Significant level p=0.01 (p>0.01)** r = pearson’s correlation value
From Table 4, it can be seen that there are quite a number of leadership styles which are correlated to the
students’ achievement (Religious Primary School Exam) although the correlation values r are not strong. Some
of the styles which are correlated with the students’ achievement for 4 consecutive years (2008-2011) are like
having a firm stand in all matters, easily understood by all staffs, treat everybody in the school equally and
willing to accept changes. The significant level is at p=0.01 .
Furthermore, correlation is seen between the ‘consideration-oriented’ leadership style and the students’
achievement for 3 consecutive years (2008-2011) although the correlation values are not strong, namely being
firm, willing to listen to teachers’ problems and feeling of care towards the teachers’ welfare.
In 2008, there are 11 items on ‘consideration-oriented’ leadership styles which are weakly correlated to the
students’ achievement such as being firm in all tasks given, like to help teachers, easily understood and
communicate well with teachers, being a good listener to the teachers’ problems, practice no favouritism, open
minded and willing to accept changes. On the other hand, in 2011, there are fewer ‘consideration-oriented’
leadership styles which correlate with the students’ acievement, namely, being able to communicate and
understand teachers’ needs, no favouritism and able to adapt with new changes.
From the Table 4, it can be concluded that the headmasters in the religious schools in the Tutong District do