Kepimpinan Transformasional Pengetua dan Efikasi Kendiri Guru: Satu Kajian Empirikal di Sekolah Menengah Persendirian Cina di Pulau Pinang, Malaysia

Q4 Social Sciences

Asia Pacific Journal of Educators and Education Pub Date : 2020-12-23 DOI:10.21315/apjee2020/35.2.2

Bee Chen Wong, Lei Mee Thien

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引用次数: 1

Abstract

The purpose of this study was to identify the relationships between transformational leadership dimensions and the dimensions of teacher self-efficacy in Malaysian Chinese Independent High Schools (CIHS) in Malaysia. This study employed a cross-sectional quantitative survey research design. Data were collected from five CIHS in Pulau Pinang. A total of 384 respondents from CIHS were participated in this study. This study used partial least squares structural equation modelling (PLS-SEM) approaches for data analysis. Findings showed that the charisma dimension has significant relationship with each dimensions of teacher self-efficacy: instructional strategies (β = 0.244, p < 0.05), classroom management (β = 0.264, p < 0.05), and student engagement (β = 0.192, p < 0.05). However, dimension of motivation inspiration has no significant relationships with each dimension of teacher self-efficacy: instructional strategies (β = −0.159, p = 0.061), classroom management (β = −0.185, p = 0.066), and student engagement (β = −0.195, p = 0.068). The dimension of individualised consideration has no significant positive relationship with instructional strategic (β = 0.109, p = 0.130). However, individualised consideration has significant positive relationship with classroom management (β = 0.309, p = 0.001) and student engagement (β = 0.336, p < 0.001). The dimension of intellectual motivation has significant positive relationship with instructional strategic (β = 0.225, p = 0.016). In contrast, no significant relationships were found between intellectual motivation and classroom management (β = 0.100, p = 0.162) as well as intellectual motivation and student engagement (β = 0.336, p < 0.001). Transformational leadership contributed 16.1% variance explained on instructional strategies, 15.8% variance explained on classroom management, and 18.1% variance explained on student engagement dimension. Implications and direction for future studies were discussed.

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教师转型领导者与自我效能——基于马来西亚槟榔屿中国高中的实证研究·环球之声

本研究旨在探讨马来西亚华文独立高中教师自我效能感维度与转型领导维度之间的关系。本研究采用横断面定量调查研究设计。数据来自皮昂岛的五个CIHS。共有384名来自CIHS的受访者参与了这项研究。本研究使用偏最小二乘结构方程建模（PLS-SEM）方法进行数据分析。研究结果表明，魅力维度与教师自我效能感的各个维度都有显著关系：教学策略（β=0.244，p<0.05）、课堂管理（β=0.264，p<0.05）和学生参与度（β=0.192，p<0.05），动机激励维度与教师自我效能感的各个维度没有显著关系：教学策略（β=-0.159，p=0.061）、课堂管理（β=0.185，p=0.066），和学生参与度（β=-0.195，p=0.068）。个性化考虑维度与教学策略没有显著的正相关关系（β=0.109，p=0.130）。然而，个性化考虑与课堂管理（β=0.309，p=0.001）和学生参与度（β=0.336，p<0.001）呈正相关。智力动机维度与教学策略（β=0.225，p=0.016）呈正相关，智力动机与课堂管理（β=0.100，p=0.162）以及智力动机与学生参与度（β=0.336，p<0.001）之间没有显著关系。转变型领导对教学策略解释的方差贡献了16.1%，对课堂管理解释的方差为15.8%，18.1%的差异解释了学生参与维度。讨论了未来研究的意义和方向。

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来源期刊

Asia Pacific Journal of Educators and Education Social Sciences-Education

CiteScore

0.80

自引率

0.00%

发文量