The objective of this study is to identify the level of instructional leadership, efficacy and the routine
duties of the principal including their influence towards academic achievement of the school. Three
instrument have been used in the collection of data namely Principal Instruction Management Rating
Scale (PIMRS); Principals Sense Of Efficacy Scale (PSES); and The Principal’s Routine Duties.
Whilst the academic achievement statistic refers to the SPM examinations result for the 2011 that was
sourced directly from the JPNS examination unit. All the instruments was found to have a high level of
genuineness and reliability with Cronbach’s alfa multiplier at 0.94. Altogether 650 set of
questionnaires have been distributed to the secondary school in the southern zone namely Kuching,
Samarahan, Sri Aman and Betong Division and 91% of them have been collected successfully. From
the total number, 487 set have been processed after it was found to be complete and have fully satisfied
the set characteristics. The research data has been analysed using SPSS software version 21.0. The
result of the research shows that the level of instructional leadership, efficacy and the principal’s
routine duties are high. Nevertheless, there is no significant and clear relationship between those
variables with the school academic achievement. This shows that instructional leadership, efficacy and
principal routine duties are not factors that would absolutely determine the academic achievement
without the support of the other factors. Nonetheless, sub scale variable of the instructional leadership
namely coordinate curriculum (r=.123, p=.01) and incentive given to teachers (r=.094, p=.04) shows
that there is a significant relationship with the school academic achievement but not for the sub scale
for efficacy and principal’s routine duties. Arising thereof, the principal is advised to implement
capability enhancement, streamline interpersonal relationship, effective work delegation in
collaboration with their subordinate in order to attain a more positive academic achievement. For this
purpose, the principals are required at the outset to equip themselves by enhancing their knowledge,
garner more experience, increase skilfulness including keeping abreast with the latest ability related to
their duties as an instructional leader. In order words, the principal which lead the school should equip
their self with the current requirement including applying “Leadership For a Need” culture.
The main purpose of this study is to determine the influence of structured leadership, teachers’ efficacy
and culture norms towards primary school teachers’ tasks of concern in Sarawak. This method involves
quantitative survey among 420 teachers comprising the head of subject panel. The instrument used were Leadership Orientations questionnaire adopted by Lokman et al., (2011) from Bolman and Deal
(1999), Teacher Efficacy (Meng Tian, 2008), School Culture Triage (Phillips, G. 1993) and Seven
Stages of Concern (Hall et al., 1977). Data were analyzed using SPSS version 15 and Amos version 21.
Analysis of mean scores, t-test, pearson correlation, regression analysis and path analysis were used to
test the hypothesis at significant level p