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

QR Code Link :

Type :thesis
Subject :LB Theory and practice of education
Main Author :Thian, Vui Shau
Title :Kesan pelbagai pemboleh ubah pengantara dan hubungan kepimpinan intruksional guru besar dengan amalan pengajaran guru prasekolah di Sarawak
Place of Production :Tanjong Malim
Publisher :Pusat Penyelidikan Perkembangan Kanak-kanak Negara
Year of Publication :2020
Notes :with cd
Corporate Name :Universiti Pendidikan Sultan Idris
PDF Guest :Click to view PDF file

Abstract : Universiti Pendidikan Sultan Idris
Tujuan kajian ini adalah untuk mengkaji tahap, hubungan, sumbangan, pemboleh ubah kepemimpinan instruksional guru besar (KI), penglibatan ibu bapa dalam pendidikan (PIB), penggunaan  teknologi maklumat dan komunikasi oleh guru prasekolah (TMK), perkembangan profesional guru (PPG),  pelan pembangunan prasekolah (PPP), dan amalan pengajaran (PB) untuk prasekolah di daerah Kuching,  Bau, Lundu, Padawan dan Simunjan. Data dari 267 guru prasekolah dianalisis menggunakan data  deskriptif dan inferensi. Hasil kajian menunjukkan bahawa KI mempunyai hubungan yang sangat lemah  dan signifikan dengan PB (r = .250, p = .001) dan TMK (r = .258, p = .001); sederhana rendah dan  signifikan dengan PIB (r = .347, p = .001) dan PPP (r = .331, p = .001); sederhana dan signifikan dengan PPG (r = .641, p = .001). Hasil kajian juga menunjukkan  bahawa PIB (.269, p = .001), TMK (.221, p = .001), PPG (r = .293, p = .001) dan PPP (r = .253, p =. 001) mempunyai hubungan yang sangat lemah dan signifikan dengan PB.  Didapati bahawa hanya PPG dan PIB yang menyumbang 10.8% kepada PB (F = 15.925, p = .001). Regresi  digunakan untuk menganalisis jenis pemboleh ubah pengantara, yang mana pekali beta (R²) untuk KI  terhadap PB masih signifikan untuk setiap pemboleh ubah pengantara. Ini menunjukkan bahawa PIB,  TMK, PPG, dan PPP adalah pengantara separa. Analisis Permodelan Persamaan Berstruktur (SEM)  menunjukkan bahawa PIB, TMK, PPG, dan PPP tidak memberi kesan dan tidak signifikan untuk hubungan  KI dengan PB. Kesimpulannya, kajian ini telah membentuk sebuah model yang sah melalui SEM untuk  kepentingan pendidikan prasekolah. Implikasi dari kajian ini adalah pembentukan model untuk  prasekolah, Kementerian Pendidikan Malaysia, ibu bapa, pentadbir, staf akademik dan guru, teori  tingkah laku, Bandura dan teori ekologi, Kurikulum Standard Prasekolah Kebangsaan dan pedagogi.  

References

Abdul Ghani Abdullah. (2012). Gaya-gaya kepimpinan dalam pendidikan. Kuala

Lumpur: PTS Profesional Publishing Sdn. Bhd.

 

Abdul Halim Tamuri. (2016). Pendidikan abad ke-21 dalam kepelbagaian budaya: cabaran dan harapan. 

Jurnal Pendiddikan. 309(3), 21-34.

 

Abdul Razak Zakaria. (2011). Hubungan konteks keluarga dengan penglibatan ibu bapa dan pencapaian 

akademik anak-anak di sekolah menengah. Tesis PhD yang tidak diterbitkan, Universiti Malaya.

 

Adeoye, O. A., & Ziska, F. (2014). Compensation management and employee job satisfaction: A case of 

Nigeria. Journal of Social Sciences, 41(3), 345–352.

 

Akert, N., & Martin, B. N. (2012). The role of teacher leaders in school improvement through the 

perceptions of principals and teachers. International Journal of Education, 4(4), 284–300. 

https://doi.org/10.5296/ije.v4i4.2290

 

Ali Hasan Az-Zhecolany. (2013). Kesalahan ibu bapa yang menyebabkan anak tidak soleh. Cetakan 

Pertama. Batu Caves, Selangor: Ar-Risalah Product Sdn. Bhd.

 

Aliza., & Zamri  Mahmod.  (2016). Pembangunan dan kebolehgunaan modul berasaskan bermain bagi 

pembelajaran kemahiran Bahasa Melayu kanak-kanak prasekolah. Jurnal Pendidikan Bahasa Melayu, 6(1), 

16–29.

 

Allison, M.A., Yuill, B.T., Tornqvist, T., Amelung, F., Dixon, T., Erkens, G., Stuurman, R., Jones, 

C., Milne, G., Steckler, M., Syvitski, J., Teatini, P. (2016). Global risks and research priorities 

for coastal subsidence. EOSdTrans. Am. Geophys. Union 97(19), 22-27.

 

Amirafiza Zaitun Mohd Jackie, Muhammad Faizal A. Ghani & Faisol Elham. (2016). Keberkesanan 

pengajaran guru tadika: Satu kajian awal. Jurnal Kepimpinan

Pendidikan, 3(4), 72-95.

 

Ann, L. W. (2012). Teaching, reflecting and writing from the heart. Young children.

Auckland, New Zealand: Heeinemann.

 

Anuar & Nelson. (2015). Pengaruh kompetensi kemahiran guru dalam pengajaran terhadap pencapaian 

akademik pelajar dalam mata pelajaran Sejarah. Jurnal Kurikulum & Pengajaran Asia Pasifik, 3(2), 

1–11.

 

Arash Ghodrati & Norzima. (2013). The impact of 5S implementation on industry organizations 

performance. International Journal of Business and Management Invention, 2(3), 43–49.

 

Argia, H. A. A., & Ismail, A. (2013). The Influence of transformational leadership on the level of 

TQM implementation in the Higher Education Sector. Higher Education, 3(1), 136–147.

 

Asiya Gul, Syed Aamir, Javed Rafiq & Hummayoum Naeem. (2012). Improving employees  performance  

through  total  quality  management.  Journal  of Economics and Management Sciences, 1(8), 19–24.

 

Aslan, D., & Aktaş Arnas, Y. (2015). The immediate impacts of preschool attendance on Turkish 

children’s mathematics achievement. Educational Studies, 41(3), 231–243.

 

Asmah Subo & Nurulhuda Azizi. (2011). Masalah salah laku agresif dalam kalangan pelajar sekolah 

rendah dan hubungannya dengan gaya keibubapaan. Journal of Education Psychology dan Counseling, 

1(2), 14–22.

 

Azizah Sarkowi. (2012). Penilaian program praktikum: Model pembentukan dan peningkatan kualiti guru 

praperkhidmatan di Institut Pendidikan Guru Malaysia. Tesis       PhD       yang       tidak       

diterbitkan. https://doi.org/10.1017/CBO9781107415324.004

 

Azman Ismail, Hafizah Omar & Ilyani Ranlan Rose. (2014). Interlinkages between service quality , 

customer satisfaction and customer loyalty in Malaysia : A case study of Armed Forces Medical 

Organizations, 7(7), 47–59.

 

Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 

6, 1–60. https://doi.org/10.1146/annurev.psych.52.1.1

 

Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social  

psychological  research:  Conceptual,  strategic,  and  statistical considerations. Journal of 

Personality and Social Psychology, 51, 1173-118

 

Bartlett, J. E., Kotrlik, J. W., & Higgins, C. C. (2001). Organizational research: Determining 

appropriate sample size in survey research. Information Technology, Learning, and Performance 

Journal, 19(1), 43-50.

 

Bellibas, M. S., & Liu, Y. (2017). Multilevel analysis of the relationship between principals' 

perceived practices of instructional leadership and teachers' self-efficacy perceptions. Journal of 

Education Administration, 55(1), 49-69.

 

Bronfenbrenner, U. (1989). Ecological systems theory. Annals of Child Development, 6(2), 37–43.

 

Bush, T. (2007). Educational leadership and management : theory, policy and practice. South Afican 

Journal of Education, 27(3), 391-406.

 

Byrne, B.M. (2010). Structural equation modeling with AMOS (2ⁿᵈed.). NJ: Lawrence Erlbaumm 

Association, Inc.

 

Calik, Temel, Sezgin, Ferudun, Kavgaci, Hasan, & Kilinc, Ali Cagatay. (2012). Examination  of  

relationships  between  instructional  leadership  of  school principals  and  self-efficacy  of  

teachers  and  collective  teacher  efficacy. Educational Sciences: Theory & Practice, 12(4), 

2498-2504.

 

Che Nidzam Che Ahmad, Kamisah Osman & Lilia Halim. (2010). Hubungan ramalan persekitaran 

pembelajaran makmal sains dengan tahap kepuasan pelajar. Jurnal Pendidikan Malaysia, 25(2), 19-30.

 

Chee, K. S. (2012). Principals technology leadership assessment (PTLA). Tesis yang tidak 

diterbitkan. Kota Samarahan : Unimas.

 

Chen, G.J. (2012). A simple way to deal with multicollinearity. Journal of Applied Statistics, 

39(9): 1893-1909.

 

Chiew, W. M. (2012). Penggunaan komputer dalam kalangan guru prasekolah. Jurnal Pembestarian 

Sekolah 2010 Bahagian Teknologi Pendidikan, 14(1), 175-181.

 

Chinyoka, K. (2014). Causes of school drop out among ordinary level learners in a resttlement area 

in Masvingo, Zimbabwe. Journal of Emerging Trends in Educational Research and Policy Studies, 5(3), 

294–300.

 

Chong, E. K. M. (2012). Using blogging to enhance the initiation of students into academic 

research. Computer & Education, 55(4), 798–807.

 

Chua, Y. P. (2013). Mastering research statistics. Kuala Lumpur, Malaysia: Mcgraw- Hill.

 

Chua, Y. P. (2014). Asas statistik penyelidikan. Shah Alam : McGraw-Hill Education.

 

Cloney, O., Cleveland, G., Hattie, J., & Tayler, C. (2015). “Variations in avaliability and quality 

of early childhood education and care by sosioeconomic status of neighbourhoods”. Early Education 

and Development., 27(3), 1–19.

 

Coakes, S. J. (2005). SPSS version 12.0 for windows analysis without anguish.

Australia : National Library of Australia.

 

Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Second Edition. 

Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.

 

Cousineau, D., & Chartier, s. (2010). Outlier detection and treatment: A review.

International Journal of Psychologycal Research, 3(1), 58-67.

 

Creswell, J. (2007). Qualitative inquiry and research design: Choosing among five approaches. 

Thousand Oaks, CA: Sage Publications.

 

Creswell, J. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (4th 

ed.). Thousand Oaks, CA: SAGE.

 

Cresswell, J. W. (2012). Education research: Planing, conducting and evaluating quantitative and 

qualitative research (4ᵗʰ Ed.). Boston: Pearson Education.

 

Cronbach. (1984). Coefficient alpha and the internal structure of tests. Psychometrika, 31, 93–96.

 

Courtney, B. (2016). The importance of "teacher quality" and "quality teaching" on academic 

performance. 6(1), 28-38.

 

Cucu Sukmawati & Endang Herawan. (2016). Kepimpinan instruksional kepala sekolah,  komitmen  guru  

dan  mutu  kerja  mengajar  guru.  Jurnal Administrasi Pendidikan Vol.XXIII (2), 68-88.

 

Dachyshyn, D., & Kirova, A. (2011). Classroom challenges in developing an intercultural early 

learning program for refugee children. Alberta Journal of Educational Research, 57(2), 220–233.

 

Daimiany. (2016). Self-regulated learning mahasiswa pendidikan guru sekolah dasar (PGSD) tahun 

pertama. Jurnal Psikologi Pendidikan & Konseling, 2(1),72-82.

 

Daniels, R. J. (2013). Rethinking the welfare state: The prospects for government by voucher. 

Psychology Press : Routledge.

 

Danielson, C. (2006). Teacher leadership that strengthens professional practice.

Alexandra, VA: Association for Supervision and Curriculum Development.

 

Davis, B., & Degotardi, S. (2015). Educators’ understandings of, and support for, infant peer 

relationships in early childhood settings. Journal of Early Childhood Research, 13(1), 64–78. 

https://doi.org/10.1177/1476718X14538600

 

Dean, J. (1991). Professional development in school. Chicago III : University of Chicago Press.

 

Dimmock, C., & Tan, C. Y. (2013). Educational leadership in singapore. Journal of Educational 

Administration, 51(3), 320–340.

 

Dong, Chuanmei. (2016). Preschool teachers’ perceptions and pedagogical practices: young children’s 

use of ICT. Early Child Development and Care, 188 (6), 635-650.

 

Donnell, L. A., & Gettinger, M. (2015). Elementary school teachers’ acceptability of school reform: 

Contribution of belief congruence, self-efficacy, and professional development. Teaching and 

Teacher Education, 51(2), 47–57.

 

Drost, E. A. (2011). Validity and reliability in social science research. Educational Research and 

Perspectives, 38(1), 105-123.

 

Einarsdottir, J. (2014). Play and literacy: a collaborative action research project in preschool. 

Scandinavian Journal of Educational Research, 58(1), 93–109. 

https://doi.org/10.1080/00313831.2012.705321

 

Emmanouil, K. (2014). The impact of leadership on teachers’ effectiveness.

International Journal Humanities Social and Sciences, 4(1), 34–39.

 

Englander,  M.  (2012).  The  interview:  Data  collection  in  descriptive phenomenological human 

scientific research. Journal of Phenomenological Psychology, 43(4), 13-35.

 

Epstein, J., Sanders, M., Sheldon, S., Simon, B., Salinas, K., Jansorn, N. (2009). School, family, 

and community partnerships: Your handbook for action. Thousand Oaks, CA: Corwin.

 

Erma Abu & Kwan Eu, L. (2014). Hubungan antara sikap, minat, pengajaran guru dan pengaruh rakan 

sebaya terhadap pencapaian matematik tambahan tingkatan 4. Jurnal Kurikulum dan Pengajaran Asia 

Pasifik, 2(1), 1-10.

 

Etistika Yuni Wijaya, Dwi Agus Sudjimat & Amat Nyoto. (2016). Transformasi pendidikan abad 21 

sebagai tuntutan pengembangan sumber daya manusia di era global. Prosiding Seminar Nasional 

Pendidikan Matematika 2016 ~ Universitas Kanjuruhan Malang

 

Fenech, M., Giugni, M., & Bown, K. (2012). A critical analysis of the National quality framework : 

Mobilising for a vision for children beyond minimum standards. Australasian Journal of Early 

Childhood, 37(4), 5–14.

 

Flory, B. J. (2012). Quality early childhood education: A cost-effective intervention to student 

achievement. Doctoral dissertation, Ball State University.

 

Foong, C. Y., & Mohd. Khairuddin Abdullah. (2018). Kepimpinan instruksional

:Konsep, pendekatan dan skala pengukuran. Jurnal Sultan Alauddin Sulaiman Shah, Special Issue, 

146-160.

 

Fredericks, J., Blumenfeld, P., & Paris, A. (2014). School engagement:Potential of the concepts, 

state of the evident. Review of Education Research, 74(2), 59–109.

 

Fullan, M. G., & Miles, M. B. (2015). Getting reform right: What works and what doesn’t. Phi Delta 

Kappan, 73(10), 745–752.

 

Galindo, C., & Sheldon, S. B. (2012). School and home connections and children’s kindergarten 

achievement gains: The mediating role of family involvement. Early Childhood Research Quarterly, 

27(4), 90–103.

 

Garson, G. D. (2015). Structural equation modeling. Asheboro, NC USA : Statistical Associates 

Publishing.

 

Gaskin. (2016). Mediation concepts and bootstrapping in AMOS.

 

George, D., & Mallery, P. (2003). SPSS for windows step by step: A simple guide and reference (4ᵗʰ 

ed.). Boston : Allyn & Bacon.

 

Ghavifekr, S., Ibrahim, M. S., Chellapan, K., Sukumaran, K., & Subramaniam, A. (2017). 

Instructional leadership practices of principal in vocational and technical college: 

teachers’perception. MOJEM: Malaysian Online Journal of Educational Management, 3(1), 48-67.

 

Ghazali Darusalam & Sufean Hussin. (2016). Metodologi penyelidikan dalam pendidikan. Kuala Lumpur : 

Penerbit Universiti Malaya.

 

Giannopoulos, G., Holt, A., Khansalar, E., & Cleanthous, S. (2013). The use of the balanced 

scorecard in small companies. International Journal of Business and Management, 8(14),1-5 

https://doi.org/10.5539/ijbm.v8n14p1

 

Greenwald, R, Hedges, L., & Laine R. (2016). Does money matter?: The effect of school resources on 

student achievement. Google Books,66(3), 361–396.

 

Guskey, T. (2015). Evaluating professional development-thousand Oaks. CA: Corwin Press.

 

Habib Ismail., & Zaimah Ramli. (2012). Amalan kepimpinan transformasi pengetua dan  hubungannya  

dengan  kepuasan  kerja  guru.  Prosiding  Persidangan Kebangsaan Ekonomi Malaysia Ke VII, (7)2, 

1471–1478.

 

Hair, J. F., Black, W. C., Rabin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7ᵗʰ 

ed.). Englewood Cliffs, NJ : Prentice Hall.

 

Hairuddin Mohd. Ali ., & Aniyath Ali. (2015). Do strategic leadership and self efficacy among 

school leaders make a difference? Asian Social Science, 11(27), 219-234.

 

Hakimi Ismail. (2017). 140 sekolah diiktiraf berprestasi tinggi. Dimuat turun dari 

http://www.utusan.com.my/pendidikan/140-sekolah-diiktiraf-berprestasi-tinggi- 1.472631

 

Hallinger, P., & Bryant, D. A. (2013). Review of research publications on educational leadership 

and management in Asia: A comparative analysis of three regions. Oxford Review of Education, 39(3), 

307–328.

 

Hallinger, P., & Murphy, J. (1985). Assessing the instructional management behaviors of principals. 

The Elementary School Journal, 86(2), 1–9.

 

Hallinger, P., Taraseina, P., & Miller, J. (1994). Assessing the instructional leadership of 

secondary school principals in Thailand. S. Chool Effectiveness and School Improvement, 5(4), 

321–348.

 

Hallinger, P. (2003). Leading educational change: reflections on the practice of instructional and 

transformational leadership. Cambridge Journal of Education, 33(3), 329–352. 

https://doi.org/10.1080/0305764032000122005

 

Hallinger, P. (2008). A review of PIMRS studies of principal instructional leadership: Assessment 

of progress over 25 years. In annual meeting of the American Educational Research Association 

(AERA), New York.

 

Hamidah & Kong, Y. C. (2014). Gaya kepimpinan pengetua dan hubungannya dengan keberkesanan sekolah. 

Management Research Journal, 3(4), 93–106.

 

Haslina, Sanep & Tamat Sarmidi. (2012). Ke arah Negara Islam berpendapatan tinggi :  peluang  dan  

cabaran  towards  high-income  islamic  countries : opportunities and challenges. Transformasi 

ekonomi dan sosial ke arah Negara maju. 2(1), (547–555).

 

Hasnuddin Rahman. (2015). Keberkesanan Penggunaan TMK Di Dalam Pengajaran Dan Pembelajaran 

Pendidikan Islam Bagi Sekolah Kebangsaan Desa Pandan Kuala Lumpur. International Conference on 

Information Technology & Society, 8-9 June 2015, Kuala Lumpur, Malaysia.

 

Hasnah Mohamed. (2016). Meningkatkan kemahiran menulis karangan melalui penggunaan track changes. 

Malaysian Journal of Learning and Instruction, 13(2), 135–159.

 

Healey, D. M., Flory, J. D., Miller, C. J., & Halperin, J. M. (2011). Maternal positive parenting 

style is associated with better functioning in Hyperactive/Inattentive preschool children,5(7), 

25-31.

 

Hing-KeungMa. (2009). Moral development and moral education: An integrated approach. Educational 

Research Journal, 24(2), 293-326.

 

Hobart, B. (2014). Understanding generation Y. Princeton One, Skillman : New Jersey.

 

Hooi, S. P., Melissa Ng, L. Y., & Anna Christina. (2013). Multicultural early childhood education: 

Practices and challenges in Malaysia. The Australian Educational Researcher, 40(5), 615–632.

 

Houchens, G., & Cabrera, J. (2014). Preparing principals for instructional leadership : Integrating 

the common core standards. 11(2), 25-38.

 

Huck, S. W. (2012). Reading statistics and research. Boston: Pearson.

 

Hussein Mahmood. (2016). Kepimpinan dan keberkesanan sekolah (2ⁿᵈ ed.). Kuala Lumpur: Dewan Bahasa 

dan Pustaka.

 

Irma Y. M., Norlizah, C. H., Fathizah, M. F. (2018). Penglibatan ibu bapa dalam aktiviti 

pembelajaran di rumah dan hubungannya dengan pencapaian akademik murid. Jurnal Penyelidikan dan 

Inovasi, 5(1), 42-62.

 

Jain Chee. (2017). Penerokaan pengetahuan teknologi, pedagogi dan kandungan dalam kalangan guru 

prasekolah di daerah Sandakan, Sabah. Disertasi Kedoktoran. Kuala Lumpur, Universiti Malaya.

 

Jamilah Ahmad., & Yusof Boon. (2011). Amalan kepimpinan sekolah berprestasi tinggi  (SBT)  di  

Malaysia.  Journal  of  Edupress,  1(9),  323–335. http://eprints.utm.my/17080/1/JOE-1-2011-039.pdf

 

Jamilah Man, Yahya Don & Siti Noor Ismail. (2016). Kepimpinan transformasi dan kualiti guru 

generasi “Y”. Jurnal Kepimpinan Pendidikan, 3(1), 29–32.

 

Jasmi, K. A. (2012). Kesahan dan kebolehpercayaan dalam kajian kualitatif. kursus penyelidikan 

kualitatif siri 1. Kuala Lumpur : Universiti Teknologi Malaysia.

 

Johnson, S. R., Seidenfeld, A. M., Izard, C. E., & Kobak, R. (2013). Can classroom emotional  

support  enhance  prosocial  development  among  children  with depressed caregivers? Early 

Childhood Research Quarterly, 28(2), 282–290.

 

Jones, A., Buntting, C., & De Vries, M. J. (2013). The developing field of technology education: A 

review to look forward. International Journal of Technology and Design Education, 23(2), 34-48.

 

Kamaruzzaman Abdul Manan & Che Mahzan Ahmad. (2017). Kepentingan komunikasi dalam latihan. 

e-Journal Penyelidikan dan Innovasi, 4(1), 129-150.

 

Kementerian Pelajaran Malaysia. Instrumen Standard Kualiti Malaysia, Jemaah Nazir Sekolah, Standard 

4. (2010).

 

Khodijah Abdul Rahman, Siti Zahara Mohid & Roslinda Ramli. (2018). Kesediaan Guru Menggunakan 

Teknologi Multimedia dalam Pengajaran dan Pembelajaran di Sekolah Rendah Agama di Selangor. 

Proceeding of IC-ITS 2018 e-ISBN : 978-967-2122-64-7, 4ᵗʰ International Conference on Information 

Technology & Society, October 30ᵗʰ - 31ˢᵗ, 2018, Selangor, Malaysia.

 

Kline, R. B. (2011). Principles and practice of structural equation modeling. 2(8), 77-

85. https://doi.org/10.1038/156278a0

 

Koh, C. (2012). Moral development and student motivation inmoral education: A Singapore study. 

Australian Journal of Education, 56(1), 83-101.

 

Korhonen, T., & Lavonen, J. (2016). A new wave of learning in Finland – Get started with 

innovation! In Educating for the twenty-first century: Perspectives, policies and practices. 

Singapore: Springer.

 

Krummel Reinking, A. (2015). Increasing accountabiliy measures for early childhood teachers using 

evaluation models: Observation, feedback, and self-assessment. Current Issues in Education, 18(1), 

1–10.

 

Laporan Awal Pelan Pembangunan Pendidikan Malaysia. (2013-2025). Putrajaya, Kementerian Pendidikan 

Malaysia.

 

Laporan Awal Pelan Pembangunan Pendidikan, Jabatan Pendidikan Negeri 2015.

Kuching, Sarawak.

 

Latifah Abdul Majid, Wan Nasyrudin & Nurul Hidayah. (2012). Penerapan nilai murni dan pembentukan 

jati diri kanak-kanak prasekolah melalui penggunaan multimedia. Jurnal Hadhari Special Edition 

3(5), 51–65.

 

Lee, J. C., Zhang, Z., & Yin, H. (2011). A multilevel analysis of the impact of a professional 

learning community, faculty trust in colleagues and collective efficacy on teacher commitment to 

students. Teaching and Teacher Education, 27, 820-830.

 

Lee, V. E., Burkam, D. T., Ready, D. D., Honigman, J., & Meisels, S. J. (2016). Full day versus 

half day kindergarten: In which program do children learn more? American    Journal    of    

Education,    112(2),    163–208. https://doi.org/10.1086/498994

 

Levy, K. S. C. (2006). The contricution of self-concept in the etiology of adolescent delinquency. 

Adolescence, 8(32), 671–685.

 

Liong, S. C. (2014). Pembangunan profesionalisme guru ke arah pendidikan berkualiti. Kolokium 

Kebangsaan Kepimpinan Instruksional, 10(4), 1–13.

 

Madsen, P. T., Jensen, F. H., Carder, D. and Ridgway, S.(2012). Dolphin whistles: a functional 

misnomer revealed by heliox breathing. Biol.(2)8, 211-213.

 

Mahmood, S. (2013). First-year preschool and kindergarten teachers: challenges of working with 

parents. School Community Journal, 23(2), 55-86.

 

Mahzan Bin Arshad., & Chee. S. C. (2017). Penilaian semula pengajaran dan pembelajaran dalam 

pembacaan awal. Jurnal Pendidikan Awal Kanak-Kanak Kebangsaan 2017 Special Issue, 79-86.

 

Maimunah Nasir & Hashimah Mohd Yunus. (2017). Peranan guru tingkatan enam dalam membentuk pelajar 

terarah kendiri dan meningkatkan kemahiran abad ke-

21. Jurnal Kurikulum & Pengajaran Asia Pasifik, 5(1), 1-6.

 

Mansor, M. (2013). Pembangunan model pembelajaran profesional berasaskan sekolah di sekolah 

menengah harian di Malaysia. Tesis yang tidak diterbitkan, Universiti Pendidikan Sultan Idris.

 

Marjanovi, L. (2014). The structural quality of preschools : How it influences process quality and 

children’s achievements. Ljubica Marjanovič Umek, 4(2), 10–23.

 

Marjory E., & Yoke, Y. C. (2011). No Title. Instituting change in early childhood education: recent 

developments in Singapore. 28(2), 3–9.

 

Marken, J., & Morrison, G. (2013). Objectives over time: a look at four decades of objectives in 

the educational research literature. Arastirmax.Com, 4(1), 1–14.

 

Marzni Mohamed Mokhtar, Rohizah Yaakub & Fadzilah Amzah. (2018). Cabaran guru Bahasa Melayu dalam 

menerapkan kemahiran berfikir aras tinggi dalam pembelajaran dan pemudahcaraan penulisan karangan 

argumentatif. Malaysian Online Journal of Education, 2(2), 7-14.

 

Mattar, D. (2012). Instructional leadership in Lebanese public schools. Educational Management 

Administration & Leadership, 40(4), 509–531.

 

Matthews. (2011). Assessing Organizational Effectiveness: The role of performance measures. The 

Library Quarterly, 81(1), 83–110.

 

Meihua, Q., & Karen, R. C. (2016). Game-based learning and 21st century skills: A review of recent 

research. Computers in Human Behavior, 63, 50-58.

 

Mendels, P. (2015). The effective principal. Journal of Staff Development, 33(1).

 

Mial Kim & Stuart Reifel. (2010). Children care teaching as women’s work: Reflections on 

experiences. Journal of Research in Childhood Education, 24(1), 229–247.

 

Michael, G. W. (2012). Quantitative research design in curriculum and teaching.

Journal of Quantitative Research Design in Education, 20(3), 12-35.

 

Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis, a methods 

sourcebook (2ⁿᵈ ed.). Oaks, CA : SAGE.

 

Mitchell, S. N. & Logue, M. E. (2015). Teaching and Teacher Education, 25(2), 344- 349.

 

Mohd Awang, I., & Dollard, M. F. (2011). Psychosocial safety climate, work conditions, and emotions 

in the workplace : A Malaysian population - base work stress study. International Journal of stress 

management, 18(4), 234-347.

 

Mohd Nazri, A. R., & Wan Nurul Baizura, W. M. N. (2018). Pelaksanaan kurikulum standard prasekolah 

kebangsaan semakan 2017 : retrospeksi guru. Jurnal Kepimpinan Pendidikan, 5(3), 59-71.

 

Mohd Yusri & Wan Ismail. (2015). Model kepimpinan maya dan kesejahteraan kerja pemimpin sekolah 

Malaysia: Perantaraan oleh komunikasi dalam kumpulan. Jurnal Kepimpinan Pendidikan, 2(1), 10-24.

 

Mohd Yusri Ibrahim., & Aziz Amin. (2014). Model kepemimpinan pengajaran pengetua  dan  kompetensi  

pengajaran  guru.  JuKu:  Jurnal  Kurikulum  & Pengajaran     Asia     Pasifik     -Januari,     

2(1),     11–25. https://doi.org/10.1017/CBO9781107415324.004

 

Muhammad  Faizal  &  Gary.  (2013).  The  practices  of  professional  learning communities: a 

developed country of excellent school leader’s perspectives. Journal of Curriculum and Teaching, 

1(3), 10–27.

 

Muhammad Faizal & William, J. (2014). Harapan murid bemasalah terhadap pengajaran guru:Satu kajian 

awal di sebuah negara maju. Jurnal Kurikulum & Pengajaran Asia Pasifik, 2(1), 26–43.

 

Muhammad Faizal, A. G & Abd. Khalil, A. (2015). Model program perkembangan profesioanalisme guru 

Malaysia: satu kajian analisis keperluan di sekolah berprestasi  tinggi  dan  sekolah  berprestasi  

rendah.  Jurnal  Kepimpinan Pendidikan, 2(1), 32–46.

 

Muhammad Faizal, A. G., Abdul Khalil, A. , Zahara., Norfariza M. R., Ainoor, M. A., & Faisol, E. 

(2016). Program Pembangunan Profesionalisme Guru Sekolah Berprestasi Tinggi. Jurnal Kepimpinan 

Pendidikan, 3(3), 76-103.

 

Mujahidah. (2015). Implementasi teori ekologi Bronfenbrenner dalam membangun pendidikan karakter 

yang berkualiti. Lentera, 4(3), 171–185.

 

Murphy, J. (1990). Principal instructional leadership : Changing perspectives on the school. 

Advances in Educational Administration, 60(25), 119–123.

 

Niqab, M., Sharma, S., Wei, L. M., & Maulod, S. B. A. (2014).  Instructional leadership  potential  

among  school principals in Pakistan.  International Education Studies, 7(6), 25-35.

 

Noor Aini Ahmad. (2014). Mengintergrasi teknologi komunikasi dan maklumat sebagai media pengajaran 

bahasa dalam kalangan kanak-kanak awal umur. Jurnal Pendidikan Bahasa Melayu (JPBM), 4, 36–43.

 

Noor Erma Abu & Leong K. E. (2014). Hubungan antara sikap, minat, pengajaran guru dan pengaruh 

rakan sebaya terhadap pencapaian Matematik tingkatan 4. Jurnal   Kurikulum   &   Pengajaran   Asia  

 Pasifik,   2(1),   1–10. https://doi.org/10.11113/jt.v39.477

 

Nor & Amir. (2013). Multicultural learning partnerships in the café: Integrating ICT into 

transnational tertiary education in Australia using the collaborative application for education. 

Journal of International and Comparative Education, 3(2), 173–184.

 

Nor Azni Abdul Aziz, Foo Say Fooi, Soaib Asimiran & Aminuddin Hassan. (2014). Kepimpinan 

instruksional pengetua dalam pelaksanaan pentaksiran berasaskan sekolah. Proceeding of the Global 

Summit on Education GSE 2014, 12(5), 4–19.

 

Norashikin, Ramli & Foo, S. F. (2015). Hubungan kepimpinan guru dengan pencapaian akademik 

pelajar.1(2), 1–11.

 

Norfaezah Mohd Hamidin & Idi Hamdi. (2016). Smart reader kids arabic: Inovasi dalam pendidikan 

prasekolah. E-Journal Penyelidikan & Inovasi, 3(2), 73–84.

 

Norly Jamil. (2010). Tingkah laku emosi kanak-kanak dan ekspresi emosi ibu bapa.

International Conference on Teacher Education., 3(1), 302–311.

 

Norsita Ali & Zainal Madon. (2014). Tinjuanan awal interaksi guru kanak-kanak dalam pemupukan 

pemikiran kreatif kanak-kanak prasekolah. Kota Kinabalu : Sabah.

 

Norwaliza Abdul Wahab, Jasmi Abu Talib, Norazilawati Abdullah, Kannamah Mottan & Amir Hasan Dawi. 

(2016). Parents’ roles on educational goals among the orang asli community in Malaysia. Middle-East 

Journal of Scientific Research, 24(8), 2431–2438.

 

Nur Afiqah & Fariza Khalid. (2016). The benefits and constraints of the use of information and 

communication technology (ICT) in teaching mathematics. Creative Education, 7(2), 1537–1544.

 

Nur Athirah Ariffin & Faridah Yunus. (2017). Kesediaan guru prasekolah dalam melaksanakan kbat 

dalam pengajaran dan pembelajaran. Simposium Pendidikan Dipperibadikan: Perspektif Risalah An-Nur.

 

Nurul Huda Ab. Rahman & Azlin Noraini Mansor. (2017). Tahap amalan guru besar serta pengajaran dan 

pembelajaran guru sekolah rendah. Malaysia Journal of Society and Space,13(3), 65-74.

 

Oliver, R. M., Wehby, J. H., & Reschly, D. J. (2011). Teacher classroom management practices : 

Effects on disruptive or aggressive student behavior. European Journal of Psychology of Education, 

24(2), 4–10.

 

Opfer, V. D., & Pedder, D. (2011). Conceptualizing teacher professional learning. Review    of    

Educational    Research,    81(3),    376–407. https://doi.org/10.3102/0034654311413609

 

Patton, M.Q. (2002). Qualitative research and evaluation methods (3 rd Ed.).

Thousand Oaks: Sage.

 

Peariso. (2011). A study of principals’ instructional leadership behaviors and beliefs of good 

pedagogical practice among effective California High School serving socioeconomically disadvantaged 

and English learners. Liberty University.

 

Pelan Induk Pembangunan Pendidikan. (PIPP, 2006-2010). Putra Jaya, Kementerian Pendidikan Malaysia.

 

Peterson, E. R., Rubie-Davies, C. M., & Dixon, R. S. (2011). Who is to blame? Students, teachers 

and parents views on who is responsible for student achievement.    Research    in    Education,    

86(1),    1–12. https://doi.org/10.7227/RIE.86.1

 

Pios,  A.  (2012).  Masalah  ketidakhadiran  murid  orang  asli  dalam  kegiatan kokurikulum di 

sebuah sekolah orang asli di Petaling Jaya: faktor dan cadangan penyelesaian.  Jurnal  Pengurusan  

Dan  Kepimpinan  Pendidikan,  Institut Aminuddin Baki, 24(2), 10–15.

 

Putnam, R. T., & Borko, H. (2015). What do new views of knowledge and thinking have to say about 

research on teacher learning?. Educational Researcher, 29(1), 4–15.

 

Pym, A. (2010). Exploring translation theories. London and New York : Routledge.

 

Quan-McGimpsey, S., Kuczynski, L., & Brophy, K. (2013). Tensions between the personal and the 

professional in close teacher-child relationships. Journal of Research    in    Childhood    

Education,    27(1),    111–126. https://doi.org/10.1080/02568543.2012.738287

 

Ramlah Jantan, Nor Afni Resad, Siti Fathimah Az-Zahra. (2016). Aktiviti didik hibur dalam kalangan 

guru prasekolah di Daerah Gombak. Jurnal Pendidikan Awal Kanak-Kanak, 5(2), 19-29.

 

Raven, J. (2014). The Raven’s Progressive matrices: change and stability over culture and     time. 

    Cognitive     Psychology,     41,     1–48. https://doi.org/10.1006/cogp.1999.0735

 

Rekha N. K., & Ganesh, P. M. (2012). Do mentors learn by mentoring others?

International Journal of Mentoring and Coaching in Education, 1(3), 205-217.

 

Riduwan. (2012). Skala pengukuran variabel-variabel penelitian. Jakarta: Alfabeta.

 

Rivkin, S., Hanusheks, E. A., & Kain, J. (2015). Teachers, schools, and academic achievement. 

Econometrica, 73(2), 417–458.

 

Rohaty, M., Mohd. Anuar, A., & Zahara, Z. (2012). Effects of a multisensory programme on dyslexic 

students: Identification and mastery of the alphabet. Research Journal of Applied Sciences,7(7), 

340-343.

 

Rosnah Ishak & Muhammad Faizal. (2012). Amalan kepimpinan terbaik untuk sekolah sebagai organisasi 

pembelajaran. Jurnal Pendidikan Malaysia, 37(2), 35–41.

 

Rosnah Ishak & Siti Nur Fatihah Rusman. (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),1- 15.

 

Safitri A., Hadiyanto, & Ramli, E. (2018). Persepsi guru tentang proses supervisi akademik kepala 

SMA N1 Kecamatan kapur IX kabupaten Lima Puluh Kota. Jurnal Bahana Manajemen Pendidikan, 7(1).

 

Sahin, S. (2011). Instructional leadership in Turkey and the United States: Teachers’ perspectives. 

Problems of Education in the 21th Century, 34(12), 122-137.

 

Sandholtz, J. H., & Scribner, S. P. (2016). The paradox of administrative control in fostering 

teacher professional development. Teaching and Teacher Education, 22(8), 1104–1117.

 

Sandra, R., Abu Bakar, N., & Norlidah, A. (2013). Penggunaan ICT merentas Kurikulum Standard 

Prasekolah Kebangsaan (KSPK): Tinjauan di prasekolah Kementerian Pelajaran Malaysia. Jurnal 

Kurikulum & Pengajaran Asia Pasifik, 1(2), 20–31.

 

Sanja, T. V. (2012). The significance of preschool teacher’s personality in early childhood 

education: Analysis of Eysenck’s and big five dimensions of personality. International Journal of 

Psychology and Behavioral Sciences, 2(2), 13–20.

 

Seebruck, R. (2015). Teacher quality and student achievement : A multilevel analyses of teacher 

credentialization and student test score in California High School, 5(2), 1-18.

 

Sekaran, U., & Bougie, R. (2010). A skill building approach. UK: Wiley.

 

Shahril Marzuki. (2004). Effective teaching practices: A study in a few schools in the federal 

territory and Selangor. Journal of Education University of Malaya, 4(2), 29–40.

 

Shuai Zhang & Bright, D. (2013). Talent definition and talent management reconotion in Chinese 

private-owned enterprises. Journal of Chinese Enterpreneurship, 4(2), 143–163.

 

Siti, N. (2015). Amalan pengurusan kualiti menyeluruh (TQM) dan hubungannya dengan gaya kepimpinan 

pengetua. Jurnal Kepimpinan Pendidikan, 2(1), 1–13.

 

Siti Hajar & Suguneswary. (2016). Teachers’ acceptance on using information communication and 

technology (ICT) in teaching Tamil Language. The Online Journal of New Horizons in Education, 6(2), 

101–111.

 

Siti Noor & Yahya., D. (2015). Amalan pengurusan kualiti menyeluruh (TQM) dan hubungannya  dengan  

gaya  kepimpinan  pengetua.  Jurnal  Kepimpinan Pendidikan, 2(1), 1–13.

 

Sofo, F., Fitzgerald, R., & Jawas, U. (2012). Instructional leadership in Indonesian school reform 

: overcoming the problems to move forward. School. Leadership & Management: Formerly School 

Organisation, 32(5), 503–522.

 

Sohail, M. M., Mahmood, B., Ali, M., & Rafi, S. (2012). The sociology of classroom and student’s 

family background influencing student’s learning: A study at University of Sargodha. International 

Journal of Asian Social Sciences, 2(4), 513–529.

 

Sola, A., & Oyeyemi, K. (2012). Application of total quality management in the classroom. British 

Journal of Arts and Social Sciences,11(1), 11–18.

 

Soukakou, E. P. (2012). Measuring quality in inclusive preschool classrooms: Development and 

validation of the Inclusive Classroom Profile (ICP). Early Childhood Research Quarterly, 27(3), 

478–488.

 

Sparks, D. (2012). Designing powerful professional development for teachers and principals. Oxford, 

OH: National Staff Development Council.

 

Stevens. (1984). Applied multivariate statistics for the social science. Journal of Education 

Statistics, 47(2), 51-62.

 

Sulaili Jaya & Chua Y. P. (2019). Tahap kompetensi dan hubungan bimbingan rakan peningkatan sekolah 

terhadap kompetensi kepimpinan pemimpin sekolah di Negeri Sarawak. Jurnal Kepimpinan Pendidikan, 

6(2), 16-43.

 

Sun, A., & Xia, J. (2018). Teacher-perceived distributed leadership, teacher self- efficacy and job 

satisfaction: A multilevel SEM approach using the 2013 TALIS data. International Journal of 

Education Research, 92(86-97).

 

Sundus, M. (2018). The impact of using gadgets on children. Journal of Depression and Anxiety, 

7(1), 1-3.

 

Suresh Kumar N Vellymalay. (2015). Iklim bilik darjah dan hubungan etnik dalam kalangan murid. 

Jurnal Kepimpinan Pendidikan, 2(4), 32–46.

 

Sykes,  G.  (2013).  Reform  of  and  as  professional  development.  Phi  Delta Kappan,77(1), 

77(1), 465–467.

 

Tavakol, M., & Dennick, R. (2011). Making sense of Cronbach’s alpha. International Journal of 

Medical Education, 2, 53.

 

Temel, S. (2014). The effects of problem-based learning on pre-service teachers’ critical thinking 

dispositions and perceptions of problem-solving ability. South African Journal of Education, 34(1), 

1–20.

 

Thulin, S., & Jonsson, A. (2014). Child perspectives and children’s perspectives: a concern  for  

teachers  in  preschool.  Childhood,  Learning  and  Didactics, EDUCARE, 3(2), 13–37.

 

Thum, Y. M. (2013). Measuring progress towards a goal: Estimating teacher productivity using a 

multivariate multilevel model for value-added analysis. Sociological Methods and Research, 32(7), 

153–207.

 

Thuwayba A. Al-Barwani, Tayfour S. Albeely & Humaira Al-Suleimani. (2012). Parental involvement in 

Higher Education in Oman.  Jurnal Pendidikan Malaysia, 37(1), 13-24.

 

Tonyan, H. A., & Nuttall, J. (2014). Connecting cultural models of home-based care and 

childminders’ career paths: an eco-cultural analysis. International Journal of Early Years 

Education, 22(1), 117–138.

 

Ubben, G. C., Hughes, L. W., & Norris, C. J. (. (2004). The principal: Creative leadership for 

effective school. Boston : Pearson Education Company.

 

Wan Anita & Azizah Hamzah. (2013). Media dalam kehidupan dan perkembangan kanak-kanak. Malaysian 

Journal of Media Studies, 15(2), 27–39.

 

Wan Marfazila, Wan Mahmud & Habibah Ab. Jalil. (2014).Leadership patterns among schools’ 

administrators in Malaysia department of foundations of education. 19(8), 125–132. 

https://doi.org/10.5829/idosi.mejsr.2014.19.icmrp.19

 

Waters, L. (2017). Visible wellbeing in schools: the powerful role of instructional leadership. 

Australian Educational Leader, 39(1), 6-10.

 

Wiersma, W. (2000). Research methods in education. An introduction. Needham Heights, M.A: A. 

Pearson.

 

Wilson Morgan, L, N. (2015). The influence of social leadership practices on classroom management, 

school environment and academic under performance. Walden University : Minnesota.

 

Wong, K. T., Rosma, O., Goh, P.S.C., & Mohd Khairezan, R. (2013). Understanding

student teachers' behavioral intention to use technology: Technology Acceptance Model (TAM) 

validation and testing. International Journal of Instruction, 6(1), 89-105.

 

Wong, S. H., & Nur Ain Elzira. (2018). Bimbingan dan pementoran pembimbing pakar peningkatan 

sekolah menurut persektif guru dibimbing. International Journal of Education, Psychology and 

Counseling, 3(13), 57-72.

 

Wood. (2013). Play, learning and early childhood curriculum. London: Sage Publication.

 

Zahanim Ahmad  & Qurrata 'Aini Syamimi. (2018). Konsep mentoring dalam kalangan kalangan guru: Satu 

penelitian awal.  e-Prosiding Persidangan Antarabangsa Sains Sosial dan Kemanusiaan. PASAK3 

201823-24 April 2018 . Kolej Universiti Islam Antarabangsa Selangor.

 

Zainudin, A. (2010). Research Metholodology for business and social science. Shah Alam: Universiti 

Teknologi MARA Publication Centre.

 

Zarina Abdul Rashid. (2016). Tahap kesediaan guru dalam aspek pengetahuan dan keperluan  latihan  

berfokuskan  aplikasi  KBAT.  Disertasi  Ijazah  Sarjana Pendidikan Teknikal. Fakulti Pendidikan 

Teknikal dan vokasional : Universiti Hussein Onn Malaysia.

 

Zhou, M. & Brown, D. (2015). Educational learning theories open textbook 1, 38-47.

Diambil dari https://oer.galileo.usg.edu/education-textbooks/1

 

Zulida Abdul Kadir. (2013). Enhancing students’ problem solving skills using PBL as an 

instructional communication approach. Kuala Lumpur : Universiti Pertanian

Malaysia.

 


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.