Pengaruh Amalan Pembelajaran Profesional terhadap Kepimpinan Guru-Guru Kolej Vokasional di Perak
The Influence of Professional Learning Practice on Leadership of Vocational College Teachers in Perak
DOI:
https://doi.org/10.37134/mrj.vol7.4.2018Keywords:
Teacher learning practices, teacher leadership, vocational collegesAbstract
Kajian ini adalah bertujuan untuk mengenal pasti pengaruh amalan pembelajaran profesional terhadap kepimpinan guru kolej vokasional di negeri Perak. Seramai 278 orang guru dari 10 buah kolej vokasional di seluruh negeri Perak telah dipilih dengan menggunakan persampelan rawak mudah. Kajian ini adalah berbentuk kuantitatif dengan menggunakan soal selidik yang telah dibangunkan oleh Mahaliza (2013) dan Sickle (2011) bagi item-item amalan pembelajaran profesional manakala kepimpinan guru dibangunkan oleh Katzenmeyer dan Moller (2009). Analisis deskriptif iaitu min dan sisihan piawai serta inferensi sepertikorelasi pearson dan regreasi pelbagai telah digunakan untuk menjawab persoalan serta hipotesis kajian. Data yang diperoleh telah di analisis menggunakan perisian SPSS versi 20. Secara keseluruhannya, dapatan kajian menunjukkan terdapat hubungan positif dan signifikan (r=.51, p<.01) di antara amalan pembelajaran profesional dengan kepimpinan guru. Selain itu, dapatan kajian juga menunjukkan bahawa pembangunan portfolio (β = .36, t = 7.21,p<.05) merupakan peramal utama amalan pembalajaran profesional terhadap kepimpinan guru diikuti dengan latihan(β = .22, p<.05), pembelajaran arahan kendiri(β = .18, p<.05) dan lesson study(β = .11, t = 3.96 dan p<.05). Kesimpulannya, amalan pembelajaran professional iaitu portfolio, latihan, pembelajaran arahan kendiri dan lesson study mempengaruhi kepimpinan guru di kolej vokasional di negeri Perak.Implikasi kajian ini menunjukkan amalan pembelajaran professional dapat meningkatkan kepimpinan guru di kolej vokasional untuk pembangunan kerjaya mereka.
This study aims to identify the influence of professional learning practices on the leadership of vocational colleges in Perak. A total of 278 teachers from 10 vocational colleges throughout the state of Perak were selected using a simple random sampling. The is a quantitative study using the questionnaire developed by Mahaliza (2013) and Sickle (2011) for professional learning practice items while teachers’ leadership was developed by Katzenmeyer and Moller (2009). Descriptive analysis of mean and standard deviation and inference such as pearson correlation and multiple regression were used to answer questions and hypotheses of the study. The data obtained were analyzed using the SPSS version 20 software. Overall, the findings showed that there were positive and significant relationships (r = .51, p <.01) among professional learning practices with teachers’ leadership. In addition, the findings show that portfolio development (β = .36, t = 7.21, p <.05) is a major predictor of professional learning practices on teachers’ leadership followed by training (β = .22, p <.05) self-directed learning (β = .18, p <.05) and lesson study (β = .11, t = 3.96 and p <.05). In conclusion, professional learning practices, portfolio, training, self-directed learning and lesson study influence the leadership of teachers in vocational colleges in Perak. The implication of this study shows that professional learning practices can enhance the leadership of teachers in vocational colleges for their career development.
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