CHAPTER 4: RESULTS

By Muhammad Niqab Malaysia

CHAPTER 4: RESULTS

4.0 Introduction

This chapter describes the demographic information which is followed by some descriptive analysis upon level of principal’s leadership skills, organizational citizenship behavior, and intellectual capital. Some further in-depth analysis is also described in here. As proposed in chapter 1, the purpose of this study is to identify and analyze whether principal’s leadership skills areinfluencing intellectual capital directly or through the mediation of organizational citizenship behaviour. Specifically the study was undertaken to:

•     assess the level of intellectual capital (IC), principals’ leadership skills (PLS), and   organizational citizenship behaviour (OCB) in secondary schools of Pakistan.

•       analyse the influence of  principals’ leadership skills on  intellectual capital of  secondary schools

•       examine whether organizational citizenship behaviour mediates the relationship between principals’ leadership skills and intellectual capital of  secondary schools

•       test whether the demographic variable (sex) is a moderator for the relationship between principal’s leadership skills and intellectual capital of secondary schools.

•       examine if the proposed model linking principals’ leadership skill with the intellectual capital of schools through organizational citizenship behaviour as mediator, fits the data.

4.1 Demographic Profile of the respondents

The demographic profile of the 408 teachers that includes sex, age, professional qualification, teaching experience, and academic qualification, is presented in Table 4.1 (the graphical version is shown in Appendix-L).

Table 4.1: Demographic profile of sample (408 Teachers)

Demographic                           characteristics		Frequency	%
Gender	Male Female	177 231	43.4 56.6
Age	25-30 Years 31-35 Years 36-40 Years More than 40	121 97 69 121	29.7 23.8 16.9 29.7
Professional    Qualification	Certified Teacher(C.T) Bachelor of Education(B.Ed.) Master in Education(M.Ed.) Others	13 202 130 63	3.2 49.5 31.9 15.4
Experience	Less than one year 1-5 Years 6-10 Years 11-15 Years 16-20 Years More than 20 Years	1 7 83 249 68  0	0.2 2.0 20.0 61.0 17.0 0.0
Academic Qualification	Undergraduate Graduate Master Others	2 71 320 15	0.5 17.4 78.4 3.7

Among 408 respondents who took part in this study, one hundred and seventy-seven (43.4%) were male, while the rest of two hundred and thirty one (56.6%) teachers were female. In terms of age, 29.7% sample was of age between 25 to 30 years, while 23.8% was of age between 31 to 35 years, another 16.9% were aged between 36 and 40 years, and the remaining 29.7 % were aged more than 40 years. Thirteen (3.2%) teachers are certified teachers, while two hundred and two (49.5%) teachers possess a bachelor degree in education, and another one hundred and thirty teachers (31.9%) had their Masters, and the rest sixty three (15.4%) teachers seem to possess other professional qualifications such as M. Phil., Diploma, etc.

With regards to experience, 2.2% teachers have less than 5 years’ experience, while 20% possess between 6 to 10 years of experience. Majority (61%) of the teachers possess between 11 to 15 years of experience. The remaining 17% have more than 15 years of experience. In particular, none of the sample has more than 20 years of experience as teacher. As for the academic qualifications, it can be noted that less than 1% teachers are undergraduates, while 17.4% of the sample are graduates. Majority of the sample (78.4%) have Master’s degree with another 3.7% having even higher degrees.

4.5 Reliability  and Validity of the instrument

The measured Values of different indices for validity and reliability are given in Table 4.2,

                 Table 4.2: Reliability and validity measurement indices.

Construct	CR	AVE	Cronbach alpha
Organizational citizenship behaviour (OCB)	.91	0.66	0.94
Intellectual capital (IC)	.84	0.70	0.94
Principal’s leadership skills(PLS)	0.91	0.78	0.95

    

Table 4.2 indicates reliability and validity for each of the variables, PLS, OCB, IC. It is clear that values of all the reliability and validity indices are within the required range of threshold values. Hence the instrument used is suitable to collect data from respondents.

4.7 Data Analysis

In order to analyse the data for the study, with respect to the research questions posed, several techniques employed are as follows.

RQ1: What is the level of Intellectual Capital?

This question was analysed using percentage distribution technique as shown in Table 4.3.

Table 4.3: Percentage distribution of level of Intellectual Capital (Dependent Variable)

Variable/ Sub-dimensions	Level of Intellectual Capital
	Low (%)	Moderate (%)	High (%)
Education (EDU)	0.2	2.0	97.8
Experience (EXP)	0.2	1.7	98.0
Training (TRA)	0.7	6.6	92.6
Skills & abilities(SA)	8.6	24.8	66.7
Human capital (HC)	0.2	2.7	97.1
Social capital (SC)	0.1	2.7	97.3
Intellectual capital (IC)	0.1	2.2	97.7

Based on the values of the means, the level of Intellectual Capital (IC) was established into three categories: low, moderate and high as shown in Table 4.3.   About 98 % teachers indicate that they possess high level of IC, while only 2.2% show moderate level and a mere 0.1 % teachers are at the low level in their IC.  As we move into the details, we find that IC is divided into two main components: the Human Capital and the Social Capital. The Human Capital is further sub divided into four sub dimensions: education, experience, training, and skills & abilities. In terms of the education sub dimension, the table indicates that 97.8% teachers are at high level, with 2.0% at moderate and the rest of 0.2% at the low level. In the case of experience sub dimension, a similar trend is being observed with 98% teachers at the high level and 1.7% at the moderate level with the rest of o.2% at the low level.

The third sub-dimension of training also displays a similar pattern of distribution with a little variation in its values: 92.6% at the high level, another 6.6% at the moderate level while 0.7% at the low level. As for the fourth and final sub dimension of skills and abilities, it is found that only 66.7% teachers are at the high level, with about 25.0 % at the moderate level and the remaining 8.6% are at the low level.  These variations in the values do suggest some interesting phenomena upon the human capital shown by the teachers. It is found that among the four sub-dimensions within the human capital dimension, it is the experience sub-dimension that hits the high level (98.0%) response more in terms of percentage followed by education (97.8%), training (92.0%) and skills and abilities (66.7%) sub-dimensions. This pattern has a clear bearing upon the system of selection of school principals which is based on the experience of working at the moment.

Next, for the social capital dimension 97.3% teachers show that they are at the high level, with 2.7% at the moderate level and the remaining 0.1% at the low level. The combination of the two dimensions of human capital and social capital amounting to the intellectual capital therefore suggests that majority of the schools do possess high level of intellectual capital.

RQ2: What is the level of principal’s leadership skills?

This question was analysed using percentage distribution and Table 4.4 below shows the sub dimensions of principal’s leadership skills and the distribution of its levels.

Table 4.4: Percentage distribution of level of Principal’s leadership skills (Independent Variable) (N=408)

Variable/ Sub-dimensions		Level of Principal’s leadership skills
		Low (%)		Moderate (%)	High (%)
Transformational leadership skills (TLS)	4.7		27.7			67.6
Organizational leadership skills(OLS)	4.9		27.9			67.2
Behavioral leadership skills (BLS)	4.9		21.6			73.5
Principal’s leadership skills (PLS)	4.2		25.7			70.1

About 70 % of the teachers indicate a high level of PLS, while about 26.0 % teachers show a moderate level and the rest of the 4.0% indicates low level. An in-depth analysis was conducted upon each of the three dimensions of the PLS: transformational leadership skills (TLS), organizational leadership skills (OLS) and behavioural leadership skills (BLS). In terms of the transformational leadership skills it is found that 67.0% of the teachers’ seem to exhibit high level, 28.0 % teachers are at moderate level while rest of the 5.0% teachers show a low level. Similar trend is observed when we look at the second dimension, OLS. Some 67.0% teachers show a high level, and 28.0 % teachers are found at moderate level while rest of the 5.0% are at the low level. With regards to the third dimension, BLS about 73.0% teachers indicate that they are at high level, while 22.0% teachers are at moderate level and rest of the 5% teachers are at low level. It is found that among the three dimensions within PLS, it is the sub-dimension BLS that traces a high level in terms of percentage followed by TLS and OLS.

RQ3: What is the level of Organizational Citizenship Behaviour?

This question was analysed using percentage distribution and the results are as shown in Table 4.5

Table 4.5: Percentage distribution of level of OCB (Mediating Variable)

Variable/ Sub-dimensions		Level of organizational citizenship behaviour
		Low (%)		Moderate (%)		High (%)
Altruism (ALT)	1.0		8.1		90.9
Civic virtue (CV)	0.7		11.0		88.2
Consciousness (CON)	0.7		3.9		95.3
Curtesy (CSY)	1.2		5.6		93.1
Sportsmanship (SMS)	1.2		10.3		88.5
Organizational citizenship behaviour (OCB)	0.7		5.9		93.4

Table 4.5 indicates that ninety three percent (93%) teachers indicate that they exhibit high level of OCB, while only 6.0% teachers show moderate level and a mere 1.0 % teachers show low level in their OCB. As mentioned earlier, OCB is divided into five components: altruism, civic virtue, consciousness, courtesy and sportsmanship. With regards to altruism sub-dimension, 91.0% teachers indicate that they are at high level, while 8% are at moderate level and remaining 1.0% are at low level. As for the civic virtue sub-dimension, 88.0 % teachers are found to indicate high level while 11.0% teachers indicate moderate level and the rest 1% are at low level. The third sub-dimension of consciousness found that 95.0% teachers indicate high level, while 4.0% signifying moderate and 1.0% teacher showing a low level. The courtesy sub-dimension found that 93% teachers indicate that they are at high level while 6.0% are at the moderate level and the remaining 1.0% at low level. Finally, for the sportsmanship sub-dimension it is found that 89.0% teachers show high level, while 10.0 % teachers show moderate level and only1.0% teachers show low level. An inclusive snapshot of Table 4.5 reveals that variations in the values do recommend some phenomena upon the OCB shown by the teachers. It is observed that among the five dimensions within the OCB, it is the courtesy sub-dimension that dashes high level response in terms of percentage followed by altruism, consciousness and sportsmanship. This pattern might suggest some bearing upon the present system of selection of school principals that promotes culture of courtesy, altruism, consciousness and sportsmanship among the staff members.

RQ4: Is there a significant relationship between principal’s leadership skills (PLS) and the intellectual capital(IC)?

In order to analyze this relationship, structural equation model (SEM) was applied and the results of the proposed and estimated models are depicted in Figure 4.1.  Before proceeding for relationship analysis, it is mandatory in SEM to affirm the fitness of individual and overall measurement model. Results [GFI=.947, CFI=.96, RMSEA=.087, Chi-sq/df=4.07] show that the overall model is fit for further analysis. Table 4.6 shows the results of hypotheses testing.  Significant p-vale at 5% illustrates that PLS has a significant effect on IC while an insignificant p-value depicts that gender has no influence on IC of schools.

Figure 4.1:Estimated model

Table4.6: Hypothesis Testing

			Estimate	S.E.	C.R.	P
IC	<---	Sex	-.013	.056	-.239	.811
IC	<---	PLS	.635	.070	9.048	.000

In order to have an in-depth analysis, the Pearson correlation test was conducted and the results are as in Table 4.7.

Table 4.7: Correlation between Principal’s leadership skills (PLS) and intellectual capital(IC) (N=408)

PLS IC	HC	SC	Overall IC
TLS	.584**	.530**	_
OLS	.571**	.480**	_
BLS	.538**	.463**	_
Overall PLS	_	_	.626**

              Note: p^** < 0.01, p^*< 0.0

From Table 4.7, it can be seen that the correlation values between sub-dimensions of PLS and sub dimensions of IC indicate an overall strong relationship [r =.626, p< 0.01] between PLS and IC. Further analysis upon each of the sub dimensions of PLS against those of IC shows notable relationships. The TLS sub-dimension has a strong and significant relationship [r =0.584, p< 0.01] with human capital (HC), and also a strong and significant relationship[r =0.530, p< 0.01] with social capital (SC).

The OLS sub-dimension is found to indicate a strong and significant relationship [r =.571, p< 0.01] with HC, while a moderate and significant relationship[r =.480, p< 0.01] with SC. The last sub-dimension of PLS, the BLS seems to exhibit similar trend too. There is a strong and significant relationship [r =.538,  p< .01] between BLS sub dimension and HC, and a moderate relationship [r =.463,  p< 0.01] between BLS sub-dimension and SC. In terms of strength, it is TLS that bears the strongest relationship with HC, followed by OLS and then BLS. On the other hand, the three sub-dimensions of PLS also observe similar configuration of relationships. Again, it is TLS sub dimension that exhibits the strongest relationship with SC followed by OLS and then BLS.

RQ5: Is there a significant relationship between principal’s leadership skills and organizational citizenship behaviour?

In order to examine if there exists significant relationship between these two variables, SEM techniques were carried out and the results obtained are given in Table 4.8 below,

Table 4.8: Hypothesis Testing

			Estimate	S.E.	C.R.	P
OCB	<---	PLS	.780	.053	14.647	0.000

The relationship between PLS sub dimensions and OCB sub dimensions was further examined using Pearson correlation technique and the results are presented in Table 4.9.

Table 4.9: Correlation between PLS sub dimensions and OCB sub dimensions (N=408)

PLS	ALT	CV	OCB CON	CSY	SMS	Overall      OCB
TLS	.569**	.566**	.587**	.500**	.631**	_
OLS	.548**	.590**	.513**	.462**	.590**	_
BLS	.519**	.510**	.492**	.460**	.569**	_
Overall PLS	_	_	_	_	_	.687**

                Note: p^** < 0.01, p^*< 0.05.

Table 4.9 shows the correlation values between PLS sub-dimensions and OCB sub-dimensions. From these results it is found that there is an overall high correlation        [r =.687, p< 0.01] between PLS and OCB. Further analysis upon each of the sub-dimensions of PLS against those of OCB shows noteworthy relationships.

The sub-dimension, TLS has a strong and significant relationship with all OCB sub dimensions. However, it is the SMS sub-dimension that has the highest correlation       [r =.631, p=0.000] as compared with the other sub-dimensions. Similarly the sub-dimension, OLS indicates a high correlation with four sub-dimensions of OCB except with sub-dimension courtesy (CSY), where it shows a moderate and significant relationship [r =.462, p< 0.01]. Similarly, the sub-dimension, BLS possesses a high and significant correlation [r =.569, p< 0.01] with sub-dimensions sportsmanship (SMS), followed by altruism (ALT) [r =.519, p< 0.01], and civic virtue (CV) [r =.510, p< 0.01].  While BLS bears a moderate and significant relationship [r =.492, p< 0.01] with sub-dimension consciousness (CON) followed by a moderate and significant relationship [r =.460, p< 0.01] with courtesy (CSY). From these results it is quite evident that the SMS sub-dimension of OCB seems to be highly correlated to all three sub-dimensions of PLS.

RQ6: Is there a significant relationship between the organizational citizenship behaviour of teachers and the intellectual capital of secondary schools?

To answer this research question, SEM technique was applied and the results obtained are given in Table 4.10 below.

Table 4.10: Hypothesis Testing

			Estimate	S.E.	C.R.	P
IC	<---	OCB	.798	.088	9.064	0.000

The relationship between OCB and IC was further examined using Pearson correlation technique and the results are presented in Table 4.11.

Table 4.11: Correlations between OCB and IC (N=408)

OCB	IC HC	SC	Overall IC
ALT	.618**	.650**	_
CV	.637**	.628**	_
CON	.604**	.595**	_
CSY	.596**	.663**	_
SMS	.660**	.613**	_
Overall OCB	_	_	.791**

                                Note: p^** < 0.01, p^*< 0.05.

From the table 4.11 it is found that there is an overall high correlation [r =.791, p< 0.01] existing between OCB and IC.  An in-depth analysis as in Table 4.11 shows that there is high correlation identified between the five sub-dimensions of OCB and the sub-dimension human capital. Among these sub-dimensions, it is the SMS sub-dimension which hits the highest level of correlation [r=.660, p<0.01] with human capital. Similarly high correlation also exists between the five sub-dimensions of OCB and the sub-dimension social capital, among which the highest correlation [r=.663,  p<0.01] was recorded between sub-dimensions CSY and SC.

RQ7: Is organizational citizenship behaviour (OCB) a mediator for the relationship between Principal’s leadership skills (PLS) and intellectual capital(IC) of secondary schools?

Knowing that all three variables (PLS, OCB and IC) are significantly correlated in the bivariate manner, therefore this significant correlation allows us for a mediator test. For this purpose SEM-AMOS was used. The direct effect of the PLS (Exogenous variable) on the intellectual capital (Endogenous variable), was found to be significant, as shown in Table. 4.12,

Note: All fitness indices achieved the required Level.

Table 4.12: The direct effect of PLS on Intellectual capital

			Beta estimate	S.E	C.R	p-value	Result
Intellectual Capital(IC)		Principal’s Leadership skills(PLS)	0.653	.070	9.048	0.000	Significant

 When the mediator, Organizational citizenship behaviour (OCB) is inserted in the model as shown in Fig 4.2, the subsequent results that were obtained are as shown in Table 4.13,

Figure 4.2: The AMOS output showing regression coefficient between the constructs

(Note: All fitness indices achieved the required Level.)

Table 4.13: Multiple regression weights

			Beta Estimates	S.E	C.R	p-value		Result
IC		PLS	-.008	.052	-.156	.876	Insignificant
OCB		PLS	.780	.053	14.64	0.000	Significant
IC		OCB	.798	.088	9.064	0.000	Significant

Table 4.13  strongly suggests that organizational citizenship behaviour (OCB) is a mediating variable for the relationship between Principal’s leadership skills (PLS) and intellectual capital(IC), and the type of mediation that is observed here is considered as  full mediation, because the direct effect of PLS on intellectual capital(IC) becomes insignificant when  mediator OCB  enters the model. The indirect effect becomes significant and this shows that PLS has an indirect effect on intellectual capital through the mediator variable OCB.

RQ8: Is the demographic variable (Sex) a moderator for the relationship between Principal’s leadership skills and intellectual capital of schools?

Analysis: For the analysis of the demographic variable (Sex), SEM analysis technique was performed. Value of p (p<0.05) determined whether the concerned demographic variable be used as moderator. A Moderator either strengthens or weakens the relationship between the independent variable (predictor) and dependent variable (outcome/criterion). In this case, predictor is the Principal leadership skills (PLS) while outcome is the intellectual capital(IC) of the secondary school teachers.

Table 4.14: Direct and indirect effect for control variable (Sex)

Effect	Variables		Beta estimates	S.E	C.R	Value of P	Result
Direct effect	IC        Sex	-.013		.056	-.239	.811	Insignificant
Indirect effect	IC        Sex	-.008		.040	-.208	.835	Insignificant

Gender (Sex) as moderator between PLS and IC

When sex was used as a demographic variable to be tested for moderation, then from SEM analysis in case of direct effect (Fig. 4.1) between PLS and IC the value of p (.811) is greater than 0.05, which is not a significant value. This shows that gender does not affect the relationship between PLS and IC. When a mediator (OCB) was inserted, then indirect effect (Fig 4.2) the value p found (.835), which is greater than threshold value, this means that value of p is insignificant hence sex can’t be used as control variable to affect relationship between PLS and IC in both direct and indirect effect cases.

RQ9: Does the proposed model that links the Principal’s leadership skills with the intellectual capital of teachers through organizational citizenship behaviour as mediator fit the data collected?

This is a study to investigate the relationship between Principal’s leadership skills (PLS) and intellectual capital (IC) with organizational citizenship behaviour (OCB) acting as a mediator for the relationship.

The bivariate correlation between Principal’s leadership skills (PLS) and intellectual capital(IC), Principal’s leadership skills (PLS) and organizational citizenship behaviour (OCB), and organizational citizenship beahaviour (OCB) and intellectual capital(IC) suggests strong indication  that there could be a mediation phenomenon by organizational citizenship behaviour (OCB) for the relationship between Principal’s leadership skills (PLS) and intellectual capital(IC). Further analysis using SEM-AMOS technique shows that there is indeed a full mediation by OCB upon the relationship between Principal’s leadership skills and intellectual capital. With that in mind and focus, the proposed model that links Principal’s leadership skills with intellectual capital through organizational citizenship behaviour does fit the data collected. SEM-AMOS version 22 was used to verify this effect and to check if the proposed model fits the data. For model fitness, Hair et al. (2009a) recommend three type of fitness: Absolute fit, increment fit and parsimonious fit. All these three fitness tests have their own indices. However in this study one index has been taken from each test to verify the proposed model. To find absolute fit index, value of root mean square error of approximation (RMSEA) was checked, for the increment fit purpose, the value of comparative fit index (CFI) was checked, while for parsimonious fit, the value of chi-sq/df was checked, as shown in Table 4.15 Along with its critical/ threshold values.

Table 4.15: Model fitness measurements

Absolute  fit			Incremental fit				Parsimonious fit
Fitness index	Critical value	Test value	Fitness index	Critical value		Test value	Fitness  index	Critical value	Test value
RMSEA	<.10	.081	CFI	>.95	0.951		ChiSq/df	<5	3.697

All these statistical indices suggest that the proposed model fits the data in this study.

4.8 Summary of the results

 There were nine research questions addressed in this study based upon the research objectives. The research questions were analysed using different techniques. The foremost step before analysing the research questions was the identification of demographic statistics of the respondents. The first three questions were analysed using percentage distribution technique and were descriptive in nature, while the next three questions were related to the relationship between various variables, for which Pearson correlation technique was used. The seventh question was associated with mediation and was analysed using structural equation modelling (SEM) technique. The eighth question was associated with moderation. The demographic variable, sex was tested for moderation effects upon the relationship between Principal’s leadership skills (PLS) and intellectual capital(IC). The test indicated that sex did not show any significant moderation effect. The final question (9^th) was related to model fitness, for which AMOS -SEM technique was applied and the model fitness indices were checked. The proposed model seems to fit the data in this study.