Pengaruh Amalan Kepimpinan Berstruktur, Efikasi Guru dan Norma-Norma Budaya Terhadap Keprihatinan Guru Sekolah Kebangsaan di Sarawak
Keywords:
kepimpinan berstruktur, efikasi, norma budaya, keprihatinan tugas guru
Abstract
Tujuan utama kajian ini adalah untuk meneliti pengaruh amalan kepimpinan berstruktur, efikasi guru dan norma-norma budaya terhadap keprihatinan tugas guru. Kajian ini bersifat kuantitatif dengan menggunakan kaedah tinjauan yang melibatkan 420 orang guru iaitu ketua-ketua panitia. Kajian ini menggunakan soal selidik Orientasi Kepimpinan yang diadaptasi Lokman et al., (2011) daripada (Bolman & Deal, 1999), Efikasi Guru (Meng Tian, 2008), School Culture Triage (Phillips, G. 1993) dan Seven Stages of Concern (Hall et al., 1977). Data kajian dianalisis menggunakan perisian SPSS Versi 15 dan AMOS Versi 21. Analisis data dilaksanakan secara deskriptif dan analisis inferens iaitu Ujian-t, korelasi Pearson, regresi berganda Stepwise dan analisis laluan untuk menguji hipotesis kajian pada nilai signifikan p<.05. Hasil kajian mendapati keseluruhan tahap variabel dan dimensi adalah tinggi. Dalam kepimpinan berstruktur bagi dimensi keutamaannya adalah sumber manusia diikuti struktural, simbolik dan politik. Terdapat perbezaan skor min yang signifikan bagi setiap variabel kajian berdasarkan lokasi sekolah. Keputusan korelasi (r) adalah signifikan dan positif dalam kepimpinan berstruktur (r=.459), efikasi guru (r=.710), norma-norma budaya (r=.593) dengan keprihatinan tugas guru. Ujian regresi linear mendapati kesemua variabel kajian adalah faktor-faktor yang mempengaruhi, ini merangkumi dimensi-dimensi seperti efikasi interpersonal dan kerjasama, efikasi pengajaran dan penyelidik, kepimpinan politik, keyakinan diri, kepimpinan simbolik dan efikasi budaya sekolah adalah pengaruh bagi keprihatinan guru. Analisis laluan mendapati norma-norma budaya bukan mediator bagi perhubungan antara variabel kajian. Secara keseluruhan amalan kepimpinan guru besar lebih cenderung kepada sumber manusia, namun strategi politik dan simbolik mempengaruhi keprihatinan guru dalam tugas terutamanya lebih kepada Prihatin Impak. Akhirnya, variabel dan dimensi kajian ini harus diberi perhatian dalam mengukuhkan penerimaan guru dalam sebarang pembangunan pendidikan di sekolah.
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Kokkinos, C.M. (2007). Job stressors, personality and burnout in primary school teachers. British Journal of Educational Psychology, 77: 229-243.
Krejcie, R.V. and Morgan, D.W., (1970). Determining Sample Size for Research Activities. Educational and Psychological Measurement, 30: 608.
Langston, R. (2006). “Feels Like Teen Spirit: Teaching Cultural Difference through The Body, Affect, and Gender.” Women in German Yearbook 22, 94-118.
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Lokman Mohd Tahir dan Robiah Sidin. (2008). Orientasi Kepimpinan Pengetua Sekolah : Satu Analisis, Jurnal Teknologi, 48(E), 85-97, UTM
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Lokman Mohd Tahir dan Aini Kaman. (2011). Kepimpinan Situasi Dalam Kalangan Guru Besar Daerah Johor. Journal of Educational Management Vol 1, 121-144
Lokman Mohd Tahir, M. AL-Muzammil dan Mislina Salleh. (2012). Impak Strategi Politik Terhadap Amalan Kepimpinan Pengajaran Pengetua Cemerlang. Jurnal Teknologi, UTM.
Mei, T.S., Khulida Kirana Yahya dan Teong, L.K. (2013). Hubungan berstruktur pengurusan sumber manusia, budaya organisasi dan prestasi organisasi. Jilid.1, 297-305.
Melvina Chung Hui Ching dan Jamaludin Badusah. (2010). Sikap Gru Bahasa Melayu terhadap Penggunaan Teknologi Maklumat dan Komunikasi (ICT) dalam Pengajaran di Sekolah-Sekolah Rendah di Bintulu, Sarawak, Jurnal Pendidikan Malaysia, 35(1): 59-65
Meng Tian. (2011). Distributed Leadership And Teachers’ Self-Efficacy: The Case Studies of Three Chinese Schools in Shanghai. Master’s Thesis November 2011 Department of Education Institute of Educational Leadership University of Jyväskylä
Mohd. Mohsin Mohamad Said dan Nasruddin Yunos. (2008). Peranan guru dalam memupuk kreativiti pengajaran. Jurnal Pengajian Umum, Bil.1, UKM.
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Published
2016-06-22
How to Cite
Lumbai, J. and Zain, S. (2016) “Pengaruh Amalan Kepimpinan Berstruktur, Efikasi Guru dan Norma-Norma Budaya Terhadap Keprihatinan Guru Sekolah Kebangsaan di Sarawak”, Malaysian Journal of Social Sciences and Humanities (MJSSH), 1(3), pp. 152 - 183. doi: 10.47405/mjssh.v1i3.25.
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