Pembangunan dan penilaian Model Kemahiran Kepimpinan Inovasi (LeaInn) Pemimpin Pertengahan Kolej Vokasional
<p>Kajian ini bertujuan membangunkan Model Kemahiran Kepimpinan Inovasi (LeaInn)</p><p>Pemimpin Pertengahan Kolej Vokasional. Pemimpin pertengahan dalam kajian terdiri</p><p>daripada ketua jabatan dan ketua program bidang vokasion...
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LC Special aspects of education Norlaila Wati Osman Pembangunan dan penilaian Model Kemahiran Kepimpinan Inovasi (LeaInn) Pemimpin Pertengahan Kolej Vokasional |
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<p>Kajian ini bertujuan membangunkan Model Kemahiran Kepimpinan Inovasi (LeaInn)</p><p>Pemimpin Pertengahan Kolej Vokasional. Pemimpin pertengahan dalam kajian terdiri</p><p>daripada ketua jabatan dan ketua program bidang vokasional yang bertanggungjawab</p><p>terhadap pengurusan, penyampaian kurikulum dan pedagogi. Teori kepimpinan</p><p>berkesan oleh Hoy dan Miskel serta teori Katzs Skills digunakan sebagai kerangka teori</p><p>dalam kajian. Reka bentuk kajian menggunakan Pendekatan Penyelidikan Reka bentuk</p><p>dan Pembangunan (DDR). Kajian analisis keperluan melibatkan pemimpin</p><p>pertengahan di Kolej Vokasional Negeri Perak menggunakan soal selidik sebagai</p><p>instrumen kajian. Tiga orang pakar juga terlibat dalam fasa analisis keperluan untuk</p><p>menentukan keperluan model LeaInn. Seterusnya, kaedah Fuzzy Delphi (FDM)</p><p>digunakan untuk mendapatkan kesepakatan persetujuan di mana seramai 17 orang</p><p>pakar bersetuju bahawa sebanyak enam konstruk utama dan 20 elemen kemahiran</p><p>kepimpinan inovasi diterima dalam membangunkan model berdasarkan nilai</p><p>Threshold, d 0.2, peratus kesepakatan pakar 75% dan skor Fuzzy (A), - cut 0.5.</p><p>Sampel kajian terdiri daripada 169 pemimpin pertengahan bidang vokasional yang</p><p>dipilih secara rawak berstrata daripada empat zon di Semenanjung Malaysia. Instrumen</p><p>kajian terdiri daripada set soal selidik dan protokol temu bual separa berstruktur yang</p><p>telah disahkan oleh lima orang pakar dalam bidang. Kebolehpercayaan soal-selidik</p><p>berdasarkan pekali Alpha Cronbach adalah melebihi 0.90. Dapatan utama kajian</p><p>berdasarkan analisis PLS-SEM mendapati enam konstruk yang dipersetujui oleh panel</p><p>FDM menepati kriteria pemodelan daripada aspek Kolineariti, VIF 5.00, Pekali</p><p>Penentu R2 0.75 (besar) dan kesan saiz, q2 0.02 (kecil). Dalam konteks melihat</p><p>perbezaan antara pemimpin atasan, pemimpin pertengahan dan pensyarah vokasional</p><p>mengenai kemahiran kepimpinan inovasi, ujian Kruskal-Wallis menunjukkan tidak</p><p>terdapat perbezaan pandangan yang signifikan di antara tiga kumpulan sampel terhadap</p><p>elemen kemahiran mengadaptasi pemimpin pertengahan bidang vokasional (2 (2) =</p><p>4.251, > 0.05). Kesimpulannya, konstruk utama model LeaInn iaitu kemahiran</p><p>teknikal, kemahiran interpersonal, kemahiran konseptual, kemahiran sosial, kemahiran</p><p>berfikir untuk menjana idea dan kemahiran inovasi didapati menyumbang kepada</p><p>kemahiran kepimpinan inovasi pemimpin pertengahan. Implikasinya, model LeaInn</p><p>dapat digunakan oleh pemimpin pertengahan institusi TVET dalam merancang</p><p>pembangunan profesionalisme mereka secara berkesan.</p> |
| format |
thesis |
| qualification_name |
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| qualification_level |
Doctorate |
| author |
Norlaila Wati Osman |
| author_facet |
Norlaila Wati Osman |
| author_sort |
Norlaila Wati Osman |
| title |
Pembangunan dan penilaian Model Kemahiran Kepimpinan Inovasi (LeaInn) Pemimpin Pertengahan Kolej Vokasional |
| title_short |
Pembangunan dan penilaian Model Kemahiran Kepimpinan Inovasi (LeaInn) Pemimpin Pertengahan Kolej Vokasional |
| title_full |
Pembangunan dan penilaian Model Kemahiran Kepimpinan Inovasi (LeaInn) Pemimpin Pertengahan Kolej Vokasional |
| title_fullStr |
Pembangunan dan penilaian Model Kemahiran Kepimpinan Inovasi (LeaInn) Pemimpin Pertengahan Kolej Vokasional |
| title_full_unstemmed |
Pembangunan dan penilaian Model Kemahiran Kepimpinan Inovasi (LeaInn) Pemimpin Pertengahan Kolej Vokasional |
| title_sort |
pembangunan dan penilaian model kemahiran kepimpinan inovasi (leainn) pemimpin pertengahan kolej vokasional |
| granting_institution |
Universiti Pendidikan Sultan Idris |
| granting_department |
Fakulti Teknikal dan Vokasional |
| publishDate |
2022 |
| url |
https://ir.upsi.edu.my/detailsg.php?det=9191 |
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1776104603571453952 |
| spelling |
oai:ir.upsi.edu.my:91912023-07-13 Pembangunan dan penilaian Model Kemahiran Kepimpinan Inovasi (LeaInn) Pemimpin Pertengahan Kolej Vokasional 2022 Norlaila Wati Osman LC Special aspects of education <p>Kajian ini bertujuan membangunkan Model Kemahiran Kepimpinan Inovasi (LeaInn)</p><p>Pemimpin Pertengahan Kolej Vokasional. Pemimpin pertengahan dalam kajian terdiri</p><p>daripada ketua jabatan dan ketua program bidang vokasional yang bertanggungjawab</p><p>terhadap pengurusan, penyampaian kurikulum dan pedagogi. Teori kepimpinan</p><p>berkesan oleh Hoy dan Miskel serta teori Katzs Skills digunakan sebagai kerangka teori</p><p>dalam kajian. Reka bentuk kajian menggunakan Pendekatan Penyelidikan Reka bentuk</p><p>dan Pembangunan (DDR). Kajian analisis keperluan melibatkan pemimpin</p><p>pertengahan di Kolej Vokasional Negeri Perak menggunakan soal selidik sebagai</p><p>instrumen kajian. Tiga orang pakar juga terlibat dalam fasa analisis keperluan untuk</p><p>menentukan keperluan model LeaInn. Seterusnya, kaedah Fuzzy Delphi (FDM)</p><p>digunakan untuk mendapatkan kesepakatan persetujuan di mana seramai 17 orang</p><p>pakar bersetuju bahawa sebanyak enam konstruk utama dan 20 elemen kemahiran</p><p>kepimpinan inovasi diterima dalam membangunkan model berdasarkan nilai</p><p>Threshold, d 0.2, peratus kesepakatan pakar 75% dan skor Fuzzy (A), - cut 0.5.</p><p>Sampel kajian terdiri daripada 169 pemimpin pertengahan bidang vokasional yang</p><p>dipilih secara rawak berstrata daripada empat zon di Semenanjung Malaysia. Instrumen</p><p>kajian terdiri daripada set soal selidik dan protokol temu bual separa berstruktur yang</p><p>telah disahkan oleh lima orang pakar dalam bidang. Kebolehpercayaan soal-selidik</p><p>berdasarkan pekali Alpha Cronbach adalah melebihi 0.90. Dapatan utama kajian</p><p>berdasarkan analisis PLS-SEM mendapati enam konstruk yang dipersetujui oleh panel</p><p>FDM menepati kriteria pemodelan daripada aspek Kolineariti, VIF 5.00, Pekali</p><p>Penentu R2 0.75 (besar) dan kesan saiz, q2 0.02 (kecil). Dalam konteks melihat</p><p>perbezaan antara pemimpin atasan, pemimpin pertengahan dan pensyarah vokasional</p><p>mengenai kemahiran kepimpinan inovasi, ujian Kruskal-Wallis menunjukkan tidak</p><p>terdapat perbezaan pandangan yang signifikan di antara tiga kumpulan sampel terhadap</p><p>elemen kemahiran mengadaptasi pemimpin pertengahan bidang vokasional (2 (2) =</p><p>4.251, > 0.05). Kesimpulannya, konstruk utama model LeaInn iaitu kemahiran</p><p>teknikal, kemahiran interpersonal, kemahiran konseptual, kemahiran sosial, kemahiran</p><p>berfikir untuk menjana idea dan kemahiran inovasi didapati menyumbang kepada</p><p>kemahiran kepimpinan inovasi pemimpin pertengahan. Implikasinya, model LeaInn</p><p>dapat digunakan oleh pemimpin pertengahan institusi TVET dalam merancang</p><p>pembangunan profesionalisme mereka secara berkesan.</p> 2022 thesis https://ir.upsi.edu.my/detailsg.php?det=9191 https://ir.upsi.edu.my/detailsg.php?det=9191 text zsm closedAccess Doctoral Universiti Pendidikan Sultan Idris Fakulti Teknikal dan Vokasional <p>Adair, J. (2007). Develop Your Leadership Skills. London and Philadelphia: Kogan Page.</p><p>Adil, M. S. (2016). Impact of change readiness on commitment to technological change, focal, and discretionary behaviors: Evidence from the manufacturing sector of Karachi. Journal of Organizational Change Management, 29(2), 222241. https://doi.org/10.1108/JOCM-11-2014-0198</p><p>Adey, K. (2000). Professional Development Priorities: The Views of Middle Managers in Secondary School. Educational Management & Administration, 0263-211X (200010) 28:4</p><p>Adhabi E. & Anozie C. B (2017). 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