Pengaruh kepimpinan pengajaran guru besar ke atas efikasi kendiri guru-guru sekolah rendah di daerah Kapit, Sarawak

• Auteur principal: Nyangun, Anak Suring
• Format: Thèse
• Langue: anglais; anglais
• Publié: 2010
• Sujets: LB2801-3095 School administration and organization
• Accès en ligne: https://etd.uum.edu.my/4819/1/s802765.pdf; https://etd.uum.edu.my/4819/2/s802765_abstract.pdf

This research was to examine the influence of instructional leadership of headmasters on the level of efficacy of primary school teachers in Kapit district, Sarawak. The sample consisted of 121 teachers randomly chosen. Cross-sectional survey method using standardized questionnaires were used in this study. The Principal Instructional Management Rating Scale (PIMRS) developed by Hallinger and Murphy (1985) was utilized to measure the instructional leadership of headmaster while teacher's efficacy scale developed by Ever, Brouwers and Tomic (2002) was used to measure the level of teachers' efficacy. The pilot study showed that all instruments were high reliability to be used in the study. The finding showed that the headmasters in Kapit were high as instructional leaders. The mean score for all dimensions of instructional leadership were between 3.67 and 4.28. The two dimensions with high score were communicating the school goal and promoting professional development of teachers (mean = 4.26 and 4.28 respectively). While the three dimensions with low score were providing incentives for teachers (mean =3.90), supervising and evaluating instruction (mean = 3.79) and maintaining high visibility (mean = 3.67). The research also found that the level of teachers' self-efficacy were high (mean = 4.14). The study found that there was no significant difference of teachers' self-efficacy based on age, position, the length of service, and the category of teachers. The research also found that there were significant relationships between instructional leadership of headmasters and teachers' self-efficacy. Finally, regression analysis revealed that 29.4 percent of teachers' efficacy variance was explained by instructional leadership