Abstract
Kajian ini bertujuan mengenal pasti hubungan kepimpinan pengajaran guru besar dengan keberkesanan pengajaran guru di sekolah-sekolah pulau di daerah Semporna, Sabah. Hasil kajian disampaikan secara deskriptif melalui ujian-ujian yang dijalankan. Kajian ini menunjukkan kepimpinan pengajaran guru besar berhubungan secara positif dengan keberkesanan pengajaran guru bagi mewujudkan sekolah berkesan. Data kajian dikumpul menggunakan soal selidik dan dianalisis menggunakan SPSS 12. Ujian yang dijalankan ialah kekerapan, min, purata min, sisihan piawai, ANOVA dan korelasi Pearson. Selain itu, ujian yang dilakukan juga bertujuan menguji penerimaan atau penolakan hipotesis kajian. Soalan-soalan kajian yang dibentuk bertujuan untuk mengenal pasti kekuatan hubungan antara kedua-dua pemboleh ubah. Dapatan menunjukkan kekerapan guru besar menjalankan tugas melalui kepimpinan pengajaran adalah pada min 2.87 (kadang-kadang ataupun tidak kerap) manakala kekerapan keberkesanan pengajaran guru ialah min purata 3.02 (kerap tetapi tidak terlalu kerap). Analisis ANOVA pula mendapati tidak wujud perbezaan terhadap persepsi guru-guru mengenai kepimpinan pengajaran dan keberkesanan pengajaran iaitu pada nilai signifikan item kajian yang lebih besar daripada nilai 0.05 (p > 0.05), yakni tidak terdapat perbezaan yang signifikan. Analisis korelasi Pearson pula menunjukkan terdapat hubungan positif di antara kepimpinan pengajaran guru besar dengan keberkesanan pengajaran guru-guru kerana nilai signifikannya ialah 0.001, iaitu lebih kecil daripada aras signifikan yang ditetapkan iaitu 0.01/2 = 0.00 manakala pekali korelasi ialah 0.7 yang menunjukkan wujud perhubungan positif menggambarkan terdapat dua petunjuk penting dalam menjalankan perubahan ke arah sekolah efisien.
This study aims to identify the relationship between principals’ instructional leadership and teachers’ teaching effectiveness in island schools in the Semporna district of Sabah. The findings of the study are presented descriptively through the tests conducted. The study shows that principals’ instructional leadership is positively related to teachers’ teaching effectiveness in creating effective schools. Data were collected using questionnaires and analysed using SPSS 12. The tests conducted included frequency, mean, average mean, standard deviation, ANOVA, and Pearson correlation. In addition, the tests were also conducted to determine the acceptance or rejection of the research hypotheses. The research questions were formulated to identify the strength of the relationship between the two variables. The findings indicate that the frequency with which principals performed their duties through instructional leadership was at a mean of 2.87 (sometimes or not frequently), while the frequency of teachers’ teaching effectiveness recorded an average mean of 3.02 (frequently but not very frequently). The ANOVA analysis found no differences in teachers’ perceptions of instructional leadership and teaching effectiveness, as the significance values of the study items were greater than 0.05 (p > 0.05), indicating that there were no significant differences. The Pearson correlation analysis, however, showed a positive relationship between principals’ instructional leadership and teachers’ teaching effectiveness, as the significance value was 0.001, which was smaller than the established significance level of 0.01/2 = 0.00, while the correlation coefficient was 0.7, indicating a positive relationship and suggesting that there are two important indicators in implementing changes towards efficient schools.