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Type :thesis
Subject :LB Theory and practice of education
Main Author :Azura Pun
Title :Hubungan Kepimpinan Transformasional Pengetua, Komuniti Pembelajaran Profesional dengan Komitmen Guru Sekolah Menengah Kebangsaan di Malaysia
Place of Production :Tanjong Malim
Publisher :Fakulti Pengurusan dan Ekonomi
Year of Publication :2022
Corporate Name :Universiti Pendidikan Sultan Idris
PDF Guest :Click to view PDF file

Abstract : Universiti Pendidikan Sultan Idris
Kajian ini bertujuan untuk menguji amalan Kepimpinan Transformasional Pengetua, Komuniti Pembelajaran Profesional dan Komitmen Guru di sekolah menengah kebangsaan di Malaysia. Kajian ini juga bertujuan untuk mengenal pasti i) hubungan di antara Kepimpinan Transformasional Pengetua dengan Komuniti Pembelajaran Profesional, dan ii) hubungan Komuniti Pembelajaran Profesional dengan Komitmen Guru. Seterusnya, bertujuan mengenal pasti sama ada Komuniti Pembelajaran Profesional merupakan mediator di antara Kepimpinan Transformasional Pengetua dengan Komitmen Guru. Pendekatan kuantitatif melalui kaedah tinjauan digunakan dan melibatkan seramai 702 orang guru sekolah menengah kebangsaan di Malaysia. Kaedah persampelan berstrata tidak berkadaran telah digunakan dalam pemilihan sampel. Data dianalisis dengan menggunakan AMOS-SEM versi 23. Hasil dapatan menunjukkan amalan Kepimpinan Transformasional Pengetua merupakan konstruk yang sah dengan nilai, TLI = 0.937, CFI = 0.942 dan RMSEA= 0.058. Komuniti Pembelajaran Profesional juga merupakan model yang sah dengan nilai indeks kesepadanan TLI = 0.938, CFI = 0.943 dan RMSEA= 0.047. Komitmen Guru turut mempunyai konstruk yang sah dengan nilai indeks kesepadanan TLI=0.973, CFI = 0.982 dan RMSEA= 0.055. Seterusnya, Kepimpinan Transformasional Pengetua didapati mempunyai hubungan yang signifikan dengan Komuniti Pembelajaran Profesional (.77). Komuniti Pembelajaran Profesional juga mempunyai hubungan signifikan dengan komitmen guru (.39). Dapatan menunjukkan Komuniti Pembelajaran Profesional menjadi mediator separa kerana kesan tidak langsung adalah signifikan (0.77 x 0.39 = 0.30) dan nilai kesan langsung juga signifikan (0.32). Kesimpulannya, kajian ini menunjukkan bagaimana pengetua sekolah yang mengamalkan kepimpinan transformasional dapat meningkatkan Komitmen Guru melalui pembudayaan Komuniti Pembelajaran Profesional di sekolah. Implikasinya, Komitmen Guru berkait rapat dengan Komuniti Pembelajaran Profesional dan kejayaan Komuniti Pembelajaran Profesional bergantung pada pengaruh Kepimpinan Transformasional Pengetua. Seterusnya, melalui kajian ini, para pengetua dapat memperluaskan pengetahuan tentang bagaimana membina Komuniti Pembelajaran Profesional di sekolah dengan cara yang lebih efektif.

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