PENGARUH MODERATOR BAGI KOMUNITI PEMBELAJARAN PROFESSIONAL TERHADAP KEPIMPINAN INSTRUKSIONAL PENGETUA DAN EFIKASI KOLEKTIF GURU

Abstract

Instructional leadership practices, professional learning communities and collective efficacy of teachers are essential to producing quality schools and student outcome as set out in PPPM 2013-2025. In this regard, the study aims to examine the influence of principals’ instructional leadership on the collective efficacy of teachers and the role of professional learning communities as moderators. The data for this survey was obtained from 368 teachers randomly selected from the national secondary school in Kedah Darul Aman. The questionnaire used in this study is a combination of Instrumentional Leadership Practice Instrument, IAB, KPM (2014) which is a translated instrument from the Principal Instructional Management Rating Scale (PIMRS), instrument of Professional Learning Community Practice Instrument, IAB, KPM (2013 ) translated from the Instrument of Professional Learning Community Assessment-Revised (PLCA-R) and Collective Efficacy Scale-Short Form translation instrument by Anandan Kuppan (2010) 2001). This data was analyzed by using descriptive and inferential statistics. The findings show that there is a significant moderator influence of the teachers' professional learning community on the relationship between instructional leadership of the principal and the collective efficacy of teachers. In conclusion, school leaders should effectively practice instructional leadership, develop teachers' capacity through a professional learning community and thereby enhance the collective efficacy of teachers to produce quality schools and pupil environments as set out in PPPM 2013-2025.