Hubungan antara amalan kepimpinan distributif dengan efikasi kendiri dan komuniti pembelajaran profesional guru di Kuala Lumpur
The Relationship Between Distributive Leadership Practice and Self-Efficacy and Learning Community Professional Teachers in Kuala Lumpur
DOI:
https://doi.org/10.37134/mrj.vol9.2.6.2020Keywords:
Professional Learning Community, Distributive Leadership, Teacher's Self-efficacyAbstract
The education system has changed in line with the needs of current and global education. This quantitative study aims to identify the relationship between distributive leadership towards self-efficacy and Professional Learning Community (PLC) of national school teachers in Kuala Lumpur. A total of 362 teachers took part in this study. The research instrument consists of a set of questionnaires which has four parts has been used. The findings show that the level of distributive leadership practice, the professional learning communities and teacher’s self-efficacy is at a high level. Through the Pearson correlation test, distributive leadership practices, the professional learning community and self-efficacy of teachers is significant and has strong relationships with one another. So, distributive leadership is particularly suitable for the realization of changes in the school and was followed by the self-efficacy of teachers. Practising obtained in continuous Professional Learning Communities (PLC) also play an important role to strengthen the development and abilities of teachers in their teaching process.
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References
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Bush, T. (2018). Professional Learning Communitres and school leadership: Empowering Teacher. Educational Management Administration & Leaderrship. Vol. 46 (5) 711-712.
Chong, C. K. & Muhammad Faizal A. Ghani & Zuraidah Abdullah (2016). Amalan komuniti pembelajaran professional (KPP) di Sekolah Berprestasi Tinggi (SBT) Malaysia: Sebuah sekolah jenis kebangsaan Cina (SJKC) di Sarawak. Jurnal Kepimpinan Pendidikan, Bil. 3, Isu 1.
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Day, C., Gu, Q. & Sammons, P. (2016). The impact of leadership on Students Outcomes: How Successful school leader use transformational and Instructional Strategies to make a difference. Educational Administration Querterly, Vol. 52(2), 221-258.
DeMatthews, M. (2014). Prinsipal and teachers collaboration: An exploration of Distributed leadership in professional learnin communities. International Journal of educational leadership and management Vol. 2, No. 2, pp. 176-206.
Dima Mazlina Abu Bakar & Abdul Rashid Jamian (2016). Pelaksanaan komuniti pembelajaran professional (KPP) untuk peningkatan kemahiran guru Bahasa Melayu mengajar penulisan karangan. Jurnal Kurikulum & Pengajaran Asia Pasifik, Bil. 4, Isu 3.
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DuFour, R., & Fullan, M. (2013). Cultures built to last: Systemic PLCs at work. Bloomington: Solution Tree Press.
Ejimabo N., O. (2015) The Influence of Decision Making in Organizational Leadership and Management Activities. Jurnal Entrepreneurship Organization Management, 4: 138.
Elmore, R., F. (2005). Accountable leadership. The Educational Forum, 69, pp.134-142.
Farhadiba and Anik Nunuk Wulyani. (2020). Investigating Preservice Teachers’ Efficacy Level and Factors Influencing It. International Seminar on Language, Education, and Culture, KnE Social Sciences, pages 40–49.
Goksoy, S. (2016). Analysis of the relationship between shared leadership and distributed leadership. Eurasian Journal of Educational Research, 65, 295-312
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Gronn, P. (2002). Distributed Leadership as a Unit of Analysis, The Leadership Quarterly, 13, 423-451.
Harris, A. (2014). Distributed Leadership Matter: Perspective, and Potential. Thousand Oaks, CA: Corwin.
Heaton, M. (2013). An examinaton of the relationship between professional learning community variables and teacher self-efficacy. Thesis and Dissertations, University of Windsor, Canada.
Heck, R. H. & Hallinger, P. (2010). Testing a longitudinal model of distributed leadership effects on school improvement. The leadership Querterly, 21, 867-885.
Hord, S. (1997). Professional learning communities: Communities of continues inquiry and improvement. Austin, Texas: Southest educational development laborstory (SEDL).
Hudson, Q. (2015). The effectiveness of professional learning communities as perceived by elementary school teachers. Thesis and dissertation. Walden University.
Huffman, J., B. & Hipp, U.K. (2003). Professional Learning Communities: Initiation to Implementation. Lanham, MD: Scarecrow Press.
Hulpia, H., Devos, G. & Rosseel, Y. (2012). Dimensions of distributed leadership and the impact on teachers’ organizational commitment: A study in secondary education. Journal of Applied Social Psychology 42(7): 1745–1784.
Jabatan Pelajaran Negeri Kuala Lumpur (2018).
https://jpwpkl.moe.gov.my/jpn/kualalumpur/documents/tahun2020/spm/MAKLUMAT_ASAS_JULAI_2020.pdf
Jamallulail Abdul Wahab, Aida Hanim A. Hamid, Surayati Zainal & Md. Fuad Md Rafik (2013). The Relationship between Headteachers’ distributed leadership practices and teachers’ motivation in National Primary School. Asian Social Science, Vol. 9, No. 16, ISSN 1911-2017.
Kalsom, J. (2015). Distributed Leadership: A case studt of excellent Primary Schools in Kuala Lumpur, Malaysia. Thesis and Dissertation, University Malaya.
Kelly, C. & Dikkers, S. (2016). Framing feedback for school improvement around distributed leadership. Educational Adinistration Querterly. Vol. 52(3), 392-422.
Keri, G. (2006). Learning efficacy: Celebrations and persuasions. Greenwich, Conn.: Information Age Pub.
Khairul Anuar Saad, Walsh B., Mallburn A. & Brundrett M. (2017). Exploring the implementation of a professional learning communities in Malaysian’s schools. International Journal of Education, Psychology and Counselling. Valume:2 Issues:5, pp.1-18.
Khalid Johari (2009). Pola efikasi guru-guru novis sekolah menengah. Malaysian Jurnal of Learning and Instrction, Vol 6.
Krejcie, R.V., & Morgan, D.W. (1970). Determining Sample Size for Research Activities. Educational and Psychological Measurement, 30, 607-610.
Lemke, C. (2009). Policy brief; Teacher learning through collaboration and system innovation. Indianapolis, IN: Metri Group, Cisco.
Lieberman, A.,Saxl, E.R. & Miles, M. B. (2000). ‘Teacher Ledership: Ideology and practice’, in the Jossey- Bass Reader and Educational Leadership. San Francisco, CA: Jossey- Bass. pp. 339-345.
MacBeath, J. (1998). Effective School Leadership: Responding to change. London: Paul Chapman Publishing.
Mohd Faiz Yakoob, Muhamad Rozaimi Ramlee & Jamal@Nordin Yunus (2016). Konsep kolaborasi dalam komuniti pembelajaran professional: Satu tinjauan dari perspektif Islam.GEOGRAFIA OnlineTM Malaysian Journal of Society and Space 12, issue 10(1-9).
Mohiuddin Z. A. (2017). Influence of leadership style on performance: Evidence from literatures. Journal of Marketing and Managemnent, 8(1), 18-30.
Muhammad Faizal A. Ghani & Crow. G. M. (2013). Amalan komuniti pembelajaran professional: Perspektif pemimpin sekolah cemerlang negara maju. Jurnal Kurikulum & Pengajaran Asia Pasifik, Bil. 1, Isu 3.
Noornajihan Jaafar & Ab. Halim Tamuri (2013). Hubungan antara efikasi kendiri dengan kualaiti guru Pendidikan Islam sekolah menengah kebangsaan Malaysia. Journal of Islamic and Arabic Education 5(1), 41-60.
Norashikin Abu Bakar, Ramli Basri & Fooi, F. S. (2015). Hubungan Kepimpinan Guru dengan Pencapaian Akademik Pelajar. International Journal of Education and Training (InjET) 1(2) November: 1-11.
Norasmah Othman & Rofilah Md. Said (2013). Tahap kesediaan guru sekolah menengah harian mengamalkan kepimpinan tersebar. Jurnal Teknologi 64:1. 93-100.
Normarina Abd Rahman. (2016). Pembinaan dan validasi instrumen pengukuran efikasi kendiri terhadap pentaksiran alternatif dalam kalangan guru. Tanjong Malim: Fakulti Pendidikan dan Pembangunan Manusia, Universiti Pendidikan Sultan Idris.
Northouse, P., G. (2015). Introduction to leadership. Consepts and Practice. SAGE Publication: Thousand Oaks, California.
Oliver, D., Hipp, K., & Huffman, J. (2003). Professional learning community assessment. In J. Huffman & K. Hipp. Reculturing schools as professional learning communities (pp. 66-74). Lanham, MD: Scarecrow Education.
Porter, T. (2014). Professional learning Communities and teacher self-efficacy. Doctor of Educational Leadership. George Fox University, United State of America.
Prachee, S., Ranjeet, N., & Sushanta, K. M. (2017). Teacher effectiveness through self-efficacy, collaboration and principal leadership. International Journal of Management, Vol.31 Issue: 4, pp.505-517.
Puspanathan Mayan (2016). Kepimpinan transformasional guru besar terhadap sikap dan kemahiran guru-guru sekolah kebangsaan di daerah Gombak. International Conference on Accounting, Management and Economics (ICAME2016) 8 Oktober 2016, Universiti Pendidikan Sultan Idris, Perak.
Rajoo Arokiasamy (2013). Pengaruh Kepimpinan distributif sebagai moderator terhadap hubungan antara penglibatan guru dalam membuat keputusan dan efikasi kendiri guru. Disertasi dan tesis, Universiti Sains Malaysia.
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2020-09-21
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Mayan, M. P., & Mansor, M. (2020). Hubungan antara amalan kepimpinan distributif dengan efikasi kendiri dan komuniti pembelajaran profesional guru di Kuala Lumpur: The Relationship Between Distributive Leadership Practice and Self-Efficacy and Learning Community Professional Teachers in Kuala Lumpur. Management Research Journal, 9(2), 70–83. https://doi.org/10.37134/mrj.vol9.2.6.2020
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