Hubungan Kepimpinan Guru dengan Pencapaian Akademik Pelajar di Sibu, Sarawak
Relationship between Teacher Leadership with Students’ Academic Achievement in Primary Schools, Sibu, Sarawak
DOI:
https://doi.org/10.37134/mrj.vol6.15.2017Keywords:
leadership, teacher's leadership, academic achievement, professional development, instructional leadership, teaching and learningAbstract
Tujuan utama kajian ini adalah untuk melihat hubungan kepimpinan guru dengan pencapaian akademik di sekolah-sekolah rendah daerah Sibu, Sarawak. Kepimpinan guru bagi sekolah yang berjaya melibatkan tujuh dimensi iaitu tumpuan pembangunan, pengiktirafan, autonomi, hubungan kerjasama, penyertaan, komunikasi terbuka, dan persekitaran kerja positif. Seramai 1231 orang guru telah dipilih secara rawak dari 47 buah sekolah rendah daerah Sibu. Data dikumpul dan dianalisis secara statistik deskriptif dan inferensi. Kajian ini mendapati bahawa tahap kepimpinan guru adalah tinggi (min = 3.81, s.p. = 0.663). Terdapat hubungan positif dan signifikan antara kepimpinan guru dengan pencapaian akademik pelajar (r = 0.391 dan sig = 0.000, p <0.05). Kajian ini merumuskan bahawa kepimpinan guru di sekolah-sekolah mempunyai hubungan dengan pencapaian akademik murid. Implikasi kajian jelas menunjukkan bahawa amalan kepimpinan guru mampu mempengaruhi pencapaian akademik pelajar.
The main purpose of the study was to determine the relationship between teacher leadership and students’ academic achievement in primary schools in Sibu, Sarawak. The study was based on Teacher Leadership Development Model of Katzenmeyer and Moller. A total of 1231 teachers were randomly selected from 47 primary schools in Sibu. Data collected and analyzed by using descriptive and inferential statistics.The study found that the level of teacher leadership was high (mean = 3.81, s.d. = 0.663). There was a positive relationship between teacher leadership and students’ academic achievement in which r = 0.391 and sig = 0.000 (p <0.05). This finding showed that teacher leadership has a relationship with student achievement. The finding showed that teacher leadership practices is able to influence student academic achievement.
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