Kesan Komitmen Organisasi Pendidikan Sebagai Moderator ke atas Hubungan Kepimpinan Teknologi Pengetua dalam Pengurusan Kurikulum dengan Efikasi Kendiri Guru
Keywords:
kepimpinan teknologi pengetua dalam pengurusan kurikulum, efikasi kendiri guru, komitmen organisasi pendidikan
Abstract
Kajian ini yang dijalankan adalah mengenai kepimpinan teknologi pengetua dalam pengurusan kurikulum, efikasi kendiri guru dan komitmen organisasi pendidikan. Secara khususnya, kajian ini juga mengenal pasti hubungan kepimpinan teknologi pengetua dalam pengurusan kurikulum dengan efikasi kendiri guru. Seterusnya, kajian ini juga mengenal pasti kesan komitmen organisasi pendidikan sebagai moderator dalam hubungan kepimpinan teknologi pengetua dalam pengurusan kurikulum dengan efikasi kendiri guru. Kajian ini adalah kajian berbentuk kuantitatif dengan menggunakan soal selidik sebagai instrumen dan dianalisis menggunakan perisian SPSS 25.0. Data dikumpul menggunakan satu set borang soal selidik adaptasi yang ditadbir ke atas 306 orang guru. Analisis deskriptif menunjukkan kepimpinan teknologi pengetua dalam pengurusan kurikulum, efikasi kendiri guru dan komitmen organisasi pendidikan diamalkan pada tahap yang tinggi. Ujian korelasi Pearson pula menunjukkan terdapat hubungan linear positif yang sederhana bagi kepimpinan teknologi pengetua dalam pengurusan kurikulum dengan efikasi kendiri guru. Manakala, dengan menggunakan regresi hierarki didapati bahawa pentadbir perlu meningkatkan komitmen organisasi kerana ianya memberi kesan moderator yang positif terhadap hubungan kepimpinan teknologi pengetua dalam pengurusan kurikulum dan efikasi kendiri guru. Implikasi dan cadangan kajian lanjut turut dibincangkan.
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References
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Esplin, N. L., Stewart, C., & Thurston, T. N. (2018). Technology leadership perceptions of Utah elementary school principals. Journal of Research on Technology in Education, 0(0), 1–14.
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Fisher, D. M., & Waller, L. R. (2013). The 21st century principal: A study of technology leadership and technology integration in Texas K-12 schools. The Global E Learning Journal, 2(4), 1-44.
Fuziah, M. Y. & Mohd Izham, M. H. (2011). A study of relationship between leadership practices and learning organization practices in cluster secondary schools. Jurnal Pendidikan dan Latihan MARA, 3(1), 41-56.
Gibson, S. & Dembo, M. H. (1984). Teacher efficacy: a construct validation. Journal of Educational Psychology, 76 (4), 569–582.
Gokyer, N. (2018). Organizational Commitment of High School Teachers. Journal of Education and Training Studies, Vol. 6, No. 3a.
Hakimi Ismail. (2015). Cabaran Baharu Kerjaya Guru Abad Ke 21. Utusan Online. 15 Mei 2015.
Hatlevik, I. K. R., & Hatlevik, O. E. (2018). Examining the relationship between teachers’ ICT selfefficacy for educational purposes, collegial collaboration, lack of facilitation and the use of ICT in teaching practice. Frontiers in Psychology, 9(June), 1–8.
Hong, K. & Koh, C. (2002). Computer anxiety and attitudes towards computer among rural secondary school teachers: A Malaysian perspective. Journal of Research on Technology in Education, 35 (1), 27-46.
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Published
2020-03-28
How to Cite
Talip, R. and Tiop, T. (2020) “Kesan Komitmen Organisasi Pendidikan Sebagai Moderator ke atas Hubungan Kepimpinan Teknologi Pengetua dalam Pengurusan Kurikulum dengan Efikasi Kendiri Guru”, Malaysian Journal of Social Sciences and Humanities (MJSSH), 5(3), pp. 30 - 46. doi: 10.47405/mjssh.v5i3.373.
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