KOMPETENSI KEPEMIMPINAN INSTRUKSIONAL DI KALANGAN PENGETUA SEKOLAH SATU KAJIAN EMPIRIKAL DI NEGERI SELANGOR

Abstract

The principal leadership is a key indicator in school development and performance. Therefore, this study was conducted to analyze the influence of instructional leadership style in supervision field and curriculum that focus on capacity development competence in communication and teamwork areas. In addition, this study also examined the self-efficacy of school leadership mediator in the field of selfimprovement and self-management of school principals. This study involved the perspectives of 383 teachers from 55 secondary schools in Selangor, Malaysia towards their principal leadership. Data were analyzed using SEM aided program AMOS 21. The final results showed that partial mediation model was the best model fit that obtained the best goodness of fit which is (χ2/df = 4.663, CFI = 0.922, GFI = 0.778, TLI = 0914, NFI = 0.903, and RMSEA = 0.098) compared to the direct effect model of the findings which is (χ2/df = 5.319, CFI = 0.908, GFI = 0755, TLI = 0.899, NFI = 0.889, and RMSEA = 0.106). Meanwhile, the findings of the fully mediator model that referred to self-efficacy of school principals as a mediator were as follows (χ2/df = 4.838, CFI = 0918, GFI = 0772, TLI = 0.910, NFI = 0.899, and RMSEA = 0.100). Therefore, it can be concluded that the study findings clearly demonstrated self-efficacy of school leadership become a mediator variable in the relationship between instructional leadership and competency capacity development.