Hubungan Antara Kepimpinan Instruksional Pengetua dengan Amalan Komuniti Pembelajaran Profesional Guru di Sekolah Menengah

  • Noor Diyana Binti Sidi Ahmad Fakulti Pendidikan, Universiti Kebangsaan Malaysia (UKM)
  • Jamalul Lail Bin Abdul Wahab Fakulti Pendidikan, Universiti Kebangsaan Malaysia (UKM)
Keywords: kepimpinan instruksional pengetua, amalan PLC guru, hubungan, sekolah menengah, luar bandar

Abstract

Kajian ini dijalankan untuk melihat hubungan antara amalan kepimpinan instruksional pengetua dengan amalan komuniti pembelajaran profesional (PLC) guru di sekolah menengah di daerah Subis, sebuah daerah di luar bandar Sarawak. Ini selari dengan anjakan transformasi empat dan lima yang telah digariskan Kementerian Pendidikan Malaysia (KPM) dalam Pelan Pembangunan Pendidikan Malaysia 2013 – 2025 (PPPM). Kajian ini menggunakan soal selidik yang diadaptasi dan disesuaikan mengikut konteks pendidikan di Malaysia berdasarkan instrumen Principal Instruction Management Rating Scale (PIMRS) dan School Professional Staff as Learning Communities Questionnaire (SPSLCQ) yang telah diedarkan kepada 173 orang guru di lima buah sekolah menengah di daerah Subis. Analisis data dijalankan menggunakan kaedah analisis statistik deskriptif (kekerapan dan min) dan inferensi (korelasi Pearson). Dapatan kajian menunjukkan tahap amalan kepimpinan instruksional pengetua berada pada tahap sederhana tinggi dan tahap amalan PLC guru juga berada pada tahap sederhana tinggi. Seterusnya, hubungan antara amalan kepimpinan instruksional pengetua dengan amalan PLC guru di sekolah menengah di daerah Subis mempunyai korelasi yang signifikan pada tahap positif yang sangat lemah. Dapatan kajian ini menunjukkan tiada perbezaan tahap amalan kedua-dua pemboleh ubah di bandar atau luar bandar. Selain itu juga, diharapkan dapatan kajian ini dapat memacu perubahan pendidikan negara daripada aspek latihan kepengetuaan dan menambah baik peranan pejabat pendidikan daerah (PPD) dan jabatan pendidikan negeri (JPN) serta meningkatkan amalan kepimpinan instruksional pengetua.

Downloads

Download data is not yet available.

References

Bahagian Perancangan dan Penyelidikan Dasar KPM. (2016). Laporan TIMSS 2015. Putrajaya: Kementerian Pendidikan Malaysia.

Bell, B. & Gilbert, J. (2005). Teacher development: A model from Science education. London: Falmer Press.

Bogler, R. (2005). Satisfaction of Jewish and Arab Teachers in Israel. The Journal of Social Psychology,145(1), 19–34.

Brazer, S.D. & Bauer, S.C. (2013). Preparing Instructional Leaders. Educational Administration Quarterly, 49(4), 645–684.

Buttram, J.L. & Farley-Ripple, E. N. (2016). The Role of Principals in Professional Learning Communities. Leadership and Policy in Schools, 15(2), 192–220.

Chong, C. K., Faizal, A. G., & Zuraidah, A. (2018). Cabaran Amalan Komuniti Pembelajaran Dalam Kalangan Guru Sekolah Rendah Berprestasi Tinggi Malaysia. Jurnal Kurikulum & Pengajaran Asia Pasifik, 6(3).

Chua, Y.P. (2006). Kaedah dan Statistik Penyelidikan : Buku 1. Kuala Lumpur: Mcgraw-Hill.

Darling-Hammond, L., Wei, R., Andree, A., Richardson, N. & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad.

Day, C. (2011). Successful school leadership: linking with learning and achievement. Maidenhead, Berkshire Open Univ. Press/Mcgraw-Hill.

Day, C. & Sachs, J. (2004). Professionalism, performativity and empowerment: discourses in the politics, policies and purposes of continuing professional developmen. International Handbook on the Continuing Professional Development of Teachers, hlm. 3–33. Berkshire: Open University Press.

Drago-Severson, E. (2012). New Opportunities for Principal Leadership: Shaping School Climates for Enhanced Teacher Development. Teachers College Record, 114(3), 1–44.

DuFour, R. (2004). What is a “professional learning community”? Educational Leadership, 61(8), 6–11.

Durksen, T.L., Klassen, R.M. & Daniels, L.M. (2017). Motivation and collaboration: The keys to a developmental framework for teachers’ professional learning. Teaching and Teacher Education, 7, 53–66.

Fowler, F. J. (2014). Survey Research Methods. Sage Publication, Cop.

Fraenkel, J. R., Wallen, N. E. & Hyun, H. H. (2019). How to design and evaluate research in education. Mcgraw Hill Education.

Fullan, M. (2016a). The New Meaning of Educational Change (5th ed.). Teachers College Press.

Hairon, S., & Dimmock, C. (2012). Singapore schools and professional learning communities: teacher professional development and school leadership in an Asian hierarchical system. Educational Review, 64(4), 405–424. https://doi.org/10.1080/00131911.2011.625111

Hallinger, P. (2011). Leadership for learning: lessons from 40 years of empirical research. Journal of Educational Administration, 49(2), 125–142.

Hallinger, P., & Hosseingholizadeh, R. (2019). Exploring instructional leadership in Iran: A mixed methods study of high- and low-performing principals. Educational Management Administration & Leadership, 174114321983668. https://doi.org/10.1177/1741143219836684

Hallinger, P., Piyaman, P. & Viseshsiri, P. (2017). Assessing the effects of LearningCentered Leadership on Teacher Professional Learning in Thailand. Teaching and Teacher Education, 67, 464–476.

Hassan, R., Ahmad, J. & Boon, Y. (2019b). Instructional Leadership Practice and Professional Learning Community in the Southern Zone of Malaysia. Universal Journal of Educational Research 7(12A): 42–50.

Hayes, S.D. & Irby, B.J. (2019). Challenges in preparing aspiring principals for instructional leadership: voices from the field. International Journal of Leadership in Education, 1–21.

Hoaglund, A.E., Birkenfeld, K. & Box, J.A. (2014). Professional learning communities: Creating a foundation for collaboration skills in pre-service teachers. Education, 134(4), 521–528.

Irby, B.J. & Lunenburg, F.C. (2014). The principalship: Vision to action. Australia: South-Western.

Kamarudin, I., Rosnah, I., & Hajar, K. (2020). Professional Learning Communities in Malaysian Schools: A Contemporary Literature Review. Universal Journal of Educational Research, 8(4), 1535–1541. https://doi.org/10.13189/ujer.2020.080447

Kementerian Pendidikan Malaysia. (2013). Pelan Pembangunan Pendidikan Malaysia 2013 - 2025 (Pendikan Prasekolah hingga Lepas Menengah). Putrajaya: Kementerian Pendidikan Malaysia.

Kennedy, S. Y., & Smith, J. B. (2013). The relationship between school collective reflective practice and teacher physiological efficacy sources. Teaching and Teacher Education, 29, 132–143. https://doi.org/10.1016/j.tate.2012.09.003

Kohl, K.T. (2014). Teachers’ Perceptions of Becoming a Professional Learning Community. Phd Thesis: Walden University.

Leithwood, K., Day, C., Hopkins, P., Harris, A. & Hopkins, D. (2006). Seven strong claims about successful school leadership. School Leadership & Management, 28(1), 27–42.

Leithwood, K., Day, C., Sammons, P., Hopkins, D. & Harris, A. (2008). Successful school leadership: what it is and how it influences pupil learning. Nottingham: Department For Education And Skills.

Leithwood, K., Harris, A. & Hopkins, D. (2019). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 1–18.

Leithwood, K. & Jantzi, D. (2006). Transformational school leadership for large-scale reform: Effects on students, teachers, and their classroom practices. School Effectiveness and School Improvement 17(2): 201–227.

Lomos, C., Hofman, R.H. & Bosker, R.J. (2011). The relationship between departments as professional communities and student achievement in secondary schools. Teaching and Teacher Education, 27(4), 722–731.

Marzano, R.J., Waters, T. & Mcnulty, B.A. (2006). School leadership that works : from research to results. Hawker Brownlow Education.

Mayer, D. & Llyod, M. (2011). Professional learning: An introduction to the research literature. Canberra. Canberra: Australian Institute for Teaching and School Leadership.

Moy, P. & Murphy, J. (2016). Problems and Prospects in Survey Research. Journalism & Mass Communication Quarterly, 93(1), 16–37.

Nafsiah, I., Zuraidah, A., Aan, K., Taufani, C. K., Dedy, A. K., Cucun, S., & Aan, J. (2020). Influence of the Professional Learning Community of Malay Language Teachers at the Transformation School in Selangor. International Journal of Innovation, Creativity and Change, 12(6).

Nunnally, J.C. & Bernstein, I.H. (2010). Psychometric Theory. Edisi ke-3. New York: Mcgraw-Hill Ed.

Pang, N.S. & Wang, T. (2016). Professional learning communities: Research and practices across six educational systems in the Asia-Pacific region. Asia Pacific Journal of Education, 36(2), 193–201.

Patten, M.L. (2014). Questionnaire research : A practical guide. Pyrczak Publishing.

Price, H.E. (2012). Principal–Teacher Interactions. Educational Administration Quarterly, 48(1), 39–85.

Printy, S.M. (2007). Leadership for Teacher Learning: A Community of Practice Perspective. Educational Administration Quarterly, 44(2), 187–226.

Rossi, P., Wright, J. & Anderson, A. (2013). Handbook of Survey Research. Academic Press.

Qian, H. & Walker, A. (2013). How principals promote and understand teacher development under curriculum reform in China. Asia-Pacific Journal of Teacher Education, 41(3), 304–315.

Qian, H., Walker, A. & Yang, X. (2016). Building and leading a learning culture among teachers. Educational Management Administration & Leadership, 45(1), 101–122.

Robinson, V.M.J., Lloyd, C.A. & Rowe, K.J. (2008). The Impact of Leadership on Student Outcomes: An Analysis of the Differential Effects of Leadership Types. Educational Administration Quarterly, 44(5), 635–674.

Rozila, M. Y., & Jamalul Lail, A. W. (2019). Principal’s Instructional Leadership And Its Relation To Teachers’ Commitment In High Performance Schools (Hps) In Seremban District. International Journal of Education, Psychology and Counseling, 4(33), 107–121. https://doi.org/10.35631/ijepc.433009

Samsiah, S.-R., & Khalip, M. (2019). The Level of Instructional Leadership Practices Among Principals of National Religious Secondary School in Malaysia. International Journal of Scientific Research and Management, 7(03). https://doi.org/10.18535/ijsrm/v7i3.el03

Shatzer, R.H., Caldarella, P., Hallam, P.R. & Brown, B.L. (2013). Comparing the effects of instructional and transformational leadership on student achievement. Educational Management Administration & Leadership, 42(4), 445–459.

Sikes, P.J. (2013). Imposed change and the experienced teacher. Teachers Development and educational change, hlm. 36–55. New York: Routledge.

Sleegers, P., Thoonen, E., Oort, F. & Peetsma, T. (2014). Changing classroom practices: the role of school-wide capacity for sustainable improvement. Journal of Educational Administration, 52(5), 617–652.

Stoll, L. & Louis, K.S. (2007). Professional learning communities: Divergence, Depth and Dilemmas. Maidenhead. Open University Press.

Talbert, J.E. (2010). Professional learning communities at the crossroads: How systems hinder or engender change. Second international handbook on educational change, hlm. 555–572. Netherlands: Springer International

Ujil, A.T. & Andin, C. (2018). Kepimpinan Sekolah Berprestasi Tinggi: Kriteria dan Pembentukan Kepimpinan. Malaysian Journal of Social Sciences and Humanities, 3(2), 113–126.

Ucan, S. (2016). The role of continuous professional development of teachers in educational change: A literature review. Harran Education Journal, 1(1), 36–43.

Vangrieken, K., Meredith, C., Packer, T., & Kyndt, E. (2017). Teacher communities as a context for professional development: A systematic review. Teaching and Teacher Education, 61, 47–59. https://doi.org/10.1016/j.tate.2016.10.001

Vescio, V., Ross, D. & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80–91.

Voelkel, R. H., & Chrispeels, J. H. (2017). Understanding the link between professional learning communities and teacher collective efficacy. School Effectiveness and School Improvement, 28(4), 505–526. https://doi.org/10.1080/09243453.2017.1299015

Walker, A. (2010). Building and leading learning cultures. The Principles of Educational Leadership & Management, hlm. London: Sage Publications.

Wang, T. (2016). School leadership and professional learning community: case study of two senior high schools in Northeast China. Asia Pacific Journal of Education, 36(2), 202–216.

Wilson, A. (2016). From professional practice to practical leader: Teacher leadership in professional learning communities. International Journal of Teacher Leadership, 2(7), 45–62.

Witziers, B., Bosker, R.J. & Krüger, M.L. (2003). Educational Leadership and Student Achievement: The Elusive Search for an Association. Educational Administration Quarterly, 39(3), 398–425.

Zaliza, M. Y., & Izham, M. H. (2019). Amalan Kepimpinan Instruksional Pengetua Dan Hubungannya Dengan Komitmen Guru Di Sekolah Menengah Daerah Seremban, Negeri Sembilan (Thesis). Universiti Kebangsaan Malaysia.

Zepeda, S.J. (2014). The principal as instructional leader : A practical handbook. Larchmont, Ny: Eye On Education.

Zheng, Q., Li, L., Chen, H. & Loeb, S. (2017). What Aspects of Principal Leadership Are Most Highly Correlated With School Outcomes in China? Educational Administration Quarterly, 53(3), 409–447.

Zheng, X., Yin, H., & Li, Z. (2018). Exploring the relationships among instructional leadership, professional learning communities and teacher self-efficacy in China. Educational Management Administration & Leadership, 174114321876417. https://doi.org/10.1177/1741143218764176

Zuraidah, A., Rahimah, A., Faizal, A. G., & Hailan, S. (2012). Komuniti Pembelajaran Profesional Dalam Kalangan Warga Sekolah Menengah Di Malaysia (Thesis). Universiti Malaysia Terengganu.

Zuraidah, A., Zulkifli, A. M., Mustafa, M. A., & Ismath, R. (2016). Pemerkasaan Guru Bahasa Melayu Melalui Penyeliaan Kembang Tumbuh Dan Komuniti Pembelajaran Profesional (Kpp) Di Lima Sekolah Menengah Daerah Kuala Lipis. Jurnal Kepimpinan Pendidikan, 3(2).
Published
2021-02-07
How to Cite
Sidi Ahmad, N. D. and Abdul Wahab, J. L. (2021) “Hubungan Antara Kepimpinan Instruksional Pengetua dengan Amalan Komuniti Pembelajaran Profesional Guru di Sekolah Menengah”, Malaysian Journal of Social Sciences and Humanities (MJSSH), 6(2), pp. 152 - 166. doi: 10.47405/mjssh.v6i2.658.
Section
Articles