Self-efficacy as mediator in relationship between transformational leadership and organizational commitment among secondary school teachers in central region, Peninsular Malaysia
Malaysian schools are experiencing constant educational challenges in the current 21st century teaching and learning, this scenario requires greater teacher’s organizational commitment in accomplishing effective learning outcomes. Teachers are the agents of change in carrying out education plans...
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| Main Author: | |
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| Format: | Thesis |
| Language: | English |
| Published: |
2016
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| Subjects: | |
| Online Access: | http://psasir.upm.edu.my/id/eprint/65679/1/FPP%202016%2017IR.pdf |
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| Summary: | Malaysian schools are experiencing constant educational challenges in the current 21st
century teaching and learning, this scenario requires greater teacher’s organizational
commitment in accomplishing effective learning outcomes. Teachers are the agents of
change in carrying out education plans and changes in schools to the benefits of the nation.
School teachers get directive instructions from the principals to transform current
education system. Hence, to what extent do the secondary school teachers fare in their
organizational commitment?
The aim of this study is to examine the mediation effect of teacher’s self-efficacy in the
relationship between principals’ transformational leadership practices and teachers’
organisational commitment. It was a descriptive correlational study using a survey method.
Proportionate stratified random sampling was used for the selection of respondents. 349
secondary school teachers in the central region of Peninsular Malaysia were involved in a
cross-sectional survey. The number of respondents was determined by Krejcie and
Morgan (1970). The response rate stood at 86.9%. The reliability and validity of the
research questionnaires were determined using coefficient alpha and composite reliability
for the subsequent descriptive analysis, correlation analysis, and confirmatory factor
analyses. The statistical procedures used to analyse the data for addressing the research
questions and hypotheses included descriptive, Structural Equation Modelling (SEM) and
mediation analysis.
Given that the hypothesized model exhibits a good fit to the data, the findings showed a
high level of transformational leadership, (M= 4.66, SD = .67, score range from 1 to 6)
and a high level of teachers’ organizational commitment, (M = 3.82, SD = .48, score range
from 1 to 5). The level of teachers’ self-efficacy was high, (M=3.93, SD= .45, score range
from 1 to 5). Furthermore, the correlation between transformational leadership and
teachers’ self-efficacy was positive and had a medium strength, (r=.45, p<.01). Teachers’
self-efficacy and organizational commitment revealed a positive and had a medium strength of correlation, (r=.37, p<01). Only transformational leadership and organizational
commitment had a positive and strong correlation , (r=.5, p>.01). Specifically, the findings
revealed that self-efficacy has a partial mediating effect in the relationship between
principals’ transformational leadership practices and teachers’ organizational
commitment using bootstrapping method. Teachers’ self-efficacy and transformational
leadership only contributed 27.2% towards organizational commitment among the
teachers in the secondary schools in the central region of Peninsular Malaysia.
The findings revealed teachers’ self-efficacy serves as a partial mediator in the
relationship between principals’ transformational leadership practices and organizational
commitment. Due to the partial effect as a mediator, there are other factors that could
influence Malaysian teachers’ organizational commitment. Future research should
investigate more factors that influence teachers’ organizational commitment. The officers
in Ministry of Education and the school management should continue the effort in
boosting teachers’ self-efficacy in schools by providing more professional training and
development. The findings provide an impetus for policies makers and school
management to continue adopting effective transformational leadership practices in their
schools that will influence higher organizational commitment among the secondary school
teachers. All these effort are to move towards implementing change and achieving the 11
shifts in Malaysia Education Blueprint (2013-2025) nationwide. |
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