Hubungan Antara Peranan Pemimpin Pembelajaran Profesional dan Model Pembelajaran Profesional dengan Amalan Guru Sekolah Menengah Harian di Malaysia

Abstract

Tujuan utama kajian ini ialah untuk mencadangkan satu model persamaan struktural bagi mengenal pasti hubungan antara peranan pemimpin pembelajaran profesional dan model pembelajaran profesional dengan amalan guru. Selain itu, kesan langsung dan kesan tidak langsung dalam kalangan pemboleh ubah-pemboleh ubah juga turut ditunjukkan.Kajian empirikal ini telah dijalankan di empat puluh satu buah sekolah menengah harian di Malaysia. Data diperoleh menerusi soal selidik terhadap 372 orang guru yang dipilih melalui pensampelan kelompok pelbagai peringkat. Dapatan kajian menunjukkan bahawa terdapat perhubungan berstruktur yang signifikan antara peranan pemimpin pembelajaran profesional, dan model pembelajaran profesionaldan amalan guru. Ujian Goodness-of-fit (GOF) χ² model persamaan struktural (SEM) untuk mengukur kesepadanan model dengan sampel yang dipilih pula adalah signifikan. Oleh itu, model persamaan struktural ini diharap dapat memberi informasi yang berguna kepada pemimpin pendidikan untuk meningkatkan pembelajaran profesional berasaskan sekolah menerusi peranan-peranan yang dimainkan oleh pemimpin sekolah, model-model pembelajaran yang digunakan serta amalan guru yang sesuai.

The impact of headmaster distributive leadership towards professional learning communities

“…Furthermore, the study by Jose and Musa [39] found that the distributive leadership of school administrators has a significant influence on work commitment among teachers. School administrators must practice the distributive leadership dimensions to increase teacher commitment to the maximum level [31]. This statement is in line with the intention of MEDP 2013-2025, which introduced distributive leadership in the 2nd wave (2016-2020) for school administrators to become mentors, facilitators, developers, and examples of best practices in schools to be emulated by teachers [1].…”

“…Through this study, the researchers used the theory of professional learning practice highlighted by previous studies [29]- [31]. Here are the basic practices that have been highlighted by the three founders of the professional learning theory.…”

“…Based on the theories, it can be concluded that the interpretation of each professional learning theory is based on the same practice only from year to year; there is improvement through the addition of diversified practices according to learning methods appropriate to current technology. The researchers found that Mansor, Norwani, and Yunus theory [31] encompasses all theoretical best practices applied in professional learning theory. The diversity of these practices can provide a variety of options to teachers to enrich their level of professionalism.…”

“…The diversity of these practices can provide a variety of options to teachers to enrich their level of professionalism. Thus, this study focuses on the school-based professional learning practices presented by Mansor, Norwani, and Yunus [31] and is made a dependent variable. Such practices are selfdirected learning, observation and assessment, problem-solving, training, action research, professional portfolios, and learning groups.…”

Issues and Trends of Teacher Professionalism for Malaysian Education

“…Teachers' learning should not stop once they have completed their education at university but should continue until they have completed programmes to improve their selfprofessionalism after they have worked in the classroom. Continuous learning while on the job seeks to develop and empower teachers with the requisite knowledge and skills to keep up with changes in existing education policies and frameworks that strive to transform education to be better and more quality in line with global requirements (Ministry of Education, 2013;Mansor, Norwani & Yunus, 2014).…”