The Relationship between Teacher leadership and Teacher Commitment in National Type Secondary Schools in Klang, Selangor
DOI:
https://doi.org/10.37134/mrj.vol12.sp.5.2023Keywords:
Teacher leadership, Teacher commitment, National Type Secondary SchoolsAbstract
The study identified the relationship between teacher leadership and teacher commitment of teachers in National Type Secondary Schools (NTSS) in Klang, Selangor. The study employed a quantitative approach by using a questionnaire survey. A total of 346 teachers were selected as respondents through two-stage sampling techniques; disproportionate stratified sampling and simple random sampling method from 20 NTSS in Klang, Selangor. Based on Katzenmeyer and Moller’s (2001) seven dimensions of the Teacher Leadership Scale and three dimensions of the Teacher Commitment Scale by The (2019), the study unraveled that the level of teacher leadership (M=4.174; SD= 0.336) was at a high level and the level of Teacher Commitment (M=4.67; SD=0.405) was at a Quite High level. Moreover, the t-test revealed that there was a significant difference in terms of gender for teacher commitment [t (344) =3.369; p = 0.001]. Furthermore, One-Way ANOVA revealed that there was no significant difference in teacher commitment in terms of age [F (3, 342) = 1.779; p = 0.151] and academic qualification [F (2, 343) = 1.278; p = 0.280]. Finally, there was a significant relationship between teacher leadership and teacher commitment (r = 0.220; p <0.01). The study would provide the knowledge base and practical insights for the Ministry of Education and educational practitioners about the level of teacher leadership and teacher commitment especially in designing professional development programs for school teachers. Moreover, the findings can be used by school leaders as a reference in enhancing teacher leadership and teacher commitment in the process of school improvement and effectiveness.
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