Hubungan antara kecerdasan emosi dan kepimpinan instruksional pengetua dengan efikasi kendiri guru sekolah menengah kebangsaan di Negeri Sembilan / Shafinaz A. Maulod
Principals and teachers are the main drivers in ensuring the quality of excellence schools. The ability of the principal to influence teachers to effectively implement the teaching process is capable of producing excellent students to achieve the goals of the school. Therefore, this study aimed to i...
Saved in:
| Main Author: | |
|---|---|
| Format: | Thesis |
| Published: |
2017
|
| Subjects: | |
| Online Access: | http://studentsrepo.um.edu.my/7228/1/All.pdf http://studentsrepo.um.edu.my/7228/48/shafinaz.pdf http://studentsrepo.um.edu.my/7228/ |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | Principals and teachers are the main drivers in ensuring the quality of excellence schools. The ability of the principal to influence teachers to effectively implement the teaching process is capable of producing excellent students to achieve the goals of the school. Therefore, this study aimed to investigate the relationship between principals‟ emotional intelligence and instructional leadership in influencing teachers' self-efficacy. Due to the rapid changes in the education system, school leaders need to control and manage their emotions effectively to lead the organisation. In addition, principals should serve as instructional leaders to motivate teachers to be effective in teaching and learning process implemented in the classroom. Three questionnaires (PIMRS, ECI-V2 and TSES) were used as main instruments for collecting research data. Next, data were analyzed by descriptive and inferential statistics using SPSS and AMOS-SEM. This study used a quantitative approach through a survey method which involved 396 secondary school teachers. Findings showed that principals‟ emotional intelligence, their instructional leadership practices and teachers' self-efficacy were at high levels as a whole and for each of the dimensions measured. In addition, there was a statistically significant difference for teachers' self-efficacy based on gender and age, while there was no statistically significant difference for teaching experience. This study also showed that there was a statistically significant, positive and moderate relationship between principals' emotional intelligence with teachers' self-efficacy and the relationship between principals' instructional leadership with teachers' self-efficacy. Between emotional intelligence with principals' instructional leadership, the relationship was statistically significant, positive and robust. The main predictor in increasing teachers' self-efficacy was self-management (principal emotional intelligence) and managing instructional programs (principal instructional leadership), while the main predictor for the principal instructional leadership was relationship management (emotional intelligence). In addition, analysis of SEM had proven that teachers‟ demographic factors were not a moderator and principals‟ instructional leadership was a mediator of the relationship between principals‟ emotional intelligence with teachers' self-efficacy. This study also managed to form a model for the relationship between the three variables involved. As an implication, findings of this study highlight the need for teachers and school leaders to be equipped with the knowledge related to human psychology, personality, skills to build relationships among members of the organization in order to deal with the various parties to produce excellent students and develop an effective school culture. |
|---|