TAHAP DIMENSI KEPIMPINAN INSTRUKSIONAL GURU BESAR DI NEGERI SARAWAK

  • Cammellia Othman
  • Abdul Halim Busari

Abstract

Abstrak: Isu pemimpin sekolah yang kurang kompeten sering dibincangkan dan sentiasa dikaji. Kepimpinan instruksional adalah antara gaya kepimpinan yang sering dipraktikan oleh pemimpin sekolah. Amalan kepimpinan instruksional telah terbukti dapat meningkatkan pencapaian pelajar di sekolah. Wujud satu kerisauan sekiranya pemimpin sekolah-sekolah di Malaysia tidak memberi penekanan kepada pembangunan pedagogi pengajaran tapi hanya hanya melaksanakan urusan pentadbiran semata-mata. Oleh yang demikian, kajian ini mengkaji secara khusus tahap setiap dimensi kepimpinan instruksional guru besar berdasarkan persepsi guru di Sarawak. Terdapat tiga dimesi dalam Model Kepimpinan instruksional iaitu mendefinisikan misi sekolah, mengurus program instruksional dan menggalakkan iklim sekolah yang positif. Manakala, setiap dimensi tersebut mempunyai sepuluh sub-dimensi. Seramai 899 orang guru sekolah rendah telah terlibat dalam kajian ini. Teknik pengumpulan data secara atas talian melalui aplikasi Google Forms telah digunakan untuk proses pengumpulan data kajian. Soal selidik Principal Instructional Management Rating Scale (PIMRS) yang dibangunkan oleh Philip Hallinger (2000) telah diadaptasi bagi mengukur tingkah laku kepimpinan instruksional guru besar dan didapati paling menepati tujuan kajian. Kajian ini menggunakan kaedah kuantitatif dan data dianalisis menggunakan Statistical Package for the Social Sciences 29 (SPSS). Hasil kajian ini menunjukkan amalan kepimpinan instruksional guru besar secara keseluruhan adalah tinggi (M = 4.05; SP= 0.52). Bagi dapatan mengikut dimensi pula, dimensi mendefinisikan misi sekolah iaitu (M=4.20, SP= 0.51) dan dimensi mengurus program instruksional (M=4.09, SP= 0.53) mencatat nilai min lebih tinggi berbanding keseluruhan nilai min kepimpinan instruksional. Manakala, dimensi menggalakkan iklim sekolah yang positif pula (M=3.97, SP= 0.57) mencatat skor yang lebih rendah daripada skor keseluruhan. Kesimpulannya, ketiga-tiga dimensi kepimpinan instruksional menunjukkan nilai min yang tinggi. Keputusan ini mengesahkan bahawa guru besar sekolah rendah di negeri Sarawak kerap mempraktik amalan kepimpinan instruksional dalam menerajui sekolah. Keadaan ini sejajar dengan konsep karamah insaniah (human dignity) yang terdapat dalam teras Malaysia Madani di mana setiap pemimpin perlu berperanan dalam mengangkat martabat manusia iaitu maruah dan harga diri anak didik melalui kepimpinan yang diamalkan di sekolah.


 


Kata kunci: Kepimpinan instruksional, mendefinisikan misi sekolah, mengurus program instruksional, menggalakkan iklim sekolah yang positif, guru besar, guru


Abstract: The issue of being less competent by school leaders is always discussed and studied. The leadership style practised by a leader plays an important role in influencing every performance of the organization. Principals or head teachers are the most influential individuals in an educational organization. Instructional leadership practices have been proven to improve student achievement in school. There is a concern that school leaders in Malaysia do not emphasize the development of teaching pedagogy but only carry out administrative matters. Therefore, this study specifically examines the level of each dimension of the head teacher's instructional leadership according to teachers' perceptions in Sarawak. The Instructional Leadership Model has three dimensions: defining the school's mission, managing the instructional program, and promoting a positive school climate. Meanwhile, each dimension has ten sub-dimensions. A total of 899 primary school teachers were involved in this study. The online data collection technique through the Google Forms application was used for the research data collection process. The Principal Instructional Management Rating Scale (PIMRS) questionnaire developed by Philip Hallinger (2000) was adapted to measure the instructional leadership behaviour of principals and was found to be the most appropriate for the study. This study used quantitative methods, and data was analyzed using Statistical Package for the Social Sciences 29 (SPSS).The results of this study show that the head teacher's instructional leadership practice is high (M = 4.05; SP = .52). Findings by dimensions show the dimension of defining the school's mission (M=4.20, SP= .51) and the dimension of managing instructional programs (M=4.09, SP= .53) recorded a higher mean value compared to the overall mean value of instructional leadership. Meanwhile, the dimension of promoting a positive school climate (M=3.97, SP= .57) recorded a lower score than the overall score. In conclusion, all three dimensions of instructional leadership show a high mean value. This result confirms that primary school head teachers in the state of Sarawak often practice instructional leadership practices in leading the school. This situation aligns with the concept of human dignity in the core of Malaysia Madani, where every leader must play a role in uplifting human dignity, that is, the dignity and self-esteem of students through leadership practised in school.


 


Keywords: Instructional leadership, defining the school’s mission, managing the instructional program, promoting a positive school climate, head teachers, teachers

Published
2023-10-12
How to Cite
OTHMAN, Cammellia; BUSARI, Abdul Halim. TAHAP DIMENSI KEPIMPINAN INSTRUKSIONAL GURU BESAR DI NEGERI SARAWAK. ICELAM, [S.l.], v. 3, n. No 2-13, oct. 2023. Available at: <https://myjms.mohe.gov.my/index.php/icelam/article/view/24341>. Date accessed: 15 june 2024.