Hubungan Antara Peranan Pemimpin Pembelajaran Profesional dan Model Pembelajaran Profesional dengan Amalan Guru Sekolah Menengah Harian di Malaysia

The Relationship between Professional Learning Leader’s Role and Professional Learning Models with Malaysian Daily Secondary School Teacher’s Practice

  • Mahaliza Mansor Universiti Pendidikan Sultan Idris, Malaysia
  • Norlia Mat Norwani Universiti Pendidikan Sultan Idris, Malaysia
Keywords: School-based professional learning, teacher development, structural equation modelling

Abstract

Tujuan utama kajian ini ialah untuk mencadangkan satu model persamaan struktural bagi mengenal pasti hubungan antara peranan pemimpin pembelajaran profesional dan model pembelajaran pro fesional dengan amalan guru. Selain itu, kesan langsung dan kesan tidak langsung dalam kalangan pemboleh ubah-pemboleh ubah juga turut ditunjukkan.Kajian empirikal ini telah dijalankan di empat puluh satu buah sekolah menengah harian di Malaysia. Data diperoleh menerusi soal selidik terhadap 372 orang guru yang dipilih melalui pensampelan kelompok pelbagai peringkat. Dapatan kajian menunjukkan bahawa terdapat perhubungan berstruktur yang signifikan antara peranan pemimpin pembelajaran profesional, dan model pembelajaran profesionaldan amalan guru. Ujian Goodness-of-fit (GOF) χ² model persamaan struktural (SEM) untuk mengukur kesepadanan model dengan sampel yang dipilih pula adalah signifikan. Oleh itu, model persamaan struktural ini diharap dapat memberi informasi yang berguna kepada pemimpin pendidikan untuk meningkatkan pembelajaran profesional berasaskan sekolah menerusi peranan-peranan yang dimainkan oleh pemimpin sekolah, model model pembelajaran yang digunakan serta amalan guru yang sesuai.

The purpose of this paper is to propose a structural equation model to investigate the relationships among schoolbased professional learning leaders` roles and professional learning models with teachers` practice as well as to demonstrate the direct and indirect effect of these variables. An empirical study is conducted in forty one regular secondary schools (N = 372) in Malaysia. Data from the survey has been obtained from 372 teachers who were chosen through multi-stage cluster sampling. The findings indicates there is a significant structural relationship between school leader`s roles, professional learning models and teacher practices. The Goodness-of-Fit (GOF) χ² of Structural Equation Modeling (SEM) test indicate significant overall fit of the model and data from the samples chosen. Therefore, this structural equation model hopefully can provide useful information for education leaders to enhance school-based professional learning through adoption of appropriate school leaders roles, professional learning models and teacher practices.

Downloads

Download data is not yet available.

References

Adey, P. (2007). What’s next? CPD and the whole school. Dalam J. Dillon &M. Maguire (Eds.). Becoming a teacher: Issues in secondary teaching. (m.s.357-366).London: McGraw-Hill Open University Press

Amin Senin. (2005). Hubungan pengurusan pembangunan profesional sekolah dengan model pembangunan profesional serta pengaruhnya terhadap pengajaran guru di sekolah-sekolah menengah negeri Sabah.Tesis. Ph.D yang tidak diterbitkan. Kota Kinabalu: Universiti Malaysia Sabah.

Arbuckle, J., L. (2009).Amos 18 user`s guide. Chicago: SPSS Inc.

Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. teaching and teacher education, 27(1), 1020.
doi:16/j.tate.2010.08.007

Azwani Masuwai, Nor`ain Tajudin & Noor Shah Saad.(2016). Evaluating the face and content validity of a teaching and Learning Guiding Principles Instrument (TLGPI): A perspectivestudy of Malaysian teacher educators. Geografia OnlineMalaysian Journal of Society and Space, 12, (3), 11-21.
http://www.ukm.my/geografia/v1/?ver=loc

Blank, R. K., de las Alas & Smith, C. (2008). Does teacher professional development have effecton teaching and learning? Analysis of evaluation findings from programs formathematicsand science teachers in 14 states.Washington, D.C.: Council of Chief State School Officers.
http:www.ccsso.org/projects/improving_evaluation_ of_professional _development

Bredeson, P. V. (2003). Designs for learning. Thousand Oaks: Corwin Press.

Byrne, B., M. (2010).Structural equation modeling with AMOS: basic concepts, applicationsand programming. New York: Routledge.

Choi, N., Fuqua, D., R., & Newman, J., L. (2009).Exploratory and confirmatorystudies of the structure of the bemsex role inventoryshort form with two divergent samples. Educational and PsycologicalMeasurement, 9,(4) 696-705.

Day, C. (1999). Developing teachers: the challenges of lifelong learning. London: Routledge.

Drago-Severson, E. (2004a). Helping teachers learn: principal leadership for adult growth and development. Thousand Oaks: Corwin Press.

Drago-Severson, E. (2004b). Becoming adult learners: principles and practices foreffectivedevelopment. New York: Teachers College Press.

Flowers, C. (2006). Confirmatory factor analysis of scores on the clinical experiancerubric: ameasureof dispositions for preservice teachers. Educational and PsycologicalMeasurement, 66(3),478-488.

Fowler, D. F. J. (2009). Survey research methods. Thousand Oaks: Sage Publications.

Gay, L. R., Mills, G. E., & Airasian, P. W. (2009). Educational research: competencies for analysis and applications. New Jersey: Prentice Hall.

Guskey, T.R.(1986). Staff development and the process of teacher change. EducationalResearcher, 15(5) 5-12.

Guskey, T.R. (2000). Evaluating professional development.Thousand Oaks: Corwin Press.

Guskey ,T.R.(2005). Take a second look at accountability. Journal of Staff Development, 26(1) 9-18.

Guskey, T. (2009).Closing the knowledge gapon effective professional development.Education Horizon, (Summer 2009), 224233.

Hair, J., F., Black, W., C., Babin, B., J., Anderson, R., E., & Tatham R., L. (2010).Multivariate data analysis. New Jersey: Pearson Prentice Hall.

Hall, G. E., &Hord, S. M. (2011). Implementing change: patterns, principlesand potholes. Boston: Allyn & Bacon.

Higgins, J. & Parsons, R.(2009). A successful professional development modelinMathematics: A system-wide New Zealand case. Journal of teacher education, 60(3), 231-242.

Hourani, R., B. & Stringer, P.(2015).Designing professional development for principals in a context of change: the case of Abu Dhabi. Professional Development in Education, 41:5, 777-805,
DOI: 10.1080/19415257.2014.938356

Labone, E. & Long,J. (2016).Features of effective professional learning: a case study of the implementation of a system-based professional learning model. Professional Development in Education, 42:1, 54-77,
DOI: 10.1080/19415257.2014.948689

Leithwood, K., Day, C., SammonsP., Harris, A., & Hopkins, D. (2006). Successful school leadership: what is it and how it influences pupil learning(Research Report RR800). England: Department for Education and Skills, University of Nottingham.
http:/www.wallacefoundation.org .

Lindstrom, P. H., & Speck, M. (2004). The principal as professional development leader. Thousand Oaks: Corwin Press.

How Yen Ken.(2005). Pelaksanaan program perkembangan stafdi sekolah menengah di Kuala Lumpur.Tesis Sarjana yang tidak diterbitkan. Kuala Lumpur: Universiti Malaya.

Hu, L., & Bentler, P.M.(1999).Cutoff criteria for fit indices in covariance structural analysis: Conventional criteria versus new alternatives. Structural Equation Modelling, 6,1-55.

Icobucchi, D. (2010). Structural equation modeling: Fit indices, sample sizeand advancetopics. Journal of Consumer Psychology, 20(2010) 90-98.

Kementerian Pelajaran Malaysia.(2009). Laporan Tahunan 2009. Putrajaya: Kementerian Pelajaran Malaysia.

Kline, R., B. (2010) Principles and practice of structural equation modeling. The Guilford Press: New York.

Kose, B. W. (2009). The principal's role in professional development for social justice: An empirically-based transformative framework. Urban Education, 44(6), 628-663.
doi:10.1177/0042085908322707

Kuijpers, J. M., Houtveen, A. A. M., & Wubbels, T. (2010). An integrated professional development model for effective teaching.TeachingandTeacherEducation,26(8), 16871694.
doi:10.1016/j.tate.2010.06.021

Lokman MohdTahir, M AlMuzammil Yassin & Chua Lay Kah.(2009). Keperluan latihandan kursuskepadaguru besaruntuk peningkatanprofesionalisme. Jurnal Pengurusan dan Kepimpinan Pendidikan. 19(01), 23-44.

Mahaliza Mansor.(2013). Pembinaan model pembelajaran profesional berasaskan sekolah di sekolah menengah harian di Malaysia.Tesis. Ph.D yang tidak diterbitkan. Tanjong Malim: Universiti Pendidikan Sultan Idris.Fakulti Pengurusan dan Ekonomi, Universiti Pendidikan Sultan Idris.

Mohamad Nizam, Zakiah, Sazali dan Mohd Sofian.(2007).Pembelajaranpasukandan kepimpinan pengetua dalam mewujudkan organisasi pembelajaran. Jurnal Pengurusan dan Kepimpinan Pendidikan, 19(02),67-95.

Muhammad Kamarul Kabilan & Abdul Rashid Mohamed.(2009). Malaysian english teachers' satisfaction level of their professional development. Dalam Seminar Jawatankuasa Penyelarasan Pendidikan Guru 2009.Ipoh: Universiti Pendidikan Sultan Idris.

Murphy, C. U., & Lick, D. W. (2005). Whole-faculty study groups creatingprofessionallearningcommunities that target student learning. Thousand Oaks: Corwin Press.

Nunnally, J.,C.,& Bernstein, I., H.(1994). Psychometric theory. New York: McGraw-Hill.OECD.(2010).TALIS 2008 Technical Report.
http://www.oecd.org/dataoecd/16/14/44978960.pdf .

Omar Abdull Kareem & Khuan Wai Bing.(2005). Perkembangan profesional guru secaraberterusan: perspektif pembangunan sumber manusia. Jurnal Masalah Pendidikan.
http://myais.fsktm.um.edu.my/4991/

Ramlee Ismail, Jamal @ Nordin Yunus & Hariri Kamis.(2011). Analisis data dan pentafsiran dengan menggunakan SPSS. Kuala Lumpur: Titisan Ilham.

Rizvi, M. (2008). The role of school principals in enhancing teacher professionalism.Educational Management Administration & Leadership, 36(1), 85-100.
doi:10.1177/1741143207084062

Roberts, S. M., & Pruitt, E. Z. (2009). Schools as professional learning communities: collaborative activities and strategies for professional development. Thousand Oaks: Corwin Press.

Robin Sabai.(2005). Supervisory practices and professional development in secondary school in Betong Division, Sarawak. Tesis sarjana yang tidak diterbitkan. Kuala Lumpur: Universiti Malaya.

Sidek Mohd Noah & Jamaludin Ahmad.(2005). Pembinaan modul: bagaimana membina modul latihan dan modul akademik.Serdang: Penerbit UPM.

Sparks, D., & Loucks-Horsley, S. (1989). Five models of staff development for teachers. Journal of Staff Development, 10(4), 40-57.

Speck, M., & Knipe, C. (2005). Why can't we get it right?Thousand Oaks: Corwin Press.

Subhan Zein.(2016).Factors affecting the professional development of elementary English teachers, Professional Development in Education, 42:3, 423-440,
DOI: 10.1080/19415257.2015.1005243

Tabachnick, B., G., & Fidell, L. (2007). Using multivariate statistic. Boston: Allyn and Bacon.

Tallerico, M. (2005). Supporting and sustaining teachers' professional development. Thousand Oaks: Corwin Press.

Ullman, J., & Bentler, P. (2004). Structural equation modeling. Dalam M. Hardy & A. Bryman (Ed.), Handbook of data analysis(m.s. 224-247). Thousand Oaks: Sage Publications Ltd.

Wei, R. C., Darling-Hammond, L., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: astatus report on teacher development in the United States and aboard.Dallas, Texas: National Staff Development Council.

Zepeda, S. J. (2008). Professional development. New York: Eye on Education
Published
2017-10-22
How to Cite
Mansor, M., & Mat Norwani, N. (2017). Hubungan Antara Peranan Pemimpin Pembelajaran Profesional dan Model Pembelajaran Profesional dengan Amalan Guru Sekolah Menengah Harian di Malaysia. Management Research Journal, 6, 86 -. https://doi.org/10.37134/mrj.vol6.8.2017