Hubungan Kepimpinan Guru dengan Pencapaian Akademik Pelajar di Sibu, Sarawak

Relationship between Teacher Leadership with Students’ Academic Achievement in Primary Schools, Sibu, Sarawak

Authors

  • Khalip Musa Universiti Pendidikan Sultan Idris, Malaysia
  • Nee Ngie Seng Universiti Pendidikan Sultan Idris, Malaysia

DOI:

https://doi.org/10.37134/mrj.vol6.15.2017

Keywords:

leadership, teacher's leadership, academic achievement, professional development, instructional leadership, teaching and learning

Abstract

Tujuan utama kajian ini adalah untuk melihat hubungan kepimpinan guru dengan pencapaian akademik di sekolah-sekolah rendah daerah Sibu, Sarawak. Kepimpinan guru bagi sekolah yang berjaya melibatkan tujuh dimensi iaitu tumpuan pembangunan, pengiktirafan, autonomi, hubungan kerjasama, penyertaan, komunikasi terbuka, dan persekitaran kerja positif. Seramai 1231 orang guru telah dipilih secara rawak dari 47 buah sekolah rendah daerah Sibu. Data dikumpul dan dianalisis secara statistik deskriptif dan inferensi. Kajian ini mendapati bahawa tahap kepimpinan guru adalah tinggi (min = 3.81, s.p. = 0.663). Terdapat hubungan positif dan signifikan antara kepimpinan guru dengan pencapaian akademik pelajar (r = 0.391 dan sig = 0.000, p <0.05). Kajian ini merumuskan bahawa kepimpinan guru di sekolah-sekolah mempunyai hubungan dengan pencapaian akademik murid. Implikasi kajian jelas menunjukkan bahawa amalan kepimpinan guru mampu mempengaruhi pencapaian akademik pelajar.

The main purpose of the study was to determine the relationship between teacher leadership and students’ academic achievement in primary schools in Sibu, Sarawak. The study was based on Teacher Leadership Development Model of Katzenmeyer and Moller. A total of 1231 teachers were randomly selected from 47 primary schools in Sibu. Data collected and analyzed by using descriptive and inferential statistics.The study found that the level of teacher leadership was high (mean = 3.81, s.d. = 0.663). There was a positive relationship between teacher leadership and students’ academic achievement in which r = 0.391 and sig = 0.000 (p <0.05). This finding showed that teacher leadership has a relationship with student achievement. The finding showed that teacher leadership practices is able to influence student academic achievement.

Downloads

Download data is not yet available.

References

Abdul Ghani Abdullah. (2009. Kepimpinan dan penambahbaikan sekolah. Kuala Lumpur: PTS Profesional.

Abdul Said, Baharom Mohamad, Mohd Yusof Abdullah, Mohd Suhaimi Taat, Roslee Talip. (2012. Kajian terhadap faktor penyumbang terhadap pencapaian sifar UPSR di Sarawak-Satu kajian tinjauan. Seminar kebangsaan majlis dekan pendidikan IPTA 2012.

Ainol Ismail. (2015).Elak sifat ‘heroisme’ di sekolah. Utusan online. Dimuat turun dari

http://www.utusan.com.my.

Anuar Ahmad, Siti Haishah Abdul Rahman,Nur Atiqah T. Abdullah. (2009). Tahap keupayaan pengajaran guru sejarah dan hubungannya dengan pencapaian murid di sekolah berprestasi rendah. Jurnal pendidikan Malaysia, 34(1).

Aziah Ismail, Loh Hooi Yen,Abdul Ghani Kanesan Abdullah. (2015). Komuniti pembelajaran profesional dan efikasi kendiri guru sekolah menengah di Pulau Pinang. Jurnal Kepimpinan Pendidikan, 2(1).

BerryB, Daughtrey A, Wieder, A. (2010). Teacher Leadership: Leading the Way to Effective Teaching and Learning. Center for Teaching Quality. Dimuat turun dari

http://www.teachingquality.org/content/teacher-leadership-leading-way-effective-teaching-and-learning pada 22 Januari2016.

Chua Yan Piaw. (2011). Kaedah penyelidikan. Kuala Lumpur, Malaysia: McGraw Hill Companies.

DuFour R, Eaker R, Many, T. (2006). Learning by doing: A handbook for professional learning communities at work. Bloomington, IN:Solution Tree.

Durrant J, HoldenG. (2006). Teachers leading change. (Alma Harris, Ed.). London, UK: Paul Chapman.

Feger S, ArrudaE. (2008). Professional learning communities: key themes from the literature. Providence, RI: The Education Alliance, Brown University.

Frost D, DurrantJ. (2003). Teacher-led development work: guidance and support. David Fulton, London.

GrantC. (2006). Emerging voices on teacher leadership: Some South African view. Educational management administration and leadership, 34(4), 511-532.

Grant C, GardnerK, Kajee F, MoodleyR, SomarooS. (2010). Teacher leadership: a survey analysis of KwaZulu-Natal teachers’ perceptions. South African Journal of Education, 30:401-419.

Hamidah Yusof, Jamal Yunus, & Khalip Musa. (2014). Kaedah penyelidikan pengurusan pendidikan. Perak: Universiti Pendidikan Sultan Idris.

Harris A, Lambert L.(2003). Building leadership capacity for school improvement. Open University Press, London.

Jackson T, Burrus J, Bassett K, RobertsR. (2010).Teacher leadership: an assessment framework for an emerging area of professional practice. ETS research report series,10(2), 11-41.

Katzenmeyer M, MollerG. (2009). Awakening the sleeping giant: helping teachers develop as leaders (3rd Ed). Thousand Oaks: Corwin Press.

Kementerian Pendidikan Malaysia. (2013).Pelan pembangunan pendidikan Malaysia 2013-2025. Kementerian Pendidikan Malaysia, Putrajaya, Malaysia.

Kementerian Pendidikan Malaysia. (2014). Pelan pembangunan profesionalisme berterusan (Guru dan pemimpin sekolah). Kementerian Pendidikan Malaysia, Putrajaya, Malaysia.

Krejcie RV, Morgan DW. (1970). Determining samplesize for research activities. Educational and Psychological Measurement, 30, 608.

Lieberman A, MillerL. (2005). Teachers as leaders. The Educational Forum, 69, 151–159.

Little JW (2003) Constructions of teacher leadership in three periods of policy and reform activism. School Leadership and Management, 23(4), 401–419.

Miller B, Moon J, ElkoS. (2000). Teacher leadership in math and:casebookand facilitator’s guide. Heinemann, Portsmouth, NH.

Mohd Najib Abdul Aziz, Nor Shafrin Ahmad. (2008).Kemahiran belajar dan hubungannya dengan pencapaian akademik: kajian di daerah Kerian, Perak. Jurnal Pendidik dan Pendidikan, 23, 29 –47.

Mohd Yusri Ibrahim, Aziz Amin. (2014). Model kepimpinan pengajaran pengetua dan kompetensi pengajaran guru. Jurnal Kurikulum dan Pengajaran Asia Pasifik, 2(1).

Nolan, D. (2009). A study of the relationship of teachers’ self-efficacy and the impact of professional learning community as an organizational structure. Louisiana: Louisiana Tech University.

Nor Asma Sheirnawani Abdul Rahman, Mohd Asri Mohd Noor, Rohaila Yusof, Hamidah Yusof.(2015). Kesahan model amalan kepimpinan guru. JuKu: Jurnal kurikulum dan pengajaran Asia Pasifik, 3(2).

Norashikin Abu Bakar, Ramli Basri, Foo Say Fooi. (2015). Hubungan kepimpinan guru dengan pencapaian akademik Pelajar. International Journal of Education and Training,1(2).

Norashikin Abu Bakar, Ramli Basri, Nurnazahiah Abas. (2013). Kepimpinan pengajaran pengetua dan kepimpinan guru. Seminar pasca siswazah dalam pendidikan, 419 -430.

Rahmani Timorita Yulianti, Ratnawati Yuni Suryandari. (2014). Suatu ulasan kritis tentang kepimpinan dalam membangun profesionalisme institusi zakat. GEOGRAFIA Online, Malaysian Journal of Society and Space, 10(2), 143-153.

Richardson, GE. (2011). Teacher efficacy and its effects on the academic achievement of African Amaricanstudents. Unpublished dessertation, GreeleafUniversity.

Saedah Siraj, Mohammed Sani Ibrahim. (2012). Standard kompetensi guru Malaysia. Dimuat turun dari

http://www.medc.com.my/medc/seminar_medc/fromCD/pdf/159.pdf pada 11 Disember 2015.

Silva DY, Gimbert B, Nolan J. (2000). Sliding the doors: locking and unlocking possibilities for teacher leadership. Teachers college record, 102(4), 779–804.

Siti Aida. (2011). Kepimpinan guru dalam meningkatkan kualiti pengajaran dan pembelajaran di sebuah sekolah mengah harian di Shah Alam. Tesis Sarjana Kepengetuaan. Institut Kepimpinan Pendidikan: Universiti Malaya, Malaysia.

Siti Aisyah Ramli. (2014). Terus cemerlang. GPN 2.52 untuk UPSR 2014 menyamai tahun lepas, prestasi terbaik Sarawak dalam 11 tahun. Berneo Post Online. Dimuat turun dari

http://www.theborneopost.com.

Taylor M, Goeke J, Klein, E, Onore C, Geist K. (2011). Changing leadesrship: teachers lead the way for schools that learn. Teaching and teacher education, 27,920 -929.

Teacher Leadership Exploratory Consortium. (2011). Teacher leader model standards. Dimuat turun dari

http://www.nea.org/assets/docs/TeacherLeader Model Standards 201. pdf pada 7 Disember 2015.

Wehling B. (2007). Building a 21st century U.S. education system. Washington, DC: The National Commission on Teaching and America’s Future (NCTAF).

Wiggenton E. (1992). Avision of teacher leadership. In the teachers’ voice. In C. Livingston (Ed.), Teachers as leaders: Evolving roles(167–173).

Washington, DC: NEA. YouittD. (2007). Teacher leadership: snother way to add value to schools. Perspectives on educational leadership. Australian Council for Educational Leaders, November, Winmalee, NSW.

Downloads

Published

2017-10-23

How to Cite

Musa, K., & Ngie Seng, N. (2017). Hubungan Kepimpinan Guru dengan Pencapaian Akademik Pelajar di Sibu, Sarawak: Relationship between Teacher Leadership with Students’ Academic Achievement in Primary Schools, Sibu, Sarawak. Management Research Journal, 6, 176–190. https://doi.org/10.37134/mrj.vol6.15.2017