Pengaruh fasilinus, pentadbir sekolah dan guru LINUS terhadap pelaksanaan program LINUS di sekolah rendah daerah Kota Kinabalu
The Influence of LINUS facilitators, School Administrators and LINUS Teachers’ towards the Implementation of the LINUS Programme in Kota Kinabalu District Primary School
DOI:
https://doi.org/10.37134/saecj.vol8.no1.2.2019Keywords:
fasilitator LINUS, pentadbir sekolah, guru LINUS, program LINUSAbstract
Kajian ini dijalankan untuk mengkaji pengaruh pegawai fasilitator LINUS, kepimpinan pentadbir sekolah dan sumbangan guru LINUS terhadap pelaksanaan program LINUS di sekolah rendah daerah Kota Kinabalu. Kajian ini menggunakan pendekatan kuantitatif dalam bentuk kaedah tinjauan yang melibatkan 52 buah sekolah rendah di daerah Kota Kinabalu dan sampel kajian dikira berdasarkan rumus Cochran. Minimum sampel yang diperlukan ialah 264 orang, tetapi kajian ini telah mengambil 350 orang guru sebagai sampel kajian untuk memastikan ketepatan data. Instrumen kajian yang digunakan ialah borang soal selidik yang dihasilkan sendiri oleh pengkaji dan data yang diperoleh dianalisis menggunakan analisis regresi berganda. Dapatan kajian analisis inferensi mendapati terdapat pengaruh yang sangat kuat antara ketiga-tiga pemboleh ubah bebas iaitu peranan fasiLINUS, sokongan pentadbir dan sumbangan guru terhadap pemboleh ubah bersandar iaitu pelaksanaan program LINUS. Pelaksanaan program ini perlu melibatkan banyak pihak secara umumnya dan melibatkan sekolah khasnya. Penguasaan kemahiran asas pada peringkat awal ini dapat membantu murid menguasai kemahiran pada tahap yang lebih tinggi.
This study was conducted to examine the influence of LINUS facilitator officers, school administrator’s leadership and LINUS teachers' contribution to the implementation of the LINUS programme in Kota Kinabalu district primary schools. The study used a quantitative approach in form of surveys design involving 52 primary schools in the Kota Kinabalu district and the study sample was calculated based on the Cochran formula. The minimum sample size required was 264 but this study took 350 teachers as the sample to ensure data accuracy. The research instrument used was a self-administered questionnaire and the data were analysed using multiple regression analysis. The findings of the inference analysis found that there was a strong influence among the three independent variables, namely the role of LINUS, administrative support and teacher contribution to the dependent variable that is the implementation of the LINUS program. The implementation of this program involves many parties in general and involves schools in particular. The mastery of basic skills at this early stage can help students master the skills at a higher level.
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