Hubungan Kualiti Penyeliaan Pengajaran dan Pembelajaran dengan Komitmen dan Efikasi Guru
The Ministry of Education in the Professional Circular Number 3 Year 1987, has ruled out that supervision and monitoring of classroom teaching and learning is on principal shoulder. However, under some circumstances, principal can empower their senior assisstants to carry out the task. Although it s...
Saved in:
| 主要作者: | |
|---|---|
| 格式: | Thesis |
| 語言: | eng eng |
| 出版: |
2009
|
| 主題: | |
| 在線閱讀: | https://etd.uum.edu.my/2110/1/Rafisah_Osman.pdf https://etd.uum.edu.my/2110/2/1.Rafisah_Osman.pdf |
| 標簽: |
添加標簽
沒有標簽, 成為第一個標記此記錄!
|
| 總結: | The Ministry of Education in the Professional Circular Number 3 Year 1987, has ruled out that supervision and monitoring of classroom teaching and learning is on principal shoulder. However, under some circumstances, principal can empower their senior assisstants to carry out the task. Although it seems that the practice has been carried out, yet the supervision quality is still a big issue and kept questioned. Hence this research is aimed at exploring the relationship between supervision quality of classroom teaching and learning and teachers' commitment and efficacy. At the same time, moderators are used to identify the influence they have brought about in moderating the relationship between supervision quality with teachers' commitment and efficacy. The corelational study employed statistical random sampling involving a total of 856 respondents from selected 11 secondary school in Kedah. Exclusion is only given to teachers who are directly involved in the supervision process. All the data and information accumulated from a set of questionnaires. Apart from that, data was also obtained through interviews with two teachers from each school. Interviews is significant to uphold data validity and realiability. From data analysis, the findings show that there is a significant relationship between supervision quality and teachers' commitment (r = .36, p < .01) and efficacy (r = .41, p <.01). Therefore the findings explain that the higher the quality of supervision, the higher the commitment and efficacy of teachers, and the supervision quality variable that has contributed the biggest variant is
interpersonal skill. In the hierarchical analysis on the moderators, it was found out that moderators such as job satisfaction, organisation commitment and teachers' perception had contributed their parts in moderating the relationship between supervision quality and teachers' commitment and efficacy. In conclusion, in order to put education and learning profession at a prestigeous height, teaching and learning supervision quality cannot be
overlooked since there are research findings that show moderators and teachers' commitment and efficacy are closely related, thus contributing to school efficiency. |
|---|