Pengaruh kepimpinan pengajaran terhadap efikasi kendiri guru, budaya sekolah dan amalan pentaksiran guru sekolah menengah kebangsaan, Sarawak
Instructional leadership plays an important role in improving the quality of education. Although this practice has been adopted by principals, it is still at a lesser satisfying level. There are principals who have yet to fully understand; teachers‟ self-efficacy, the school‟s culture and teachers‟...
Saved in:
| Main Author: | |
|---|---|
| Format: | Thesis |
| Language: | English English |
| Published: |
2016
|
| Subjects: | |
| Online Access: | https://etd.uum.edu.my/6058/1/s93376_01.pdf https://etd.uum.edu.my/6058/2/s93376_02.pdf https://etd.uum.edu.my/6058/ |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | Instructional leadership plays an important role in improving the quality of education. Although this practice has been adopted by principals, it is still at a lesser satisfying level. There are principals who have yet to fully understand; teachers‟ self-efficacy, the school‟s culture and teachers‟ assessment practices. Therefore, this research isdone to identify the level as well as to recognise the direct and indirect influence of
instructional leadership onto teachers‟ self-efficacy, school‟s culture and teachers‟
assessment. Three hundred and sixty (360) secondary school teachers in thirty-three (33) secondary schools in Sarawak were selected using random sampling to participate in this study. Four (4) instruments were utilised in data collecting, namely the Principal Instructional Management Rating Scale (PIMRS), Teacher Self Efficacy Scales (TSES), School Culture Survey (SCS), and Assessment Practices Inventory (API). All the data were then analyzed using SPSS 17.0 and AMOS 18.0. The
findings showed that the level of principals‟ instructional leadership practices and findings showed that the level of the principals‟ instructional leadership practices and teachers‟ assessment practices were moderate. Meanwhile, the level of school culture and teachers‟ self-efficacy were highly moderate. There was a significant influence between the instructional leadership of principal and all the studied variables; and
there was also a significant indirect influence between instructional leadership and teachers‟ self-efficacy through the school culture as a mediator variable. It was found that school culture has contributed its part in mediating the indirect influence between the instructional leadership of the principal and the teachers‟ self-efficacy. Research findings have also given several implications towards the theories of instructional
leadership, teachers and school principals practices especially in secondary schools. Several suggestions have been prompted to better enhance the practices of instructional leadership among school principals; improving the self-efficacy among teachers and upgrading teachers‟ assessment in their practices. |
|---|