Data Analysis On Leadership Styles Used By Student Affairs Department Management Essay
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The intent of this chapter is to analyse all the information from the questionnaires that has been distributed, per centum of the respondents who answer each inquiry can be determined. The quantitative consequences have been done to this survey in order to look into the most leading manner usage by pupil personal businesss section.
Data analysis is an of import component for any survey that has been conducted. The Statistical Packages for Social Sciences ( SPSS ) Version 12.0 is a tool that will be used to construe the informations to acquire consequence of this survey. The type of trial used to analyze are frequences and t-test. A frequences and t-test statistic used to reply the research inquiry.
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The first inquiry is what is the most type of leading manner pattern in the pupil personal businesss. The factors for this inquiry are harmonizing to the pupil evaluated of the leading manner pattern by the pupil personal businesss. The rating is based on questionnaire that were administer to the pupil which the questionnaire included the inquiry about the transactional and transformational leading manner.
The 2nd research inquiry is to cognize what are the pupil ‘s positions toward the leading manner pattern in pupil personal businesss. The factor that has been provided included the leading behaviour, leading manner and besides authorising leading. All the factors can be evaluated based on strongly disagree, disagree, mildly agree, agree and strongly hold.
A descriptive statistics about the respondent ‘s demographic factors informations were made such as age, gender, degree of instruction, race and the pupil position of matrimony.
4.2 Reliability Test
4.2.1 Pilot Study
To see the dependability of the questionnaires, the research worker has conducted the pilot trial. There are 26 of point in the questionnaire ( N points = 26 ) the dependability mark is.918 based the mark on Cronbach ‘s Alpha which is the questionnaires has the best dependability. The consequence base on 10 of respondent ( N = 10 )
Table 1: Case Processing Summary
Nitrogen
%
Cases
Valid
10
100.0
Excluded ( a )
0
.0
Entire
10
100.0
a. Listwise omission based on all variables in the process.
Table 2: Dependability Statisticss of Cronbach ‘s Alpha
Cronbach ‘s Alpha
N of Items
.918
26
Base on dependability trial on the questionnaire, research worker found that the questionnaire was dependable and can be use. The trial on respondent ( N = 10 ) with the point from leading manner included transformational and transactional, leading behaviour, authorising leading and demographic such gender, age, degree of instruction, race, and matrimonial position ( N of points = 26 )
4.3 Demographic Factor
4.3.1 Age
Age
Frequency
Percentage
Valid Percentage
Accumulative Percentage
Valid
17-20 old ages
40
40.0
40.0
40.0
21-25 old ages
60
60.0
60.0
100.0
Entire
100
100.0
100.0
The respondents in this survey were UniKL MSI pupil with the mean age between 17 until 25 old ages. The information show 60 % of the sample were pupil with age scope between 21-25 old ages and 40 % with age scope between 17 – 20 years..
4.3.2 Gender
Gender
Frequency
Percentage
Valid Percentage
Accumulative Percentage
Valid
Male
64
64.0
64.0
64.0
Female
36
36.0
36.0
100.0
Entire
100
100.0
100.0
Figure 4.3.2 above shows that the frequence of respondents ‘ gender. There were 64 % male and 36 % female participate in this survey.
4.3.3 Degree of instruction
Education
Frequency
Percentage
Valid Percentage
Accumulative Percentage
Valid
Spm
17
17.0
17.0
17.0
Diploma
51
51.0
51.0
68.0
Degree
32
32.0
32.0
100.0
Entire
100
100.0
100.0
The figure shows about degree of instruction for this survey. The highest instruction degree of the respondents is Degree ( n=32 ) followed by Diploma ( n=51 ) and spm ( n=17 )
4.3.4 Race
Race
Frequency
Percentage
Valid Percentage
Accumulative Percentage
Valid
Malay
94
94.0
94.0
94.0
others
6
6.0
6.0
100.0
Entire
100
100.0
100.0
The information shows that the bulk of the sample is Malay with 94 % and others 6 % . Which others represent other races besides Malay, India and Chinese. The per centum of race shown that most of the sample was Malay and can be concluded the overall of UniKL MSI pupil was from native.
4.3.5 Status
Status
Frequency
Percentage
Valid Percentage
Accumulative Percentage
Valid
Single
100
100.0
100.0
100.0
The information for the position is 100 % individual. This is because most of the pupil who analyzing in UniKL are the pupil who had finished their spm and still new alumnus from school. Which n=100
4.4 T-Test on what is the most leading manner pattern by pupil personal businesss
One-Sample Statisticss
Nitrogen
Mean
Std. Deviation
Std. Error Mean
Transactional
100
2.7100
.69012
.06901
Transformational
100
3.2583
.77827
.07783
Table 4.4.1
Table 4.4.1 present the comparing of variables between transactional and transformational leading manner. The trial consequence shown that transformational leading manner ( m=3.2583 ) and transactional leading manner ( m=2.7100 ) . This consequence shown that the most leading manner pattern by pupil personal businesss is Transformational leading ( m=3.2583 ) evaluated by respondent ( n=100 ) .Table 4.3.1 besides shown that the transactional leading besides practiced by pupil personal businesss section ( m=2.7100 ) . The mean of transformational leading manner ( m=3.2583 ) and transactional ( m=2.7100 ) has positively prove that the most leading manner usage by pupil personal businesss section was transformational leading with the standard divergence ( SD=.77827 ) transformational and ( SD=.69012 ) transactional.
One-Sample Trial
Test Value = 0.05
T
df
Sig. ( 2-tailed )
Average Difference
95 % Confidence Interval of the Difference
Lower
Upper
Transactional
38.544
99
.000
2.66000
2.5231
2.7969
Transformational
41.224
99
.000
3.20833
3.0539
3.3628
N=100
Table 4.4.2
Table 4.4.2 present the trial that usage to happen the most leading manner pattern by the pupil personal businesss. The research worker usage one sample t-test to happen the most leading manner pattern by pupil personal businesss with ( p = 0.05 ) alpha value or trial value. Transformational leading manner ( t = 41.224 ) show that the most leading manner pattern by the pupil personal businesss is Transformational leading instead than Transactional leading ( t = 38.544 ) . The grade of freedom for both leading manner ( df = 99 ) and important degree ( sig.2-tailed = .000 ) . Average difference for transformational leading manner ( MD = 3.20833 ) and transactional leading ( MD = 2.66 ) . Table 4.4.2 besides shown the assurance interval of difference where research worker utilize 95 % of assurance interval of the difference with transformational leading manner ( lower = 3.0539 ) and ( upper = 3.3628 ) while transactional leading manner ( lower = 2.5231 ) and ( upper = 2.7969 ) .
Figure 4.4.1
Figure 4.4.1 nowadays the saloon graph of the transformational leading manner and transactional leading manner pattern by the pupil personal businesss section. The figure differentiates between two leading manner between transformational and transactional. The respondent ( n = 100 ) has evaluate the leading manner pattern by the pupil personal businesss and the most leading manner pattern by the pupil personal businesss is Transformational leading ( thousand = 3.2583 ) as shown in table 4.3.3.
4.5 Student position of leading behaviour of pupil personal businesss
Statisticss
Table 4.5.1
Influence through menace and bullying
Reprimand when public presentation is non up to par
Establish the ends for my work
Give instructions about how to make work
Nitrogen
Valid
100
100
100
100
Missing
0
0
0
0
Mean
1.9900
3.5400
2.3100
3.5300
Median
2.0000
4.0000
2.0000
4.0000
Std. Deviation
1.14146
1.14962
1.31576
1.25090
Scope
4.00
4.00
4.00
4.00
Sum
199.00
354.00
231.00
353.00
Table 4.5.1 shows the statistic of the respondents ( n = 100 ) position the leading behaviour of pupil personal businesss section. In the leading behavior subdivision there are four inquiry uses to cognize answering positions toward the leading behaviour of pupil personal businesss section. The table shown the mean of every inquiry, influence through menace and bullying ( thousand = 1.99 ) rebuke when public presentation is non up to par ( thousand = 3.54 ) set up the ends of work ( thousand = 2.31 ) and give instructions about how to make work ( thousand = 3.53 ) . The standard divergence of every inquiry of leading behaviour besides shown in table 4.5.1, influence through menace ( SD = 1.14146 ) , reprimand when public presentation is non up to par ( SD = 1.14962 ) , set up the ends for work ( SD = 1.31576 ) and give instructions about how to make work ( SD = 1.25090 ) .
Influence through menace and bullying
Frequency
Percentage
Valid Percentage
Accumulative Percentage
Valid
Strongly Disagree
44
44.0
44.0
44.0
Disagree
32
32.0
32.0
76.0
Mildly Agree
7
7.0
7.0
83.0
Agree
15
15.0
15.0
98.0
Strongly Agree
2
2.0
2.0
100.0
Entire
100
100.0
100.0
Table 4.5.2
Figure 4.5.1
Table 4.5.2 shows that the frequence of answering positions toward the inquiry of leading behaviour of pupil personal businesss section. The inquiry, influence through dainty and bullying. The consequence shown that 44 % of respondent ( n = 100 ) strongly differ which prove that the pupil personal businesss non act upon the pupil through menace and bullying. This consequence followed by 32 % disagrees, 7 % mildly agree, 15 % agree and merely 2 % strongly agree. The figure 4.5.1 showed the graph of consequence happening which shown more than 40 per centum of respondent strongly disagree.
Reprimand when public presentation is non up to par
Frequency
Percentage
Valid Percentage
Accumulative Percentage
Valid
Strongly Disagree
8
8.0
8.0
8.0
Disagree
10
10.0
10.0
18.0
Mildly Agree
21
21.0
21.0
39.0
Agree
42
42.0
42.0
81.0
Strongly Agree
19
19.0
19.0
100.0
Entire
100
100.0
100.0
Table 4.5.3
Figure 4.5.2
Table 4.5.3 shows that the frequence of answering positions toward the inquiry of leading behaviour of pupil personal businesss section. The inquiry, rebuke when public presentation is non up to par. The consequence shown that 44 % of respondent ( n = 100 ) agree which prove that the pupil personal businesss has reprimand the pupils when their public presentation is non up to standard. This consequence followed by 21 % mildly agree, 19 % strongly agree, 10 % disagree and merely 8 % strongly disagree. Figure 4.5.2 has shown the graph of terminal consequence which more that 40 per centum of respondent agreed
Establish the ends for my work
Frequency
Percentage
Valid Percentage
Accumulative Percentage
Valid
Strongly Disagree
42
42.0
42.0
42.0
Disagree
12
12.0
12.0
54.0
Mildly Agree
25
25.0
25.0
79.0
Agree
15
15.0
15.0
94.0
Strongly Agree
6
6.0
6.0
100.0
Entire
100
100.0
100.0
Table 4.5.4
Figure 4.5.3
Table 4.5.4 shows that the frequence of answering positions toward the inquiry of leading behaviour of pupil personal businesss section. The inquiry, pupil personal businesss established the ends of my work. The consequence shown that 42 % of respondent ( n = 100 ) strongly differ which prove that the pupil personal businesss has non established the ends for pupil work. This consequence followed by 25 % mildly agree, 15 % agree, 12 % disagree and merely 6 % strongly agree. The terminal consequence has been shown in figure 4.5.3 which determines more than 40 per centum of respondent was strongly disagreed.
Give instructions about how to make work
Frequency
Percentage
Valid Percentage
Accumulative Percentage
Valid
Strongly Disagree
11
11.0
11.0
11.0
Disagree
10
10.0
10.0
21.0
Mildly Agree
16
16.0
16.0
37.0
Agree
41
41.0
41.0
78.0
Strongly Agree
22
22.0
22.0
100.0
Entire
100
100.0
100.0
Table 4.5.5
Figure 4.5.4
Table 4.5.5 shows that the frequence of answering positions toward the inquiry of leading behaviour of pupil personal businesss section. The inquiry, pupil personal businesss give instructions about how to make work. The consequence shown that 41 % of respondent ( n = 100 ) agree which prove that the pupil personal businesss has give instructions and assist pupils about how to make a work. This consequence followed by 22 % strongly agree, 16 % mildly agree, 11 % disagree and merely 10 % strongly disagree. Figure 4.5.4 showed the per centum of the consequence which more than 40 per centum of respondent were agreed.
4.6 Students positions of authorising leading of pupil personal businesss
Statisticss
Table 4.6.1
impulses to honor with something when completed a major undertaking
Advice to organize attempts with others who are portion of the squad
Work together to develop public presentation ends
Encourage to seek for solution to job without supervising
Urges to believe of job as chances
Encourage to develop accomplishments and abilities
Nitrogen
Valid
100
100
100
100
100
100
Missing
0
0
0
0
0
0
Mean
2.6300
2.9300
3.1400
2.1700
3.0400
3.5700
Median
3.0000
3.0000
4.0000
2.0000
4.0000
4.0000
Std. Deviation
1.22808
.95616
1.13725
1.15518
1.19697
1.24117
Scope
4.00
4.00
4.00
4.00
4.00
4.00
Sum
263.00
293.00
314.00
217.00
304.00
357.00
Figure 4.6.1 shows the statistic of the respondents ( n = 100 ) position the authorising leading of pupil personal businesss section. In the authorising leading subdivision there are six inquiry uses to cognize answering positions toward the authorising leading of pupil personal businesss section. The table shown the mean of every inquiry, pupil personal businesss urges to honor with something when completed a major undertaking ( thousand = 2.63 ) advice to organize attempts with others who are portion of squad ( thousand = 2.93 ) work together with pupils to develop public presentation ends ( thousand = 3.14 ) encourages pupils to seek for solutions to pupils jobs without supervising of pupil personal businesss section ( thousand = 2.17 ) Student personal businesss urged pupil to believe of jobs as chances instead than obstruction ( thousand = 3.04 ) and pupil personal businesss promote pupil to develop pupils accomplishments and abilities ( thousand = 3.57 ) . The standard divergence of every inquiry of authorising leading besides shown in table 4.6.1, impulses to honor something when completed a major undertaking ( SD = 1.22808 ) , advise pupil to organize attempts with others who portion of the squad ( SD = .95616 ) , work together with pupils to develop public presentation ends ( SD = 1.13725 ) , encourages pupils to seek for solutions to pupils jobs without supervising of pupil personal businesss section ( SD = 1.15518 ) , Student personal businesss urged pupil to believe of jobs as chances instead than obstruction ( SD = 1.19697 ) and pupil personal businesss promote pupil to develop pupils accomplishments and abilities ( SD = 1.24117 ) .
Urges to honor with something when completed a major undertaking
Frequency
Percentage
Valid Percentage
Accumulative Percentage
Valid
Strongly Disagree
23
23.0
23.0
23.0
Disagree
25
25.0
25.0
48.0
Mildly Agree
24
24.0
24.0
72.0
Agree
22
22.0
22.0
94.0
Strongly Agree
6
6.0
6.0
100.0
Entire
100
100.0
100.0
Table 4.6.2
Figure 4.6.1
Table 4.6.2 shows that the frequence of answering positions toward the inquiry of authorising leading of pupil personal businesss section. The inquiry, urges to honor something when completed a major undertaking. The consequence shown that 25 % of respondent ( n = 100 ) disagree which prove that the pupil personal businesss non urged pupil to honor themselves with something they like when the pupil have successfully completed a major undertaking. This consequence followed by 24 % of respondents mildly agreed, 23 % strongly disagreed, 22 % agreed and merely 6 % strongly agreed. The graph on figure 4.6.1 besides had shown the per centum of the consequence.
Advice to organize attempts with others who are portion of the squad
Frequency
Percentage
Valid Percentage
Accumulative Percentage
Valid
Strongly Disagree
8
8.0
8.0
8.0
Disagree
24
24.0
24.0
32.0
Mildly Agree
36
36.0
36.0
68.0
Agree
31
31.0
31.0
99.0
Strongly Agree
1
1.0
1.0
100.0
Entire
100
100.0
100.0
Table 4.6.3
Figure 4.6.2
Table 4.6.3 shows that the frequence of answering positions toward the inquiry of authorising leading of pupil personal businesss section. The inquiry, pupil personal businesss advised pupil to organize their attempts with other persons who are portion of the squad. The consequence shown that 36 % of respondent ( n = 100 ) mildly agreed and 31 % agreed which prove that the pupil personal businesss has advised the pupil to organize their attempts with other persons who are portion of the squad. This consequence followed by 24 % of respondent disagreed, 8 % strongly disagreed, and 1 % strongly agreed. The graph on figure 4.6.2 besides had shown the per centum of the consequence.
Work together to develop public presentation ends
Frequency
Percentage
Valid Percentage
Accumulative Percentage
Valid
Strongly Disagree
13
13.0
13.0
13.0
Disagree
16
16.0
16.0
29.0
Mildly Agree
18
18.0
18.0
47.0
Agree
50
50.0
50.0
97.0
Strongly Agree
3
3.0
3.0
100.0
Entire
100
100.0
100.0
Table 4.6.4
Figure 4.6.3
Table 4.6.4 shows that the frequence of answering positions toward the inquiry of authorising leading of pupil personal businesss section. The inquiry, pupil personal businesss works with the pupil to develop their public presentation ends. The consequence shown that 50 % of respondent ( n = 100 ) agreed and 18 % mildly agreed which shown that the pupil personal businesss has works together with the pupil to develop the pupils public presentation ends. This consequence followed by 16 % of respondent disagreed, 13 % strongly disagreed, and 3 % strongly agreed. From the tabular array 4.6.4, the consequence can be concluded that half of the respondent ( n = 100 ) has agreed with the statement that shown the pupil personal businesss section has work together with pupil in order to develop the pupil public presentation ends. The graph on figure 4.6.3 had shown the per centum of the terminal consequence which showed that 50 per centum of respondent has agreed.
Encourage to seek for solution to job without supervising
Frequency
Percentage
Valid Percentage
Accumulative Percentage
Valid
Strongly Disagree
40
40.0
40.0
40.0
Disagree
19
19.0
19.0
59.0
Mildly Agree
28
28.0
28.0
87.0
Agree
10
10.0
10.0
97.0
Strongly Agree
3
3.0
3.0
100.0
Entire
100
100.0
100.0
Table 4.6.5
Figure 4.6.4
Table 4.6.5 shows that the frequence of answering positions toward the inquiry of authorising leading of pupil personal businesss section. The inquiry, pupil personal businesss section has encourages pupil to seek for solution to the pupil jobs without supervising from pupil personal businesss section. The consequence shown that 40 % of respondent ( n = 100 ) strongly disagreed which prove that the pupil personal businesss has non encourages pupil to seek for solution for pupil jobs without supervising. It means student personal businesss section has supervised the pupil to work out their jobs. This consequence followed by 28 % of respondent mildly agreed, 19 % disagreed, 10 % agreed and 3 % strongly agreed. The graph on figure 4.6.4 besides had shown the per centum of the consequence.
Urges to believe of job as chances
Frequency
Percentage
Valid Percentage
Accumulative Percentage
Valid
Strongly Disagree
17
17.0
17.0
17.0
Disagree
16
16.0
16.0
33.0
Mildly Agree
15
15.0
15.0
48.0
Agree
50
50.0
50.0
98.0
Strongly Agree
2
2.0
2.0
100.0
Entire
100
100.0
100.0
Table 4.6.6
Figure 4.6.5
Table 4.6.6 shows that the frequence of answering positions toward the inquiry of authorising leading of pupil personal businesss section. The inquiry, pupil personal businesss section urged pupil to believe of jobs as chances instead than obstruction. The consequence shown that 50 % of respondent ( n = 100 ) agreed and 15 % mildly agreed which prove that the pupil personal businesss section has urged pupil to believe a job as a chances instead than obstruction. This consequence followed by 17 % of respondent strongly disagreed, 16 % disagreed, and 2 % strongly agreed. The graph on figure 4.6.5 showed the per centum of the terminal consequence.
Encourage to develop accomplishments and abilities
Frequency
Percentage
Valid Percentage
Accumulative Percentage
Valid
Strongly Disagree
13
13.0
13.0
13.0
Disagree
9
9.0
9.0
22.0
Mildly Agree
2
2.0
2.0
24.0
Agree
60
60.0
60.0
84.0
Strongly Agree
16
16.0
16.0
100.0
Entire
100
100.0
100.0
Table 4.6.7
Figure 4.6.6
Table 4.6.7 shows that the frequence of answering positions toward the inquiry of authorising leading of pupil personal businesss section. The inquiry, pupil personal businesss section encouraged the pupil to develop pupils accomplishments and abilities. The consequence shown that 60 % of respondent ( n = 100 ) agreed and 16 % strongly agreed which shown most of the respondent agreed that the pupil personal businesss section has encouraged the pupil to develop pupils accomplishments and abilities. This consequence followed by 13 % of respondent strongly disagreed, 19 % disagreed, and 2 % mildly agreed. From the tabular array 4.6.7, the consequence can be concluded that more than a half of the respondent ( n = 100 ) has agreed with the statement that shown the pupil personal businesss section has encouraged pupils to develop their accomplishments and abilities. Figure 4.6.6 showed the graph on the terminal consequence of the surveies with showed 60 per centum of respondent were agreed.
