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ISSN: 2289-2915
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Abstrak: Kajian ini bertujuan untuk mengenal pasti sumbangan pengurusan kurikulum dan
pengajaran oleh pengetua terhadap e:fikasi guru dan kompetensi pengajaran guru, serta kesan
effikasi guru dalam hubungan antara pengurusan kurikulum dan pengajaran dengan kompetensi
pengajaran. Responden kajian ialah 481 orang guru daripada 55 buah sekolah menengah harian
biasa di Terengganu, Malaysia. Soal selidik PIMRS yang diubah suai digunakan untuk mengukur
kepemimpinan pengajaran pengetua dalam dimensi mengurus kurikulum dan pengajaran. Soal
selidik TES pula digunakan untuk mengukur e:fikasi guru manakala kompetensi pengajaran guru
diukur menggunakan soal selidik yang diubah suai daripada SGM. Data dianalisis menggunakan
model persamaan struktur (SEM) berbantukan program AMOS 18. Dapatan menunjukkan bahawa
amalan mengurus kurikulum dan pengajaran menyumbang secara signi:fikan terhadap e:fikasi guru
(P=0.146, CR=3.075, P=0.002) dankompetensi pengajaran (P=0.335, CR=7.033, P= 0.00). Dapatan
juga menunjukkan e:fikasi guru secara positif menyumbang terhadap kompetensi pengajaran guru
(P=0.287, CR=6.565, P=0.00). Selain itu dapatanjuga menunjukkan efikasi guru menjadi pemboleh
ubah perantara dalam hubungan antara mengurus kurikulum dan pengajaran dengan kompetensi
pengajaran guru.
KATA KUNCI: Kepemimpinan pengajaran, pengurusan kurikulum dan pengajaran, e:fikasi guru,
kompetensi pengajaran guru.
Abstract: The purpose of the study was to identify the contribution of principal's curriculum
and instructional management to teacher efficacy and teaching competency, and effect of teacher
efficacy to the relationship between principal's curriculum and instructional management
and teaching competency. The respondents were 481 teachers from daily secondary school at
Terengganu, Malaysia. The modified PIMRS was applied to measure principal's instructional
leadership in dimension of curriculum and instructional management. TES instrument was applied
to measure teacher efficacy, while teaching competency was measured by modified SGM. The data
were analysed using structural equation modeling (SEM) with AMOS 18 programme. The finding
show that the practises of curriculum and instructional management significantly contributed to
teacher efficacy (P=0.146, CR=3.075, P=0.002) and teaching competency (P=0.335, CR=7.033, P=
0.00). The findings also show that teacher efficacy positively contributed to teaching competency
(P=0.287, CR=6.565, P= 0.00). Furthermore, the findings also show that teacher efficacy was
mediated the relationship between principal's curriculum and instructional management and
teaching competency.
Pengenalan
95
96
Men gurus
kurikulum &
pengajaran
H3
Rajah 1: Model Hipotesis.
Journal ofBusiness and Social Development Volume 1 (2) 2013: 94-109
97
98
99
100
101
Kompetensi
guru
dikonsepkan
sebagai
keupayaan penguasaan pengetahuan dan
kemahiran serta mempunyai sikap positif untuk
menterjemah pengetahuan itu kepada satu
bentuk imej supaya murid boleh memahami
dengan mudah dan boleh menggunakan dalam
kehidupan seharian (Sazali, Rusmini, Abang Hut
dan Zamri, 2007). Dalam usaha menyampaikan
maklumat kepada murid, guru-guru seharusnya
mendedahkan kepada murid maklumat baharu
yang spesifik untuk membolehkan mereka
faham dengan mudah dan jelas. Kompetensi
pengajaran guru harus merangkumi pengetahuan
isi kandungan, kemahiran dan sikap yang positif
(Good, 1990).
Model awal tentang pengajaran guru yang
efektif telah dibangunkan oleh Carrol (1963,
1989). Mengikut beliau, pengajaran guru yang
berkesan dipengaruhi oleh lima faktor iaitu sikap
guru, kebolehan untuk memahami pengajaran,
ketekunan guru, peluang dan pengajaran yang
berkualiti. Guru yang mempunyai kompetensi
pengajaran yang baik ialah guru yang
berkeupayaan untuk menyampaikan pengajaran,
102
Estimate
S.E.
C.R.
Efikasi guru
<---
.115
.037
3.075
.002
Kompetensi pengajaran
<---
pengajaran
.265
.038
7.033
***
Kompetensi pengajaran
<---
Efikasi guru
.287
.044
6.565
***
.146
Kompetensi pengajaran
<--<---
.335
Kompetensi pengajaran
<---
Efikasi guru
.286
Efikasi guru
8/28/13 12:43 PM
Total Effect
Mengurus
kurikulum
&
pengajaran
Efikasi
guru
Direct Effect
Kompetensi
pengajaran
Mengurus
kurikulum
&
pengajaran
Efikasi
guru
Kompetensi
pengajaran
Indirect Effect
Mengurus
kurikulum
&
pengajaran
Efikasi
guru
Kompetensi
pengajaran
Efikasi guru
.146
.000
.000
.146
.000
.000
.000
.000
.000
Kompetensi
pengajaran
.377
.286
.000
.335
.286
.000
.042
.000
.000
8/28/13 12:43 PM
105
106
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