KECERDASAN KONTEKSTUAL PEMIMPIN SEKOLAH: ANTESEDEN PENTING TERHADAP KOMITMEN GURU

Abstract

Teachers’ perception on work is closely related to the management's intelligence. Therefore, intelligence in managing and leading is essential to ensure that teachers remain committed even when faced with challenging situations such as work pressure. This study was carried out to identify the influence of the principal's three dimensions of contextual leadership (KKP), namely the Dimension of Contextual Intelligence, Dimension of Pedagogical Support, and Dimension of Collegiality towards teachers’ organizational commitment (KOG). Data was collected cross- sectionally through a questionnaire that was developed and validated by the researcher as well as a modified questionnaire. All measuring tools used are also tested for validity and reliability. A total of 285 teachers from eight secondary schools in the Terengganu Besut District were selected using a multi-stages random sampling method. Research analysis using One Way Anova and Multiple Regression Tests with SPSS software version 25.0 were utilised. The results of the study show that there is no significant difference in the level of organizational commitment of teachers based on demographic factors (gender and age). The results of the study also show that KKP has a significant positive relationship with KOG (r=.72, p<0.01) and KKP has contributed as much as 50% to the variance of KOG (R2=.50, F (3, 368)=123.62, p<0.01). While the Contextual Intelligence Dimension has become the biggest predictive factor for KOG (β=0.55, p<0.01). Thus, the concept of "No One-Size-Fits-All" and the principal's intelligence in interpreting the context, leading and managing the school with prudence clearly contributed to the teachers' commitment.