Pengaruh kepimpinan instruksional, efikasi pengetua, efikasi guru dan iklim sekolah terhadap pencapaian sekolah

• Main Author: Iran, Jalapang
• Format: Thesis
• Language: English; English; English
• Published: 2020
• Subjects: LB2801-3095 School administration and organization
• Online Access: https://etd.uum.edu.my/9500/1/depositpermission_s902842.pdf; https://etd.uum.edu.my/9500/2/s902842_01.pdf; https://etd.uum.edu.my/9500/3/s902842_references.docx; https://etd.uum.edu.my/9500/

Students’ academic excellence is often associated with schools’ effectiveness in terms of leadership, management, working attitudes among teachers, and a conducive school climate. Hence, this study is to determine if there exists any influence from instructional leadership, the principal’s and teachers’ efficacies, and schools’ climate on students’ academic achievement. Specifically, this study aims to explore the extent and influence of instructional leadership, the principal’s and teachers’ efficacies, and schools’ climate on students’ academic achievement. The researcher also examines teachers' experience as moderators among the study's variables. This study used the quantitative method through survey studies (cross-sectional studies) for data collection purposes. The data were collected from questionnaires completed by 381 respondents (selected by random proportional stratified sampling). The data were analyzed by a descriptive statistical method using IBM Statistical Package for Social Science version 22, and SmartPLS version 3.0 Partial Least Square-Structural Equation Modeling for inference statistics. The researchers used five questionnaire instruments in this study, namely, the Principal Instructional Management Rating Scale by Philip Hallinger (2000), Principal Sense of Efficacy Scale by Tschannen-Moran and Garies (2004), Teacher Sense of Efficacy Scale by Tschannen-Moran and Woolfolk Hoy (2001), School Level Environment Questionnaire by Johnson, Steven and Zvoch (2007), and School Average Grade (GPS) results of the Malaysian Certificate of Education 2017. The findings showed that instructional leadership practices, principal efficacy, and teacher efficacy influenced students' academic achievement, while schools’ climate did not. In addition, this research found that teachers' experience as moderators did not influence the relationship between study variables. In conclusion, the findings of this study will contribute to the development of schools’ education leadership and management. The Ministry of Education should ensure that leaders possess high competencies and teachers of high quality to improve students’ academic achievement.