Hubungan amalan kepimpinan distributif pengetua dan organisasi pembelajaran terhadap prestasi kerja guru di Sarawak
<p>Kajian ini bertujuan untuk mengenalpasti tahap amalan, hubungan dan sumbangan</p><p>kepimpinan distributif (KD) dan organisasi pembelajaran (OP) terhadap prestasi kerja</p><p>guru-guru di Sekolah Menengah Kebangsaaan di negeri...
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LB Theory and practice of education Suffian Jalet Hubungan amalan kepimpinan distributif pengetua dan organisasi pembelajaran terhadap prestasi kerja guru di Sarawak |
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<p>Kajian ini bertujuan untuk mengenalpasti tahap amalan, hubungan dan sumbangan</p><p>kepimpinan distributif (KD) dan organisasi pembelajaran (OP) terhadap prestasi kerja</p><p>guru-guru di Sekolah Menengah Kebangsaaan di negeri Sarawak. Kajian ini merupakan</p><p>kajian kuantitatif dengan kaedah tinjauan. Pengumpulan data diperoleh dari borang soal</p><p>selidik dengan instrumen diadaptasi dari Distributed Leadership Readiness Scale</p><p>(DLRS) oleh Elmore untuk kajian kepimpinan distributif dan soal selidik Dimension of</p><p>Learning Organizations Questionnaire (DLOQ) untuk kajian amalan organisasi</p><p>pembelajaran dari Marsick & Watkins. Soal selidik daripada kajian Chee Kim Mang</p><p>serta Supian dan Khadijah digunakan untuk kajian prestasi kerja. Seramai 400 orang</p><p>guru telah dijadikan sampel kajian. Pemilihan sampel menggunakan Jadual Penentuan</p><p>Saiz Sampel yang dikemukakan Krejcie & Morgan. Sampel dipilih secara rawak</p><p>berstrata. Data dianalisis menggunakan perisian SPSS (Statistical Package for the</p><p>Social Science) versi 26. Analisis deskriptif dan inferens digunakan bagi menjawab</p><p>objektif kajian. Dapatan keseluruhan kajian tentang tahap amalan KD berada di tahap</p><p>yang tinggi. Tiga daripada empat konstruk KD menunjukkan tahap yang tinggi iaitu:</p><p>budaya sekolah (M=3.67, SD=0.71), amalan kepimpinan (M=3.78, SD=1.02) dan</p><p>perkongsian tanggungjawab (M=3.72, SD=0.75) manakala halatuju sekolah berada di</p><p>tahap sederhana (M=3.63. SD=0.83). OP menunjukkan tahap yang sederhana, iaitu:</p><p>penurunan kuasa (M=3.41, SD=1.07), kepimpinan strategik (M=3.48, SD=1.05), visi</p><p>sepunya (M=3.42, SD=1.32), pembelajaran berpasukan (M=3.24, SD=1.08) dan</p><p>pengetahuan pekerja (M=3.39, SD=1.20). Manakala tahap prestasi kerja guru dari segi</p><p>prestasi tugas (M=3.39, SD=1.54) dan prestasi kontekstual (M=3.43, SD=1.41)</p><p>menunjukkan berada di tahap sederhana. Secara keseluruhannya, semua konstruk</p><p>kepimpinan distributif dan prestasi kerja menunjukkan hubungan yang signifikan</p><p>(r=0.57 hingga 0.90, p<0.05) dan memberi sumbangan kepada prestasi kerja guru ama</p><p>ada prestasi tugas (KD:19.7%; OP:1.4%) atau prestasi kontekstual (KD:3.5%;</p><p>OP:62.2%). Implikasinya, amalan kepimpinan distributif, organisasi pembelajaran dan</p><p>prestasi kerja guru-guru perlu dipertingkatkan melalui inisiatif kendiri dan organisasi</p><p>bagi mencapai matlamat akhir Kementerian Pendidikan Malaysia iaitu sekolah</p><p>berkualiti dan kemenjadian murid.</p> |
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Suffian Jalet |
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Suffian Jalet |
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Suffian Jalet |
| title |
Hubungan amalan kepimpinan distributif pengetua dan organisasi pembelajaran terhadap prestasi kerja guru di Sarawak |
| title_short |
Hubungan amalan kepimpinan distributif pengetua dan organisasi pembelajaran terhadap prestasi kerja guru di Sarawak |
| title_full |
Hubungan amalan kepimpinan distributif pengetua dan organisasi pembelajaran terhadap prestasi kerja guru di Sarawak |
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Hubungan amalan kepimpinan distributif pengetua dan organisasi pembelajaran terhadap prestasi kerja guru di Sarawak |
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Hubungan amalan kepimpinan distributif pengetua dan organisasi pembelajaran terhadap prestasi kerja guru di Sarawak |
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hubungan amalan kepimpinan distributif pengetua dan organisasi pembelajaran terhadap prestasi kerja guru di sarawak |
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Universiti Pendidikan Sultan Idris |
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Fakulti Pengurusan dan Ekonomi |
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2022 |
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oai:ir.upsi.edu.my:91662023-07-11 Hubungan amalan kepimpinan distributif pengetua dan organisasi pembelajaran terhadap prestasi kerja guru di Sarawak 2022 Suffian Jalet LB Theory and practice of education <p>Kajian ini bertujuan untuk mengenalpasti tahap amalan, hubungan dan sumbangan</p><p>kepimpinan distributif (KD) dan organisasi pembelajaran (OP) terhadap prestasi kerja</p><p>guru-guru di Sekolah Menengah Kebangsaaan di negeri Sarawak. Kajian ini merupakan</p><p>kajian kuantitatif dengan kaedah tinjauan. Pengumpulan data diperoleh dari borang soal</p><p>selidik dengan instrumen diadaptasi dari Distributed Leadership Readiness Scale</p><p>(DLRS) oleh Elmore untuk kajian kepimpinan distributif dan soal selidik Dimension of</p><p>Learning Organizations Questionnaire (DLOQ) untuk kajian amalan organisasi</p><p>pembelajaran dari Marsick & Watkins. Soal selidik daripada kajian Chee Kim Mang</p><p>serta Supian dan Khadijah digunakan untuk kajian prestasi kerja. Seramai 400 orang</p><p>guru telah dijadikan sampel kajian. Pemilihan sampel menggunakan Jadual Penentuan</p><p>Saiz Sampel yang dikemukakan Krejcie & Morgan. Sampel dipilih secara rawak</p><p>berstrata. Data dianalisis menggunakan perisian SPSS (Statistical Package for the</p><p>Social Science) versi 26. Analisis deskriptif dan inferens digunakan bagi menjawab</p><p>objektif kajian. Dapatan keseluruhan kajian tentang tahap amalan KD berada di tahap</p><p>yang tinggi. Tiga daripada empat konstruk KD menunjukkan tahap yang tinggi iaitu:</p><p>budaya sekolah (M=3.67, SD=0.71), amalan kepimpinan (M=3.78, SD=1.02) dan</p><p>perkongsian tanggungjawab (M=3.72, SD=0.75) manakala halatuju sekolah berada di</p><p>tahap sederhana (M=3.63. SD=0.83). OP menunjukkan tahap yang sederhana, iaitu:</p><p>penurunan kuasa (M=3.41, SD=1.07), kepimpinan strategik (M=3.48, SD=1.05), visi</p><p>sepunya (M=3.42, SD=1.32), pembelajaran berpasukan (M=3.24, SD=1.08) dan</p><p>pengetahuan pekerja (M=3.39, SD=1.20). Manakala tahap prestasi kerja guru dari segi</p><p>prestasi tugas (M=3.39, SD=1.54) dan prestasi kontekstual (M=3.43, SD=1.41)</p><p>menunjukkan berada di tahap sederhana. Secara keseluruhannya, semua konstruk</p><p>kepimpinan distributif dan prestasi kerja menunjukkan hubungan yang signifikan</p><p>(r=0.57 hingga 0.90, p<0.05) dan memberi sumbangan kepada prestasi kerja guru ama</p><p>ada prestasi tugas (KD:19.7%; OP:1.4%) atau prestasi kontekstual (KD:3.5%;</p><p>OP:62.2%). Implikasinya, amalan kepimpinan distributif, organisasi pembelajaran dan</p><p>prestasi kerja guru-guru perlu dipertingkatkan melalui inisiatif kendiri dan organisasi</p><p>bagi mencapai matlamat akhir Kementerian Pendidikan Malaysia iaitu sekolah</p><p>berkualiti dan kemenjadian murid.</p> 2022 thesis https://ir.upsi.edu.my/detailsg.php?det=9166 https://ir.upsi.edu.my/detailsg.php?det=9166 text zsm closedAccess Doctoral Universiti Pendidikan Sultan Idris Fakulti Pengurusan dan Ekonomi <p>Abd. Ghafar Mahmud. (2013). Haluan kerja pendidikan: merealisasikan agenda transformasi</p><p>pendidikan negara. Kuala Lumpur: Dewan Bahasa dan Pustaka.</p><p></p><p>Abdul Ghani Abdullah, Abd. Rahman Abd. Aziz, & Mohammed Zohir Ahmad. (2008). Gayagaya</p><p>kepimpinan dalam pendidikan. Kuala Lumpur: PTS Professional Publishing Sdn.</p><p>Bhd.</p><p></p><p>Abd. Rahman Salleh. (2000). 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