Kepimpinan instruksional dan komuniti pembelajaran profesional di sekolah jenis kebangsaan Cina di Daerah Pasir Gudang, Johor

Abstract

Instructional leadership and the professional learning community (PLC) have been shown positive changes in improving students' academic achievement. Therefore, to determine the impact of the implementation of the two practices, this study examines the level of instructional leadership practices of headmasters and PLC practices among teachers in Chinese National Type Schools (SJKC) in Pasir Gudang district, Johor and analyses the relationship between the two-both. This study also explores the implementation of strategies used by headmasters and teachers in implementing instructional leadership and PLC. In addition, this study examines any significant differences in the level of instructional leadership based on the gender and age of the headmaster. A quantitative research is done through the distribution of questionnaires and the instruments in this study include some of the questionnaires obtained from Hord (2003) namely the questionnaire “School Professional Staff as Learning Community Questionnaire” (SPSLCQ) and Principal Instructional Management Assessment Skills (PIMRS) which has been modified. This study involved teachers who have more than two years of teaching experience in SJKC Pasir Gudang district, Johor as respondents in this study. Statistical analysis of this study using IBM SPSS Statistics software version 20. The results of the study found that the headmaster has practised instructional leadership at a high level with all three dimensions recorded a mean score value between 4.662 to 4.845. The implementation of PLC among teachers is also at a high level with the mean score score for all five dimensions is between 4.206 to 4.894. This study also found that the relationship between instructional leadership and KPP was statistically significant and positive (r = 0.324, p <0.05) as well as the level of the relationship was weak. Studies show that there is no significant difference in the level of instructional leadership of headmasters based on the gender of headmasters. In contrast, the findings show that there is a significant difference in the level of instructional leadership of the headmaster based on the age of the headmaster. In summary, Instructional leadership practices have been proven to be able to influence the effectiveness of PLC implementation among teachers and further succeed in making PLC as a culture that needs to be implemented in schools.