UPSI Digital Repository (UDRep)
Start | FAQ | About
Menu Icon

QR Code Link :

Type :thesis
Subject :LB Theory and practice of education
Main Author :Nur Syaima Salleh
Title :Hubungan antara dimensi-dimensi iklim sekolah dengan prestasi guru sekolah rendah di negeri Selangor
Place of Production :Tanjong Malim
Publisher :Fakulti Pembangunan Manusia
Year of Publication :2020
Corporate Name :Universiti Pendidikan Sultan Idris
PDF Guest :Click to view PDF file

Abstract : Universiti Pendidikan Sultan Idris
Kajian ini bertujuan untuk menentukan hubungan antara dimensi-dimensi iklim sekolah yang terdiri daripada kolaborasi, hubungan murid, sumber kelengkapan sekolah, membuat keputusan dan inovasi pengajaran dengan prestasi guru sekolah rendah di negeri Selangor. Kajian ini menggunakan kaedah tinjauan. Dimensi-dimensi iklim sekolah yang digunakan dalam kajian ini adalah berdasarkan Model Skala Persekitaran Tempat Kerja oleh Rudolf Moos. Seramai 381 guru sekolah rendah dipilih secara rawak berstrata daripada 34,784 orang populasi guru sekolah rendah di Selangor berdasarkan jadual saiz sampel Krejcie dan Morgan. Strata kajian berdasarkan lokasi sekolah mengikut daerah. Instrumen kajian terdiri daripada satu set soal selidik School Level Environment Questionnaire (SLEQ) yang diadaptasi daripada Johnson, Stevens dan Zvoch. Markah prestasi guru pula diukur melalui markah Penilaian Bersepadu Pegawai Perkhidmatan Pendidikan (PBPPP). Dapatan kajian menunjukkan responden bersetuju bahawa mereka menjalankan kolaborasi (M = 4.00; SP = 0.64), mempunyai hubungan yang baik dengan murid (M=3.73; SP=0.66), dan mengaplikasi inovasi pengajaran (M = 3.77, SP = 0.60). Responden agak bersetuju terhadap sumber kelengkapan sekolah yang mencukupi (M = 3.23, SP = 0.81) dan berperanan dalam buat keputusan (M = 3.34, SP = 0.89). Secara umumnya, purata markah prestasi guru yang terlibat dalam kajian ini adalah cemerlang (M = 91.37; SP = 5.22). Dalam konteks regresi pula, didapati pengaruh yang paling kuat terhadap prestasi guru adalah dimensi membuat keputusan ( β = 0.34 ; p0.05). Faktor-faktor lain seperti kolaborasi, hubungan murid, sumber kelengkapan sekolah, dan inovasi pengajaran tidak mempunyai pengaruh yang signifikan terhadap prestasi guru. Kajian ini turut menunjukkan iklim sekolah hanya menyumbang sebanyak 2% (R2=0.02) terhadap prestasi guru sekolah rendah negeri Selangor. Kesimpulannya, kajian ini menunjukkan bahawa dimensi iklim sekolah terutamanya daripada aspek sumber kelengkapan sekolah di negeri Selangor masih belum mencapai tahap yang memuaskan walaupun prestasi guru sekolah rendah adalah sangat baik. Dapatan kajian ini memberi implikasi bahawa pihak sekolah perlu memfokus kepada sumber dan kelengkapan sekolah serta memberi lebih banyak peluang kepada guru untuk membuat keputusan dalam aspek yang kritikal untuk menambahbaik iklim sekolah.

References

Abd Hair Awang, Izzurazlia Ibrahim, Mohd Yusof Hussain, Zaimah Ramli, & Novel Lyndon. (2013). 

Kualiti dan prestasi kerja graduan kolej komuniti: Penilaian oleh majikan bandar. Akademika, 83(1), 

65–76.

 

Abdul Ghani Ahmad. (2019). Pembaharuan pendidikan 2019. Wardah Communication Sdn Bhd, 18–22.

 

Abdul Rahman Idris, Hussein Haji Ahmad, Sufean Hussin, Ghavifekr, S., & Mohammed Sani Ibrahim. 

(2014). Analisis Strategik Dasar Pendidikan. Kuala Lumpur: Penerbit Universiti Malaya.

 

Abdul Said Ambotang, Tandra, B. P., & Andin, C. (2017). Hubungan personaliti guru besar dan iklim 

sekolah terhadap kepuasan kerja guru. Jurnal Perspektif, 1, 59–64.

 

Abdull Sukor, S., Ab.Aziz Yusof, Tang, S. M., & Lim, K. T. (2008). Keadilan penilaian prestasi 

dalam kalangan guru dan hubungannya dengan motivasi kerja dan prestasi akademik sekolah. IJMS 15, 

15, 159–176.

 

Aboyi, J. (2018). A Correlational Study on School Climate and Organizational Citizenship Behavior 

in Catholic Schools. Grand Canyon University.

 

Ahmad Jamil. (2002). Pemupukan budaya penyelidikan di kalangan guru sekolah: Satu penilaian tesis. 

Universiti Kebangsaan Malaysia.

 

Ahmad Zabidi Abdul Razak. (2006). Ciri iklim sekolah berkesan : Implikasinya terhadap motivasi 

pembelajaran. Jurnal Pendidikan, 31, 3–19.

 

Aiken, K. D., Heinze, T. C., Meuter, M. L., & Chapman, K. J. (2017). The impact of collaboration, 

empowerment, and choice: An empirical examination of the collaborative course development method. 

Marketing Education Review, 27(1), 39–

50. doi:10.1080/10528008.2016.1255852

 

Aldridge, J. M., & Fraser, B. J. (2016). Teachers’ views of their school climate and its 

relationship with teacher self-efficacy and job satisfaction. Learning Environments Research, 

19(2), 291–307.

 

Alina Mazwin Mansor. (2015). Kepercayaan guru, keadilan organisasi dan perlakuan inovatif guru di 

sekolah rendah. Universiti Sains Malaysia.

 

Al-Shareef, S. Y., & Al-Qarni, R. A. (2016). The Effectiveness of Using Teacher- Teacher Wikis in 

Collaborative Lesson Planning and Its impact on Teacher’s Classroom Performance. English Language 

Teaching, 9(4), 186.

doi.:10.5539/elt.v9n4p186

 

Aman, Z., & Shukor, K. A. (2015). Faktor-Faktor Yang Mempengaruhi Prestasi Kerja Dalam Kalangan 

Staf Sokongan Kolej Universiti Islam Antarabangsa Selangor. 2nd International Conference on 

Management and Muamalah 2015, 2015(2), 978–967.

 

Andere, E. (2015). Are teachers crucial for academis achievement? Finland educational success in a 

comparative perspective. Education Policy Analysis Archives, 23(39), 1–37.

 

Anis Salwa & Siti Noor Ismail. (2018). Interaksi kepimpinan perkongsian dan kepimpinan sahih guru 

besar terhadap motivasi dan tekanan kerja guru. Jurnal Kepimpinan Pendidikan, 5(1), 16–32.

 

Azizi Ahmad. (2017). Pendidik; Pencetus idea masyarakat pendidik. Wardah Communication Sdn Bhd.

 

Boulifa, K., & Kaaouachi, A. (2015). The relationship between students’ perception of being safe in 

school, principals’ perception of school climate and science achievement in TIMSS 2007: A 

comparison between Urban and rural public school. International Education Studies, 8(1), 100–112. 

doi:10.5539/ies.v8n1p100

 

Boulifa, K., & Kaaouachi, A. (2015). The relationship between students’ perception of being safe in 

school, principals’ perception of school climate and science achievement in TIMSS 2007: A 

comparison between urban and rural public school. International Education Studies, 8(1), 100–112.

 

Brislin, R. W. (1970). Back-Translation for Cross-Cultural Research. Journal of Cross- Cultural 

Psychology, 1(3), 185–216.

 

Carpenter, D. (2017)a. Collaborative inquiry and the shared workspace of professional learning 

communities. International Journal of Educational Management, 31(7), 1069–1091.

 

Carpenter, K. J. (2017)b. The relationship between school leadership practices and school climate. 

Southern Illinois University.

 

Celal Teyyar Ugurlu, Kadir Beycioglu, Yasar Kondakcı, Mehmet Sincar, M. Cevat Yıldırım, Niyazi 

Ozer, & Aziz Oncel. (2015). The views of teachers towards perception of discipline in schools. 

Social and Behavioral Sciences, 197, 120–125.

 

Chang, C. P., Chuang, H. W., & Bennington, L. (2011). Organizational climate for innovation and 

creative teaching in urban and rural schools. Quality and Quantity, 45(4), 935–951.

 

Chua, Y. P. (2014). Kaedah Penyelidikan (Edisi Keti). Shah Alam: McGraw-Hill Education (Malaysia) 

Sdn.Bhd.

 

Cook, C. R., Miller, F. G., Fiat, A., Renshaw, T., Frye, M., Joseph, G., & Decano, P.

(2016). Promoting secondary teachers’well-being and intentions to implement

evidence-based practices: Randomized evaluation of the achiever resilience

curriculum. Psychology in the School, 54(1), 153–178.

 

Dinham, S., Cairney, T., Craigie, D., & Wilson, S. (1995). School climate and leadership: Research 

into three secondary schools. Journal of Educational Administration, 33(4), 36–58.

 

Duncan, J. N. (2017). What teachers in a high-performing high school need to effectively manage 

workplace stress : An evaluation study. University of southern California.

 

Dutta, V., & Sahney, S. (2016). School leadership and its impact on student achievement: The 

mediating role of school climate and teacher job satisfaction. International Journal of Educational 

Management, 30(6), 941–958.

 

Espelage, D. L., Polanin, J. R., & Low, S. K. (2014). Teacher and staff perceptions of school 

environment as predictors of student aggression, victimization, and willingness to intervene in 

bullying situations. School Psychology Quarterly, 29(3), 287–305. doi:10.1037/spq0000072

 

Eva Diana Sari. (2017). Guru Adalah Model. Bandung, Indonesia: Kaifa Publishing. 

 

Faizah Omar, Kya, L. T., Ngor, P. Y., & Zainudin Awang. (2015). Statistic (Third Edit).

Shah Alam: Oxford Fajar Sdn. Bhd.

 

Fauzi Hussin, Jamal Ali, & Mohd Saifoul Zamzuri Noor. (2014). Kaedah penyelidikan dan analisis data 

SPSS. Penerbit Universiti Utara Malaysia. Retrieved from 

https://books.google.com.my/books/about/Kaedah_penyelidikan_dan_analisis_data_ 

SP.html?id=Ayj2nQAACAAJ&redir_esc=y

 

Fenn, C. J. (2011). Hubungan demgrafi, kepuasan kerja dan iklim organisasi terhadap komitmen guru 

di sekolah-sekolah menengah teknik Sarawak. Universiti Pendidikan Sultan Idris.

 

Fisher, D. L., & Fraser, B. J. (1990). Validity and use of the School-Level Environment 

Questionnaire. doi:10.1002/sce.3730650206

 

Fuad Mohamed Berawi. (2017). Metodologi Penyelidikan: Panduan Menulis Tesis.

Sintok: UUM Press.

 

Gaol, C. J. L. (2008). Sistem Informasi Manajemen. (S. AP, Ed.). Jakarta: PT Grasindo.

 

Ghavifekr, S., & Pillai, N. S. (2016). The relationship between school’s organizational climate and 

teacher’s job satisfaction: Malaysian experience. Asia Pacific Education Review, 17(1), 87–106.

 

Ghazali Darulsalam, & Sufean Hussin. (2016). Metodologi Penyelidikan dalam

Pendidikan. Kuala Lumpur: Penerbit Universiti Malaya.

 

Goddard, Y., Goddard, R., & Kim, M. (2015). School instructional climate and student achievement: 

An examination of group norms for differentiated instruction.

American Journal of Education, 122(November), 111–131. doi:10.1086/683293

 

Gordon, S. D. (2018). Leadership’s role in teacers’ commitment and retention: A case study 

analysis. Delaware State University.

 

Hafizi Zakaria, Kadir Arifin, Shaharuddin Ahmad, Kadaruddin. (2010). Pengurusan fasiliti dalam 

penyelenggaraan bangunan: Amalan kualiti, keselamatan dan kesihatan. Journal Of Techo-Social, 

1,23-36

 

Halimatus Saadiah Mat Saad, Baharom Mohamad, & Sharifah Hayyati Syed Ismail. (2013). Peranan 

integriti sebagai mediator antara kepuasan kerja menurut perspektif islam dan prestasi kerja : 

Pendekatan empirikal menggunakan Model SEM / AMOS. In International Conference on Research in 

Ethics Education 2013, (pp. 48–60).

Istanbul.

 

Hamid, J. A. (2008). Knowledge strategies of school administrators and teachers.

International Journal of Educational Management, 22(3), 259–268. doi:10.1108/09513540810861892

 

Harizon, S. (2014). Amalan pemilihan dan penggunaan contoh guru Matematik sekolah rendah: Kajian 

kes. Doctoral Dissertation, Universiti Sains Malaysia.

 

Hayaati, S., Ismail Al-Qudsy, S., Siti, P., Basir, A., Ghani Azmi, I. A., Nurolazan, S., … Nayan, 

I. (2015). Diversiti konsep wasatiyyah: Aplikasi menerusi inovasi dalam perkhidmatan awam. Jurnal 

Psikologi & Kaunseling Perkhidmatan Awam Malaysia, 10(6), 2229–810.

 

Hayati Ismail. (2017). Guru Pemacu Transformasi Negara. Utusan Online. Retrieved from 

http://www.utusan.com.my/rencana/utama/guru-pemacu-transformasi-negara- 1.672762#nav-allsections.

 

Hayati Ismail. (2019). Amanat Dr. Maszlee; Tiga Aspirasi Kementerian Pendidikan 2018-2023 Bakal 

Kembalikan Kegemilangan Pendidikan Negara. Wardah Communication Sdn Bhd, 13.

 

Hazalizah Hamzah, Arifin Hj Zainal, & Asmawati Desa. (2015). Peranan personaliti dan kepengikutan 

dalam prestasi kerja guru. In Bitara Edisi Khas( Psikologi Kaunseling), 8(22).

 

Healey, J. F. (2012). Statistics: A Tool for Social Research (Ninth Edit). Belmont, USA: Wadsworth 

Cengage Learning.

 

Heaton, J. D. (2014). Factors affecting teachers’ job satisfaction and teachers’ perceptions

of methods to improve satisfaction. Missouri Baptist University.

 

Hong, O. C., & Aziah Ismail. (2015). Sokongan pihak pengurusan sekolah terhadap tekanan kerja guru 

di sekolah kebangsaan dan sekolah jenis kebangsaan Cina. Jurnal Kepimpinan Pendidikan, 2(2), 42–57.

 

Honigsfeld, A., & Dove, M. G. (2019). Preparing Teachers for Co-Teaching and Collaboration. The 

Handbook of TESOL in K-12, 405–421. doi:10.1002/9781119421702.ch26

 

Hosmer, D. W., & Lemeshow, S. (2000). Applied Logistic Regression (Second). United State of 

America: John Wiley & Sons. doi:10.1074/jbc.272.33.20373

 

Houck, K. O. (2018). An Examination of the relationships between principals ’ transformational 

style and teachers ’ perceptions of self –efficacy. Grand Canyon University.

 

Hu, L. T., & Bentler, P. M. (1999). Cut off criteria for fit indexes in covariance structure 

analysis: Conventional criteria versus new alternatives. Structural Equation Modeling Journal, 

6(1), 1–55. doi:10.1080/10705519909540118

 

Huang, S.-Y. L. (2001). Teachers’ perceptions of high school environments. Learning Environments 

Research, 4(2), 159–173.

 

Huang, T., Hochbein, C., & Simons, J. (2018). The relationship among school contexts, principal 

time use, school climate, and student achievement. Educational Management Administration and 

Leadership, (1).

 

Jain, S., Cohen, A. K., Huang, K., Hanson, T. L., & Austin, G. (2015). Inequalities in school 

cliamte in California. Journal of Educational Administration, 53(2), 237– 261.

 

Jamaliah Abdul Hamid. (2008). Knowledge strategies of school administrators and teachers. 

International Journal Of Educational Management, 22(3), 259-268.

 

Johnson, B., & Stevens, J. J. (2006). Student achievement and elementary teachers’ perceptions of 

school climate. Learning Environments Research, 9(2), 111–122. doi:10.1007/s10984-006-9007-7

 

Johnson, B., Stevens, J. J., & Zvoch, K. (2007). Teachers’ perceptions of school climate: A 

validity study of scores from the revised School Level Environment Questionnaire. Educational and 

Psychological Measurement, 67(5), 833–844.

 

Johnson, S. R., Pas, E. T., Loh, D., Debnam, K. J., & Bradshaw, C. P. (2017). High school teachers’ 

openness to adopting new practices: The role of personal resources and organizational climate. 

School Mental Health, 9(1), 16–27.

 

Jones, A., & Shindler, J. (2016). Exploring the school climate--student achievement connection: 

making sense of why the first precedes the second. Educational Leadership and Administration: 

Teaching and Program Development, 27(2003), 35–

51.

 

Kamarul Azmi Jasni & Mohd Ismail Mustari Karjo. (2012). Pembinaan hubungan baik antara guru dengan 

pelajar dalam pengajaran dan pembelajaran pendidikan islam. Seminar Antarabangsa Perguruan Dan 

Pendidikan Islam on 8-9 March 2012, pp.319-329. ISBN 99917-44-89-4.

 

Kementerian Pendidikan Malaysia. (2016). Manual Penilaian Bersepadu Pegawai Perkhidmatan 

Pendidikan. Bahagian Pembangunan dan Penilaian Kompetensi, Kementerian Pendidikan Malaysia.

 

Kementerian Pendidikan Malaysia. (2017). Laporan Tahunan PPPM 2016. Putrajaya. Retrieved from 

https://moe.gov.my/images/KPM/UKK/2017/08_Ogo/Laporan Tahunan PPPM 2016.pdf

 

KPM. (2017). Standard Kualiti Pendidikan Malaysia Gelombang 2. Putrajaya: Jemaah Nazir dan Jaminan 

Kualiti.

 

KPM. (2018). Anggaran Perbelajaan Persekutuan 2019. Putrajaya.

 

Kraft, M. A., Marinell, W. H., & Darrick Yee. (2015). School Organizational Contexts, Teacher 

Turnover, and Studeny Achievement: Evidence from Panel Data. Research Article, 53(5), 1411–1449. 

doi:10.3102%2F0002831216667478

 

Kwong, D., & Davis, J. R. (2015). School climate for academic success: a multilevel analysis of 

school climate and student outcomes. Journal of Research in Education, 25(2), 68–81.

 

Lai, E. E. F., & Han, C. G. K. (2017). Hubungan iklim sekolah dengan motivasi guru.

Jurnal Pemikir Pendidikan, 8, 43–68.

 

Lee, P. M. J., & Quek, C. L. (2017). Preschool teachers’ perceptions of school learning environment 

and job satisfaction. Learning Environments Research, 1–18. doi:10.1007/s10984-017-9256-7

 

Lim, S., & Eo, S. (2014). The mediating roles of collective teacher efficacy in the relations of 

teachers’ perceptions of school organizational climate to their burnout. Teaching and Teacher 

Education, 44, 138–147. doi:10.1016/j.tate.2014.08.007

 

Liu, Y., Ding, C., Berkowitz, M. W., & Bier, M. C. (2014). A psychometric evaluation of a revised 

school climate teacher survey. Canadian Journal of School Psychology, 29(1), 54–67.

 

Lopez, S. J. (2010). Making Ripples: How Principals and Teachers Can Spread Hope Throughout Our 

Schools. Phi Kappan 91, 91, 40–44.

 

Lynch, D., Smith, R., Provost, S., & Madden, J. (2016). Improving teaching capacity to increase 

student achievement. Journal of Educational Administration, 54(5), 575–

592.

 

Mariani Md. Nor. (2006). Realiti trend dan isu dalam pendidikan awal kanak-kanak, 29,

81–90.

 

McNeill, K. M. (2016). A study of factors that impact middle school teacher job satisfaction. 

University of Nevada, Reno.

 

Mehta, T. G., Atkins, M. S., & Frazier, S. L. (2013). The Organizational Health of Urban Elementary 

Schools: School Health and Teacher Functioning. School Mental Health, 5(3), 144–154. 

doi.:10.1007/s12310-012-9099-4

 

Messmann, G., & Mulder, R. H. (2015). Reflection as a facilitator of teachers’ innovative work 

behaviour. International Journal of Training and Development, 19(2), 125–

137. doi:10.1111/ijtd.12052

 

Miner, J. B. (2005). Organizational Behavior 1. Essential Theories of Motivation and Leadership. 

New York: M.E. Sharpe.

 

Mohamad Adnan Mohamad Kasim, Siti Noor Ismail, Suhaila Mohammad, & Hasliza Ibrahim. (2016). Iklim 

Sekolah Dan Komitmen Guru Di Sekolah Agama Bantuan Kerajaan (Sabk) Negeri Kelantan. In 

International Seminar on Generating Knowledge Through Research (Vol. 1, pp. 699–708). 

doi:10.21070/picecrs.v1i1.543

 

Mohammad Rahim Kamaluddin, & Wan Shahrazad Wan Sulaiman. (2017). Teknik Kesahan dan 

Kebolehpercayaan Alat Ujian Psikologi. Selangor Darul Ehsan: Penerbit Universiti Kebangsaan 

Malaysia.

 

Mohammad Rahim Kamaluddin, & Wan Shahrazad Wan Sulaiman. (2017). Teknik Kesahan dan 

Kebolehpercayaan Alat Ujian Psikologi. Selangor Darul Ehsan: Penerbit Universiti Kebangsaan 

Malaysia.

 

Mohd Faizul Mohd Noor, Mohd Saifulkhair Omar, & Fauzi Hussin. (2016). Hubungan iklim sekolah dan 

stres guru sekolah menengah di daerah Kuala Nerus. International Seminar on Generating Knowledge 

Through Research, 1(October), 25–27.

 

Mohd Saifulkhair Omar, Mohd Faizul Mohd Noor, & Mohd Isha Awang. (2016).

Hubungan di antara iklim sekolah dan kepuasan kerja guru sekolah menengah di daerah Kuala Nerus, 

Terengganu. In International Seminar on Generating Knowledge Through Research (Vol. 1, pp. 31–38).

 

Mohd Yusri Ibrahim. (2017). Sembang Santai Penyelidikan. Besut: Bandar Ilmu.

 

Moos, R. H. (1973). Conceptualizations of human environments. American Psychologist, 28(8), 

652–665.

 

Muhamad Suhaimi Taat, Mohd Yusof, A., Baharom, M., Roslee, T., Abdul Said, A., & Shukri, Z. (2012). 

Iklim sekolah berkesan pemangkin kecemerlangan. Utusan

Borneo, p. B4.

 

Mujahidah. (2015). Implementasi Teori Ekologi Bronfenbrenner dalam membangun pendidikan karakter 

yang berkualitas. Implementasi Teori Ekologi, IXX(2), 171– 185.

 

Muwahid Shulhan. (2017). Leadership style in them madrasah in Tulungagung: How principals enhanced 

teacher performance. International Journal of Educational Management.

 

N. Iroegbu, M. (2015). Self Efficacy and Work Performance: A Theoretical Framework of Albert 

Bandura's Model, Review of Findings, Implications and Directions for Future Research. 

Psychology and Behavioral Sciences, 4(4), 170. doi:10.11648/j.pbs.20150404.15

 

Najeemah M Yusof. (2012). School climate and teachers ’ commitment : A case study of Malaysia. 

International Journal of Economics Business and Management Studies, 1(2), 65–75.

 

Najeemah Md. Yusof. (2006). Kosep Pendidikan. Kuala Lumpur: PTS Professional Publishing Sdn. Bhd.

 

Ngang, T. K., & Raja Hussin, T. A. B. (2015). Hubungan kepemimpinan etika, komitmen afektif, 

penglibatan kerja dan sokongan organisasi. Jurnal Kajian Malaysia, 33(1), 93–119.

 

Nor Mohamad Zulhairi Ismail, Jamalul Lail Abdul Wahab, & Ruzita Md Hassan. (2016).

Kepuasan kerja guru dan perbezaannya berdasarkan pencapaian sekolah. Jurnal Personalia Pelajar, 

19(1), 49–54.

 

Noraini Idris. (2013). Penyelidikan dalam Pendidikan (Edisi Kedua). Shah Alam: McGraw-Hill 

Education (Malaysia) Sdn.Bhd.

 

Norashikin Abu Bakar, Ramli Basri, & Fooi, F. S. (2015). Hubungan kepimpinan guru dengan pencapaian 

akademik pelajar. International Journal of Education and Training (InjET), 1(2), 1–11.

 

Ocham, L., & Okoth, U. A. (2015). Head-teachers' motivational practices in public secondary schools 

in Kenya. The TQM Journal, 27(6), 814–822.

 

Oder, T., & Eisenschmidt, E. (2018). Teachers’ perceptions of school climate as an indicator of 

their beliefs of effective teaching. Cambridge Journal of Education, 48(1), 3–20. 

doi.:10.1080/0305764X.2016.1223837

 

OECD. (2013). Teachers for the 21st Century: Using evaluation to improve teaching. 

 

Parisi, J. M., Ramsey, C. M., Carlson, M. C., Xue, Q.-L., Huang, J., Romani, W. A., …

Rebok, G. W. (2015). Impact of Experience Corps® Participation on School

Climate. Prevention Science, 16(5), 744–753. doi:10.1007/s11121-015-0550-2

 

Pelan Pembangunan Pendidikan Malaysia. (2013). Pelan Pembangunan Pendidikan

Malaysia 2013 - 2025. Education, 27(1), 1–268.

 

Raman, A., Ling, C. C., & Khalid, R. (2015). relationship between school climate and teachers’ 

commitment in an excellent school of Kubang Pasu district, Kedah, Malaysia. Mediterranean Journal 

of Social Sciences, 6(3), 163–173. doi: 10.5901/mjss.2015.v6n3s1p163

 

Ramli, N. B. (2016). Fungsi komitmen sebagai mediator bagi hubungan biah sekolah terhadap prestasi, 

4(2), 9–22.

 

Rentoul, A. J., & Fraser, B. J. (1983). Development of a School-Level Environment Questionnaire. 

Journal of Educational Administration, 21(1), 21–39.

 

Ridzuan Masri, Arman Ahmad, & Razlina Abd Rani. (2018). Teori Maslow dalam konteks memenuhi 

keperluan asas pekerja dan peranannya dalam meningkatkan prestasi organisasi : Kajian dan 

perspektif Islam. Jurnal Hadhari, 10(1), 1–27.

 

Robertson, A., Curtis, P. M., & Dann, C. (2018). Outcomes of a collaborative contextualised 

learning approach to teacher professional development in Papua, Indonesia. International Education 

Journal, 17(2), 88–101.

 

Robinson, L. N. (2015). The effects of teacher perceptions of administrative support, school 

climate, and academic success in urban schools. Dissertation. https://doi.org/305168250

 

Rock, W. D., Remley, T. P., & Range, L. M. (2017). Principal-counselor collaboration and school 

climate. NASSP Bulletin, 101(1), 23–35. https://doi.org/10.1177/0192636517698037

 

Rohani Arbaa, Hazri Jamil, & Nordin Abd Razak. (2010). Hubungan guru-pelajar dan kaitannya dengan 

komitmen belajar pelajar: adakah guru berkualiti menghasilkan perbezaan pembelajaran antara jantina 

pelajar? Jurnal Pendidikan Malaysia. 35(2), 61–69.

 

Rosnah Ishak, & Rusman, S. N. F. (2018). Prestasi kerja guru dan hubungannya dengan faktor beban 

tugas, persekitaran kerja dan personal: kajian kes di sebuah sekolah di Sabah. Jurnal Kepimpinan 

Pendidikan, 5(1), 32–46.

 

Rozmi Ismail. (2011). Psikologi Sosial (Pertama). Bangi: Penerbit Universiti Kebangsaan Malaysia.

 

Rozmi Ismail. (2015). Metodologi Penyelidikan: Teori dan Praktis. Selangor Darul Ehsan: Penerbit 

Universiti Kebangsaan Malaysia.

 

Rudolph Alexander, J. (2009). Human behavior in the social environment: A macro, national, and 

international perspective. United State of America: SAGE

Publications.

 

Rumaya Juhari, & Rozumah Baharudin. (2004). Pengantar pembangunan manusia:Perspektif ekologi. 

Serdang: Penerbit Universiti Putra Malaysia.

 

Saleh Ali Y. Alqarni. (2016). Linking organizational health In Jeddah secondary schools to 

students’ academic achievement. Educational Research And Review, 11(7), 328– 338.

 

Sarafidou, J., & Chatziioannidis, G. (2013). Teacher participation in decision making and its 

impact on school and teachers. International Journal of Educational Management, 27(2), 170–183.

 

SGM. (2009). Standard Guru Malaysia. Putrajaya.

 

Shingphachanh, S. (2018). Teachers’ understanding and concerns about the practices of lesson study 

in suburban schools in Laos. International Journal for Lesson and Learning Studies, 7(2), 150–162.

 

Sipon, S. (2010). Stres Kerja Guru - Punca, Kesan dan Strategi Daya Tindak. Prosiding Seminar 

Profesion Perguruan. 224-233.

 

Siti Noor Ismail. (2014). Total Quality Management (TQM) practices and school climate amongst high, 

average and low perfomance secondary schools. Malaysia Journal of Learning and Instruction, 11, 

41–58.

 

Suhaili Mohd Yusoff, & Khaliza Saidin. (2016). Tahap Iklim Sekolah , Tahap Komitmen Guru Serta 

Hubungan Di Antara Iklim Sekolah Dengan Komitmen Guru Sekolah- Sekolah Menengah. International 

Seminar on Generating Knowledge Through Research, 1(10), 635–646. 

doi;http://dx.doi.org/10.21070/picecrs.v1i1.535

 

Szczesiul, S. A., & Huizenga, J. L. (2015). Bridging structure and agency: exploring the role of 

teacher leadership in teacher collaboration. Journal of School Leadership, 25(2), 368–410.

 

Tajasom, A., & Ariffin Ahmad, Z. (2011). Principals’ leadership style and school climate: teachers’ 

perspectives from Malaysia. International Journal of Leadership in Public Services, 7(4), 314–333.

 

Tem, W. N. E. (2013). Pengaruh iklim organisasi ke atas prestasi kerja guru di Kolej Vokasional. 

Universiti Tun Hussein Onn Malaysia.

 

Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A review of school climate 

research. Review of Educational Research, 83(3), 357–385.

 

Tri Na’imah. (2012). Pendidikan karakter: Kajian dari Teori Ekologi Perkembangan. In Prosiding 

Seminar Nasional Psikologi Islami (pp. 159–166).

 

Wan Ibrahim Wan Ahmad, & Syarif Muhidin Abdurahman. (2015). job satisfaction among academic staff 

of Universiti Utara Malaysia: A work environment

perspective. Mediterranean Journal of Social Sciences, 6(3), 251–256.

 

Wang, M.-T., & Degol, J. L. (2016). School Climate: a Review of the Construct, Measurement, and 

Impact on Student Outcomes. Educational Psychology Review (Vol. 28). Educational Psychology Review. 

doi:10.1007/s10648-015-9319-1

 

Weathers, J. M. (2011). Teacher community in urban elementary schools: The role of leadership and 

bureaucratic accountability. Education Policy Analysis Archives, 19(3), 1–42.

 

Woods, P. A. (2018). Collaborative school leadership: A critical guide. Los Angeles: SAGE.

 

Xaba, M.I. (2012). A qualitative analysis of facilities maintenance-A school governance funtion in 

South Africa. South African Journal Of Education, 32,215-226.

 

Young J. R. (2018). A phenomenological study of teacher attitude regarding. Lamar University.

 

Yovitha, Y. (2012). Hubungan iklim sekolah, beban tugas, motivasi berprestasi, dan kepuasan kerja 

guru dengan kinerja guru SD, 1(8), 239–256.

 

Yusni Zaini Yusof, Rosna Awang Hashim, & Tengku Faekah Tengku Ariffin. (2015).

Pemodelan Hubungan antara kesejahteraan hidup, keserakanan, dan kesejahteraan di tempat kerja 

dengan efikasi guru secara kolektif. Malaysian Journal of Learning and Instruction, 12(1), 177–204.

 

Zakaria, H., Arifin, K., Ahmad, S., & Aiyub, K. (2010). Pengurusan Fasiliti Dalam Penyelenggaraan 

Bangunan : Amalan Kualiti , Keselamatan dan Kesihatan Universiti Kebangsaan Malaysia. Journal of 

Techno-Social, 2(1), 23–36.

 

Zaleha Yazid, Nur Atikah Abdullah, & Rosmarina Baharom. (2017). Konflik dalam proses penilaian 

prestasi dalam organisasi. Jurnal Pengurusan, 49, 41–52.

 

Zbar, V., Marshall, G., & Power, P. (2007). Better schools, better teachers, better results: A 

handbook for improved performance management in your school.

 

Zhang, A., Musu-Gillette, L., & Oudekerk, B. A. (2016). Indicators of School Crime and Safety: 

2015. National Center for Education Statistics. Washington, DC.

 

Zhang, T. (2016). Understanding physical education teacher motivation in relation to job resources 

and demands. ProQuest Dissertations and Theses, 1–258.

 

Zulelawati Bujang, & Yusni Zaini Yusof. (2015). Trait personaliti dan hubungan dengan prestasi 

akademik bakal guru di sebuah institusi latihan perguruan. Jurnal Bitara

Edisi Khas, 8(Special Edition (Psikologi Kaunseling)), 171–180.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials.
You may use the digitized material for private study, scholarship, or research.

Back to previous page

Installed and configured by Bahagian Automasi, Perpustakaan Tuanku Bainun, Universiti Pendidikan Sultan Idris
If you have enquiries, kindly contact us at pustakasys@upsi.edu.my or 016-3630263. Office hours only.