The Development of Transformational Leadership Amongst The Iban Community Leaders in The Three Resettlement Areas in Kanowit District, Sarawak

THE DEVELOPMENT OF TRANSFORkIATlONAL
LEADERSHIP AMONGST THE lBAN COMMIJNITY LEADERS

IN THE THREE AREAS IN KANOWTT DISTRICT, SARAWAK.
BY
Warren Aris / Aris Ak. Alap
A thesis submitted in partial fulfillinei~tof the requirements for. the degree

of Master of Science
Faculty of Cognitive Science and Human Development

UNIVERSITI MALAYSIA SARAWAK
Jun 1998
Unit Kemasukan Siswazah

Universiti Mataysia Sarawak
kdalah disahkan bahawa kami telah membaca tesis ini yang bertajuk "The Development
Of Transformational Leadership Amongst The Iban Community Leaders In Three
Resettlement Areas In Kanowit District, Sibu Sarawak" oleh Aris ak. Alap, dan
berpendapat bahawa tesis ini adalah memuaskan dari segi skop, kualiti dan persembahan
sebagai syarat keperluan ijazah Sarjana Sains (Pembangunan Sumber Manusia).
C+
\J
if-\\\
Dr Spencer Empading
(Penyelia)
yT*zFf,
[dJ&&v5<
Prof ladya Dr Jayum Jawan

(kem'eriksa Luar)
Prof Madya Dr Dimbdb Ngidang

(Perneriksa DaIam),
ABSTRACT
The primary purpose of this study was to explore the emergence of Transformational
Leadership amongst the Iban con~munityleaders in the tllrec. Resettlement Areas in
Kanowit District. The respondents were comprised of 5'7 Community Leaders from
the study areas. The demographic characteristics chosen for tlie purpose of this study
were: gender, age, number of years attended school, level of education, income,
position, experience as leaders, previous leadership position, how they become
leaders, institutionalised visit, official visit, and number of family members working
as government servants as independent variables. In addition, their expected and
actual roles were also taken into account as independent variable. The four
characteristics of Transformational Leadership: lnclividualised Consideration,
Inspiration Motivation, Intellectual Stimulation and Idealised Influenced were chosen
as dependent variables. The data was statistically analysed using SPSS version 6.01.
The findings of this study indicate that there were low to moderate levels
Transformational Leadership Characteristics amongst the community leaders in the
three resettlement areas. Pearson's Correlation Coefficient 'r' revealed that there was
no significant correlation between all the independent variables and the dependent
variables, except for the level of education and Intellectual Stimulation.
Tujuan utama kajian ini ialah zcntuk melihat sanza nd(l ciri-ciri Kepimpinan
Tranformasi terdupat atuu tiduk di kulang~rnpemimpin kaum Iban di tiga buah
Kawasan Penempatan Semula di dalam Duerah K a r z o ~ ~Kajiun
i ~ . ini tertumpu kepuda
57 orang ketua rnasyarukat di kawusan berkenuan. Ciri-ciri demograji yang dipilih
untuk tzljuan kajian ini ialah: jantina, umtir, bilan,yan tahun bersekolah, tahap
pendidikan, pendapatan, kedudukan, perzgelurnan si.bl/,qcri pemimpin, kedudukan
sebagai pemimpin masa lampau, caru bagairnunu merzjiidj penzinzpin, penjelajahan,
lawatun rasrni and bilangan ahli keluarw yung bekerj1.l dengan agency kerrgaan
adulah diamhilkiru sebagai angkuuhuh tak ber.sandar. T~m~blihan
pula, peranan and
.fungsi ketua musyarakat digunakan sehagai angkauhah tuk bersandur. Empat ciri-ciri
Pemimpin Transformasi: Bertimbungrasa terhadap individu, Merangsung Inspirasi,
Stimulasi Intelektual, dun Pengaruh Peribadi dipilih sebrpr ungkaubah bersandar.
Data yang telah dikumpul dianali.sa secara statistik ckengmr rnenggunakan perisian
SPSS versi 6.01.
Dupntun kajian ini menunjukkan bahawa ter~lupcxl irrhup ciri-ciri kepimpinan

trun~formsiyung rendah ke sederhana di kalangan kt'tu~imusyarakat kaum Iban di
tigu buah kawasan penemputan semula. Korelasi Pearson 'r ' menunjukkan bahawa
tidak adu kaitun yang ,signzj?kan di antara semua angkaz~brrlztak ber.sandar dengan
angkaubah bersandur kecuali bagi tahap pendidikan dun Stimulasi Intelektual.
BIOGRAPHICAL SKETCH
Warren Aris 1 Aris Ak. Alap was born on 23rdNovember, 1953 in Kanowit, Sarawak.
He started his early education at Ng. Dap Primary School, Kanowit (1961 - 1966). He
continued his studies at Kapit Government Secondary School in 1967 - 1969 and then
at Kanowit Government Secondary School in 1970 - 1971. He obtained his B. Ed. in
1987, from Agricultural University of Malaysia. He is very active in social activities.
DECLARATION
No portion of the work referred to in this thesis has been submitted in support of an
application for another degree of qualification of this or 'my other university or
institution of higher learning.
DEDICATION
Especially for my beloved wife, Christina Chandu Seribu ; my sons Lislie Aris,
Keegan Aris, Michael Aris and Irwin Aris; and my daughter Hilda Aris for their
endless moral support rendered to me during the course of my study.
ACKNOWLEDGEMENTS
In the completion of this theses, I received constant help and guidance from various
individuals and Institutions to whom I would like to express my sincere thanks. Most
significant of them all is the benefit of guidance of my esteemed supervisor Dr.
Spencer Empading Sanggin, Faculty of Social Science. University of Malaysia
Sarawak (UNIMAS), despite his heavy pre-occupations, provided my guidance
whenever I approached him for the same and thus made this study possible to see the
light of the day for which I am highly indebted to him.
I would like to express my sincere appreciation to all the lecturers involved in the
IAB-UNIMAS Twinning Program for their guidance and support during the course of
my study. My special gratitude to Dr. Ibrahim Ahrnad Bajunid, Professor Dr. Razali
Arof, Dr. Abang Ahrnad Ridzuan , Dr. Maheswary and Tuim Haji Noor Bakar for
their continuous advice and encouragement.
I put on record the assistance, affection and permission I have received from The
State Secretary Sarawak, The Director of State Planning Unit, Sarawak and The
Director of Sarawak Meseum to allow me to conduct researclr in the identified areas,
and not forgetting those individuals especially District Officer Kanowit, Mr. Michael
Dawi , Sarawak Administrative Officer, Mr. Katis , all my research assistants: Mr.
Morris Abin, Mr. Henry and Mr. Kana, and all the respondents who have given me
their support, assistance and information which made this project possible.
A special thanks to the members of Cohort 2 IAB/UNIMAS 1997 for their

cooperation, assistance, guidance, support and understanding which made this theses
possible.
TABLE OF CONTENTS
Title Page
Abstract
..
Biographical Sketch
11
Declaration
111
Dedication
iv
Acknowledgements
Table of Contents
vi
List of Tables
xi
List of Abbreviations Used
Xlll
Appendices
xiv
...
CHAPTER 1:
1.0
INTRODUCTION
Introduction
1.1
Background of The Three Resettlement Areas
1.2
Statement of Problem
1.3
Purpose of Study
1.4
Objectives of The Study
1.5
Significance of The Study
1.6
Limitations of The Study
1.7
Definition of Terms
...
LITERATURE REVIEW
CHAPTER 2:
2.0
Introduction
1.8
Conceptual Perspectives Of Leadership
2.1 .1 Leadership
2.1.1.1 The Transactional Leader
2.1.1.2 The Transformational Leader
2.1.1.2.1 Characteristics Of Tra~lsformationalLeadership
2.1.1.2.1.1 Creativity
2.1.1.2.1.2 Interaction
2.1.1.2.1.3 Vision
2.1.1.2.1.4 Empowerment
2.1.1.2.1.5 Passion
2.1.1.2.1.6 Ethic
2.2 Brief Historical Background of Iban Leadership
2.3 Studies Related To Leaders Roles And Functions
2.4 Related Studies
2.5 Conceptual Framework Of The Study
2.6 Research Hypotheses
2.7 Summary
RESEARCH METHODOL,O<:Y
CHAPTER 3:
3.0
Overview
3.1 Research Design
3.2 Population Of The Study
3.3 Instrumentation
3.4 Data Collection Procedure
3.5 Data Collection
3.6 Data Analysis
3.7 Summary
CHAPTER 4:
FINDINGS (ANALYSIS AND EVALUATION)
4.0 Overview
4.1 Findings
he Respondents
4.1.1 Demographic Characteristics Of 'I
4.1.1.1 Gender
4.1.1.2 Age
4.1.1.3 Number Of Years Attending School
4.1.1.4 Level Of Qualification
4.1.1.5 Monthly Income
4.1.1.6 Position In The Community
4.1.1.7 Years Of Senrice
4.1.1.8 Ever been a leader before
54
4.1.1.9 Process of Becoming A Leader
54
4.1.1.10 lllstitutionalized Visits
54
4.1.1.1 1 Official Visits 0rg:inised By Government

Agencies
55
4.1.1.12 Family Members Working As Government

Servants
55
4.1.2 Behavioural Characteristics Of Transformational

Leadership
56
4.1.2.1 Individualised Consideration
57
4.1.2.2 Intellectual Stimulation
53
4.1.2.3 Inspiration Motivation
60
4.1.2.4 Idealised Influenced
62
4.2 Expected And Actual Roles Of Commu~lityLeaders
64
4.3 Courses And Training
66
4.4 Relationship Between Demographic Ck~aracteristics,

Expected And Actual Roles Played By Leaders, And Courses
And Training Frequency Attended By Leaders With
Characteristics Of Transfoimational Leadership
4.5 Discussion
4.5.1 Emergence of transformational leadership.
67
74
74
4.5.2 Relationships Between Denlographic Characteristics

And Characteristics of Transfolmational Leadership
4.5.3 Relationship Between Courses/Tr;rining and
79
Characteristics of Transformational Leadership
82
4.5.4 Relationship Between Demographic Characteristics and

Expected and Actual Roles Played by Leaders.
4.6 Summary
CHAPTER 5:
CONCLUSIONS AND RECOMMENDATlONS
5.0 Overview
5.1 Summary of The Major Findings
5.2 Conclusion
5.3 Recommendations
5.3.1 Suggestion for Future Research
5.3.2 Suggestion for Policy Maker
References
Appendices
82
83
LIST OF TABLES
Demographic Matrix
Indices
on
Behavioural
50
characteristics
of
Transformational
Leadership
56
Mean Score For Behavioural Characteristics of Transformational

Leadership (Individualised Consideration
Total Maximum Score On Individualised Consideration
57
58
Mean Score For Behavioural Characteristics of

Transformational Leadership (Intellectual Stimulation)
59
Total Maximum Score On Intellectual Stimulation
59

Leadership (Inspiration Motivation)
61
Total Maximum Score On Inspiration Motivation
61

Leadership (Idealised Influenced)
Total Maximum Score On Idealised Influenced
62
63
Overall Total Maximum Score For Behavioural Characteristics of

Transformational Leadership
64
4.2a
Mean Score of Expected And Actual Roles of Community Leaders
4.2b
Total Maximum Score Of Expected rind Actual Roles of

Community Leaders
4.3a
65
Mean Score On Courses And Training Attended By community

Leaders
4.3b
65
66
Total Maximum Score On Course Amnd Tl,aining Attended By 67

Leaders
4.4
Davis Index (197 1)
67
4.4.1
Inter-correlation Index
68
LIST OF ABBREVIATIONS USED
IC
- Individualised Consideration
IS
- Intellectual Stimulation
IM
I1
Inspiration Motivation
Idealised Influenced
MLQ
- Multifactor Leadership Questionnaire
OCB
- Organisation Citizenship Behabiour
Std. Dev.
- Standard Deviation
- Frequency
YSC
- Years of schooling
EDN
- Education
INC
- Income
WKF
- Family members working as government servants
OFVT
- Official visits
ER
- Expected and actual roles
CT
- Courses and Training
APPENDICES
Application to conduct research in Sarawak.
Interview schedule
xiv
HNTRODUCTI[ON
CHAPTER 1
Introduction
This is a research study on the development of the transformational leadership

amongst the Iban community leaders in three identified resettlement areas in the
Kanowit District ,Sibu Division, Sarawak. The primary purpose of the study was to
explore the emergence of transformational leadership characteristics amongst the Iban
community leaders in three resettlement areas in Kanowit District, Sibu, Sarawak.
The three resettlement areas are : Operation Bebatak Nanga Operation Tada, Bebatak
Nanga Ngungun and Operation Bebatak Nanga Jagau.
1.1 Background of the three Resettlement Areas
In 1972, the communist terrorist threat in Sarawak was a grave concern. The
communist terrorists carried out their subversive activities rampantly along the Rejang
basin , particularly in the then Third Division of Sarawak. ?'he militant Communist
Terrorists committed acts of atrocities and intimidation on innocent civilians
suspected of working for security forces. The worsening security situation compelled
the Government to declare the then Third Division a "Special Security Area". This led
to the formation of Rajang Area Security Command (RASCOM) on March 26, 1972.'
I
Souvenir Magazine RASCOM, 1980.
This was to ensure that the Government machinery was fully geared and mobilised
towards the objective of maintaining public security and safety. As a result of the
wanton murder of the late Penghulu Imban of Rh.Balang, Ulu Oya, on 26.1.71 by the
communist terrorist, more and more people of the longhouses
in the area felt
~ n s e c u r e Similar
.~
fears were experienced by the people of Sg. Kabah and people of
Sg. Ngemah. After many meeting the then community leaders of Sg. Kabah and Sg.
Ngemah jointly requested for protection from the government. In late 1972,
RASCOM initiated Resettlement Exercises in three areas at Ng. Tada, Ng. Ngungun
and Ng. Jagau. The Resettlement process was called "Operation Bebatak": The codename "Bebatak" in Iban literally means "to pull togather". This regrouping was done
on a voluntary basis and came into being following the threat and intimidation by
communist terrorists. The people in Sg. Kabah abandoned their longhouses to seek
refuge near the Area Security Unit post at Ng. 'Tada. Similarly, the people in Sg.
Ngemah flocked to Ng. Ngungun and Ng. Jagau. The govel-nment had to come to
their immediate aid in the provision of materials for teinporary longhouses and
welfare assistance.
A long term plan for the resettlement of people in these three areas was finalised and
approved. In each of the three locations a Civic Action Group or CAG Team was set
up comprising of the following staff and under the direct charge of a Co-ordinator:-
1. CAG Leader (Civic Action Group Leader)

2. Agricultural Assistant
3. Junior Agricultural Assistant
Souvenir Magazine RASCOM Ke-8, 1980.
4. Co-operative Assistant
5. Medical AuxiBlary
6. Visiting Health Personnel
7. Home Demonstrator
8. Extension Assistant
The roles of the Civic Action Group Team (CAG Team ) are as follows:
Renting land for settlers to farm.
Supplying settlers with fertilisers and combating any outbreak of diseases in their
padi farms.
Supervising and advising settlers in the re-cultivation and planting of pepper and
vegetables.
Maintaining fishponds.
Maintaining the general sanitation and health.
Providing medical attention.
Keeping settlers informed of the policy, development and working of the
Government machinery.
Distributing welfare relief assistance to supplement the need of the settlers.
Assisting settlers in the management of the Co-operative Society.
Regrouping and resettlement involved the physical transplantation of the rural

population from scattered areas onto a large community thus necessitating the
provision of infrastructures, amenities and facilities apart from the rnain issue of
security. As the general security situation improved greater efforts were devoted to
helping the settlers in the Schemes to be economically viable.
It is at this point, that the settlers in these three Resettlement Areas shouPd have
undergone
process of change In their lifestyles witln the provision of modern
amenities and facilities alike. As they had emerged into the circle of a modern society,
again a new pattern of leadership style should have emerged too amongst the Iban
Community Leaders in these three resettlement areas. Thus the focus of this study was
to find out whether there is evolutionary or revolutionary change in leadership style in
these areas - a change from traditional leadership style to trarlsformational leadership
style.
1.2 Statement Of Problem
The current transition in the life of the community became the take-off ground for this
study. In a progressive organisation or social institution, effective leadership is a vital
determinant of success. The rural community dwellers need to have leaders who can
effectively transform the community style aligned wirh social changes. There is no
denying the fact that effective leadership in the Iban community is of paramount
importance in the present social fabric of lban community currently undergoing
transformation, particularly in these three resettlement areas. But to the knowledge of
the researcher, the Ibans in these areas have no regularly constituted leadership above
the level of the longhouse community. Thus the Iban conlmunity leaders have very
limited power and authority. Most of the Iban community leaders were conservative
in thoughts and confined to their traditional methods of looking after the welfare of
their subordinates pertaining to the comnlunity nornns, belief and values. With the
passage of time, things gradually changed.
'
This study is important as far as human resource development is concerned. The rapid
growth of socio-economic forces has initiated a large scale of development in the
country have changed the social structure and begin to alter thc old values and attitude
as well. The explosion of information and technology derr~andscertain degree of
attention and awareness. And as we are entering the era of the 21'' century, each and
everyone of us will face multiple challenges. With the introduction of modern
development projects, land-reforms and together with the explosion of information
and technology, traditional leaders are near to dysfunction. At this juncture, under the
present circumstances, community leaders need to have a paradigm shift - Paradigm
shift of leadership styles from traditional leadersflip style to %lStcentury
transformational leadership style. Leadership styles should be changing
and new
patterns of leadership should emerge, particularly alnongst the Iban community in the
three resettlement areas . In another words, Iban cominunity leaders need to be
transformed into visionary leaders and be able to adapt to progressive changes.
Have leaders in the three resettlement areas changed their leadership styles ? Are
there any influential factors in the emergence of trar~sformarionalleadership among
the community leaders in the three resettlement areas '1 These are some of the
questions which this present study hope to address.
1.3 Purpose Of Study
The primary purpose of this study was to find out the emergence of Transformational
Leadership characteristics amongst the Iban community leadess of the 3 Resettlement
areas, namely Operation Bebatak Ng. Tada. Operation Hehatak Ng. Ngungun and
Operation Bebatak Ng Sagau.
1.4 Objectives Of The Study
The specific objectives of this study were as follows:

1. To explore the emergence of transformational leadership amongst the Iban
community leaders in the three Resettlement Areas;
2. To identify the expected and actual roles of the Iban community leaders in the
three Resettlement Areas in bringing out social changes, and
3. To determine the personal and socio-economic characteristics of the Iban

community leaders in the Resettlement Areas.
1.5 Significance Of The Study
This study is important today because the social changes in the Iban community have
signalled the Ibans to transform and adapt to modern ways of life. In order for the
Iban community to transform and adapt to new lifestyle, they need new pattern of
leaderships which can break their cultural bondage without any fear and suspicion.
Thus, this study in the light of hope may help the Iban community leaders to
transform to the new dimensions of leadership styles wliich suit the current social
changes. In today's ever changing process of socialisation, the leaders of the 2lSt
century should be able to suit themselves to modernisatiori and at the same time they
should be in the capacity to bring about social changes to their community at large
The findings of this study hopefully may able be to inspire the authority concerned:
1. To plan or draw out special and specific curriculum dn training programme
needed to induce development of transformational leadership amongst the Iban

community leaders in order to cope up with moderr1 d,:velopment, such as in
educational field, particularly with the emergence o f thc information technology;
2. To make policy pertaining to recruitment of future Iban community leaders, and
3. To generate new knowledge (theoretical contribution) in transforming the Iban

community leaders.
1.6 Limitations Of The Study
As most of the respondents were illiterate, thus, considesabXe amount of problems were
encountered in getting the accurate responses from thl:m. 'Thus, the study's finding
were limited to the accuracy of the responses made by the respondents to the interview
schedule questions.
Due to the financial and time constraint, it was profoundly difficult to collect data
from the respondents. These three resettlement areas are located in the interior parts of
Kanowit District. The only means of transportation to these areas is by rivers. Then, the
accessibility of these areas is very much depending on the weather as a prevailing
factor. Apart from that, respondents were not always at ho~nebecause they stayed out
at their farm house or they went somewhere else to do laborlous work.
The cost of achieving a proper number and mixture of people can be enormous. Due to
the financial and time constraint, the population of this study was only confined to
those identified areas. Because surveys deal with large nun~berof people, they have
limitations other than just high costs. With so many people to deal with, time is
valuable if survey intends to study each and everyone of them thoroughly (Backstrom
& Hursh-Cesar, 1981).
The study was restricted to the community leaders in the three resettlement areas
namely, Operation Bebatak Ng. Tada, Operation Bebatak Ng. Ngungun and Operation
Bebatak Ng. Jagau, Kanowit; therefore, generalisations to the same group of leaders in
other parts of the country are not advisable.
1.7 Definition Of Terms
For the purpose of clarification, the terms used in this sludy are defined as follows:
a) Community leaders : confine to leaders ( Tuai Rumah, E'enghulu, Pemanca and
Temenggong) in these three resettlement areas only.
b) "Tuai" : Iban word literally means headman or leader.
c) Tuai Rumah - headman of the longhouse.
d) Young leaders - those ages between 30 - 50 years.
e) Old leaders - those ages above 5 1 years
f) Transformational leaders
leaders who have the knowledge to bring changes and
able to transform community lifestyle in accordance with modernisation.
CHAPTER 2
LITERATURE REVIEW
2.0 Introduction
This chapter presents on the conceptual and theoretical pe~spectivesof leadership

roles and functions. It will highlight the characteristics 01' tmnsformational leadership
pertaining to this study . The chapter will also discuss on the studies related to
leaders' roles and functions. In addition , it represenrs a review of related studies,
specifically studies on transformational leadership and studies on Iban leadership. A
conceptual framework is presented in the later part of the chapter.
2.1 Conceptual Perspectives Of Leadership
Leadership is deemed important in an organisation towards achieving the common

goal and to materialise concerted effort rendered by everyone within the organisation.
One cannot deny the fact that the effectiveness of the leadership styles play a vital
role as a determinant of success of the organisation. "The importance of leadership in
the conduct of human affairs, has been recognised since the beginning of recorded
history," (Locke, 1991:l). " Leadership is an eternal and universal phenomenon.
Being a socio-psychological process it is present to some degree wherever human
beings gather together, be it the primitive fanlily of cave dwellers or the approaching
twenty first century national community" (Franklyn, 1557 as qouted by Singh,
1991:l).
According to Sanderson and Palson (1939 as qouted by Singh, 1991:2):
If the community is to be able to act as a unit, it must have leadership

which is recognised and has community confidence. Community
leaders are necessary to make decisions, to direct cornrnunity activities,
and to speak for the community both in relation to its internal
organisation and its outside relationship. If there is no leader, no one
can effectively speak for the community and the effective community
action is aborted .
2.1.1 Leadership
Bennet
(1994)
defined leadership as the ability to influence the thoughts and
behaviour of others. But according to Murray (1996). leadership often refers to the
act of influencing the task related activities of people towards the attainment of
organisational goals. Three early approaches included trait (personal characteristics ),
behaviour ( what leaders do ), and contingency ( leaders vary their style to suit
various situations). Mondy & Premeaux (1993) stated that "influencing others to do
what leader wants them to do is leadership, or leading."
Locke (1991) defined
leadership as the process of inducing others to take action toward a common

goalHollander
(1978 ) likewise, defined leadership as a process of influencing
between a leader and those who are followers, while the
leader may have power,
influencing depends more on persuasion than on coercion. Siniilarly, Cane (1996: 153)
exerted that,
Leadership is the art of being consciously responsive to the
requirements of the task, the team arid the indi\,iduals within the team.
In that tasks change and the needs of people at work change too, the
different skills of leadership must be practised flcxibly with due
regards to operational and human demands .
Research made over the last twenty years clearly shows that leadership is the prime
key to effective organisation reform ( Silins,1992; Leithwood,l992 ). The kind of
leader and leadership needed to bring change to the organisation is called
transformational leader or transformational leadership.
According to Tremble (1996) a recent paradigm, developed by Bernard M. Bass and

his associates, identifies a leadership approach likely to develop the needed levels of
skill and will. This paradigm tries to differentiate between transactional and
transformational leadership. In order to have a better understanding of a
transformational leader as compared to the transactional leader, an attempt is made to
differentiate and compare the two concepts.
2.1.1.1 The Transactional Leader
A transactional leader is very much a manager, and may not be considered a true
leader by some researchers and educators ( Bennis, 1984; Covey, 1989). Covey
(1989:lOl) uses the words of Warren Bennis and Peter Drucker to explain why that
difference of opinion exists: "Management is doing things right, Leadership is doing
the right thing" .
The relationship between the employee and a transactional leader is based on mutual
system of reinforcement. A transactional leader get something he wants, and his
followers get something they want. The transactional leader recognises the basic
needs of the followers, those on the lower level of Maslow's hierarchy, for example,
money for housing, food and clothing. For that purpose he arranges relationship so
that the satisfaction of these needs is contingent on the fact that employees must
satisfactorily meet the transactional 1eader.s expectation for work (Hoover, 1991;
Leithwood, 1992). This is the time-honoured
"
carrot and the stick" approach to the
employer/employee relationships. It is assumed by the transactional leader that

individuals will naturally avoid work whenever and however they can; the leader must
coerce, direct and threaten in order to force the individuals to be productive. Further,
the transactional leader believes that people prefer to be directed, rather than take
responsibility for their own actions and decisions ( Silins, 1993; Tichy & Devanna,
1986; Sagor, 1991; Hoover, 1991). In its simplest sense, transactional leadership is
leadership by contingent reinforcemeilt. Followers are motivated by the leaders'
promises, rewards and / or threats of disciplinary actions or punishment.
Another characteristic of the transactional leader is that helshe cannot sublimate

hisher own needs to those of the organisation (Kuhnert, 1994; Hoover,l991). Take,
as a common example of this, a transactional school administrator. Hislher need is to
direct and control the people working under himker. As a result helshe refuses to
share knowledge, because knowledge is indeed power for him to control and
influence people. People can be controlled by knowledge.
2.1.1.2 The Transformational Leader
Although there are variations in definitions, one constant throughout all definitions is
that the transformational leader is, above all, an agent of cllange (Leithwood & Jantzi,
1990; Bosler & Bauman, 1992; Leithwood, 1993; Fisher, 1994; Hoover, 1991;
Konnert & Augenstein, 1990; Leithwood & Steinbach. 1993; Tichy, & Devanna,
1986; Holland, 1989; Leithwood, 1994: Kubnert, 1994, Wissler & Ortiz, 1988; Staw,
1986; Bradley, 1993; Bennis, 1984; Sergiovanni, 1984: Mruvey, et al., 1992). Hisher
main function is to serve as a catalyst of change, but never as a controller of change
(Avolio, 1994).
A transformational leader has a compelling vision, a holistic picture (Tichy &
Devanna, 1986), of how the organisation should look in the hture, when it is meeting
all of it's stated goals (Beimis, 1984; Sergiovanni, 1984. 1989, 1990; Tichy &
Devanna, 1986; Yarnmario, 1994; Covey, 1989; Peters, 1992; Leithwood, 1993;
Bosler & Bauman, 1992). That vision guides the leader's behaviour(s) and decisions,
and serves as a reference point for all activities within the organisation. All processes
and actions are judged in the light of whether or not they aid the organisation in
achieving its vision; all efforts are viewed through the needs of people (Harvey, et al.,
1992). They further stressed that vision speaks to the highest purposes of the
organisation and serves to give meaning to the job done by every member (Tichy &
Devanna, 1986) of the organisation by creating shared goals to work toward. It also
engenders optimism for the future of the organisation. By keeping that vision and
those shared goals always at the forefront of the organisation, the transformational
leader can align the organisation to it's future needs (Tichy & Devanna, 1986) rather
than to the past or to the present. ( Often in a transactional organisation, the phrase
"it's always been done that way" indicates orientation to the past). A very important
corollary characteristic is that the leader must be able to comn~unicatethat vision both
internal and external constituencies. No matter how worthy a vision is, if it does not
get communicated to those who need to know, it is useless. " Without vision, there is
no revitalisation" (Tichy & Devanna, 1986:146).
The transformational leader is able to inspire the members of the organisation to

aspire to, and to achieve, more that they thought was possit)le (Konnert & Augenstein,
1990; Sagor, 1991; Bennis, 1986; Hoover, 1991; Bosler & Bailman, 1992; Leihtwood
& Jantzi, 1991; Kuhnert, 1994; Yarnrnario, 1994; Avolio, 1994). The strength and
compelling nature of the vision empowers the organisation's members to excel. The
transformational leader raises the organisation's level of consciousness (Hoover,
1991) about the purpose of the organisation, as leadership (Sergiovanni, 1989).
Sergiovanni further contends that the symbolic meaning of the leader's actions are
even more important than the actual actions themselves: "What a leader stands for is
more important than what he/she does" (Sergiovanni, 1984:106). The values held by
the leader are of the utmost importance. He/she must serve as a model of those values,
transforming the values of the organisation, if necessary, in order to help bring about
the realisation of the vision (Sergiovanni & Carver, 1980). Modelling is but one
example of symbolic action; he/she should use symbolic action extensively. The
leader must be adept at using symbols (Avolio, 1994; Leitli~ood& Jantzi, 1990): to
motivate, to inspire, to give value to intentions and actions (Banis, 1984), to indicate
priorities, and to show strong advocacy (Harvey, et nl., 1992). A synlbol by itself is
meaningless. It is the background, the believes, the actions, and the understandings
that surround the symbol that give it meaning. The transformational leader is present
at important occasions ( graduations, awards, etc.), and is seen often and informally in
the workplace (Fisher, 1994; Cuban, 1976; Dunnerstick, 1992). The same action can
mean two different things to two different people. It is the task. of the transformational
leader to imbue symbols with the meanings useliul for facilitating organisational
change. This type of symbolic action is characteristic of transformational power.
The most surprising element in a listing of the characteristics of a transformational

leader, is that helshe must have passion (Covey, 1989; Peters, 1992): a passion to
achieve goals and vision of the organisation and a passion for improvement.
There are some interesting dichotomies in a listing of characteristics of

transformational leaders. The transformational leader is a holistic leader, more
concern with people than with processes. I-Ie/she has a very basic commitment to the
ethic of client service (Leithwood & Jantzi, 19909) that focus the organisation on
relationships. Yet, while helshe is a "people person", helshe maintains a social
distance (Fisher, 1994): open, but still remote from the rest of the organisation's
membership. The transformational leader is a politician, but mustn't appear to be
political (Merrow, et al., 1974): meaning that helshe can never show evidence
partisanship or partiality. Indeed. helshe must use thc political system to exert
influence on others to develop action on behalf of the organisation's goals
(Sergiovanni & Carver, 1980). He/ she must be able to commit to a plan, but not to
any preconceived solutions (Leithwood, 1992). The leader is expected to engage in a
cycle of continuous improvement where everything is constantly being evaluated for
its relevance to the vision (Bennis,1984; Yarnrnario, 1994). The leader's behaviour
must always be consistent in nature, but not consistent as to preclude trying new ways
or experimenting with processes (Staw, 1984).
The transformational leader is a diagnostician (Schon. 1986). Nelshe takes the time
and the effort to diagnose a problem from all aspects before looking for solutions.
Helshe diagnoses the needs of the people who are served by the organisation and the
community members just all be considered. Any new plai~.product, or process is

based on the leader's knowledge of those needs, along with its relevance to the vision.
There are differences between transformational and transactional leadership. For Bass
and Avolio (1993), transformational leadership contains the interrelated components
of charisma or idealised influence (attributed or behavioural), inspirational
motivation, intellectual stimulation, and individualised consideration. Other theorists
working in the same genre of the "new leadership" such as House and Shamir (1993)
and Conger and Kanungo (1988) conceived that the same components fall under the
fabric of charismatic leadership.
When leadership is charismatic, followers identify with the leaders aspirations and
want to emulate the leaders. If leadership is truly transformational, its charisma or
idealised influence is characterised by high moral and ethical standards. Its
inspirational motivation provides followers with challenges and meaning for engaging
in shared goals and undertakings. Its intellectual stimulation helps followers to
question assumptions and to generate more creative sol~~tions
to problems. Its
individual consideration treats each follower as an individual and provides coaching,
mentoring and growth opportunities (Bass, 1985).
Burns (1978) contrasts the transforming leader with power wielder (transactional
leader) suggesting that the transformational leader has interest in the personal
development of the follower. He states that, "Leaders can also shape and alter and
elevate the motives and values and goals of followers..."@.425). Thus, transactional
leadership is immature in nature because it is based on the needs of the leader rather
than the follower, but transformational leadership always motivate followers to act in
the interest of the organisation rather than to maximise self-interest.
According to (Mondy, & Premeaux, 1993:337) "a person who has the ability to lead
an organisation through major strategic change is a transfurmational leader. They
further stress that, such a leader can modify the mission, structure, and human
resource management and continue to guide the organisation toward its objectives.
Likewise, Bass (1986) argued that transformational leaders inspire, energise, and
intellectually stimulate their employees (Sims, et a1.,199:2). l'ransformational leaders
may be charismatic to their followers and thus inspire them ; they may meet the
emotional needs of the employees and they intellectually stimlllate them.
Sims, et al. (1992:210) further characterised transformational leadership as
Charisma: provide vision and sense of mission, instils pride, gains
respect and trust; Inspiration: communicates high expectations, uses
symbols to focus efforts, express important purposes in simple ways;
Intellectual stimulation: promotes intelligence, rationally, and careful
solving problem; and lndividualised consideration: gives person
attention, treats each employee individually, coache~and advises.. ..
Transformational leadership can instil confidence among the followers
in the organisation and may bring harmony within the organisation
which may create conducive workplace for everyone. Attaining
charisma in the eyes of one's employee is central to succeeding as a
transformational leader. Charismatic leaders have great power and
influence. Employees want to identify with them, and they have a high
degree of trust and confidence in them .
They also found that employees not only do better job when they believe their
supervisors are transformational leaders, but they also are much more satisfied with
the organisation performance appraisal system. Thus, transformational leadership
should be encouraged, for the success of the organisation, because it can make a big
difference in the firm's performance at all levels.
According to Crawford (1995) there are six characteristics of transformational

leadership: creative, interactive, visionary, empowering, passionate and ethical. As
leader in the organisation a leader holds responsible for bringing changes, success and
the smooth running of the organisation. Therefore, a true leader should be creative,
interactive, visionary, empowering, passionate and ethical. These characteristics are
further discussed below.
2.1.1.2.1 Characteristics Of Transformational Leadership.
2.1.1.2.1.1 Creativity
Creativity is a key element of the transforming leader. Hackman and Johnson (1991)
pose that creativity is "changing the status quo by seeking out new ideas.. ."(p. 64).
Managers typically concern themselves with status quo m3intenance, but leaders
move beyond that status quo to face and deal with the future (Hackman & Johnson,
1991). Transformation requires innovation and fresh perspectives to enduring
questions.
2.1.1.2.1.2 Interaction
Hackman and Johnson (1991) also suggest that an interactive leader provides better
direction than a non-interactive leader. In order to meet the needs of the follower, the
leader must take a posture of open participation with follower. Hackman and Johnson
(1991) contend that interaction is central to putting leadership into motion .Other
theories of leadership emphasise communication in order to attain success. Bennis and

Nanus (1985) confirm this notion when they discuss the importance of open
communication. Much empirical support has also been given to the need for open
honest interaction between organisational members (Goldhaber, 1990). Zorn (199 1)
also supports the position saying effective transactional and transformational leaders
must have effective communication skills. Effective leaders must use communication
as the tool to create understanding between different levels of the social organisation.
2.1.1.2.1.3 Vision
Vision is also an important component of the effective leader, perhaps the most
elemental characteristic of the transformational leader
"
more than anything else,
transformational leaders communicate a vision to their followers" (Hackman &

Johnson, 1991:65). Bennis and Nanus (1985) contend that the transfornlational leader
must create a shared vision with the follower; they must become the social architect
for follower performance. Tichy and Devanna (1986: 122) indicate the importance of
vision suggesting "the challenge for transformational leaders is to.. .find and create a
vision of an organisation that is in some way better than the old one and to encourage
others to share that dream" . Zorn (1991) notes that vision helps to rally action
toward achievement of the goal. Leaders must not only speak the vision, they must
also enact the vision for individuals and the organisation (Bemzis & Nanus, 1985).
2.1.1.2.1.4 Empowerment
Empowerment is the fourth aspect that Hackman and Johnson (1991) suggest as
important for the leader. Empowerment is the ability to "tninslate intention into reality
and sustain [for the followers]" (Bennis & Nanus, 1985:SO). Bennis & Nanus (1985)
further explain that empowerment is the reciprocal of power and that empowerment
puts duality into motion. In other words, power translates into empowerment and
empowerment, in turn, creates more power. Empowerment is a necessity for the
modem organisation Without leaders promoting responsibility and displacing power
followers cannot hlly achieve their potential.
2.1.1.2.1.5 Passion
Transformational leaders are passionate in their commitment to task and people alike
(Hackman & Johnson, (1991). Bennis & Nanus (1985:76) elaborate, "like explorer,
and artists, [leaders] seem to focus their attention on a limited field
- their
task - to
forget personal problems, to loose their sense of time, to feel competent and in
control. To transform leaders must have a strong commitment to their vision. Passion
is essential for this strong commitment; without passion dlere is no direction and
vision is short lived.
2.1.1..2.1.6 Ethic
One final notable characteristic is that of high ethical standards. This one facet is
perhaps as important as any other. Any discussion of transformational leadership must
include some mention of ethics. Burns (1978:455) comments about the importance of
ethics, "Leaders must effectively 'connect with' followers fiom a level of morality
only one stage higher than that of the followers, but moral leaders who act at much
higher levels relate to followers at all levels.. .". Blanchard and Peale (1988) suggest
that a manager with strong ethical standards is armed with the ability to do the right
thing all of the time. They further conclude that ethics must not only be the result, but
ethics must be involved in the process of decision making. An effective leader must
be committed to ethical responses to any situation. Kouzes and Posner (1993) noted
that the credibility of leadership depended on its moral purpose, trust, and the hopes it
engendered. Leaders are seen as obligated and responsible for the moral environment
of their group, organisation or society (Greenleaf, 19'77). A rnajor task for leaders is
bringing together their followers around common values (Fairholm, 1991). The
leaders themselves, often are seen as the embodiment of such values (McCollough,
1991). And just as when leaders are more competent, those they lead are more
effective, so when leaders are more morally mature, those they lead display higher
moral reasoning (Dukerich, et al, 1990).
Apart fiom those characteristics, a leader should posses the ability to make decision
any time under any circumstances. "A leader's actions u e the pivotal link between
personal beliefs and organisational aims" (Badaracco, & Ellsworth, 1989:107). The
transformational leader should be able to handle and solve the conflicts in the
organisation, otherwise may result in the declination of the organisation's
performance. In his award-winning book Leadership, James MacGregor Burns, as
quoted by Badaracco and Ellsworth (1989: 17I), has observed that the willingness to
confront conflict characterises leaders. He writes, "Leaders, whatever their
professions of harmony, do not shun conflict; they confront it, exploit it, ultimately
embody it". They view conflict not only as a means to better, more thoughtful
decisions, but as a stimulus to change and a constant challenge to the inertial forces
within organisations that spawn bureaucracy and reinforce the status quo, A true
leader should take conflict as an opportunity to change for the betterment of the
organisation and not as treat to the organisation. He should have the credibility to
solve and overcome the problems posed by conflict within the organisation at the
right time and with the right approach skills viable to the situittion. Thus, the viability
of a leader's interpersonal skills are very much required. "In totality, the emphasis
will be on organisational integration, reaching the point where everything - plant,
performance systems, values, competencies, management, training, culture, corporate
goals - is aligned. And the factor that will hold all this together is leadership" (Barnes,
19955).
Barnes (1995) believes leadership is about visioning, that is seeing beyond the next
horizon and the next and the one after that, but always keeping sights fixed firmly on
the here and now and the immediate future. The 21" century leadership should be
futuristic in nature and be able to map out the future of the organisation. " We do face
an uncertain and unsettling future, but not one without vision. Vision is the
commodity of leaders, and power is their currency" (Bennis & Nanus, 1986:18).
Therefore, a leader is the one who determines the vision and mission of the
organisation as a whole.
A leader should has a clear vision which is easier understood by his followers.
"Vision animates, inspirits, transforms purpose into action" ( Bennis & Nanus,
1986:30).. Apart from a clear vision he should have the power to execute his action.
At this point, it doesn't matter whether a leader is s transactional leader or a
transformational leader, "what matters is whether the leader leads in the right
direction or misleads" (Drucker, 1989:108
Many organisations have been transformed or are being transformed - re-engineered,

downsized or consolidated in accordance with the demands of the changing
environment. " More important, successful organisational change depend on
transformational leadership" ( Yeoh, 1993:87). It is, therefbre, the job of leaders in the
next century to be the agent of change and to create the ri,;ht environment for the
members in the organisation to expand, because orga~~issltionu
may change according
to their vision and values.
Taking an optimistic view of the future, we may be witnessing revolutionary change

in the structure of the society, community and organisation. As the structure of the
organisation change, leadership style should change.
Singh (1991 ) pointed out that the new socio-economic force!; generated by the large
scale development plans have shaken up the social structure and are beginning to alter
the old values and attitudes as well. Thus, traditional leadership should undergo a
change-and new pattern of leadership should emerge on the scene in order to cope up
with the surge of new development trend. In an attempt to achieve objectives towards
the year 2020, leaders need to be transformed and developed.
In brief, leaders play a vital role to
manage the organisation. He holds the
responsibility towards making the organisation an adorable institution. Therefore,

traditional leadership should be transformed into transformational leadership. The
transformational leader is able to visualise the future and diagnose problems from all
aspects before looking for solutions. A leader should have clear vision and missior),.In
an organisation vision and mission (action plan)
are important elements of a
successful organisation. Thus, a transformational leader carries a heavy responsibility

to lead, and is totally focused on the mission of the organisation and its attendant
improvement of the entire organisation.
2.2 Brief historical background of Iban Leadership
The restless warlike Iban had been described as classless 'vld egalitarian, arid known
as swidden agriculturalists of Borneo; steady expansion is the hallmark of their
history (Brown,1979). They migrated from Kalimantan to Sarawak, led by their own
chiefs and leaders to attack their enemies in order to take away their land (Sandin,
1970).
The Iban had no proper style of leadership but they had their own institution of war
leadership. Brown (1979) stressed that, although Iban leadership institutions were
elementary, Iban war parties were surprisingly large.
As Pringle (1970:35) rightly stresses, among the Ibail there was no regularly
constituted leadership above the level of the longhouse community. Moreover, the
longhouse community leaders ( tuai rurnah, perhaps also lzrui burong: bird auger) had
very limited power and authority. In broadly cross-cultural terms, the !ban are
classified as a "stateless society"(Murdock 1967; Tuden and IvIarshall 1972).
To the Iban community, leadership means "tuai" which carries a wide connotation.
Thus, Iban community has no groper leadership styles. 111 the Iban community,
leaders are always being associated with elderly persons as their headmen. Headmen
traditional leaders, whose tasks are to safeguard the community welfare and uphold
the norms, values, tradition, morale, customs and belief of the community. They
command respect from others, and become the decision makers pertaining to
community life.
According to Sather (1989) the Iban society never wanted for effective leaders, and
those who excelled were honoured, as, for example in ritual and oral tradition, still a
leader had always to sustain his following by his personal actions.
Iban ancient leaders were chosen among those who .,veri: just in his dealings,
adventurous in actions and were knowledgeable of the [ban customary law and
history. Under the Iban own rule, there were different types of leaders existed such as
Tuai serang (war leader), Tuai kayau (leading warrior), Mcrnolc sabong (warrior), Tuai
menou (chiefmen) and Tuai Rumah (headmen) (Sandin,l970).
But when Iban were one time under the Brunei governnlent, their leaders were
bestowed with titles such as Orang Kaya, Orang Kqyn Pemancha, Orang Kaya
Panglima and Orang Kaya Temenggong, in recognition of their merits and bravery
Sandin, 1970).
During the reign of colonial rule Sir James Brooke did not confer the title Orang Kaya
to the Iban chiefs, not until Sir Charles Brooke became the Rajah of Sarawak he
accepted the Brunei customs and then conferred these titles to the Iban chiefs. The
title Penghulu Dalam was conferred in 1990 upon Penghulu Munan and Tuai Rumah
Ujang (Sandin,1970).
In modern Sarawak, the title Temenggong was first conferred by the third Rajah Sir
Vyner Brooke upon Penghulu Koh of Balleh in 1924. Penghulu Ringkai was the first
appointed Pengarah (literally Director) for the whole thexi Second Division in 1886.
From then onwards Pengarah has always been appointed by the Resident, and must
have previously been a Penghulu. He has judicial functions who assists the District
Officer in Court hearings. The first Penghulu was appointed in the late 1870's in
Saribas. Formerly the Iban chiefs are known as Tuai. The Penghulu functions were
the same as the functions of the Iban chiefs (Sandin,l970). He administered and kept
order of the customary laws.
Likewise, the Tuai Rumah (longhouse headmen) performed a number of important

functions. Under the Brooke rule, and to this day, he was the custodian of the
customary law (adat), an arbitrator in land disputes and was recognised for his
knowledge of genealogies, and is looked upon as intermediary between his longhouse
and the government (Pringle, 1967).
2.3 Studies Related To Leaders Roles And Functions
Several
researchers who had done studies related to leadership and leadership
functions had defined leadership variably. However, in general, the researcher feels
that leadership is a process which involves both a leader and a follower and the
effectiveness of a leadership is very much influenced by the leadership style a leader
executes in a specific situation in which the leader fi~~lctions,
with the skills he
possesses.
Lewis (1954) analyses the nature and functions of "factions" in Jat dominated village
near Delhi. He has shown how patterns of influence 'and comnlunication within
extended family groups reach out to several villages. Jat factions, as described by him,
are based on kinship. The picture elsewhere in the country is different. Factions are
found often to cross ties of kinship and caste.
Dube (1955) does not deal with leadership directly, but he has made some interesting
observations on authority structure, status and decision making. Instances of actual
decision making cited by him are suggestive and revealing.
Gupta (1984) in his study found that the functioning of local bodies and local
leadership have increased political consciousness. political participation, political
involvement and sense of civic duty, which together have contributed a great deal to
political development of the village communities and lead to strengthening of the
support structures of the ruling party in villages. Young Political leadership is slowly
gaining ground both in urban and rural areas, both in nat.iona1 or state level politics
and in village politics.
A leader's interpersonal skills are vitally important in the process of inspiring others
toward implementing the vision. Insensitivity to others has been found to be a primary
reason that formerly successful executives become derailed according to a study
conducted by the Center for Creative Leadership (McCall and Lombardo, 1983).
The classic Michigan studies (sumrnarised in Yukl. 1989) examined the role of
effective and ineffective leaders in attaining group productivity. Effective leaders
were found to concentrate on task-oriented behaviours, such as planning and
scheduling work, co-ordinating subordinates activilies, and providing technical
assistance and resources. They also tended to guide subordinates in setting high but
realistic performance goals. Administrative ability (based on in-basket measures of
organising, planning, and decision-making) was found by Howvard and Bray (1988) to
be predictive of managerial success. and Cox and Cooper (1988) report that
successful managing directors in the United Kingdom consistently exhibits skills in
problem-solving and decision-making.
In a research on leadership, Kouzes and Posner (1987) distinguished between leaders

and managers, whom they see as playing different roles. The former are associated
with change and innovation; the latter with stability and control. Each is associated
with different times: managers with period of constancy; leaders with periods of
turbulence. Both are needed, but leaders seem to merit spccisl attention because they
take us in new directions which are required by the newer circumstances of upheaval
and change that confront the modern business organisation..
2.4 Related Studies
Dhillon (1955: 1 15) finds out " the leader is the influential person of the village who is
respected, followed and obeyed by villagers due to the wealth, family, caste or other
reasons". Barnabas (1958:388) in his article based on field study in U.P. village,
recognises " caste leaders, faction leaders, formal leaders and informal leaders. Caste
and length of residence in the village are two important determinants of leadership".
Srinivas (1959) regards the concept of "dominant caste" crucial for the understanding
of power relations in rural social life in most parts of the country. For understanding
village, it is essential to study the locally dominant caste and the kind of dominance it
enjoys. He has recognised four important elements of dominance: (a) Numerical
strength; (b) Economic and Political Power; (c) Ritual status; and (d) Western
Education and Occupations. These elements are usually distributed among the
different castes in a village and that only the caste enjoying all or most of them can
have the decisive dominance. Srinivas provides empirical data in support of his
concept from his own field work in a Mysore village.
Metha (1972: 141) in his study found out that,
the leadership tends to be of an emerging pattern. Many new forces
have set in the village social life. The increasing contact with the
development blocks and the satellite industrialised towns will usher in
the village social life the new social, economic and political goals.
Over a period of time, it is expected that because of the increasing
modernisation of these villages, the social structure of the village will
change considerably and the leadership pattern, to a 1-argeextent will

be of modern order.
Sachchidananda and La1 (1973) in their study concluded that the power of a
leader over his followers is the function of the leader's resources and
dependencies of followers upon him and alternative open to them. The greater
the resources of the leader the wider the dependencies of his followers, who
have no alternative other than him, the more powerful he will be. Education is
an important asset for a leader whose sphere of influel~cehas crossed the
boundaries of the village. Unlike in the past, advanced age is not an essential
pre-requisite for leadership in present day rural India. The leadership role of a
person possessing many power resources are accepted by people having high
dependencies and on alternative.
Singh ( 1991 ) in his study concluded that gerontocratic leadership is being replaced
by youth leadership. According to his study, sex, education, wealth, age, and family
typology are highly significant variables in rural leadership.
Oscar Lewis (1 954:45-46), writes in his study of the village life in northern India,
we see that in the traditional pattern of leadership the older men were
both the ceremonial and Panchayat leaders. With the coming of
education and outside employment. however, middle aged educated
people are being given opportunities by the older people to represent
them in official panchayats, school committees, and deputations
outside the village. Moreover, particularly the educated unemployed is
developing and representing a threat to the traditional values in the
villages .
An influential review by Stogdill (1948) of trait research cast doubt on the evidence.
His was not the only assessment that had sounded a negative note, but it was the most
influential. Stogdill failed to find consistent evidence to suggest that personal factors
played a part in who became a leader. At best, he was able to conclude that the
personal factors associated with leadership are substantially effected by the
requirements of the situation from which the leader emerges. This suggests that the
personal factors associated with leadership are situation specific.
Initial investigations of leadership considered leaders as individuals endowed with

certain personality traits which constituted their abilities to lead. The studies
investigated individual traits such as intelligence, birth order.. socio-economic status,
and child rearing practices (Stogdill, 1948, 1974). Stogdill (1974) identified six
categories of personal factors associated with leadership: capacity, achievement,
responsibility, participation, status, and situation but concluded that such a narrow
characterisation of leadership traits was insufficient: "A person does not become a
leader by virtue of the possession of some combination of traits" (p.64). The attempts
to isolate specific individual traits led to the conclusion that no single characteristic
can distinguish leaders from non-leaders.
The Ohio State researcliers (Halpin, 1957; Elalpin and Winer, 1957; Fleishman, et al.,
1955) initially suggested that considerate leaders proLide a pleasant work
environment for their subordinates, but are regarded as less effective. Leaders who
emphasise structuring work activities often reduce the levels of job satisfaction
experienced by the work group, but regarded as more effective by their superiors.
Although the research on transformational leadership is relatively new, there is some

empirical support for validity of Bass and Avolio's transformational leadership
construct. Using the Multifactor Leadership Questionnaire, Bass, Avolio and their
associates (e.g. Bass, 1985; Hater & Bass, 1988) have found significant relationships
between subordinate ratings of leader effectiveness and sdisfaction with their leader
and transformational leadership across a number of settings. Transformational
leadership is significantly related to other relevant otltcome variables, such as
follower perceptions of role clarity, mission clarity, and openness of communication.
Podsakoff, et al., (1990) have also adopted a quantitative approach to transformational

and transactional leadership. Drawing on a number of New Leadership approaches
they conceptualised transformational leadership as comprising, six dimensions each of
which was measured by a multiple-item scale: identifying a i d articulating a vision;
providing an appropriate model; fostering the acceptance of group goals; high
performance expectations; providing individualised support, and intellectual
stimulation. The first three were found to be highly interrelated in their research and
were collectively dubbed a "core" dimension of transformational leadership.
Transactional leadership was measured by one scale alone-contingent reward
behaviour. The researchers were concerned with the impact of the two forms of
leadership on organisation citizenship behaviour (OCB), which refers to behaviour
that goes beyond the requirements of a formal role and that also contributes to
organisational effectiveness. Data were collected frcrrn employees and their
supervisors in a US petrochemical company. The six types of leader behaviour (as a
group) had an effect on OCB, but the effect was indirect, that is, it was mediated by
trust and satisfaction (the former to a far greater degree than the latter). Trust was
found to be positively by 'core' transformational leadership and individualised

support, negatively by high performance expectations and ix~tellectualstimulation, but
not at all by contingent reward behaviour. This research suggests that the extent to
which leaders are able to create trust in themselves through transformational
leadership plays an important part in the preparedness of their subordinates to put
more into their work than is strictly required by their formal role obligations. The
research also implies that there would be some virtue in examining the extent to
which the effects of the forms of leader behaviour measured by the Multifactor
Leadership Questionnaire on such outcomes as extra effort and effectiveness are
mediated by potential intervening variables like trust.
In their study Kouzes and Posner (1987) distinguished between leaders and managers,
whom they see as playing different roles. The former are associated with change and
innovation; the latter with stability and control. In this study, they developed two
research instruments for investigating leadership. 'The Personal Best Questionnaire
asks leaders to describe their 'personal best leadership experience'. They are then
asked a number of open-ended questions about this experience. In-depth interviews
have also been carried out with forty-two managers. From this questionnaire the
Leadership Practices Inventory (LPI) was derived to tap subordinates' ratings of the
extent to which their superiors exhibit the five leadership practices (challenge the
process, inspire a shared vision, enable others to act, models the way and encourage
the hearts of organisational members to persist with the vision). There are thirty items
(six per leadership practice) which are statelnents about leader behaviour, and
respondents have to answer how far the item applies to their superior.
In their study, Yammarino & Bass (1990) had conceptually clarified transformational
leadership by focusing on leader-follower interactions in tenns of multiple levels of
analysis: individuals, dyads within groups, and groups. The focal leaders were 186
United States Navy Officers who were graduates of the United States Naval Academy
and on active duty assigned to the surface warfare fleet. Data about the officers were
collected from 793 senior subordinates of the officers via a mail survey. The
leadership and outcome data were collected using the Multifactor Officer
Questionnaire ( MLQ-Forms 11R and 11s). Nine leadership scales were used in this
study: Charisma, Individualised Consideration, Intellectual Stimulation, Inspirational
Leadership, Contingent Promises, Contingent Rewards, Active Management-byException, and Laissez-Faire. Results from within and between analysis (WABA)
suggest that the network of relationships was based primarily on individual
differences
in
subordinates'
perceptions
of
leadership
and
outcomes.
Transformational leadership as compared to transactional or laissez-faire leadership

was related more strongly to subordinates' extra effort and satisfaction with the focal
officers and the officers' effectiveness.
Howell, & Bass (1993) in their study, used measures of leadership, locus control, and
support for innovation to predict the consolidated-unit performance of 78 managers.
The purpose of this study was to examine the relationship of transactional and
transformational leadership to unit performance. In addition, they examined the
degree to which leader locus of control predicts transformatioilal leadership behaviour
as well as the moderating effect of support for innovation on the relationship between
transformational leadership behaviours and performance. Leadership behaviour was
measured with Multifactor Leadership Questionnaire (MLQ)- Form 10. The three
scales used to measure transformational leadership were: charisma, intellectual

stimulation and individualised consideration. Locus of corltrol was measured with 13
items from Rotter's scale. Support for innovation was measured with two scales from
Siege1 and Kaemmere's measure of support for innovation in organisations and the
risk-taking scale from Litwin and Stringer's survey of orgmisationall climate. The
measure of consolidated-unit performance represented Ihe degree to which a manager
achieved targeted goals for the year, calculated in terms of the percentage of goals
met. Results revealed that three transformational leadership measures were associated
with a higher internal locus of control and significantly and positively predicted
business-unit performance over a 1-year interval. Transactional measures of
leadership, including contingent reward and management by exception (active and
passive), were negatively related to business-unit pe~formance.Causal relationships
between the transformational leadership behaviours and unit performance were
moderated by the level of support for innovation in the business unit.
Campbell, et al., (1973 ) in their research examined the effects of four factors on the
perceived appropriateness of a displayed leadership style in two dimensions. The
study employed a case description to nlanipulate leader style (participative or
consultative), leader gender (male or female), organisdtional setting (civilian or
military) and eventual task outcome (successfi~l,unsuccessful or no information); and
then had 264 Singaporean business students (age between 20 and 24 years) and 223
American business students (age between 19 and 41 years) judge the appropriateness
of the style used. During a regularly scheduled class meeting, individuals were
requested to read a short but detailed case situation. and then to respond to set of
questionnaire items on a five-point Likert-type scale. The independent variables are:
Leadership Style Manipulation, Gender Manipulation, Organisational Setting

Manipulation, Task Outcome Manipulation, and Perceptions of Appropriateness
Leadership Style. The dependent variables are: Perceived Appropriateness,
Leadership Ability, and Willingness to Work for the Manager.
Factorial ANOVA
analyses revealed that the style itself and eventual task outcome had strong effects on
perceptions of appropriateness. Further, perceptions of leadership appropriateness
influenced judgements of leadership ability and one's willi.rlgness to work for the
described leader. Gender and setting had no substantive impact. Identical results were
obtained in both the Singaporean and American samples. Implications of the results,
and their limitations, are considered from both a theoretical and a practical
perspective.
A local study was carried out by Syed Husin Ali (1977) on leadership in Malaysian
village. Apart fkom gathering other information on i-ural community dwellers, he tried
to recognise the types of leadership existing in tke different communities, their roles
and the position of leadership in social context, economy and politic. He further
evaluated the effectiveness of leadership style to the rural conlrnunity dwellers. From
the observation he concludes that there are two types of leadership. The two types of
leader are traditional leaders and new leaders. The traditional leaders are chosen from
elderly persons who have a very strong influence on people. They are known as Ketua
Kampung and PenghzJu. The new leaders includes, party leaders and government
officers. The village party leaders come from diversified background such exgovernment officers, teachers, farmers and labourers.
Sandin (1966) stated that the Iban of Borneo is an animist, believing in the existence
of an Almighty God and a multitude of spirits. He ft~rtherstressed that, it was because
of such belief leaders in the past centuries concentrated in dreams. Children in the
past were advised by their parents to behave well during their sleeping hours for the
respect of those seeking dreams. It was believed that before Iban young men became
leaders they must have had dreams which thus caused thein to become successful and
effective leaders.
According Jensen (1974) ,to the Iban, the thni rumah's traditional roles is to maintain
the correct relations among longhouse members and between these and the spirit
world: to ensure that the longhouse community does not become angat, literally 'hot',
implying an unexpiated offence against the spirits.
Sandin (1970) in his study of Iban leaders, used the term "hereditary"
in his
description of Iban leadership. He gave the phrase "hereditary chiefs" to describe the
status of individuals who had been appointed to office for the first time as leaders. It
was in the past that Tuai Rumah power was generated down to his siblings upon his
retirement or death.
Morgan in her paper asserted that
"
in the long-settled
Saribas...it was taken for granted that the position of chief' and warleader should pass
from father to son" (1968: 146).
The power of the Iban leaders had been underestimated by outside observers. Part of
the reason has almost certainly to do with the fact that Iban leaders do not fit well
with Western concepts of political authority (Wagner, 1972 as cited by Sandin, 1994).
Sandin (1994:9) further exerted that:

Thus, power in Iban society is exercised informally by self-made men
of action and proven ability who lead their followers primarily by
consensus and personal example. Formal stratification is absent,
positions of power are non-hereditary, and regional leadership was
historical linked to migration and to the exercise of authority over
recognised territorial domains created in the process of pioneering.
Jawan (1996) in his paper revealed that less than half of the Iban elected
representative has at least college level education and a majority of the Iban leaders
had only up to secondary level education. He further stressed that, due to the lower
educational attainment the Iban elected representatives/leaders have not attained much
experience and success in their previous undertakings before moving into positions of
greater responsibilities.
2.5 Conceptual Framework Of The Study
Implicit in many of the
writings on leadership styles and particularly on
transformational leadership, there is still not many articles written on the Iban
community leaders. Several research and studies related to leaders' roles and
functions have been carried out by researchers but hut none have focused specifically
on Iban community leaders-i.e Tuai rumah and Penghultr level.
To the Iban community, leadership means ''furrim which carries a wide connotation.
Thus, Iban community has no classification proper leadership styles. In the Iban
community, leaders are always being associated with elderly persons as their
headmen. Headmen traditional leaders, whose tasks are to safeguard the community
welfare and uphold the norms, values, tradition, morale, customs and belief of the
community. They command respect fiom others, and become the decision makers
pertaining to community life.
As Pringle (1970 :35) rightly stresses, the Iban had no regularly constituted leadership
above the level of the longhouse community. Moreover, the longhouse community
leaders ( tuai rumah, perhaps also tuai bzirong: bird auger) had very limited power
and authority. In broadly cross-cultural terms, the Iban are classified as a "stateless
societyV(Murdock1967; Tuden and Marshall 1972).
Reflected upon the previous related studies on leadership, thus, a conceptual

framework for this study was developed in relation to comply with the research aims
and research questions the study proposed to address. Henceforth, sex, age, education,
income, experience, and institutionalised travels were the independent variables of
this study. Whilst individualised consideration, intellectual stimulation, inspirational
motivation, idealised influence and the expected roles became dependent variables
of this study.
2.6 Research Hypotheses
Based on the review of the literature the following hypotheses were formulated to
guide the present study:
HI. There are significant relationships between the demographic factors and the
emergence of transformational leadership characteristics amongst the Iban community
leaders.
H2. The degree of executing the expected and actual roles amongst the Iban
community leaders is influenced by the demographic factors.
H3. There is a significant relationships between the leader's income and the
emergence of transformational leadership characteristics arnangst the Iban community
leaders.
H4. There is a significant relationship between courseftraining and the emergence of

transformational leadership among the Iban community leaders in the three areas.
2.7 Summary
In brief, this chapter has deliberated on the literature review pertinent to leadership
roles and functions. In this chapter the researcher has discussed the conceptual and
theoretical perspectives of leadership in general. In addition, the researcher
deliberated on the related studies on leadership functions and roles pertinent to the
research aims and research questions the study proposed to address. Past research
studies related to this study were also discussed in this chapter. Implicit in previous
related studies, and conceptual and theoretical perspectives the researcher developed a
conceptual framework and research hypotheses for this study. The research
methodology used in this survey research study was thoroughly discussed in the next
chapter.
CHAPTER 3
RESEARCH METHODOLOGY
3.0 Overview
This chapter deliberates on the research design and data collection used as guided by
the research objectives. It argues for the need to use both the quantitative and
qualitative method of data collection. It describes the research processes undertaken,
discusses the methods of analysis of the data collected, and reports on the personal
and career profiles of the respondents and informants. This chapter is presented in six
sections: research design. population of the study. instrumentation, data collection,
data collection procedures and data analysis.
3.1 Research Design
The intent of the study was to address the research question regarding the roles of
community leaders in bringing about social changes and to find out whether pattern of
transformational leadership has emerged or not amongst the lban community leaders
in those three Resettlement Areas. A structured interview schedule was used to
collected necessary data.
3.2 Population Of The Study
The population of this study comprised community leaders in the three resettlement
areas. There are 57 community leaders in these areas: 15 Tuai Rumah from Operation
Bebatak Ng. Tada, 18 Tuai Rumah from Operation Bebatak Ng. Ngungun , 21 Tuai
Rumah from Operation Bebatak Ng. Jagau , 2 Perrghzrlu and 1 Temenggong. All of
these leaders became the respondents. According to Clrampion (198 l), a total size of
30 samples can be considered as minimum size for statistical analysis. Fraenkel and
Wallen (1993) also stated that for a correlatim study, the minimum size of 30 is
appropriate. According to Backstrom and Hursh-Cesar ( 1981:53),
Our concern is that the number and kinds of people in the sample be
sufficiently representative of the whole population to enable us to
make sound generalisations about that population. In other words, a
proper sample of people must constitute a small-scale replica of the
larger community.
3.3 Instrumentation
As most of the community leaders in these areas are illiterate, structured interview
schedule was used to collect the data and information on issues pertaining to the roles
of leaders in bringing changes to the community, their personal and socio-economic
characteristics, and the degree to which the leaders practice transformational
leadership style. This technique
provided an opportunity to probe deeply the
problems and issues pertaining to leadership skills and knowledge the community
leaders possess.
The interview schedule was designed and developed under the guidance of a research
supervisor. The research questionnaire were divided into three parts. Part 1 (5 1 items )
was designed to identify the level of behavioural characteristics of transformational
leadership: Individualised consideration which has the elements of caring, concern
and empathy; intellectual stimulation that is generally characteristics of valuing the
intellect, encouraging imagination and challenging old ways; inspirational motivation
with general characteristics of clarification of future states (vision 1 mission), treating
threats as opportunities and aligns individual and 0rgani:mtional goals; and idealised
influepce ( Charisma) with sets of high moral standards which is dominated by the
general characteristics such as confidence in the vision, full responsibility for actions,
sense of purposes and trust, and identification with the leader. These behaviour
indicators was adopted from Keenan (1997) in order to fully facilitate in finding out
whether pattern of transformational leadership emerge or not amongst the Iban
community leaders in the three Resettlement Areas. the primary purpose of this
study. These behaviour indicators were used as dependent variables.
Part 2 (10 items) of the interview schedule was developed by the researcher based on
his own experience as a community leader once upon a time. This part was specially
constructed to explore, reflect and to identify the expected and actual roles of
community leaders in bringing out social changes. In addition, part 2 also contained
questions (1 1 items) to evoke the respondents' exposure to training and courses
regarding leadership dimensions.
Part 3 (11 items) of the interview schedule helped to identify the personal
demographic characteristics of the leaders which became the independent variables
of this study.
3.4 Data Collection Procedure
The following procedures was carried out to gather tlic: data and information for the
study:
a) A copy of the research proposal was submitted to the Sarzivak State Planning Unit
to seek approval to conduct research in the State.
b) A copy of the research proposal was also submitted to Sarawak State Secretary to
seek approval to carry out research in Sarawak, particularly in Sibu Division.
c) Several research assistants were engaged to carry the research survey in the areas.
They were trained by the researcher on the proper ~echniquesof interviewing.
Cover letters explaining the importance and nature ol'the study were provided to
the research assistants as they were doing the interview with the aid of an
interview schedule. In the case of illiterate respondents, the research assistants
helped them to choose the answers to the questions that correspond to or reflect
their personality as leaders.
d)
The research assistants were chosen from the people of those areas They were
male college-trained teachers with good command of English and Iban languages.
3.5 Data Collection
Before data collection proper was carried out, a pretest was conducted on 10 Tuai
Rumah nearby Kanowit town on September 7, 1997 and Sepkember 8, 1997 in order
to determine how respondents responded to the various items in questions. Reliability

test was performed on items pertairling to behatioral
characteristics of
transformational leadership, on expected and actual roles, and on co~~rsesltraining

regarding leadership dimensions. Reliability analysis scale showed that individualised
consideration has standardised item alpha value 3438, idealised influence has
standardised item alpha value .7562, inspirational motivation has standardised item
alpha value 3372 and intellectual stimulation has standardised item alpha value
.7323. Whilst, actual and expected roles has standardised alpha value 3878. Courses
and training has standardised item alpha value 3254.
The research assistants were instructed to collect data and bring along with them the
interview schedule questions. Data collection was started on September 28, 1997. All
the data collected were returned on October 10, 1997.
As for the most important secondary sources or materials, i.e. the data and
information , pertaining to the roles and duties of community leaders were obtained
from the Sarawak Administrative Officer of Kanowit District.
3.6 Data Ana%ysis,
An analysis 'compute mean' of SPSS (Statistical Package For The Social Science)
software version 6.01 was used to find out mean score and total maximum mean score
for the four components characteristics ( individuali9ed consideration, intellectual
stimulation, inspiration motivation and idealised influenced) of transformational
leadership, expected and actual roles of leaders and the courses and training that they
ever attended. Whilst, analysis descriptive frequency of SPSS software version 6.01
was used to find out the mean score for demographic characteristics of the leaders.
The minimum mean value is 1, the maximum value is 4 and the median is 2.5. This
value was applied to the component characteristics of transformational leadership,
expected and actual roles of leaders and the courses and training that they ever
attended. The score value (or mean) equal to or more than the median indicates that
the respondents were inclined to posses moderate or high level of transformational
leadership characteristics, had moderately or highly complied to do their expected and
actual as leaders, and had moderately or frequently attended courses and training,
whereas those scores below median were dissatisfactory scores (seldom or never).
The Data collected were coded and keyed in the computer. The Data analysis was
done by using a Statistical Package for Social Science (SPSS'I version 6.01 to see the
relationships between variables which secured the significant level of 0.05. Statistical
analysis was used to furnished the objectives and to test the hypotheses of the study.
Descriptive statistics, including correlation analysis were used in the data analysis.
Frequency analysis was used to analysc the demographic characteristics of the

leaders. Pearson Correlation Coefficients was used to see the correlation between
demographic characteristics and the characteristics of transformational leadership. It
was used to justify whether there were any correlation between demographic
characteristics and the level of transformational leadership characteristics.
3.7 Summary
In this chapter the researcher has discussed and argued for the used of structured
interview schedule and document analysis as methods of data gathering serving as
both triangulation for methodology and data collected through the methods used, in
seeking the answers for research questions and objectives identified in Chapter 1. The
chapter also justifies the reasons for population used as resporldents in the survey and
the selection of research assistants with a view to presenting a strong case for data
collection. The analysis of data gathered from the structured interview schedule were
presented in the next chapter, together with the relevant document pertinent to the
research area.
CHAPTER 4
RESEARCH FINDINGS AND DISClJSSION
4.0 Overview
This chapter presents empirical data concerning research findings. It is divided into
six sections. Section 1 deals with demographic characteristics of the respondents,
section 2 discusses on behavioral characteristics of transformational leadership,
section 3 focuses on the expected and acttial roles of the Iban community leaders,
section 4 discusses on courses and training and section 5 relates the relaionship
between demographic characteristics, expected and actual roles played by leaders, and
courses and training frequency attended by leaders with characteristics of
transformational leadership. Whilst, section 6 deals with discussion on the findings.
4.1
Findings
4.1.1 Demographic Characteristics Of The Respondents
The demographic characteristics in this study referred to gender, age, number of years
attending school, highest academic qualification, total monthly income, position in the
community, number of years holding the position, leadership position before, how
they become a leader, political affiliation, institutionalised travels, official visits, and
member(s) of family working as government servants.
4,l.l.l Gender
Based on the findings of this study, it was notably interesting to find that all the 57
community leaders in the three resettlement areas were men. Thus, Iban community
leadership in three resettlement areas was male dominated. This could have been the
tradition of the Iban community to have men as their leaders. In the Iban community a
leader was highly respected because of his strength and power. Leadership has been
the monopoly of the men in the society from the very beginning ( Singh, 1991).
Freeman (1955) has appropriately described the I b a ~ ~ as
s 'untrarnrnelled
individualists, aggressive and proud in demeanour, lacking any taste for obeisance'.
Thus, the Ibans need strong and wise men to be their leaders. The system may,
however, change slowly. In some areas in Sarawak women had become the Penghulu
and Tuai Rumah.
4.1.1.2 Age
The respondents' age ranged from 32 to 80 with the mean of 55.561 years as shown in
Table 4.1.1 demographic matrix. It was found that 40.45% of Iban comn~unityleaders
in three resettlement areas fall between 30-50 age group, while the rest (59.6 %) were
51 years and above. There were more old leaders than young leaders in three
resettlement areas.
50
Table 4.1. 1
Demographic Matrix
F (N=57)
Items
"'_'_'_">N_'~_~
____
_ _ _ _' _ Y_ _
~~'
,"'----..
____ ''''_'_''_AA_' ___
'_,_~_y
,,----,-,*'--~---,--
Std.Dev.
____.__ ._._. __
Age
30-35 years
36-40 years
41-45 years
46-50 years
51-55 years
56-60 years
61-65 years
66-70 years
71-75 years
76-80 years
2
7
4
10
6
9
4
9
3
3
3.5
12.3
7.0
17.6
10.5
15.8
7.0
15.8
5.2
5.3
Number of years of
Formal schooling
oyears
3 years
4 years
6 years
7 years
9 years
II years
33
I
3
15
3
I
I
57.9
1.8
5.3
26.3
5.3
1.8
1.8
Academic qualification
Illiterate
Others(standard 3-4)
Primary school education
SJC/LCE/SRP/PMR
SCIMCE/SPM
33
5
17
I
I
57.9
8.8
29.8
1.8
1.8
Monthly income
RMIOO-RM300
RM301-RM500
RM501-RM700
RM701-RM900
RM901-RMIIOO
RMIIOI-RMI300
RM1301-RMI500
RM1501-RM1700
RM1701-RM1900
RM 190 I and above
17
9
5
5
4
6
2
2
I
6
29.8
15.8
8.8
8.8
7.0
10.5
3.5
3.5
1.8
10.5
.>
___
Mean Mode
~~
,".
_ _ _ .~v~".~_> __
~.~
_ _ _ _ _ _ _
12.677
56
3.196
2.561
1013.19
931.2 300
...."'''', ...,'.
-'''
.....
50
.00
Continued.. Table 4.1.1 Demographic Matrix
----
*
e
=
"
.
+
Items
F (N=57)
$6
- -.-
-+""-
***
**.
Std.Dev.
"."----Mean Mode
Years of sewice
1-5 years
6- 10 years
11-15 years
16-20 years
21-25 years
26-30 years
3 1 years and above
Ever become a leader before ?
Yes
13
No
44
22.8
77.2
Process of becoming leader.

Through election
20
Replaced father/
grandfatherletc
34
Appointed by government
3
59.6
5.3
Institutionalised visit (Have

you ever travel outside
Sibu Division?)
Yes
48
No
9
84.2
15.8
Number of times joining

official visits organised by
government agencies.
Never
16
1 time only
19
2 times
8
3 times
5
6
4 times
5 times
1
28.1
33.3
14.0
8.8
10.5
1.8
Number of family members

Working as government
Servants.
Nil
20
1
13
2
9
3
7
4
2
5
2
6
3
35.1
1.827
1.649
1.00
4.1.1.3 Number of Years of Formal Schooling
The data on the number of years of formal schooling attended by the respondents
with a mean of 2.561 years are shown in Table 4.1.1. A majority (57.9%) of Iban
community leaders in three resettlement areas had never attended school. About one
third (33.4%) of them had attended school ranging from 3 to 6 years, while 5.3% had
attended school for ?years. It was found that I .8% had attended formal schooling for
9 years, while another 1.8% had attended school for a period of 1 lyears.
4.1.1.4 Level Of Qualification
Table 4.1.1 shows that majority (57.9%) of Iban co~nmunity leaders in three
resettlement areas were illiterate and only 1.8% had junior secondary education. while
only 1.8% attended School Certificate (SPM) level. A sizeable number of leaders
(29.8%) had Primary 6 education. The rest (8.8%) were below Primary 6 level. A
high illiteracy rate amongst the community leaders in the three resettlement areas
might be related to the development and establishnlent of schools in those areas. In
the case of Operation Bebatak Ng. Tada, Ng. Tada Primary School was established in
1961. Whilst, at Operation Bebatak Ng. Ngungun, a primary school was founded in
1959 and at Operation Bebatak Ng. Jagau a primary school was established in 1957.
Thus, contemporary Iban community leaders in the three resettlement areas were not
able to go to school then.
4.1.1.5 Monthly Income
The respondents' monthly income range from RM1OO.OO- RM6.500.00 with a mean
of RM93 1.228 per month. Table 4. I. I. indicates that a considerable number (36.8%)
of Iban community leaders in the three areas were from high income group earning
RM901.00 and above monthly. About 17.6% of Iban community leaders in three
areas were from middle income group earning RM501.00
RM900.00 monthly,
while a majority (45.6%) of them were from the low income group earning from
RM1OO.OO - RM500.00 monthly which is below the poverty line.
4.1.1.6 Position In The Community
A majority of Iban community leaders in three resettlemerit areas held the position as
Tuai Rumah. Besides, there were two Penghulu and one Te~nenggong.None of the
Iban community leaders in the three resettlement areas held the position as Pernanca.
4.1.1.7 Years of Service
The respondents' years of service range from 1 to 60 years with a mean of 15.5 years .
It was found that 29.8% of the Iban community leaders in the three resettlement areas
served between 1-5 years, 23.3% served between 21 - 25 years, 14% served between
6
10 years, 10.5% served between 11 -15 years, 8.8% served between 26
30
years, 7.0% served between 16 - 20 years and 3.5% served more than 31 years.
Majority (54.3%) of the Iban community leaders in the three areas had served for 15
years or less. The data on respondents' number of years of service are shown in Table
4.1.1.
4.1.1.8 Ever been a Leader before.
Table 4.1.1 presents whether respondents had ever been a leader before or not. It was
found that a majority (77.2%) of the Iban community leaders in the three resettlement
areas had never been a leader before. Only 22.8% them had served as leaders in the
army, associations, as councillors and private sectors before serving as present
community leaders in the three resettlement areas..
4.1.1.9 Process of Becoming A Leader
Table 4.1.1 shows the data pertaining to the process how respoildents became
community leaders in the three resettlement areas. It was found that 59.6% of the
respondents became community leaders because they replaced their fathers /
grandfathers or uncles. A sizeable number (35.1%) of the respondents became leaders
through election within their longhouse boundary. Only 5.3% were appointed by
Government ( i.e. Penghulu and Ternenggong).
4.1.1.10 Institutionalised Visits
Community leaders were asked whether they had made any institutionalised visit to
other places outside Sibu Division. Responses were summarised in the Table 4.1.1.
The finding showed that a majority (84.2%) of the Iban community leaders in the
three resettlement areas had done so. Only 15.8% of them had never done any
institutiorialised visit to other places outside Sibu Division.
4.1.1.11 Number of Times Joining Official Visits Organised By Government

Agencies
Table 4.1.1 presents the data on the frequency of the respondents joining official visits
organised by government agencies. It was found that a majority (33.3%) of the Iban
community leaders in the three resettlement areas had joined official visits organised
by government agencies only once. Next to it, about 14% of them had joined twice,
10.5% of them had joined 4 times, about 8.8% of them had joined 3 times, 3.5% of
them had joined 5 times and one of them had joined for 10 times. A sizeable number
(28%) of Iban community leaders in the three resettlement areas had never joined any
official visit organised by the Governrnent AgencyIAgencies. The mean of the
frequency of the respondents joining official visits organised by government agencies
was 1.649 times.
4.1.1.12 Family Members Working As Government Servants
. Table 4.1.1 shows the data on the number of family members of the respondents
working as government servants. A majority of the Iban community leaders in the
three resettlement areas had family members serving as Government servants, i.e.
about 22.8% of them had 1 family member, 15,8% of them had 2 family members,
12.3% of them had 3 family members , 5.3% of them had 6 family members, 3.5% of
them had 4 family members, 3.5% of them had 5 family members, and 1.8% of them
had 8 members of the family serving as government servants. A considerable number
(35.1%) of leaders in the three resettlement areas had no family members serving in
government agency. The mean number of family members working as government
servants was 1.702 persons.
4.1.2 Behavioural Characteristics Of Transformational Leadership
In the context of this study the characteristics of transformational leadership are:

individualised consideration, intellectual stimulation, inspiration motivation and
idealised influenced.
Table 4.1.2a Indices On Behavioural Characteristics Of Transformational Leadership
Characteristics
----------
--
Mean
-
--
Std. Deviation
---
Inspiration Motivation
2.45
.67
Individualised Consideration
2.48
.67
Idealised Influenced
2.58
.59
Intellectual Stimulation
2.70
.58
--
Table 4.1.2. shows indices of respondents' mean scores for the characteristics of
transformational leaders, i.e. 2.45 for inspiration motivation and 2.48 for
individualised consideration. Both values are smaller than the median of 2.5. Whilst,
the value for idealised influenced and intellectual stimulation was 2.58 and 2.70
respectively. Both values are greater than the value of median. This shows that Iban
community leaders in the three resettlement areas generally possessed moderate
behavioural characteristics of transformational leadership.
4.1.2.1 Individualised Consideration (IC)
Table 4.2. l a shows the data on the respondents' iten1 mean score for individualised
consideration. It was found that majority of the Iban community leaders in the three
resettlement areas had a moderate score for individualised consideration. The data on
the respondents' total maximum score for individualised consideration of the
respondents are Table 4.2. lb. It was found that majority (64.4%) of Iban community
leaders in three resettlement areas had moderate total maximum score.
considerable number (19.3%) of them had high total maximum score and the rest (
19.3%) had low score. Thus, the data indicate that majority of Iban community
leaders in three resettlement areas possessed moderate individualised consideration
characteristics of transformational leadership.
Such moderate individualised
consideration characteristics leaders might show moderate individual consideration by

moderately appreciating other's potential to contribute and by moderately providing
support and encouragement.
Table 4.1.2.1a Mean Score For Behavioural Characteristics of Transformational
Leadership (Individualised Consideration)
-----------p-AY
X.---X-__
U_-*w*UI.-,
_-P-I,,,
Individualised Consideration (IC)
Mean Score
Std Dev
IC13. I inform followers of the current development issues.
2.16
.88
IC 14. I effectively coach, counsel, and mentor.
2.16
.88
IC07. I create a pattern of incremental successes
2.18
.76
IC 10. I encourage individualism
2.26
.84
IC 11. I encourage others to take initiative
2.28
.80
1C04. I assign duties based on individual ability and needs
2.37
.92
IC09. I promote self-development.
2.42
.92
IC08. I am always available when followers need someone
2.54
.9 1
to talk with.
----
.-*.--s.%-,mm,
a
p
-.
ICO 1. I recognise differences among people in their strengths
2.54
.83
IC06. I personalise interactions with followers
2.65
1.01
IC02. I am interested in the well-being of others
2.68
.78
IC05. I encourage a two-way exchange of views.
2.74
.88
IC03. I am "active" listener
2.82
.91
2.95
.95
and weakness, likes and dislikes.
IC 12. I promote contact and familiarity.
'
w
*
m
-
Mean Score:
1.O - 1.9 (Low)
2.0 - 2.9 (Medium)
3.0 - 4 .O ( High)
Table 4.1.2.lb Total Maximum Score On Individualised Consideration
--
Maximum
- - -- . Score LOW(14 - 28)
Moderate (29 -42)
High (43 - 56)
"
Frequency
- (N=57)
-
35
11
61.4
- *19.3
*-----
~v&~m**--*-wm-m"
4.1.2.2 Intellectual Stimulation (IS)
Table 4.1.2.2a shows the data on the respondents' item mean score for intellectual
stimulation. It was found that majority of Iban community leaders in the three
resettlement areas had moderate mean score for intellectual stimulation. The data on
the respondents' total maximum score for intellectual stimulation were presented in
Table 4.1.2.2b. It was found that majority (59.6%) of Iban community leaders in the
three resettlement areas had moderate total maximum score
for intellectual
stimulation. A sizeable number (36.8%) of them had low total maximum score, and
the rest (3.5%) had high total maximum score for intellectual stimulation. Thus, the
finding indicates that majority of Iban community leaders in the three resettlement
areas possessed moderate intellectual stimulation characteristic of transformational
leadership.
Intellectual Stimulation (IS)
Mean Score
Std Dev
-
IS25. I am willing to put forth or entertain seemingly

foolish ideas.
1.72
.77
IS21. I create a holistic picture that is imaginative
2.07
.82
IS 16. I take past examples and applies to current problems
2.1 1
.96
IS 15. I re-examine assumptions
2.1 1
.82
IS22. I modify the context to support visits
2.14
.88
IS24. I use humour to address personal and task-related problems 2.21
.70
IS23. I encourage a range of interests.
2.2 1
.70
IS26. I encourage followers to use intuition.
2.30
IS20. I create a 'readiness' for changes in thinking
2.40
.84
IS1 8. 1 don't expect followers to think like me
2.42
.91
S 19. I encourage followers to revisit problems.
2.44
.68
IS 17. I don't publicly criticise followers for making mistakes
2.91
1.02
Mean Score:
1.0
2.0
- 2.9
(Medium)
3.0
- 4.0
(High)
1.9 (Low)
Table 4.1.2.2b Total Maximum Score On Intellectual Stimulation
Maximum Score
LOW(12 - 24)
Moderate (25 - 36)
High (37 - 48)
Frequency (N=57)
Percentage
.94
4.1.2.3 Inspiration Motivation (IM)

Table 4.1.2.3a shows the data on the respondents' item mean score for inspiration
motivation. It was found that majority of Iban community leaders in three
resettlement areas had moderate mean score for inspiration motivation for every
item. The data on the respondents' total maximum score for inspiration motivation are
presented in Table 4.1.2.3b. It was found that majority (61.4%) of Iban community
leaders in the three resettlement areas had moderate total maximum score for
inspiration motivation. A sizeable number (22.8%) of them had low total maximum
score, and the rest (15.8%) had high total maximum score for inspiration motivation.
Thus, the finding indicates that majority of Iban community leaders in the three
resettlement areas possessed moderate inspiration motivation characteristic of
transformational leadership. The Iban community leaders in three resettlement areas
might moderately discuss new trends and ideas and moderately offer good examples
to encourage followers to change their basic way of thinking.

Leadership (Inspiration Motivation)
-*.
Inspiration Motivation (IM)

- -- --
--
--
-"-*am
"
,.p
.-
- - ---
- -- -
Mean Score
- ---
Std Dev
--
IM33. I create self-fulfilling prophecies
1.84
.80
IM32. I mould expectations.
1.88
.80
IM27. I set example to strive for success.
2.26
.99
IM30. I provide meaning for actions.
2.33
.79
2.40
.88
IM29. I present an optimistic and attainable view.
2.49
2.65
IM3 1. I arouse in followers emotional acceptance of challenges.
2.58
.86
IM35. I create a sense of priorities and purpose.
2.60
.86
2.74
.97
2.89
.88
2.96
1.02
IM36. I think ahead to take advantage of

unforeseen opportunities.
IM28. I demonstrate self-determination and commitment

to reaching goals.
IM34. I reduce complex matters to key issues
using simple language.
IM37. I enlist total involvement of followers and colleagues.
-
Mean Score:
1.O
1.9 (LOW)
2.0 - 2.9 (Medium)

3.0
4.0 (High)
Table 4.1.2.3b Total Maximum Score for Inspiration Motivation

Maximum
ScoreLow (1 1 - 22)
Moderate (23 - 33)
-a-
"
"-"
Frequency (N=57)
13
35
9
"Percentage
-- - - - -- -
22.8
61.4
15.8
4.1.2.4 Idealised Influenced (11)
Table 4.1.2.4a shows the data on the respondents' item mean score for idealised
influenced. It was found that majority of Iban community leaders in the three
resettlement areas had moderate mean score for idealised influenced. The data on the
respondents' total maximum score for idealised influenced are presented in Table
4.1.2.3b. It was found that majority (56.1%) of Iban community leaders in the three
resettlement areas had moderate total maximum score for idealised influenced. A
sizeable number (22.8%) of them had low total maximum score, and the rest (21.1%)
had high total maximum score for idealised influenced. Thus, the finding indicates
that majority of Iban community leaders in three resettlement areas possessed
moderate idealised influenced characteristic of transformational leadership. As such,
Iban community leader in the three areas might be moderately able to convince their
followers that they have the ability to achieve the levels of performance beyond what
they felt was possible.

Leadership (Idealised
Influenced)
.." . - --->--*w-
-* .+*
mwm
---A
**
es*
Idealised Influenced (11)

I13 8. I demonstrate unusual competence.
1148. I sacrifice self-gain for the gain of others.
1143. I demonstrate a high activity level.
1145. I create a positive feeling of self-confidence.
1141. I am a risk-taker.
1144. I use power for positive gain.
1142. I create a sense of empowerment.
1149. I create independent followers.
-*% --m-A-*----m-.
Mean Score
>
Std Dev
p p v m a ~ - *- v
~
~ e
w
*
,
&
m
~
~
-
s "+P
1140. I celebrate followers, achievement.
2.81
1.02
I15 1. I am willing to share the limelight.
2.81
.97
1147. I show dedication to followers.
2.86
.77
1139. I engender faith in followers.
2.89
.94
1146. I ease group tension in critical times.
2.96
.94
1150. I create a sense of joint mission and ownership.
3.07
.94
Mean Score:
1.0 - 1.90 (LOW)
2.0 - 2.9 (Medium)

3.0 - 4.0 (High)
Table 4.1.2.41, Total Maximum Score On Idealised Influenced

Maximum- -"Score
---- - LOW(14 - 28)
Moderate (29 -42)
- -
--
-- -Frequency
-(N=57)
13
32
12 --
-*------*
--
--
Percentage
22.8
56.1
21.1
--
u
-
Table 4.1.2b presents the respondents' overall total maximum scores on the
behavioural characteristics of transformational leadership in three resettlement areas
under study. It could be seen that 22.8% of Iban community leaders possessed low
behavioural characteristics of transformational leadership. Only 2 1.1% of Iban
community leaders in the three resettlement areas possessed high behavioural
characteristics of transformational leadership. A majority (56.1%) of the Iban
community leaders in the three resettlement areas possessed moderate behavioural
characteristics of transformational leadership. This statistical evidence justifies that
majority of the Iban community leaders in the three areas under study possessed
moderate behavioural characteristics of transformational leadership. Thus, these Iban
community leaders might be able to moderately influence their followers by showing

them the way to attain shared ideals.
Table 4.1.2b Overall Total Maximum Score Behavioural

Characteristics of Transformational Leadership.
w
Maximum Score
Lo* (1 4-- 28)""
Moderate (29 -42)
H s-(43
--- 56)
-*
-*
-- (N=57)
Frequency
13
32
12
---------,-.--*
* **
-Percentage
- .
22.8
56.1
21.1
4.2 Expected And Actual Roles Of Community Leaders
Table 4.2a shows the respondents' mean scores on Expected and Actual Roles of the
community leaders. Majority of respondents have a very low mean score. It indicates
that Iban community leaders in the three areas were lacking in performing their
expected and actual roles. Table 4.2b evidently justifies that Iban community leaders
in the three resettlement areas had low performance in executing their roles and
functions. Only 7% of Iban community leaders in the three resettlement areas were
having high total maximum score, and 26.3% of them had moderate total maximum
score. Majority (66.7%) of Iban community leaders in the three resettlement areas had
low total maximum score of expected and actual roles. The findings indicate that
Iban community leaders in the areas under study had low performance in their
expected and actual roles.
Table 4.2a
Mean Score Of Ex~ectedAnd Actual Roles Of Communitv Leaders
Roles and Functions
Mean Score
ER61 Invite professionals to give talk to my people.
Std Dev
---
1.39
.70
1.42
.82
ER59. Make long-term development plan for my people.
1.53
.71
ER58. Make short-term development plan for my people.
1.60
.70
ER54. I encourage my people to do smalllbig business,
1.84
.92
ER56. Making educational plan for our children.
1.91
1.70
2.05
.97
2.28
.85
2.21
.94
3.05
1.04
ER57. I form a co-operative society for our people to

learn how to do business.
ER55. I encourage my people to change their way of life by

advising them to migrate to town to seek for
joblbusiness opportunities.
ER52. I encourage my followers to do commercial farming.
ER53I . advise my followers to change from traditional ways
to modern farming.
ER60. Meeting with my people
Mean Score:
1.o - 1.9 (Low)
2.0 - 2.9 (Medium)
3.0 - 4.0 (High
Table 4.2b Total Maximum Score Of Expected and Actual Roles of Community
Leaders
-.-------Maximum Score
Frequency (N=57)
Percentage
-*"m"w---"-m---w-.-*
Low(l0 - 20)
Moderate (2 1 - 30)
38
15
4
66.7
26.3
7
4.3 Courses And Training
Table 4.3a presents the respondents' mean score on courses and training attended by
them for every item. It was found that majority of the items have moderate mean
scores. Table 4.3b shows the total maximum sc0resi.e. 66.7% low, 17% moderate
and 3.5% high. This finding indicates that Iban community leaders in the three
resettlement areas had lack of relevant courses and training pertaining to leadership
dimensions.
Table 4.3a Mean Score On Courses And Training Attended By Community

Leaders
Courses and Training
Mean Score
for the year 2000.
1.OO
CT7 1. Attending course on new technology.
1.02
CT67. Attending courseltraining on technical skills.
1.44
CT64. Attending course on structure of organisation.
1.72
CT68. Exposure (course) to new style of leadership.
2.14
CT66. Attending course on development.
2.16
CT65. Attending seminar on leadership
2.32
CT70. Looking for new information on social development
2.33
CT63. Attending course on leadership styles.
2.33
CT62. Attending courses on native laws/court.
2.47
Std Dev
CT69. Attending meetings organised by government

agencylagencies.
<
-"--*
-
Mean Score:
1.o - 1.9 (Low)
2.0 - 2.9 (Medium)

3.0 - 4.0 (High)
%.h
--+=*-
.----
2.72
.80
Table 4.3b Total Maximum Score On Course And Training Attended By Leaders.
Maximum Score
Frequency (N=57)
- ------ - -- - - -- LOW(1 1 - 22)
38
17
Moderate (23 -33)
---
4.4
*---
- --
Percent
-- ---66.7
29.8
--
Relationship Between Demographic Characteristics, Expected And

Actual Roles Played By Leaders, Income, And Courses And Training
Frequency Attended By Leaders With Characteristics Of
Transformational Leadership
Pearson correlation coefficient 'r' was used to see the relationship between
demographic characteristics, expected and actual roles by leaders, and courses and
training frequency attended by leaders with the characteristics of transformational
leadership. The strength of the relationship between these variables was interpreted
based on index fornlulated by Davis (1971). Table 4. presents Davis index as
reference for this study.
Table 4.4 Davis Index (1971)
Pearson Correlation 'r'

-"
---
-- - - -
Description 'relationship'
--
0.70 or more
very strong
0.50 up to 0.69
strong
0.30 up to 0.49
moderately strong
0.10 up to 0.29
low
0.01 up to 0.09
ignored
"
----
- --
Table 4.4.1 Inter-correlationMatrix
Age
YSC
-.31 -.34* -.13 .21

-.39
EDN
INC
.06
.ll
-.05
-.lo -.35
.07
.05 .21
.14
.17
.17
.36
-.06 -.I9
-.05 -.09 -.03 .24
-.20 -.001 -.I1 -.01 .25
.22
.22
.07
-.11 -.06 .09 -.02
YSER
-.I5 -.lo
WKF
.03
OFVT
CT
* significant level p 5.05
.30* .27
.21
--.""
.w&
-=-
.06
-.05
.13
.19 .28
.I0
.04
.18
.29 .35* .23
.21
.42* .26*
-- .39*
----
.16
Testing of Hypotheses
Research Hypotheses 1:
There are significant relationships between the selected demographic
factors and the emergence of transformational leadership characteristics
amongst the Iban community leaders.
Result: Partially accepted. Research hypotheses was partially accepted as the data
provide empirical support for the relationship between respondent's level academic
education and intellectual stimulation (IS).
Sub-Research Hypotheses 1.1:
There is a significant relationship between age and the emergence of
transformational leadership characteristics amongst the Iban community
leaders.
Result: Reiected.
Sub-Research Hypotheses 1.2
There is a significant relationship between number of years of formal
schooling and the emergence of transformational leadership
characteristics amongst the Iban community leaders.
Result: Reiected

There is a significant relationship between the level of education and the
emergence of transformational leadership characteristics amongst the
Iban community leaders.
Result: Partially accepted.

There is a significant relationship between years of service and the
emergence of transformational leadership characteristics amongst the
Iban community leaders.
Result: Reiected.

There is a significant relationship between number of family members
and the emergence of transformational leadership characteristics
Result: Reiected.
With an exception to the level of education, the findings indicate that there is no
significant relationship between demographic characteristics and the characteristics of
transformational leadership. As shown in Table 4.4.1, there is no significant
relationship between demographic characteristics ( age, years of formal schooling,
years of service and number of family members working as government servants) and
characteristics of transformational leadership. There was a moderately positive
significant relationship between level of education and intellectual stimulation (r
=.3018). There is no significant relationship between level of education and other
characteristics of transformational leadership ( individual consideration, inspiration

motivation and idealised influenced) . Therefore, sub-research hypothesis 1.3 which
states that there is a significant relationship between the level of education and the
leaders was partially accepted as the data provide empirical support for the
relationship between level of education and characteristic of transformational
leadership (intellectual stimulation).
Other sub-research hypotheses 1.1, 1.2, 1.4, and 1.5 were rejected for the relationship
between other demographic characteristics (such as age, number of years in school,
income, number of years in service, and number of family members working as
government servant) and the characteristics of transformational leadership.
Thus, hypotheses 1 which states that there are significant relationships between the
demographic characteristics and the emergence of Transformational Leadership
characteristics amongst the Iban community leaders was partially accepted.
Testing Hypotheses
The degree of executing the expected and actual roles amongst the Iban
community leaders is influenced by the demographic factors.
Result: Partiallv accepted
community leaders is influenced by the leader's age.
Result: Rejected

community leaders is influenced by the leader's number of years of
formal schooling.
Result: Reiected.
community leaders is influenced by the leader's level of education.
Result: Reiected.

community leaders is influenced by the leader's monthly income.
Result: Reiected.

community leaders is influenced by the leader's number of years in
service.
Result: Rejected.

community leaders is influenced by the leader's frequency joining official
visits organised by government agencies.
Result: Accepted.

community leaders is influenced by the number of family members
working as government.
Result: Rejected.
The data on relationship between demographic characteristics and the expected and
actual roles of respondents are presented in Table 4.4.1. The finding of this study
showed that there was a significant relationship (r
.3512) with significant level
<0.05 between number of official visits organised by govenment agencies and the
expected and actual roles. As such, sub-research hypothesis which states that the
degree of executing the expected and actual roles is influenced by the leader's
frequency of joining official visits organised by government agencies was accepted.
However, there were no significant relationship between demographic characteristics

(i.e. age, number of years of formal schooling, level of education, monthly income,
number of years in service and the number of family members working as
government servants) and the expected and actual roles. Thus, sub-research
hypotheses 2.1, 2.2, 2.3,2.4,2.5 and 2.7 were completely rejected.
Based on the statistical analyses. research hypotheses 2 was partially accepted as the
data provided empirical support for the relationship between the expected, and actual
roles and the demographic characteristic (leader's frequency joining the official visits
organised by government agencies). Therefore, it can be inferred, the greater the
number of official visits the Iban community leaders in the three resettlement areas
joined the better their ability to execute their expected and actual roles.
Testing Hypotheses
There is a significant relationship between the leader's income
and the emergence of Transformational Leadership characteristics
Result: Rejected.
The data pertaining to the relationship between the leader's income was represented in
Table 4.4.1. The finding of this study shows no significant relationship between
leader's income and the emergence of transformational leadership characteristics
amongst the Iban community leaders in there three resettlement areas. Thus,
hypotheses 3 which states that there is significant relationship leader's income and the
leaders was rejected.
Testing Hypothesis
Research Hypothesis 4: There is a significant relationship between courses1
training and the emergence of transformational
leadership among the Iban community leaders in the
three areas.
Result: Partiallv Accepted
The data on the relationship between courseshraining and characteristics of

transformational leadership are shown in Table 4.4.1. Based on the finding of this
study, there are significant relationships between coursesitraining and characteristics
of transformational leadership, i.e. a moderately strong positive relationship between
coursesitraining and the individualised consideration (r =.3945) with significant level
<0.05, a moderately strong positive relationship between coursesitraining and
inspiration motivation (r =.4231) with significant level <0.05, and a low positive
relationship between courses/training and the intellectual stimulation. But there is no
significant relationship between coursesltraining and idealised influenced. Thus,
research hypothesis 4, which states that there is a significant relationship between
courses/training and characteristics of transfornlational leadership was partially
accepted.
4.5 Discussion
4.5.1 Emergence of transformational leadership.
The evidence from the finding of this study is not enough to suppoi%that the pattern
of transformational leadership exists amongst the Iban coinmunity leaders in the three
resettlement areas. Therefore, it can be concluded that the pattern of transformational
leadership had not fully emerged amongst the Iban community leaders in the three
resettlement areas. But, what could be the possible causes and reasons why
transformational leadership pattern did not exist amongst the Iban community leaders
in these areas, albeit these three resettlement areas can considered among the more
modern of Iban villages with all the basic amenities supplied by the government? In
order to identify the possible causes and reasons why this pattern of leadership failed
to emerge amongst the Iban community leaders may need further research.
In the context of this study, the compelling reasons why transformational leadership
pattern did not exist amongst the Iban community leaders may be because of the
intervening variables which are not included in this study. The expansive outlook may
be traced through at least three essential facets of leadership precept and practice: (1)
in the historical background of Iban leadership, (2) in Rajang Security Command
(RASCOM) intervention, and (3) in the present functions of community leaders.
If we browse through the history of Iban leaders from ancient times until 1972, their
functions were pretty much the same; looking after the customary laws and settle land
disputes ( customary right land). It seemed that, the assimilation of other pattern of
leadership styles were ignored or had never been introduced. They were hereditary
traditional leaders, who inherited power from their predecessors. Some Iban
traditional leaders became successful leaders presumably because of their dreams.
Thus, the nature of how traditional Iban leaders became leaders may influence the
absence of transformational leadership dimensions and characteristics. Again, this is
nevertheless beyond the scope of this study.
The second facet of the problem was the intervention by RASCOM, which began its
operation in the early 1970's. As had been discussed in chapter 1, RASCOM provided
all the necessities, including manpower to help implementing development projects in
the areas. Everybody was busy, toiling hard to implement development projects
mostly agricultural-based projects. Under such situation, apart from performing their
actual duties as custodians of customary law and arbitrators in land disputes, leaders
act as facilitators of the development program. They became the intermediary
between their subordinates md the Civic Action Group (CAG) stationed in their
areas. The management of the projects were under CAG office. In some cases, leaders
became labourer and the duties of the facilitators were taken by unemployed educated
persons. As such, leaders were deprived of carrying out leaders' hnctions. RASCOM
suppressed the leadership influence of leaders. Their functions were very much
restricted to the traditional roles. As a result, they gradually became obsolete in the
sense that they were no longer functioning as government agents in the
implementation of government projects.
Thus, after RASCOM ceded functions, the community leaders in this areas were left
on their own to carry out their expected and actual roles as stipulated by the
government. As a result of such situation, whereby under RASCOM all the leadership
duties dealing with development projects were carried out by the CAG leader and
staff, the development of leadership qualities within the leaders were slowed.
The third facet of this problem may be the impact of the functions as stipulated by the
government, whereby community leaders merely assist the District Officer in
administrative matters.
In 1973, the Sarawak State government has sent a memorandum circular on the terms
and conditions of Headmen Service to all the Residents and the District Officers,
which outlined the functions of the Headmen and Native Chiefs. Unfortunately, the
community leaders in this three areas have no chance to show their credibility to carry
out those functions, because RASCOM intervention came in the late 1972. The foresaid terms and conditions are as follows:
The State Government has instituted the Headmen Service which is an active
extension of the government administrative machinery at local levels.
The Headmen Service here shall be classified into the following categories in order of
seniority, excluding the Native Chiefs (Tuai Rumah):1. Temenggong (for a Division)
2. Pemanca (for a District)
3. Penghulu ( for a specified area)

(i) The method of selecting a candidate for appointment as Headmen shall be done
based on their personal merits, free from previous conviction for an offence involving
dishonesty, corruption, violence or moral turpitude, good health local residents and
Malaysian citizens.
(ii) The District Officer shall select a maximum of three names after having satisfied
himself that he is a suitable candidate.
(iii) The District Officer shall submit to the Resident, his recommendation together
with the full particulars of the candidates concerned.
(iv) The Resident shall forward to the State Secretary his comments and
recommendations. The State Secretary, if satisfied with the recommendation, shall
after consultation with the Honourable the Chief Minister, advice His Excellency the
Governor to approve the appointment.
As mentioned earlier Headmen Service is an active extension of the government

administrative machinery at local levels. Thus, their functions were stipulated by the
state government which encompassed administrative matters pertinent to customary
laws.
The headmen will assist the Administrative on administrative matters. They are also
to be custodians, interpreters and administrators of customary laws of their respective
communities, In this respect they may be required to sit in Native Courts. In terms of
ranks the Penghulu is the lowest rank in the hierarchy of the Headmen Service. The
Pemanca is to be regarded as having supervisory functions over all the Penghulus
within the District. He also performs the functions of a Penghulzl for his local area for
the administration of justice in a Native Court. The Temenggong is the highest in the
hierarchy of the of the Headmen Service and he has supervisory functions over all the
duties of Pemancas and Penghulus within the Division. He is responsible to the
District Officers and the Resident of the ~ivision.'
As for the Native Chiefs (Tuai Rumah), the appointment shall be made by the State
Secretary who may delegate his authority to the Residents.
The procedure for appointment should be by way of consultation between the
Penghulu of the area and the District Officer concerned who will submit his
recommendation to the State Secretary through the appropriate Residents.
The expected and roles (duties and functions) of Tuai Rumalz are generally to assist
the Penghulu as and when required in the administration of the area. He is to
encourage and lead his followers to participate in government activities or projects.
He is to settle family squabbles or minor disputes involving taboo in accordance with
their respective customs and customary laws where applicable within the provisions
of the Native Courts Ordinance. He is expected to promote closer link between his
subordinates and the government, and to carry out government instructions from time
to time2.
Circular Memorandum, 1973

Circular Memorandum, 1980
Based on the duties and functions as stipulated by the government, the Iban
community leaders are obliged to carry out their duties and functions under the
supervisory of the District Officer and Resident. Their roles to assist the
Administrative Officer on administrative matters pertinent to customary laws has
emerged as a dominant feature or style of leadership amongst the Iban community
leaders. The authority they have is the authority of obligation, whereby they exercise
their duties and functions within the boundary of a closed system organisation. As a
result of this trend, the Iban community leaders are far from transforming to a
transformational leaders. The dominant feature of this leadership style became a
leadership culture of the Iban community, which has been generated from generations
to generations since colonial days. Therefore, the characteristics of transformational
leadership had not rooted amongst the Iban community leaders. This might be one of
the reasons why the characteristics of transformational leadership did not emerge
completely amongst the Iban community leaders in the three resettlement areas.
4.5.2. Relationships Between Demographic Characteristics And Characteristics
Of Transformational Leadership.
Results from the data analysis revealed that the characteristics of transformational
leadership (individualised consideration, inspiration motivation and idealised
influenced) did not quite emerged amongst the Iban community leaders in three
resettlement areas. It was found that only one of the characteristics of
transformational leadership emerged amongst the Iban corninunity leaders in three
resettlement areas, that is, intellectual stimulation. Intellectual stimulation
characteristic of leadership might emerge amongst those educated leaders, because
this characteristic of leadership has significant relationship with level of education as

the data of this study provided empirical support. From this finding it can be inferred
that the higher the level of education the greater the ability of the leader to stimulate
his followers intellectually and
discuss new trends and ideas, and offer good
examples to encourage followers to change their basic way of thinking. In another

words, highly educated leaders are better off in stimulating their followers
intellectually. Thus, future community leaders need to be educated. Intellectual
stimulation helps followers to question assumptions and to generate more creative
solutions to problem. In his study on Iban leader Jayum (1996) similarly found that
education is necessary for a successful leader before moving into positions of greater
responsibilities.
Education is a very important index of modernisation. Education facilitates contacts

with the agents of change. It is assumed that the educated leaders are more innovative
and receptive to new ideas and approaches. They are the agents of social change. The
magnitude of social change here refers to the paradigm shift of life style, from
traditional ways of living to a modern life style. The contours of social change,
therefore, encompass improved productivity, increased employment opportunities,
higher incomes, minimum acceptable levels of food, clothing, shelter, health,
education, etc. In order to achieve the mode of social change timely with rapid growth
of the national economy, educated leaders are needed to intellectually stimulate their
community members to shift the life changes in a desired direction.
There was no significant relationship between demographic characteristics (age,

number of years schooling, income, number of years in service and the number of
family members working as government servant ) and characteristics of

Transformational Leadership. It can be deduced that those factors failed to influence
the emergence of transformational leadership characteristics amongst the Iban
community leaders in three areas. The reasons why demographic factors failed to
influence the emergence of transformational leadership characteristics amongst Iban
community leaders in the three areas might be because transformational leadership is
a new style of leadership, whereby the Iban community leaders were not exposed to
the new dimensions of transformational leadership. But nevertheless this is beyond
the scope of this study.
4.5.3 Relationship between courses/training and characteristics of

transformational leadership.
It was found that coursesltraining were important to help in transforming persons into
transformational leaders. The higher the frequency of coursesltraining the more the
characteristics of transformational leadership developed or emerged within the
persons themselves. Coursesitraining exposed them to widen their peripheral vision
and sight. The spectrum of coursesltraining may enhance behavioural characteristics
of transformational leadership such as: valuing the intellect, encouraging imagination,
challenging old ways, clarification of future states, treating threats as opportunities,
elevation of expectations, caring, concern and empathy.
There is no significant relationship between courses and training and the

characteristics of transformational leadership (idealised influenced). Thus, it can be
concluded that courses and training could not change or trar~sforma person to be a
charismatic personality. Weber (1968:241) defines charisma as follows:
The term 'charisma'. will be applied to a certain quality of an
individual personality by virtue of which he is considered
extraordinary and treated as endowed with supernatural, superhuman,
or at least specially exceptional powers or qualities. These are such as
not to be accessible to the ordinary person., but are regarded as of
divine origin or as exemplary, and on the basis of them the individual
concerned is treated as 'leader'.
To certain extent, training failed to transform leaders. The reasons of the failure, may
be the types of training were not relevant or may be the way the training were
conducted were not effective, given the levels of education that the leaders have.
4.5.4 Relationship Between Demographic Characteristics And The Expected

And Actual Roles Played By Leaders.
The finding of this study justifies that, there is a moderately strong negative
relationship between the position of leaders and the expected and actual roles. It is
assumed that the higher the position of leaders the more conlmitted and efficient they
performed their expected and actual roles and functions. For example. Temenggong is
more active than the others who are below him in hierarchy.
The results of this study also reveal that there is a significant relationship between
experience as leaders before and the expected and actual roles. Experiences are
accountable for better performance. Logically, the more the experience the leaders
have the more knowledgeable they are about their scope of roles and functions.
Official visits organised by the government agencylagencies is a significant variable

in this study. Findings of this study evidently reveal that there is a significant
relationship between official visit and expected and actual roles. Leaders admitted that
official visits had educational benefits to them. During the course of official visits
they were exposed to new ideas, places, people. others' culture, and development
projects.
The lack of significant relationship between demographic characteristics (age, number

of years schooling, level of education, socio-economic status (income), number of
years in service, how they become a leader, visit, and the number of family members
working as government servant ) and characteristics of Transformational Leadership
was transparent. Thus, those factors do not influence the competence of leaders to
carry out their duties.
4.6 Summary
The primary purpose of the study was to examine the emergence of pattern of
Transformational Leadership in the three Resettlement Areas. Research questions and
hypotheses were formulated for this study. Specially, the research
hypotheses
were: 1) There are significant relationships between the demographic characteristics

and the emergence of Transformational leadership characteristics amongst the Iban
community leaders; 2) The degree of executing the expected and actual roles amongst
the Iban community leaders depends on the demographic characteristics; 3) There is a
significant relation between the leader's
income and the emergence of
Transformational Leadership characteristics amongst the Iban community leaders, and
4) there is a significant relationship between courses/training and the emergence of
transformational leadership among the Iban community leaders in the three

resettlement araeas.
This chapter has presented the major findings of quantitative and qualitative data in
six sections. Section 1 starts with the descriptive frequency of demographic
characteristics of the leaders, and sections 2, 3 and 4 respectively highlight the
descriptive frequency of behavioural characteristics of Transformational Leadership,
courses and training ever attended, and the expected and actual roles played by
leaders. In section 5 the relations between Demographic characteristics, expected and
actual roles played by leaders , income and the coursesltraining with the
characteristics of transformational leadership is looked into. Section six discusses on
the findings and the prevailing factors that contribute or postulate the absence of
transformational leadership characteristics amongst the Iban community leaders.
Moderate level of general characteristics of Transformational Leaderships

(Individualised Consideration, Intellectual Stimulation, Inspiration Motivation and
Idealised Influenced) are found in the pattern of the Iban Traditional Leadership.
Based on the analysis of the findings, it can be concluded that level of education is a
significant variable to promote Intellectual stimulation. Experiences, position and
official visits play a role to mould leaders as knowledgeable persons pertaining to
their roles and functions. Surprisingly, socio-economic status (income) is apparently
not a parameter that can determine to transform a person into Transformational
Leader.
CHAPTER 5
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.0 Overview
This was a case study carried out on Iban community leaders in the three resettlement
areas in Kanowit District. The primary purpose of this study was to examine the
emergence of pattern of transformational leadership amongst Iban community leaders
in three resettlement areas. The specific objectives of this study were as follows:
1. To identify whether or not pattern of transfonnational leadership emerged

amongst the Iban community leaders in the three Resettlement Areas;
2. To identify the expected and actual roles of comnlunity leaders in bringing out
social changes, and
3. To determine the personal and socio-economic characteristics of the Iban leaders

in the Resettlement Areas.
A total of 57 Iban community were used as population of this study. As most of the
Iban community leaders in these were illiterate, an interview schedule technique was
used to collect data. The collected data were statistically analysed using SPSS
software version 6.0 1.
5.1 Summary Of The Major Findings
1. Iban community leadership in three resettlement areas was men dominated. The age
of Iban community leaders in three resettlement areas range from 30 to 80 years. A
majority (59.6%) of them were 50 years above. Some of Iban community leaders in
three resettlement areas had been serving as leaders before, either in the government
agencies, associations or other social institution.
2. The Iban community leaders' years of service range from 1 to 60 years with a mean
of 15.526 years . It was found that 29.8% of the Iban cotnmunity leaders in three
resettlement areas served between 1-5 years. Majority (54.3%) of the Iban community
leaders in three areas served below the mean while 45.7% served above the mean.
3. Their appointment as leaders were either through election (35.1%) within their
longhouses, hereditary (59.6%) or directly appointed by the government 5.3%), but
the procedure of their official appointment was still abided by the terms and
conditions as stipulated by the State Secretary.
4. Majority (57.9%) of Iban community leaders in three resettlement areas were
illiterate and only 1.8% had junior secondary education, while only 1.8% attended
School Certificate (SPM) level. A sizeable number of leaders (29.8%) had Primary 6
education. The rest (8.8%) were below Primary 6 level.
5. A considerable number of leaders (36.8%) are form a high income group earning
RM901 .OO and above. About 17.6% leaders are from medium income group earning
RM501.00 - RM900.00 and majority of the leaders (45.6%) are from the low income
group earning RM500.00 and less.
6. Even though they were leaders, lacking exposure to other places outside Sibu
Division was within them. The finding showed that a majority (84.2%) of the Iban
community leaders in the three resettlement areas had carried out institutionalised
visits to other places outside Sibu Division. Only 15.8% of them had never been on
institutionalised visit to other places outside Sibu Division.
7. It was found that a majority (78%) of the Iban comn~unityleaders in the three
resettlement areas had joined official visits organised by government agencies, a
sizeable number (28%) of them had never joined any official visit organised by the
Government Agency/Agencies.
8. It was found that (35.1%) of leaders in the three resettlement areas had no family
members serving in government agency as government servants.
9. Findings of this study revealed that there was significant relationship between
official visits organised by government agencies and expected and actual roles of
leaders. Leaders also admitted that official had some educational benefits to them.
During the course or official visits they were exposed to new ideas, places, people,
others' culture and development projects.
10. There was no significant relationship between demographic characteristis ( age,
number of years schooling, income. number of years in service, official visits and
number of family members working as government servant. This study showed that
those demographic factor could not influence the emergence of transformational
leadership characteristics of Iban community leaders in three areas.
11. It was found that there was a significant relationship between level of education
and intellectual stimulation. Accordingly, with the exception of idealised influenced,
there is a significant relationship between transformational leadership characteristics
and courses/training .
12. As a whole the findings showed that very little or no pattern of Transformational
Leadership emerged anlongst the Iban community leaders in the Three Resettlement
Areas in Kanowit District.
5.2 Conclusions
Based on the findings of this research it can be concluded that:

1. Pattern of transformational leadership had not fully emerged amongst the Iban
community leaders in the Resettlement Areas. As such, Iban community leaders in
the three resettlement areas are still practising traditional leadership style. Their
functions were pretty much the same as in ancient times; looking after the
customary laws and settle land disputes (customary right land). It seem that new
pattern of leadership were ignore or had never been introduced.
2. The expected and actual roles of community leaders in bringing social changes
are: to encourage and lead his followers to participate in government activities or

projects; to promote closer link between his subordinates and the government; and
to carry out government instructions from time to ti~ne.
3. The demographic characteristics are not useful variables in predicting the

emergence of the transformational leadership pattern amongst the Iban community
leaders in the three resettlement areas. Only the level of education has a
significant relationship with one of the characteristics of transformational
leadership (intellectual stimulation).
5.3 Recommendations
As in other segments, it must be acknowledged at the outset that the purview of this
study entails an abbreviated analysis of themes deserving rather than detailed
treatment. Thus, from the findings of this study recommendations aree addressed to
certain quota of social institutions concerned, to ponder and think about the
possibilities of transforming the Iban community leaders.
In order for the Iban community to be able share the limelight of the modern world
view, it may be necessary for the community leaders to have a paradigm shift paradigm shift of leadership styles from traditional leadership style to 21'' century
transformational leadership style. Therefore, training of leaders is a vital element in
transforming leaders into transformational leaders. Only through proper and
appropriate training program can leaders be more effective and efficient in moving
into greater challenges and responsibilities. Effective leaders are leaders who are
skilful in functions as leaders. The skills of a leader ensure that the work of the
organisation is what it needs to be. Leaders facilitate the identification of
organlsational goals. They initiate the development of a vision of what their
organisation is about. " Management controls, arranges, does things right; leadership
unleashes energy, sets the vision so we do the right thing" (Bennis & Nanus, 1985,
p.21). Traditional leadership styles that the Iban coml~lunityleaders practised in the
olden days and at present seems to be counterproductive and does not suit the present
circumstances. Paradoxical as it may seems, the Iban society at large share the
cultural obstacles to change, for the obvious reason that an impending transformation
threatens existing habits, ways of life, beliefs and social prejudices. The cultural
bondage of the Iban community which becomes the barriers to modernisation need to
be broken. Thus, reengineering of the community leadership style may help the Iban
community so that they are not in the midst of the ocean atid drowned by the waves of
Information Technology and globalisation. As stated by Cascio (1995), ". .. today's
networked, interdependent, culturally diverse organizations require transformational
leadership to out.. .in followers.. .their, creativity imagination, and best efforts"
(p.930).
Manifestly, the scope and outlook for change is problematic in framework definable
in Human Resource Development concepts and terms. But a cry for the change in
leadership style amongst the Iban community leaders need to be looked into. Thus, in
the light of hope, a cry for this recommendation can be heard.
5.3.1 Suggestion for Future Research
1. Since there was no previous research study of this nature pertaining to the Iban
community, it is suggested that further research be carried out to test whether the
results of the current study can be generalised to other areas within the Division or
in another Divisions. Such research can heip to ascertain the findings of this study,
which will be useful for the authority concein to remedy the long standing
problem faced by the Iban community.
2. Similar research on Iban community leaders mainly focused on the perception of
their subordinates on their leadership styles can and should be conducted. This
research is important to determine the effectiveness of the community leaders.
5.3.2 Suggestion for Policy Maker
The findings of this study showed that level of education is a significant factor which
contributes toward the development of Transformational Leadership. Likewise,
experience as a leader before, position and official visit has significant impact on
leaders to act effectively. Another significant variable of this study is courses and
training. According to the findings of this study, the more coursesltraining the leaders
had attended the more he is inclined towards Transfor~nationalLeadership. Therefore,
it is suggested that :
1. The appointment of the Iban community leaders in the future must take into
92
account their level of education, i.e. preferably at least SPM holders.
2. The appointment of the Iban community leaders in the future must also take into
consideration their experience as leaders either in the association or any institution

related to management.
3. Appointed leaders should undergo frequent training on leadership and

management. A special curriculum for program training for the Iban community
leaders need to be planned, because leaders need to have the necessary or relevant
leadership management skills.
4. Appointment and selection of leaders should not be only on the basis of loyalty to
ruling political party but should also be based on other important factors, including
education and age.
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APPENDICES
Application to conduct research in Sarawak.
Interview schedule
Warren Aris A r ~ Ak
s AlapFakultl S a ~ n Kognit~f
s
dan Pernbangunan Manusla,
C'n~versit~
Malaysia Sarav aL.
94300 Kota Samarahan,
SARAWAK
35hb Ogos. 1997
Pengarah,
Cin~t Perancanran Negeri Saran ak.
fabatan Ketua Menteri Sarawah,
T~nghttt13.Wls~naBapa Mala!s~a.
C1?TC!2 Petra Ja; a.
.tyuch~ng,
,
harawah
I LIai1.
3lemohon Kebenaran lintuk 3lembuat Perryelidikan
Dengan segala hcnnatnva sava merquk kepada perkara dl atas

Schubungan dengan perkara tersebut saya Encik Warren Aris; Aris Ak. Alap (No. Matrili
97-02-0 1 14 ) adalah seorang pelajar Pasca Siswazah Prograrn Kelnbar tjniversiti
Malavsia Saraivak ( UNIMAS ) dengan Kelnentrrian Pendidikan Malaysia, ingin he~dali
menjalankan penvelidikan di 3 kawasan penernparan seir~ula( Operation Debatak Ng.
Tada. Operation Eebatak Ng. Ngungun dan Operation Bebatak Nc.
- Jagau ) dl Ilaerah
l\;ano\\i?. H a h q i a n Slbu. Saran.ah..
&JN:T CEz&"scr".%@"I
'!ESFRt
!::
yac>:.
S*ate 21,1~r:$19 dn '

JABATAR KETUA MENTERI
Chfet Minrsteis Ceoartment
TINGKAT 14,
14th Floor,
WISMA BAPA MALAYSIA
PETRA JAY A
93502 KUCHING. SARAWAK
Oiir Rei:
Pu: Tuarr
Your Ref:
Tsrikh:
Date:
?el: 082--441957
Fax No: 082-440506
Ex-icik MTarrenAsis/ Aris a k Alap

Fakul ti Sains Kogni tif d a n Pembangunan Mar-itlsia
UNI?V1AS
94300 Kota Sali~arahan
Sir
API'LICATION T O CONDUCT RESEARCII IN SARATVAK
1 a m pleased to inforilx you that approval is hereby given to enable you to
conduct research on the subject "The D e v e l o p m e l ~ tof Transformational

Leadership Amongst T h e Iban C o i r ~ ~ r ~ u nLeaders
ity
it1 Kanoivit District,
c::,,.~'. IT T ~
- . f. ,, ~~ ~ \ - :his
e i . , ~ppi-oval
is subject to the ic;!lo;i-ii;g co::c?i!ic;;s:L
(i) The researcl~ ~ v i l l not inr~olve any f i n a n c i ~ l aic? f r ~ i lthe

~ Slate
Govcrn~ltentof Sarawak;
(ii, upon completion of your research, c o p i e ~<>i
ti?(: ilrial repc'i E of \-i):ir
study a r e to be extencied free to the Dirc'ctct~5, Stclip 13i,tnni:l;; ;.--nit A Z I
Sdrdxvak Lluseuln.
.i ltc C7rn~cr1?1~1cnt
has the righ
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:
(nlkzsutirr r EAJI A-'ti<IFFISj

State I l a n ~ : i n gLTrlit
for State Secretary
Saraxvak
Interview schedule
Part 1: LEADERSHIP BEHAVIORAL

Instructions: Think about how well each statement ~~ppliesto you, How
generally true the statement is with regard to your typical behavior. Circle the
appropriate response for each item to indicate how you feel about each statement
based on the following rating scale:-
1. Not At All True
2. A Little True
3. Mostly True
4. Completely True
1. I recognise differences among people in their

strengths and weakness, likes and dislikes.
(Nemu beda antara tiap-tiap orang tentang
pengering enggau pengelemie runding sida,
utai tideka enggau ti dikenggai sida).
2. I am interested in the well-being of others.

(Bisi pengerindu dalam ha1 pengidup orang
bukai).
3. I am "active" listener
(Rindu mending serta ninga ku penemu orang).
4. I assign duties based on individual ability and needs.
(Ngagih ka pengawa ngagai anembiak nitih ka
pengelandik iya enggau keperluan).
5. I encourage a two-way exchange of views.

(Rindu betukur ku penemu enggau rundinlt).
6. I personalise interactions with followers.
(Diriempu begulai serta begaul enggau balu
anembiak aku).
7. I create a pattern of incremental successes.
(IVgaga serta nyedia ka chura /plan kena
nambah ku pemujur atuu pemansangj.
8. Iam always available when followers need someone

to talk with.
(Selalu bisi enti bala anembiak aku beguna ka
orang ti enggau sida berandau).
9. I promote self-development.
(Ngemai serta ngansuk bala anembiak aku sama

nambah ka penemu serta runding diri).
10. Iencourage individualism.
(Selalu meransang anembiak ngereja ka diriempu/
ka diri aja).
11. I encourage others to take initiative.
(Selalu ngasoh orang bukai nguji ngereju utai ata,
ngambi tanggungjawab ti baru).
12. I promote contact and familiarity.
(Selalu ngemai anembiak begulai serta beteleba
enggau diri sama diri serta orang bukai).
13. I inform followers of the current development issut
(Selalu nerang ka perkura ti baru tentang
pemansang ngagai anembiak).
14. I effectively coach, counsel, and mentor.
(Aku mujur dalam melatih, nzimbing serta
ngemata ka sida dalam semua pegawa kami).
15. Ire-examine assumptions.
(Aku tiap kali meresa baru utai ti diaga-agu ka
deka nyadi,enda terus lalu pechaya ka iya).
16. I take past examples and applies to current problerr

(Ngambi chontoh utai ti udah lalu dikena
ngadu ku penusah ti nyadi diatu).
17. Idon't publicly criticise followers for making
mistakes.
(Enda kala bejai bala anembiak ba moa orang
maioh).
18. I don't expect followers to think like me.
(Enda ngarap ka bala anembiak bepikir sebilka
enggau aku).
19. I encourage followers to revisit problems.

(Ngasoh bala anembiak berunding ku penusah).
20. I create a "readiness" for changes in thinking.
f Besedia deka nukar pikir serta runding,.
2 1. I create a holistic picture that is imaginative.

(Olih meda gambar utai ti deka digaga/ diadu ).
22. I modify the context to support the vision.
(TVgubah keadaan dikena nyukung tinjau /
utai ti deku digaga).
23.1 encourage a broad range of interests.
(Ngasoh bala anembiak ngereja maioh macum
pengawa nitih ka pengerindu serta peneku ati diri)
24. I use humour to address personal and task-related
problems.
('gena cavajenaku maia ngadu ka penusah diri
enngau penusah ti besangkut eiznpu pegawa).
25. I am willingly to put forth or entertain seemingly
foolish ideas.
(Aku sanggup mantai atau mending ka penernu ti
enda tentu menuku).
26. I encourage followers to use intuition.
(Ngasoh ngasoh anembiak ngena runding serta
pikir maia ngereja pengawa).
27. I set an example to strive for success.

(Meri teladan / chunto di kena ngulih
ke pemujur dalam semua pengawa).
28. I demonstrate self-determination and commitment
to reaching goals.
(Manrtang ka pengeliat ati diri serta
tunggungiawab kena ngulih ka juluk enggau
tuju ati).
29. I present an optimistic and attainable view
of the future.
(Meri penemu /pandungan ti ulih di karctp Ealu
ulih digaga serta dikerja dudi hari ila).
I
I
30. I provide meaning for actions.

(Nerang ka semoa pegawa ti dikerja aktd ngagai
bala anembiak).
3 1. I arouse in followers emotional acceptance of
challenges.
(Meransang bala anembiak aku nerima cabaran).
32. I mould expectations.
(Ngaga standard / target).
33. I create self-fulfilling prophecies.
(Ngaga target ke semua bala anembiak enda nitih
ku pengelindik (kebolehan) sida tang nitih kn ati
diriempu aja).
34. I reduce complex matters to key issues using
simple language.
(Orang senang mereti ka utai ti disebut aku,
leboh aku bejako).
35. I create a sense of priorities and purpose.
(Ngereja pegawa nitih ka ripih
serta tuju - iya ti lebih yenting dulu).
36. I think ahead to take advantage of unforeseen
opportunities.
(Berunding ke utai ti d e b datai ke dudi hari ila).
-
37. I enlist total involvement of followers and colleague

(Bekerjamasa enggau bala anembiak serta enggau
kaban ti bukai).
38.I demonstrated unusual competence.
(Nunjuk ku pengelandik ti lebih
ari segi kerja) - kebolehan luarbiasa
39. I engender faith in followers.

(Naruhpengarap ba bala anembiak aku).
40. I celebrate followers' achievements.
(Muji kerja bala anembiak ti mujur).
4 1. I am a risk-taker.
(Aku berani ngereja pengawa)
42. I create a sense of empowerment.

(Meri kuasa ngagai bala anemhiak aku).
43. I demonstrate a high activity level.

(Nunjuk ku diri maioh pengawa).
44. I use power for positive gain.

(Nguna kuasa kena ngulih ku penguntung
untuk semua).
-
--
45. I create a positive feeling of self-confidence.

(Berasai bisi pechaya ha diriempu).
46. I ease group tension in critical times.

(Mutar ke penyarut bala maioh maia jam ti tusuh).
50. I create a sense of joint mission and ownership.

(Berkongsi serta begulai ngerejapengawa).
5 1. I am willing to share the limelight.

(Sanggup bela ngempu nama ti badas, ulih
ari hasil pegawa ti mujur).
47. I show dedication to followers.

(Mundang ka penaluk / pengangkun ati
ngagai bala anembiak).
48. I sacrifice self-gain for the gain of others.
(Meri orang bukai utai ti patut unggup diriempu).
49. I create independent followers.

(Ngasoh bala anembiak ngati ka diri).
Part 11: Roles to bring social changes

Instruction: Answer all the questions. Please kindly circle the response for
each item to indicate how you feel about each statement based on the
following rating scale:
1. Never
2. Seldom
3. Sometimes
52. I encourage my followers to do commercial farming.

(Ngasoh bala betanam-betupi cciru dugang,.
53. I advise my followers to change from traditional

ways to modern farming.
ari ti lama ngagai cara ti baru).
54. I encourage my people to do smalllbig business.
(Ngansak bala bisines mit / besaq.
55. I encourage my people to change their way of life by
advising them to migrate to town to seek for job I
business opportunities.
(Ngasoh bala bepindah ke pnsar ngiga pegawa
ngambika nukar cara idup).
56. Making educational plan for our children.
Ngaga plan ngadu ka pelajar bala anak).
57. I form a co-operative society for our people to learn
how to do business.
(Nubuh ku kedai gerempong ngambiku dikena
bala belajar bedogang;).
58. Make short -term development plan my people.
(Ngaga plan pemansang ti pandak ke bala
anembiak).
59. Make long - term development plan for my people.

(Ngaga plan pemansung ti panjai ke balu
anaembiak).
4. Always
60. Meeting with my own people.

(Meeting engguu bala anembiak/
61. Invite professionals to give talk to my people.
(Madah ka orang ti pandai datui nzeri randnu
62. Attending courses on native laws/court.

(Enggau kursus adat istiadat)
63. Attending course on leadership styles.
(Enggau kursus tentang bakani gaya tuai
megai dalam gerempong).
64. Attending courses on structure of organisation.

(Enggau kursus tentang gaya tusun ripih pengatva
6.5. Attending seminar on leadership
(Enggau seminar tentang tuai).
66. Attending courses on development
(Enggau kursus tentang pemansang ).
67. Attending courses/ training on technical skills.
(Enggau kursus /training tentang penemu
bertukang).
68. Exposure to new style of leadership.
(Dipadah ka tentang stail tuai nzeagai orang /
penga~va).
69 Attending meetings organised by government

(Enggau meeting di adu ku perintah),
70. Looking for new information on social development.

(Ngiga / nambah ke penemu baru tentang
pemansang pengidup).
7 1. Attending courses on new technology.

(Enggau kursus tentang teknoloji (penernzr burzi).
72. Attending courses on organisational plan

for the year 2000.
(Enggau kursus tentang plan kenu nangkup
taun 2000).
Part ill: PERSONAL PARTICULARS

Instruction : Answer all the questions. Please kindly tick ( / ) the appropriate space
provided.
73. Sex
: Male
r
l
Female
74. Age
75. Years of attending schoo76. Highest Academic Qualification:

Never been to school
Primary 6
SJCILCEISRPIPMR
SC/MCE/SPM
HSC/STP/STPM
Diploma
0thers
(Please kindly state
77. Monthly income :

Self:
RM
Wife :
RM_
Others(chi1dren):RMTotal :
1-1
RM
I-[
n
n
78. Position in the community
Pemanca
Penghulu
Tuai Rumah
79. How long have you been holding the position ?

Years
80. Did you hold any leadership position before this ?

Yes
u
If yes, please kindly state: i.-
8 1. How do you become a leader ?

i) Election
ii) Replace my father1

grandfatherluncle
iii) Appointment
If appointed (give reason):
--
e.g. inherited , well to do family . ..etc.
rn
82. Have you ever travel/visit to places

outside the resettlement area?
Yes
No
If yes, please kindly state places:
83. Ever since you become a leader, how many times have been given
a chance to visit other places organised by government agency
(agencies) ?
Times
If yes, please kindly state places :
Purposes of visits:
...
111.
iv.
84. Please kindly givelstate the advantages of such visits :

1.
iv.
85. As a community leader, what is your main responsibility ?
86. Apart from upholding the values, norms, belief of your community,
what are your other duties ?
87. Are there any member of your family working in places outside the resettlement
area?
No.
Job
Gov't/Companv
Qualifications
TENMA KASIH ATAS SOICONG KITA.

The Development of Transformational Leadership Amongst The Iban Community Leaders in The Three Resettlement Areas in Kanowit District, Sarawak

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The Development of Transformational Leadership Amongst The Iban Community Leaders in The Three Resettlement Areas in Kanowit District, Sarawak

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THE DEVELOPMENT OF TRANSFORkIATlONAL

LEADERSHIP AMONGST THE lBAN COMMIJNITY LEADERS

A thesis submitted in partial fulfillinei~tof the requirements for. the degree

Faculty of Cognitive Science and Human Development

Unit Kemasukan Siswazah

Prof ladya Dr Jayum Jawan

Prof Madya Dr Dimbdb Ngidang

Dupntun kajian ini menunjukkan bahawa ter~lupcxl irrhup ciri-ciri kepimpinan

A special thanks to the members of Cohort 2 IAB/UNIMAS 1997 for their

List of Abbreviations Used

Background of The Three Resettlement Areas

Objectives of The Study

Significance of The Study

Limitations of The Study

Conceptual Perspectives Of Leadership

FINDINGS (ANALYSIS AND EVALUATION)

4.1.1.8 Ever been a leader before

4.1.1.9 Process of Becoming A Leader

4.1.1.10 lllstitutionalized Visits

4.1.1.1 1 Official Visits 0rg:inised By Government

4.1.1.12 Family Members Working As Government

4.1.2 Behavioural Characteristics Of Transformational

4.1.2.1 Individualised Consideration

4.1.2.2 Intellectual Stimulation

4.1.2.3 Inspiration Motivation

4.1.2.4 Idealised Influenced

4.2 Expected And Actual Roles Of Commu~lityLeaders

4.3 Courses And Training

4.4 Relationship Between Demographic Ck~aracteristics,

4.5.2 Relationships Between Denlographic Characteristics

Characteristics of Transformational Leadership

4.5.4 Relationship Between Demographic Characteristics and

CONCLUSIONS AND RECOMMENDATlONS

5.3.2 Suggestion for Policy Maker

Mean Score For Behavioural Characteristics of Transformational

Total Maximum Score On Individualised Consideration

Mean Score For Behavioural Characteristics of

Total Maximum Score On Intellectual Stimulation

Mean Score For Behavioural Characteristics of Transformational

Total Maximum Score On Inspiration Motivation

Mean Score For Behavioural Characteristics of Transformational

Overall Total Maximum Score For Behavioural Characteristics of

Mean Score of Expected And Actual Roles of Community Leaders

Total Maximum Score Of Expected rind Actual Roles of

Mean Score On Courses And Training Attended By community

Total Maximum Score On Course Amnd Tl,aining Attended By 67

Davis Index (197 1)

LIST OF ABBREVIATIONS USED

- Multifactor Leadership Questionnaire

- Organisation Citizenship Behabiour

- Family members working as government servants

- Expected and actual roles

- Courses and Training

Application to conduct research in Sarawak.

This is a research study on the development of the transformational leadership

1.1 Background of the three Resettlement Areas

Souvenir Magazine RASCOM, 1980.

in the area felt

1. CAG Leader (Civic Action Group Leader)

3. Junior Agricultural Assistant

Souvenir Magazine RASCOM Ke-8, 1980.

Regrouping and resettlement involved the physical transplantation of the rural

process of change In their lifestyles witln the provision of modern