e sy
st
em
of t
h
e cul
t
u
re t
h
at
has st
ro
n
g
g
r
owi
ng m
a
y
encou
r
a
g
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE
I
S
SN
:
225
2-8
8
2
2
Th
e
In
flu
en
ce
o
f
Prin
ci
p
a
l
s Self Person
a
lity
Va
lu
es
to
w
a
rds th
eir Wo
rk C
u
ltu
re (Mu
hammad
Asri)
23
1
bet
t
e
r
devel
o
p
m
ent
of
t
h
e
o
r
gani
sat
i
o
n.
[
3
6
]
concl
ude
d t
h
at work
cu
ltu
re in
the
o
r
g
a
n
i
zatio
n
is an
imp
o
rtan
t
st
rat
e
gy
f
o
r
t
h
e
effect
i
v
e m
a
nagem
e
nt
t
o
en
h
a
nce em
pl
oy
ee pe
rf
orm
a
nce.
From
t
h
e de
sc
ri
pt
i
o
n a
b
o
v
e,
t
h
e w
o
r
k
c
u
l
t
u
re ca
n be
co
nc
l
ude
d as a
val
u
e re
so
urc
e
t
h
at
m
a
y
m
a
ke
gui
del
i
n
es
of
t
h
e h
u
m
a
n resou
r
ces
fo
r a
d
d
r
essi
ng e
x
t
e
rnal
pr
obl
em
s and a
d
ju
st
m
e
nt
s as wel
l
as t
h
e
integration of busi
n
ess int
o
the orga
nization, so that each me
m
b
er of th
e orga
nization unde
rstands the
values
that shape and govern how t
h
ey should act
and be
ha
ve.
Th
e wo
rk
cu
lture is an
in
v
i
sib
l
e sp
irit th
at b
i
n
d
s
all
i
ndi
vi
dual
s
i
n
t
h
e
gr
o
u
p
t
o
ke
ep m
ovi
n
g
a
n
d
w
o
r
k
i
n
g
paral
l
el
wo
r
k
si
t
u
at
i
ons
.
So, t
h
e w
o
rk c
u
l
t
u
re i
n
t
h
i
s
st
udy
i
s
re
spect
e
d
val
u
es.
It
m
a
y
be sha
r
ed
an
d bi
nd
s al
l
m
e
m
b
ers of t
h
e
scho
o
l
wh
ich
is
in
d
i
cated
in
con
c
rete wo
rk
, wo
rk
attitud
e
, wo
rk
d
i
scip
lin
e, qu
ality
o
f
wo
rk
,
and
work
comm
unication
for ac
hievem
ent of t
h
e sc
hool goal.
3.
R
E
SEARC
H M
ETHOD
3.
1
Rese
arch
Desi
gn
The
desi
g
n
of t
h
i
s
st
u
d
y
was
cross
sect
i
o
n
a
l
.
The st
udy
ai
m
e
d t
o
desc
ri
be
phe
n
o
m
e
na arou
n
d
sc
ho
ol
p
r
i
n
cip
a
ls to
run
th
eir lead
ersh
ip
at scho
o
l
in
Mak
a
ssa
r. Data were an
alyzed
u
s
i
n
g
d
e
scrip
tiv
e and
inferen
tial
statistics. Descrip
tiv
e
statistic
s su
ch
as m
ean
score and
st
a
n
dar
d
de
vi
at
i
o
n
were
use
d
f
o
r
r
e
sp
on
de
nt
s'
answers
to
th
e item
s
th
at are g
i
v
e
n
t
o
m
a
k
e
th
e
d
a
ta m
o
re
m
ean
in
gfu
l
. In
th
is
stu
d
y
statistical d
e
scri
p
tiv
e an
alysis
ap
p
lied
t
o
id
en
tif
y th
e self
-co
n
c
ep
t of
p
r
in
cip
a
ls as prio
r
ity in
r
unnin
g
lead
er
sh
ips at sch
o
o
l
.
Lin
e
ar
reg
r
essi
o
n
a
n
a
l
y
s
i
s
was use
d
t
o
fi
n
d
rel
a
t
i
ons
hi
p bet
w
ee
n t
w
o va
ri
abl
e
s an
d p
r
o
v
e t
h
e hy
p
o
t
h
esi
s
o
f
t
w
o
varia
b
les, test hypotheses
or
answer
th
e research
q
u
e
stions to
repo
rt th
e tr
u
e
situ
ation
at a p
a
rticu
l
ar time [3
7
]
;
[3
8]
a
n
d
[
39]
. I
n
t
h
i
s
st
u
d
y
,
l
i
n
ear
re
gressi
on
anal
y
s
i
s
u
s
ed
to id
en
tify t
h
e influ
e
n
ce
of th
e self-con
cep
t
of
pri
n
cipals
on t
eachers'
work
culture
.
3.
2
Rese
arc
h
S
a
mpl
e
The st
u
d
y
i
n
v
o
l
ved t
h
ree t
y
pe
s of se
ni
o
r
sec
o
n
d
a
r
y
scho
ol
s
i
n
t
h
e ci
t
y
of M
a
kassar
,
So
u
t
h Sul
a
w
e
si
,
Indonesia. T
h
e
y
are the
State-Pub
lic High
Scho
o
l
(SM
A
N),
Vo
cation
a
l
High
Schoo
l (SMK),
and
Isla
m
i
c
High
Schoo
l on
In
In
don
esia, it is ca
lled
Ma
d
r
asah
Aliy
ah
Nege
ri
(M
A
N
)
.
Acco
r
d
i
n
g t
o
sch
ool
dem
o
g
r
aphy
fr
om
Offi
ce
of
Ed
ucat
i
o
n i
n
C
i
t
y
of M
a
kas
s
ar i
n
2
0
1
2
,
M
a
kassar
ha
s
34
hi
gh
sc
ho
ol
s com
p
ri
si
n
g
2
2
st
at
e
pu
bl
i
c
hi
g
h
sch
ool
s
,
9
vocat
i
o
nal
hi
gh
sc
ho
ol
s, a
n
d
3
Isl
a
m
i
c hi
g
h
sch
o
o
l
s
.
3.
3
Res
e
arc
h
Instr
u
men
t
This study
use
d
a
que
stionna
i
re as a researc
h
inst
rum
e
nt because the que
s
tionn
aire is a
n
inst
rum
e
nt
th
at is o
f
ten
used
in
stud
ies of a q
u
a
n
titativ
e research
.
Th
e q
u
e
stio
nn
aire i
s
th
e
m
o
st effectiv
e way to
ob
tain
in
fo
rm
atio
n
fro
m
th
e resp
ond
en
ts
[40
]
,[41],[42
]. Th
e
questionnaire wa
s also carried out
data coll
ection
tech
n
i
qu
es
b
y
p
r
ov
id
ing
a set o
f
written
questio
n
s
fro
m
t
h
e resp
ond
en
ts to
o
b
t
ain
in
form
at
io
n
[43
]
. Using
que
st
i
o
n
n
ai
re
a
s
an
i
n
st
r
u
m
e
nt
i
s
al
so
easy
t
o
be m
a
nage
d a
n
d a
n
al
y
zed
dat
a
beca
use
i
t
i
s
savi
n
g
t
i
m
e, en
ergy
an
d
co
sts, resp
ond
en
ts also said
to
b
e
mo
re
o
p
e
n
an
d
co
urag
eou
s
in respo
n
d
i
ng
[4
4
]
. In
add
itio
n, th
e
respon
ses g
i
v
e
n
b
y
th
e resp
on
d
e
n
t
s
t
h
ro
ugh
th
e q
u
e
stio
nna
ire w
ill no
t affect th
e
p
e
rsonality an
d
b
e
h
a
v
i
or
of
r
e
sear
ch
ers and
th
e
w
a
ys of
r
e
sear
ch
ers con
d
u
c
ted
[4
5
]
.
Th
e
q
u
e
stionnair
e con
s
ists of
th
r
ee
p
a
r
t
s,
n
a
m
e
l
y
background of respond
ent, ite
m
s
of
self- va
lues, a
n
d item
s
of t
eache
r
s' work c
u
lture (working attitude
, work
d
i
scip
lin
e, qu
al
ity o
f
work, and
work co
mm
u
n
icatio
n).
3
.
4
Va
lidity
a
n
d Rea
libility
o
f
Instrument
Before u
s
ed
the q
u
e
sti
o
nn
aire, it is n
ecessary to
en
su
re it
s v
a
lid
ity an
d
realib
ility. Ex
pert v
a
lid
ity
[28
]
was
d
o
n
e
to
en
su
re con
t
en
t valid
ity o
f
th
e qu
es
tionn
aire. Two lecturers in ed
u
cation
a
l m
a
n
a
g
e
m
e
n
t
of
State Un
iv
ersi
ty o
f
Mak
a
ssar read
th
e
q
u
e
stio
nn
aire and th
ey d
ecid
e
d
th
at all ite
ms
in
th
e qu
estion
n
a
i
r
e
would be
used
to collect
data
about self-c
onc
ep
t
o
f
pri
n
ci
pal
s
o
n
t
eac
hers'
wo
rk
c
u
l
t
u
re.
Fu
rt
h
e
rm
o
r
e, t
o
en
sure realibilit
y o
f
th
e
qu
estio
nn
aire,
p
ilot stu
d
y
was don
e.
Data in
t
h
e p
ilo
t stud
y
were an
alyzed u
s
ing
SPSS to
fi
n
d
th
e
real
ib
ility o
f
ite
ms in
th
e qu
estio
nn
aire. Th
e
hig
h
e
r th
e
reliab
ility
means the lower the m
ean error of m
easu
r
emen
t in
stru
m
e
n
t
s and
m
o
re reliab
l
e in
stru
men
t
is to
u
s
ed. To
test
reliab
ility o
f
t
h
e in
stru
m
e
n
t
,
th
is stu
d
y
u
s
ed Cro
n
b
a
ch
's Alp
h
a
. Th
is m
e
th
o
d
is su
itab
l
e
an
d
wid
e
ly u
s
ed
b
y
man
y
researchers, esp
ecially to
test reliab
ility o
f
t
h
e i
n
strumen
t
. [6
] stated
th
at t
h
e co
efficien
t o
f
reliabilit
y o
f
an inst
rum
e
nt may be accept
e
d to be
use
d
i
s
0.65 to 0.85
.
[42] also
noted that the
reliabi
lity coefficient
of the
gauge excee
ds at leas
t 0.60
can be use
d
for researc
h
purposes. Meanwhile, the reliabilit
y is
acceptable for
m
o
st of the gauge
s are in the
range of
0.70
to
0
.
90
. Fo
r th
is stu
d
y
, th
e rese
arche
r
has sele
cted 20
pri
n
cipals as
resp
o
nde
nt
s.
R
e
sp
on
de
nt
s we
re
gi
ve
n a
pe
ri
od
o
f
1 t
o
2
d
a
y
s
t
o
a
n
sw
er
t
h
e q
u
est
i
o
n
n
a
i
re at
sc
ho
ol
.
Aft
e
r
analyzed
the data,
cronbach'
s
alpha was obt
ained for
0.945
.
It indicates
that the qu
estio
nn
aire
u
s
ed
in
th
i
s
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:
2
252
-88
22
IJERE
Vol. 3, No. 4,
Decem
ber 2014 :
228 –
235
23
2
stu
d
y
h
a
s stron
g
in
tern
al reli
ab
ility. It con
c
lu
d
e
d
th
at t
h
e
q
u
e
stio
nn
aire
can
b
e
u
s
ed to m
easu
r
e v
a
riab
les in
th
is stud
y.
4.
RESULT AND DIS
C
USSI
ON
4.
1
Descripti
v
e Analysis
of
Ele
ments of
Sel
f
Values
Data an
alysis in
th
is sectio
n ai
m
s
to
an
swer
th
e first research
qu
est
i
o
n
,
n
a
m
e
ly,)
id
en
tify
th
e
el
em
ent
s
t
o
be
a p
r
i
o
ri
t
y
f
o
r t
h
e
pri
n
ci
pal
s
t
o
i
m
pl
em
ent
sel
f-val
ues
at
sc
ho
ol
.
It
was
us
ed m
ean.
Next
,
base
d
on t
a
bl
e 1, i
t
was f
o
un
d t
h
at
gene
ral
l
y
, sel
f
-val
ues
of
pri
n
ci
pal
s
ha
ve m
e
an sc
ore
of
4.
4
4
. T
h
e hi
g
h
est
m
ean
score is honest
y
ele
m
ent with 4.66 a
nd als
o
com
p
liance ele
m
ent with a
mean
scor
e of
4.6
6
. I
t
w
a
s show
n
that
ele
m
en
ts o
f
self v
a
lu
es
for sch
o
o
l
prin
cip
a
ls wh
ich
are
th
e main
p
r
io
rity in
con
d
u
c
ting
of scho
o
l
prin
ci
p
a
lsh
i
p
are
honesty and c
o
m
p
liance.
Result of
desc
riptive analysis is shown i
n
Ta
ble 1.
Table 1.
Mea
n
Score of Self Values
of
Principals
Ele
m
ents Mean
Sc
ore
1.
Self
-acceptance
4.33
2.
Self-
c
ontr
o
l 4.
43
3.
Self-
c
hange 4.
27
4.
Honesty
4.
66
*
5.
Coor
dination
4.
32
6.
Self-
a
ssess
m
e
nt 4.
50
7.
Capacity 4.
37
8.
For
w
ar
ded m
oving
4.
29
9.
Co
m
m
itt
m
e
nt 4.
27
10.
Co
m
p
liance
4.
66*
11.
Self sym
bolic
4.
63
12.
Response
4.
54
13.
Pr
ofession
4.
47
4.
2
Des
cri
pti
v
e An
al
ysi
s
o
f
T
e
achers'
W
o
rk
C
u
l
t
ure
Research
fi
n
d
i
n
g
o
n
work
cu
ltu
re in
clud
es
work
eth
i
c/attitu
d
e
, d
i
scip
lin
e, q
u
a
lity o
f
work
, and
wo
rk
com
m
uni
cat
i
on an
d are s
h
o
w
n o
n
Tabl
e
2. I
t
was fo
u
nd t
h
at
general
l
y
w
o
r
k
cul
t
u
re ha
s
m
ean score o
f
4.
35
. It
al
so f
o
un
d t
h
at
w
o
r
k
c
o
m
m
uni
cat
i
on h
a
s
hi
g
h
est
m
ean sc
o
r
e o
f
4.
50
an
d t
h
e sec
o
nd
hi
ghest a m
ean score
of
4
.
4
3
is wo
rk
attitu
d
e
. It in
d
i
cates th
at th
e te
ach
ers' work
cu
ltu
re also
shows a h
i
gh
lev
e
l. Th
e resu
lts o
f
the
descri
pt
i
v
e a
n
a
l
y
s
i
s
of t
eac
her
s
'
wor
k
m
i
ght
be s
h
ow
n
o
n
T
a
bl
e 2
.
Table 2.
Mea
n
Score of Teachers'
W
o
rk
Cult
ure
Ele
m
en
ts o
f
Wo
rk
Culture Mean
Score
1. Ethic/attitude
4.43
2.
Discipline
4.
31
3.
Quality
of wor
k
4.
18
4.
W
o
r
k
co
m
m
unication
4.
50
4.3
The I
n
fluence of
Self
Values
of Pr
inci
plas
tow
a
rd T
e
achers
’ W
o
r
k
Culture
H
0
1
There
is no significa
nt
effect
of self-va
l
ues (self-acce
ptance,
self-c
ont
rol, c
h
a
nge
, honest
y
,
ad
ap
tab
ility, self-assessm
en
t, cap
acity, m
o
v
i
n
g
fo
rwar
d
,
commi
tt
men
t
, com
p
l
i
an
ce, symb
o
l
o
f
sel
f
,
response a
n
d
professional) of
pri
n
cipa
lshi
p t
o
wa
rd teache
r
s
’
work culture.
Tabl
e
3.
A
n
al
y
s
i
s
of
Li
ni
e
r
R
e
gres
si
o
n
of
Ef
fect
o
f
Sel
f
-
V
a
l
ues
of
Pri
n
ci
p
a
l
s
t
o
wa
rd
t
eac
hers
’
wo
r
k
c
u
l
t
u
re
Self-
V
alues R
R
Squar
e
A
b
n
T
e
st
Sig
W
o
r
k
Cultur
e
.
734
.
539
37.
588
.
686
34
F = 37.
472
t = 6. 121
.
000
.
000
Table 3 s
h
ows
the correlation
coefficient (R) is a 0.734
wit
h
the Si
g <0.05. It m
eans tha
t
there is an
effect
of sel
f
-
v
al
ues o
f
pri
n
ci
pal
s
t
o
war
d
t
e
a
c
hers'
w
o
r
k
cu
ltu
r
e
.
T
h
er
e
f
or
e,
th
e
n
u
ll h
ypo
th
esis 1
was
rejected
because the
r
e
was a
significant infl
uenc
e on the
strong level
between
the
self-e
m
p
loyment va
lues of
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE
I
S
SN
:
225
2-8
8
2
2
Th
e
In
flu
en
ce
o
f
Prin
ci
p
a
l
s Self Person
a
lity
Va
lu
es
to
w
a
rds th
eir Wo
rk C
u
ltu
re (Mu
hammad
Asri)
23
3
p
r
i
n
cip
a
ls an
d
work cu
lt
u
r
e.
Wh
ile th
e co
efficien
t of
d
e
termin
atio
n
(R
Sq
u
a
re) of
0
.
5
3
9
,
it ind
i
cates t
h
at th
e
ab
ility to
self-v
alu
e
o
f
prin
ci
p
a
ls affecting
th
e fl
u
c
tu
atio
n
v
a
riab
les
of wo
rk
cu
ltu
re at
5
3
.9
p
e
rcen
t. Mo
d
e
l o
f
equat
i
o
n
re
gres
si
on
anal
y
s
i
s
o
f
t
h
e
va
ri
abl
e
s
of
t
h
e
sel
f
-v
alue
to
ward
work cu
ltu
re
is
as fo
l
l
o
w
s:
37.
588
0
,
686
The re
gression equation m
eans that eac
h increase of
one
uni
t
o
f
sel
f
-val
ue w
o
ul
d e
nha
nce t
h
e
wo
r
k
cu
ltu
re at 0.686
. Con
s
tan
score of 37
.5
88
mean
s th
at
if n
o
sel
f
-v
alu
e
activ
ities p
r
in
cip
a
ls (X1
=
0
)
, so
the
work
c
u
lture of
teache
r
s was only 37.588.
4.
4
Top Pri
o
rity
of Com
p
onents
on
Self-Value
s of Princip
a
ls
Th
e
resu
lts of
d
a
ta an
alysis usin
g d
e
scrip
tive sta
tistics foun
d th
at t
h
e
h
i
gh
est m
ean
score is hon
esty
and a
d
here
nce.
It
m
a
y
be con
c
l
ude
d t
h
at
h
o
n
est
y
i
s
one
of
t
h
e m
a
i
n
com
p
o
n
e
n
t
t
h
at
m
u
st
be u
phel
d
b
y
every
i
ndi
vi
dual
w
h
o
m
a
y
appea
r
i
t
i
n
t
h
e
beha
vi
o
r
as
a f
o
rm
of
i
n
t
e
gri
t
y
an
d
t
h
e c
o
n
s
i
s
t
e
ncy
bet
w
e
e
n
t
h
e
h
one
st
m
i
nds an
d
ho
nest
be
ha
vi
o
r
[4
6]
. Fi
n
d
i
n
gs
on
[
47]
c
oncl
ude
d t
h
e sel
f
-
h
o
n
est
y
o
f
t
h
e
pri
n
ci
pal
s
i
s
a su
b-
dom
ai
n t
h
at
co
nt
ri
b
u
t
e
s t
o
t
e
a
c
hers'
com
m
itm
ent
t
o
carry
out
wo
r
k
assi
g
n
m
e
nt
s i
n
hi
g
h
sch
ool
. T
h
e
fi
ndi
ng
s
rei
n
f
o
rced re
se
arches
do
ne by
[48]
,
[
4
9
]
,
[
5
0]
,
sho
w
ed
that t
h
ere
was a strong c
o
rrelation
betwee
n the level of
honest
beha
vi
or
of stude
n
ts
whe
n
i
n
unive
r
sity and
t
h
eir honest
be
havi
or i
n
the
workplace. T
h
ere
f
ore, the
val
u
e
o
f
ho
ne
st
y
i
s
an i
m
port
a
nt
p
r
o
b
l
e
m
t
h
at
m
u
st
be a
ppl
i
e
d
by
eve
r
y
m
e
m
b
er
of t
h
e e
d
u
cat
i
onal
in
stitu
tio
n
s
. It
was estab
lish
e
d
in
t
h
e
b
e
h
a
v
i
o
r
as a fo
rm
o
f
in
teg
r
ity and
t
h
e co
n
s
isten
c
y
b
e
tween
h
o
n
e
st
m
i
n
d
an
d
hon
est b
e
hav
i
or
.
Co
m
p
lian
ce itself is an
elemen
t o
f
self
v
a
lu
es,
wh
ich is th
e seco
nd
h
i
gh
est
runn
ing
regu
larly
p
r
acticed in
t
h
e schoo
l prin
ci
p
a
lsh
i
p
.
Th
e
go
al is to produce schoo
l m
a
n
a
g
e
m
e
n
t
sk
ill, d
i
scip
lin
e and
q
u
a
lity.
Thi
s
fi
ndi
ng
m
eans t
h
at
p
r
i
n
ci
pal
s
a
n
d
ot
her sc
h
ool
st
a
ffs c
o
m
p
l
y
regul
at
i
o
ns
or l
a
ws
whi
c
h t
h
e
y
deem
su
itab
ility an
d con
s
isten
t
with
the in
tern
al
n
o
rm
s. It
was
also
foun
d th
at co
mmitted
prin
cip
a
ls and
sch
o
o
l
me
m
b
ers o
r
stak
eho
l
d
e
rs follo
w th
eir p
e
rso
n
al
m
o
rality
. It
m
ean
s th
at to
co
m
p
ly
with
th
e ru
les an
d
regulations
effectively because they
are
considere
d
rules
or re
gulations
are a m
u
st. Complying
re
gulations
or
laws
m
u
st b
e
co
nsisten
t
with
th
e in
d
i
v
i
dual's
in
tern
al n
o
rm
s related
to
th
e in
v
i
du
al actio
n
s
, an
d
th
ey also
str
e
ng
th
en
human
b
e
ing
s
w
ith
th
eir
au
tho
r
i
t
y syste
m
, r
eac
tio
n
v
i
r
t
u
e
s and
pr
ov
i
d
e suppo
r
t
for
so
cial in
tegr
ity
an
d to
ev
ad
e
fro
m
co
n
f
lict [51
]
.
4.
5
The Influence of Self Va
lues of Prin
ciplas
toward Te
achers’ W
o
rk Culture
Based
on
th
e an
alysis, it w
a
s f
oun
d
th
at th
ere w
a
s a str
ong an
d
sign
if
icant r
e
latio
n
s
h
i
p
betw
een
th
e
self v
a
l
u
es
o
f
prin
cip
a
ls t
o
ward
s
work
cu
ltu
re.
Th
e
resu
lt of t
h
is stud
y
p
a
rallel to
[52
]
’s stu
d
y
o
n
val
u
e-base
d l
e
a
d
er
shi
p
, t
h
at
al
l
i
nde
pe
nde
nt
vari
a
b
l
e
s (t
he
s
e
l
f
val
u
e
s
of
pr
i
n
ci
pal
s
) a
r
e
di
rect
i
ndi
cat
ors
of e
d
ucat
i
onal
l
eaders
h
i
p
,
a si
gni
fi
cant
i
m
pact
on
the devel
opm
ent of teac
hers'
work c
u
lture
becom
e
s the sc
ho
o
l
cu
ltur
e
. Fur
t
h
e
r
m
o
r
e, th
is stud
y also supp
or
ted
[5
3]
’s st
u
d
y
,
a
b
o
u
t
t
h
e i
m
pact
of val
u
e
-
b
a
se
d l
eaders
h
ip
for th
e d
e
v
e
lop
m
en
t o
f
th
e schoo
l cu
ltu
re. Th
is stu
d
y
reveale
d
that t
h
ere
is an influence
of
self-v
alu
e
s
o
f
prin
cipals to
ward t
eac
hers'
w
o
r
k
c
u
l
t
ure
i
n
sc
h
ool
s
.
The res
u
lts of
study in Ha
rva
r
d Bu
siness Sc
hool by [54] s
h
owe
d
th
at workplace culture
has a strong
im
pact on the
perform
a
nce of a
n
organizati
o
n. T
h
ere
ar
e
four
reas
ons
why the effect
ca
n
occur: (1) T
h
e work
cul
t
u
re
has a si
gni
fi
ca
nt
im
pact
on j
ob
per
f
o
rm
ance. (2
) The work cult
ure is perh
a
p
s even m
o
re important
fact
or i
n
det
e
r
m
i
n
i
ng t
h
e s
u
ccess or
fai
l
u
r
e
of
one
or
ga
ni
sat
i
o
n
.
(
3
)
Wo
r
k
cul
t
u
re
gr
ow
s easi
l
y
and e
v
e
n
with
in
th
e organ
i
zatio
n
filled
with
p
e
op
le who
are
sm
a
r
t an
d
clev
er. (4
)
Alth
oug
h it
is d
i
fficu
lt to
b
e
m
odi
fi
ed, w
o
r
k
c
u
l
t
u
re ca
n
be m
a
de t
o
f
u
rt
her
i
m
prove
per
f
o
r
m
a
nce. Furt
herm
ore, t
h
e fi
ndi
ng
s o
f
[5
5]
showe
d
t
h
at workplace culture has
a si
gnific
ant effect
on perform
a
nce.
5.
CO
NCL
USI
O
N
The fi
ndi
ngs
o
f
t
h
i
s
st
u
d
y
can
be co
ncl
u
ded t
h
at
t
o
p
-
priority ele
m
en
ts o
f
the self-v
aleu
s of p
r
in
ci
p
a
ls
i
n
t
e
rm
s of
de
vel
o
pi
n
g
t
eac
h
e
rs'
wo
rk
cul
t
ure
i
n
sc
h
ool
s
are
h
onest
y
a
n
d
com
p
l
i
a
nce
,
an
d s
e
l
f
val
u
es o
f
pri
n
cipals
has
significa
nt a
n
d strong e
ff
ect
on teache
r
s
’
work culture at sc
hool.
ACKNOWLE
DGE
M
ENTS
Our great ap
preciatio
n
is add
r
essed
to
all lectu
r
ers an
d
staff of Facu
lt
y o
f
Edu
cation
Un
iv
ersiti
Tek
nol
ogi
M
a
l
a
y
s
i
a
and t
o
G
ove
r
n
o
r
o
f
So
ut
h S
u
l
a
wesi
I
n
d
o
n
esi
a
fo
r g
r
eat
gui
dance
and
hel
p
t
o
c
o
m
p
l
e
t
e
th
is article.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:
2
252
-88
22
IJERE
Vol. 3, No. 4,
Decem
ber 2014 :
228 –
235
23
4
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