The relationships between instructional leadership behavior, school climate and teacher efficacy in secondary schools in Kedah
Leadership of school principals influences teachers' belief in their ability to execute classroom instructions. Nevertheless, previous reports showed that instructional leadership behaviors that influence school climate and teacher efficacy were not given its due attention in the context of Ma...
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| Format: | Thesis |
| Language: | eng eng |
| Published: |
2014
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| Subjects: | |
| Online Access: | https://etd.uum.edu.my/4389/1/s92916.pdf https://etd.uum.edu.my/4389/7/s92916_abstract.pdf |
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| Summary: | Leadership of school principals influences teachers' belief in their ability to execute
classroom instructions. Nevertheless, previous reports showed that instructional leadership behaviors that influence school climate and teacher efficacy were not given its due attention in the context of Malaysian classroom instructions. This study aimed to identify the influence of instructional leadership behaviors on school climate and teacher efficacy. Specifically, it intended to examine which instructional leadership behaviors factors are the predictors of school climate and teacher efficacy, as well as to determine whether school climate is the mediator between instructional leadership behaviors and teacher efficacy. The study used quantitative method,
involving 340 teachers from regular secondary schools in the state of Kedah. The instruments used in this study consist of Instructional Leadership Behavior Instrument developed by the researcher, School Level Environment Questionnaire developed by Johnson, Stevens, and Zvoch in 2007 as well as Teacher Self Efficacy Scale developed by Tschannen-Moran and Hoy in 2001. Data analysis involved percentage, correlation, stepwise and hierarchical multiple regression. Results of the study revealed that instructional leadership behaviors factors namely, giving feedback, giving praise, encouraging and supporting diverse teaching and learning approach, emphasizing the study of teaching and learning, supporting collaboration
effort, and initiating teamwork were predictors of school climate. Besides, giving feedback, making suggestions, encouraging and supporting diverse teaching and learning approach, doing action research to inform decision making, and supporting collaboration effort were predictors of teacher efficacy. The results of hierarchical
regression suggested that school climate was not a mediator for instructional leadership behaviors and teacher efficacy. This study contributed to instructional leadership field that emphasizes on the importance of factors of instructional leadership behaviors, school climate and teacher efficacy. The findings can be used to develop policies related to enhancing quality of classroom instructions. |
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