UPSI Digital Repository (UDRep)
|
|
|
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. |