The Application of Maslow’s Hierarchy of Needs Theory in Managing Indigenous Students and Its Implications for Student Holistic Development

Abstract

This study investigates how the application of Maslow’s Hierarchy of Needs informs the management of Indigenous (Orang Asli) students in Malaysian schools and examines its implications for students’ holistic development. Grounded in the persistent educational disparities faced by Indigenous learners, the study emphasises the role of school leadership particularly headmasters in addressing students’ fundamental and psychosocial needs as a foundation for meaningful learning. Using a quantitative survey design, data were collected from 342 teachers serving in Orang Asli primary schools across selected regions in Malaysia. The findings indicate that student needs management practices based on Maslow’s framework are implemented at a high level, particularly in the domains of physiological support, safety, social belonging, esteem, and opportunities for self-development. In parallel, students’ holistic development encompassing academic achievement, co-curricular participation, and personal character was also reported at a high level. Inferential analysis further revealed a significant positive relationship between the management of student needs and holistic student development, suggesting that effective fulfilment of basic and higher-order needs contributes meaningfully to students’ overall educational outcomes. These findings underscore the importance of contextualised leadership practices that prioritise students’ well-being alongside instructional goals. The study contributes empirical evidence to the discourse on inclusive educational leadership and highlights the relevance of Maslow’s theory as a practical framework for enhancing educational equity and holistic development among marginalised Indigenous students.