Pengaruh Kepemimpinan Instruksional, Kompetensi Pedagogi dan Iklim Organisasi terhadap Prestasi Kerja Guru Sekolah Menengah di Tenggara Sabah

The Influence of Instructional Leadership, Pedagogical Competence and Organizational Climate on the Work Performance of Secondary School Teachers in Southeast Sabah

Abstract

Kajian ini bertujuan meneliti pengaruh kepemimpinan instruksional pengetua, kompetensi pedagogi guru dan iklim organisasi sekolah terhadap prestasi kerja guru sekolah menengah di Tenggara Sabah. Prestasi kerja guru dioperasionalkan sebagai tahap keberkesanan pelaksanaan tugas profesional yang merangkumi perancangan pengajaran, pelaksanaan pengajaran dan pembelajaran, pentaksiran murid serta penglibatan dalam pembangunan sekolah. Kepemimpinan instruksional diukur melalui dimensi penyeliaan pengajaran, penyelarasan kurikulum, pemantauan pembelajaran murid dan pembangunan profesional guru, manakala kompetensi pedagogi dioperasionalkan melalui keupayaan perancangan pengajaran, strategi pedagogi, pengurusan bilik darjah, pentaksiran dan penyesuaian pengajaran. Iklim organisasi pula diukur berdasarkan persepsi guru terhadap sokongan pentadbiran, hubungan interpersonal, komunikasi organisasi dan budaya kerja kolaboratif. Kajian ini menggunakan pendekatan kuantitatif melalui reka bentuk tinjauan keratan rentas dengan melibatkan 509 orang guru yang dipilih menggunakan pensampelan berstrata rawak proporsional. Data dikumpulkan menggunakan soal selidik berstruktur yang diadaptasi daripada instrumen terdahulu yang telah disahkan oleh pakar bidang, dengan nilai kebolehpercayaan Cronbach’s Alpha melebihi 0.80 bagi semua konstruk. Analisis data dilaksanakan menggunakan regresi linear berganda selepas memenuhi andaian statistik seperti normaliti, multikolineariti dan homoskedastisiti. Dapatan kajian menunjukkan bahawa kepemimpinan instruksional, kompetensi pedagogi dan iklim organisasi secara signifikan mempengaruhi prestasi kerja guru (F = 100.183, p < 0.001), dengan model menerangkan 37.3% varians keseluruhan (R² = 0.373). Kompetensi pedagogi dikenal pasti sebagai peramal paling dominan, diikuti oleh kepemimpinan instruksional dan iklim organisasi. Walau bagaimanapun, tahap penjelasan model yang sederhana menunjukkan bahawa terdapat faktor lain di luar skop kajian yang turut mempengaruhi prestasi kerja guru. Secara teoritikal, kajian ini mengukuhkan model prestasi kerja guru bersepadu dengan menegaskan bahawa kompetensi pedagogi berfungsi sebagai mekanisme profesional utama yang menghubungkan kapasiti organisasi sekolah dengan keberkesanan kerja guru. Namun, interpretasi dapatan adalah terhad kepada konteks sosio pendidikan Tenggara Sabah serta reka bentuk keratan rentas yang tidak membolehkan inferens sebab-akibat secara mutlak.

This study aims to examine the influence of principals' instructional leadership, teachers' pedagogical competence and school organizational climate on secondary school teachers' work performance in Southeast Sabah. Teacher work performance is operationalized as the level of effectiveness in the implementation of professional tasks that include lesson planning, teaching and learning implementation, student assessment and involvement in school development. Instructional leadership is measured through the dimensions of instructional supervision, curriculum coordination, student learning monitoring and teacher professional development, while pedagogical competence is operationalized through instructional planning capabilities, pedagogical strategies, classroom management, assessment and adaptation of teaching. Organizational climate is measured based on teachers' perceptions of administrative support, interpersonal relationships, organizational communication and collaborative work culture. This study uses a quantitative approach through a cross-sectional survey design involving 509 teachers selected using proportional random stratified sampling. Data were collected using a structured questionnaire adapted from previous instruments that had been validated by field experts, with Cronbach's Alpha reliability values ​​exceeding 0.80 for all constructs. Data analysis was conducted using multiple linear regression after meeting statistical assumptions such as normality, multicollinearity and homoscedasticity. The findings showed that instructional leadership, pedagogical competence and organizational climate significantly influenced teacher performance (F = 100.183, p < 0.001), with the model explaining 37.3% of the total variance (R² = 0.373). Pedagogical competence was identified as the most dominant predictor, followed by instructional leadership and organizational climate. However, the moderate level of explanation of the model indicated that there were other factors outside the scope of the study that also influenced teacher performance. Theoretically, this study strengthens the integrated teacher performance model by asserting that pedagogical competence functions as the main professional mechanism that links school organizational capacity with teacher effectiveness. However, the interpretation of the findings is limited to the socio-educational context of Southeast Sabah as well as the cross-sectional design that does not allow for absolute cause-and-effect inferences.