Hubungan Kepimpinan Transformasional Pengetua, Komuniti Pembelajaran Profesional dengan Komitmen Guru Sekolah Menengah Kebangsaan di Malaysia

Kajian ini bertujuan untuk menguji amalan Kepimpinan Transformasional Pengetua,Komuniti Pembelajaran Profesional dan Komitmen Guru di sekolah menengahkebangsaan di Malaysia. Kajian ini juga bertujuan untuk mengena...

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Main Author:	Azura Pun
Format:	thesis
Language:	zsm
Published:	2022
Subjects:	LB Theory and practice of education
Online Access:	https://ir.upsi.edu.my/detailsg.php?det=9173
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institution	Universiti Pendidikan Sultan Idris
collection	UPSI Digital Repository
language	zsm
topic	LB Theory and practice of education
spellingShingle	LB Theory and practice of education Azura Pun Hubungan Kepimpinan Transformasional Pengetua, Komuniti Pembelajaran Profesional dengan Komitmen Guru Sekolah Menengah Kebangsaan di Malaysia
description	<p>Kajian ini bertujuan untuk menguji amalan Kepimpinan Transformasional Pengetua,</p><p>Komuniti Pembelajaran Profesional dan Komitmen Guru di sekolah menengah</p><p>kebangsaan di Malaysia. Kajian ini juga bertujuan untuk mengenal pasti i) hubungan di</p><p>antara Kepimpinan Transformasional Pengetua dengan Komuniti Pembelajaran</p><p>Profesional, dan ii) hubungan Komuniti Pembelajaran Profesional dengan Komitmen</p><p>Guru. Seterusnya, bertujuan mengenal pasti sama ada Komuniti Pembelajaran</p><p>Profesional merupakan mediator di antara Kepimpinan Transformasional Pengetua</p><p>dengan Komitmen Guru. Pendekatan kuantitatif melalui kaedah tinjauan digunakan dan</p><p>melibatkan seramai 702 orang guru sekolah menengah kebangsaan di Malaysia.</p><p>Kaedah persampelan berstrata tidak berkadaran telah digunakan dalam pemilihan</p><p>sampel. Data dianalisis dengan menggunakan AMOS-SEM versi 23. Hasil dapatan</p><p>menunjukkan amalan Kepimpinan Transformasional Pengetua merupakan konstruk</p><p>yang sah dengan nilai, TLI = 0.937, CFI = 0.942 dan RMSEA= 0.058. Komuniti</p><p>Pembelajaran Profesional juga merupakan model yang sah dengan nilai indeks</p><p>kesepadanan TLI = 0.938, CFI = 0.943 dan RMSEA= 0.047. Komitmen Guru turut</p><p>mempunyai konstruk yang sah dengan nilai indeks kesepadanan TLI=0.973, CFI =</p><p>0.982 dan RMSEA= 0.055. Seterusnya, Kepimpinan Transformasional Pengetua</p><p>didapati mempunyai hubungan yang signifikan dengan Komuniti Pembelajaran</p><p>Profesional (.77). Komuniti Pembelajaran Profesional juga mempunyai hubungan</p><p>signifikan dengan komitmen guru (.39). Dapatan menunjukkan Komuniti</p><p>Pembelajaran Profesional menjadi mediator separa kerana kesan tidak langsung adalah</p><p>signifikan (0.77 x 0.39 = 0.30) dan nilai kesan langsung juga signifikan (0.32).</p><p>Kesimpulannya, kajian ini menunjukkan bagaimana pengetua sekolah yang</p><p>mengamalkan kepimpinan transformasional dapat meningkatkan Komitmen Guru</p><p>melalui pembudayaan Komuniti Pembelajaran Profesional di sekolah. Implikasinya,</p><p>Komitmen Guru berkait rapat dengan Komuniti Pembelajaran Profesional dan kejayaan</p><p>Komuniti Pembelajaran Profesional bergantung pada pengaruh Kepimpinan</p><p>Transformasional Pengetua. Seterusnya, melalui kajian ini, para pengetua dapat</p><p>memperluaskan pengetahuan tentang bagaimana membina Komuniti Pembelajaran</p><p>Profesional di sekolah dengan cara yang lebih efektif.</p>
format	thesis
qualification_name
qualification_level	Doctorate
author	Azura Pun
author_facet	Azura Pun
author_sort	Azura Pun
title	Hubungan Kepimpinan Transformasional Pengetua, Komuniti Pembelajaran Profesional dengan Komitmen Guru Sekolah Menengah Kebangsaan di Malaysia
title_short	Hubungan Kepimpinan Transformasional Pengetua, Komuniti Pembelajaran Profesional dengan Komitmen Guru Sekolah Menengah Kebangsaan di Malaysia
title_full	Hubungan Kepimpinan Transformasional Pengetua, Komuniti Pembelajaran Profesional dengan Komitmen Guru Sekolah Menengah Kebangsaan di Malaysia
title_fullStr	Hubungan Kepimpinan Transformasional Pengetua, Komuniti Pembelajaran Profesional dengan Komitmen Guru Sekolah Menengah Kebangsaan di Malaysia
title_full_unstemmed	Hubungan Kepimpinan Transformasional Pengetua, Komuniti Pembelajaran Profesional dengan Komitmen Guru Sekolah Menengah Kebangsaan di Malaysia
title_sort	hubungan kepimpinan transformasional pengetua, komuniti pembelajaran profesional dengan komitmen guru sekolah menengah kebangsaan di malaysia
granting_institution	Universiti Pendidikan Sultan Idris
granting_department	Fakulti Pengurusan dan Ekonomi
publishDate	2022
url	https://ir.upsi.edu.my/detailsg.php?det=9173
_version_	1776104600059772928
spelling	oai:ir.upsi.edu.my:91732023-07-11 Hubungan Kepimpinan Transformasional Pengetua, Komuniti Pembelajaran Profesional dengan Komitmen Guru Sekolah Menengah Kebangsaan di Malaysia 2022 Azura Pun LB Theory and practice of education <p>Kajian ini bertujuan untuk menguji amalan Kepimpinan Transformasional Pengetua,</p><p>Komuniti Pembelajaran Profesional dan Komitmen Guru di sekolah menengah</p><p>kebangsaan di Malaysia. Kajian ini juga bertujuan untuk mengenal pasti i) hubungan di</p><p>antara Kepimpinan Transformasional Pengetua dengan Komuniti Pembelajaran</p><p>Profesional, dan ii) hubungan Komuniti Pembelajaran Profesional dengan Komitmen</p><p>Guru. Seterusnya, bertujuan mengenal pasti sama ada Komuniti Pembelajaran</p><p>Profesional merupakan mediator di antara Kepimpinan Transformasional Pengetua</p><p>dengan Komitmen Guru. Pendekatan kuantitatif melalui kaedah tinjauan digunakan dan</p><p>melibatkan seramai 702 orang guru sekolah menengah kebangsaan di Malaysia.</p><p>Kaedah persampelan berstrata tidak berkadaran telah digunakan dalam pemilihan</p><p>sampel. Data dianalisis dengan menggunakan AMOS-SEM versi 23. Hasil dapatan</p><p>menunjukkan amalan Kepimpinan Transformasional Pengetua merupakan konstruk</p><p>yang sah dengan nilai, TLI = 0.937, CFI = 0.942 dan RMSEA= 0.058. Komuniti</p><p>Pembelajaran Profesional juga merupakan model yang sah dengan nilai indeks</p><p>kesepadanan TLI = 0.938, CFI = 0.943 dan RMSEA= 0.047. Komitmen Guru turut</p><p>mempunyai konstruk yang sah dengan nilai indeks kesepadanan TLI=0.973, CFI =</p><p>0.982 dan RMSEA= 0.055. Seterusnya, Kepimpinan Transformasional Pengetua</p><p>didapati mempunyai hubungan yang signifikan dengan Komuniti Pembelajaran</p><p>Profesional (.77). Komuniti Pembelajaran Profesional juga mempunyai hubungan</p><p>signifikan dengan komitmen guru (.39). Dapatan menunjukkan Komuniti</p><p>Pembelajaran Profesional menjadi mediator separa kerana kesan tidak langsung adalah</p><p>signifikan (0.77 x 0.39 = 0.30) dan nilai kesan langsung juga signifikan (0.32).</p><p>Kesimpulannya, kajian ini menunjukkan bagaimana pengetua sekolah yang</p><p>mengamalkan kepimpinan transformasional dapat meningkatkan Komitmen Guru</p><p>melalui pembudayaan Komuniti Pembelajaran Profesional di sekolah. Implikasinya,</p><p>Komitmen Guru berkait rapat dengan Komuniti Pembelajaran Profesional dan kejayaan</p><p>Komuniti Pembelajaran Profesional bergantung pada pengaruh Kepimpinan</p><p>Transformasional Pengetua. Seterusnya, melalui kajian ini, para pengetua dapat</p><p>memperluaskan pengetahuan tentang bagaimana membina Komuniti Pembelajaran</p><p>Profesional di sekolah dengan cara yang lebih efektif.</p> 2022 thesis https://ir.upsi.edu.my/detailsg.php?det=9173 https://ir.upsi.edu.my/detailsg.php?det=9173 text zsm closedAccess Doctoral Universiti Pendidikan Sultan Idris Fakulti Pengurusan dan Ekonomi <p>Abdul Ghani Kanesan Abdullah & K. Anandan a/l Kuppan. (2009). Pengaruh kepemimpinan transformasi sekolah dan efikasi kolektif guru terhadap komitmen kualiti pengajaran. Seminar Nasional Pengurusan dan Kepimpinan ke-16.</p><p>Abdul Ghani Kanesan Abdullah, Azians Abu Hassan, Ying-Leh Ling. (2019). Kesan Nilai Kerja Guru Dan Budaya Sekolah Ke Atas Spiritualiti Di Tempat Kerja. Jurnal Kepimpinan Pendidikan. April 2019, Bil. 6. Isu 2.</p><p>Abdul Ghani Kanesan Abdullah, Ekerim A/P Din Chen, Ying-Leh Ling (2019). 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