AMALAN KEPIMPINAN DISTRIBUTIF PENGETUA TERHADAP AUTONOMI GURU DALAM PEMBELAJARAN DAN PEMUDAHCARAAN (PdPc) SEKOLAH AMANAH DI KUALA LUMPUR

Abstract

Effective distributive leadership needs to be the practice of school administrators nowadays to achieve school excellence. This study aims to identify the level of distributive leadership of principals and teacher autonomy in Amanah school, Kuala Lumpur. This study also examines the relationship between distributive leadership of principals and teacher autonomy. Quantitative methods were used to obtain results for this study. A total of 102 teachers were selected as a sample from two Amanah schools in Kuala Lumpur using simple random sampling. Survey questionnaires were used to collect data for this study and respondents had to answer the questionnaire using a five-point Likert scale. The researcher adapted a questionnaire from the Distributed Leadership Readiness Scale (DLRS) developed by Elmore (2000) that was subsequently modified by Gordon (2005) and the Teacher Autonomy Scale (TAS) questionnaire developed by Pearson and Hall (1993) and refined by Pearson and Moomaw (2006). This study was analyzed descriptively and inferentially using mean score, standard deviation and correlation using SPSS version 26.0. The findings of the study found that the level of distributive leadership practices of Amanah school principals in Kuala Lumpur is at a high level with (M = 4.30, SP =0.76). While the level of teacher autonomy is also at a high level with (M = 4.12, SP = 0.78). Moreover, Pearson analysis showed that there was a significant positive relationship at a strong level (r (102) = 0.643, p <0.01) between the distributive leadership of principals with the autonomy of Amanah school teachers in Kuala Lumpur. Through this study, distributive leadership can have a great impact on teachers and the entire organizational system in schools that are able to contribute to the transformation of education for the better. In addition, these findings can have an impact on government policy to strengthen and elevate the teaching profession by giving emphasis and attention in improving development to produce quality educators.