Komuniti Pembelajaran Profesional sebagai mediator terhadap hubungan antara kepimpinan distributif dengan efikasi kendiri guru sekolah kebangsaan di Selangor

Tujuan utama kajian ini ialah untuk mengenal pasti pengaruh dan hubungan antarakepimpinan distributif (KD), Komuniti Pembelajaran Profesional (KPP) dan efikasikendiri guru (EKG) di sekolah kebangsaan negeri Selang...

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Main Author:	M. Puspanathan Mayan
Format:	thesis
Language:	zsm
Published:	2023
Subjects:	LB Theory and practice of education
Online Access:	https://ir.upsi.edu.my/detailsg.php?det=9800
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topic	LB Theory and practice of education
spellingShingle	LB Theory and practice of education M. Puspanathan Mayan Komuniti Pembelajaran Profesional sebagai mediator terhadap hubungan antara kepimpinan distributif dengan efikasi kendiri guru sekolah kebangsaan di Selangor
description	<p>Tujuan utama kajian ini ialah untuk mengenal pasti pengaruh dan hubungan antara</p><p>kepimpinan distributif (KD), Komuniti Pembelajaran Profesional (KPP) dan efikasi</p><p>kendiri guru (EKG) di sekolah kebangsaan negeri Selangor. Kajian ini juga bertujuan</p><p>untuk mengenal pasti KPP sebagai mediator terhadap hubungan antara KD dan EKG.</p><p>Kajian berbentuk kuantitatif ini menggunakan 459 responden yang dipilih di sekolah</p><p>kebangsaan negeri Selangor untuk menjawab soal selidik secara talian. Data kajian</p><p>dianalisis menggunakan AMOS Structural Equation Modeling (SEM) versi 24.0.</p><p>Dapatan kajian menunjukkan tahap bagi kepimpinan distributif, Komuniti</p><p>Pembelajaran Profesional dan efikasi kendiri guru berada pada tahap tinggi. Model KD</p><p>disahkan dengan tujuh faktor iaitu organisasi sekolah, visi sekolah, budaya sekolah,</p><p>program instruksional, artifak, kepimpinan guru dan kepimpinan guru besar. Bagi</p><p>Model KPP sebanyak lima faktor dapat dimuatkan iaitu perkongsian sokongan</p><p>kepimpinan, perkongsian nilai dan visi, perkongsian amalan peribadi, perkongsian</p><p>kolektif dan sokongan keadaan. Model EKG pula dibentuk melalui tiga faktor iaitu</p><p>penglibatan murid, strategik pengajaran dan pengurusan bilik darjah. Seterusnya</p><p>kajian mendapati bahawa kepimpinan distributif mempengaruhi KPP (=0.691,</p><p>p<0.001) dan efikasi kendiri guru (=0.206, p<0.05). Pada masa yang sama, KPP</p><p>mempunyai pengaruh yang positif dan signifikan terhadap efikasi kendiri guru</p><p>(=0.304, p<0.001). Sementara itu, KPP berfungsi sebagai mediator separa antara</p><p>kepimpinan distributif dengan efikasi kendiri guru di sekolah kebangsaan negeri</p><p>Selangor. Analisis indeks kesepadanan dapat dicapai iaitu RMSEA=0.40, CFI=0.924,</p><p>TLI=0.92 dan Chi-sq/df=1.740 untuk membentuk satu model persamaan struktur</p><p>antara kepimpinan distributif, KPP dan efikasi kendiri guru di sekolah kebangsaan</p><p>negeri Selangor. Implikasi kajian menunjukkan bahawa kepimpinan distributif mampu</p><p>memberi sumbangan yang produktif untuk kecemerlangan sekolah. Namun,</p><p>kepimpinan distributif perlu dilaksanakan melalui KPP untuk meningkatkan efikasi</p><p>kendiri guru-guru di sekolah. Dapatan ini diharapkan memberi kesedaran dan petunjuk</p><p>bagi program kepimpinan pendidikan yang bakal dirancang bagi pemimpin dan guruguru</p><p>untuk bertindak balas secara holistik dan bekerjasama ke arah transformasi</p><p>Pendidikan negara serta kejayaan Pelan Pembangunan Pendidikan Malaysia 2013-</p><p>2025.</p>
format	thesis
qualification_name
qualification_level	Doctorate
author	M. Puspanathan Mayan
author_facet	M. Puspanathan Mayan
author_sort	M. Puspanathan Mayan
title	Komuniti Pembelajaran Profesional sebagai mediator terhadap hubungan antara kepimpinan distributif dengan efikasi kendiri guru sekolah kebangsaan di Selangor
title_short	Komuniti Pembelajaran Profesional sebagai mediator terhadap hubungan antara kepimpinan distributif dengan efikasi kendiri guru sekolah kebangsaan di Selangor
title_full	Komuniti Pembelajaran Profesional sebagai mediator terhadap hubungan antara kepimpinan distributif dengan efikasi kendiri guru sekolah kebangsaan di Selangor
title_fullStr	Komuniti Pembelajaran Profesional sebagai mediator terhadap hubungan antara kepimpinan distributif dengan efikasi kendiri guru sekolah kebangsaan di Selangor
title_full_unstemmed	Komuniti Pembelajaran Profesional sebagai mediator terhadap hubungan antara kepimpinan distributif dengan efikasi kendiri guru sekolah kebangsaan di Selangor
title_sort	komuniti pembelajaran profesional sebagai mediator terhadap hubungan antara kepimpinan distributif dengan efikasi kendiri guru sekolah kebangsaan di selangor
granting_institution	Universiti Pendidikan Sultan Idris
granting_department	Fakulti Pengurusan dan Ekonomi
publishDate	2023
url	https://ir.upsi.edu.my/detailsg.php?det=9800
_version_	1794025750208184320
spelling	oai:ir.upsi.edu.my:98002024-01-15 Komuniti Pembelajaran Profesional sebagai mediator terhadap hubungan antara kepimpinan distributif dengan efikasi kendiri guru sekolah kebangsaan di Selangor 2023 M. Puspanathan Mayan LB Theory and practice of education <p>Tujuan utama kajian ini ialah untuk mengenal pasti pengaruh dan hubungan antara</p><p>kepimpinan distributif (KD), Komuniti Pembelajaran Profesional (KPP) dan efikasi</p><p>kendiri guru (EKG) di sekolah kebangsaan negeri Selangor. Kajian ini juga bertujuan</p><p>untuk mengenal pasti KPP sebagai mediator terhadap hubungan antara KD dan EKG.</p><p>Kajian berbentuk kuantitatif ini menggunakan 459 responden yang dipilih di sekolah</p><p>kebangsaan negeri Selangor untuk menjawab soal selidik secara talian. Data kajian</p><p>dianalisis menggunakan AMOS Structural Equation Modeling (SEM) versi 24.0.</p><p>Dapatan kajian menunjukkan tahap bagi kepimpinan distributif, Komuniti</p><p>Pembelajaran Profesional dan efikasi kendiri guru berada pada tahap tinggi. Model KD</p><p>disahkan dengan tujuh faktor iaitu organisasi sekolah, visi sekolah, budaya sekolah,</p><p>program instruksional, artifak, kepimpinan guru dan kepimpinan guru besar. Bagi</p><p>Model KPP sebanyak lima faktor dapat dimuatkan iaitu perkongsian sokongan</p><p>kepimpinan, perkongsian nilai dan visi, perkongsian amalan peribadi, perkongsian</p><p>kolektif dan sokongan keadaan. Model EKG pula dibentuk melalui tiga faktor iaitu</p><p>penglibatan murid, strategik pengajaran dan pengurusan bilik darjah. Seterusnya</p><p>kajian mendapati bahawa kepimpinan distributif mempengaruhi KPP (=0.691,</p><p>p<0.001) dan efikasi kendiri guru (=0.206, p<0.05). Pada masa yang sama, KPP</p><p>mempunyai pengaruh yang positif dan signifikan terhadap efikasi kendiri guru</p><p>(=0.304, p<0.001). Sementara itu, KPP berfungsi sebagai mediator separa antara</p><p>kepimpinan distributif dengan efikasi kendiri guru di sekolah kebangsaan negeri</p><p>Selangor. Analisis indeks kesepadanan dapat dicapai iaitu RMSEA=0.40, CFI=0.924,</p><p>TLI=0.92 dan Chi-sq/df=1.740 untuk membentuk satu model persamaan struktur</p><p>antara kepimpinan distributif, KPP dan efikasi kendiri guru di sekolah kebangsaan</p><p>negeri Selangor. Implikasi kajian menunjukkan bahawa kepimpinan distributif mampu</p><p>memberi sumbangan yang produktif untuk kecemerlangan sekolah. Namun,</p><p>kepimpinan distributif perlu dilaksanakan melalui KPP untuk meningkatkan efikasi</p><p>kendiri guru-guru di sekolah. Dapatan ini diharapkan memberi kesedaran dan petunjuk</p><p>bagi program kepimpinan pendidikan yang bakal dirancang bagi pemimpin dan guruguru</p><p>untuk bertindak balas secara holistik dan bekerjasama ke arah transformasi</p><p>Pendidikan negara serta kejayaan Pelan Pembangunan Pendidikan Malaysia 2013-</p><p>2025.</p> 2023 thesis https://ir.upsi.edu.my/detailsg.php?det=9800 https://ir.upsi.edu.my/detailsg.php?det=9800 text zsm closedAccess Doctoral Universiti Pendidikan Sultan Idris Fakulti Pengurusan dan Ekonomi <p>Abdul, R. A. R., & Zahari, H. (2018). Pengaruh kepimpinan distributif terhadap efikasi kolektif guru. International Journal of Education, Psychology and Counseling. Volume, 3 Issues.</p><p>Abdul, R. A. R., & Suzana, A. L. (2021). The Relationship Between Distributifve Leadership and Teachers Collective Efficacy. International Journal of Academic Research in Business and Social Sciences, 11(6), 112.</p><p>Absha, A. B., & Mohd Isa, H. (2019). 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