PENGARUH MEDIATOR KOMUNITI PEMBELAJARAN PROFESIONAL KE ATAS KEPIMPINAN INSTRUKSIONAL PENGETUA DAN EFIKASI KENDIRI GURU DALAM KALANGAN GURU MRSM

Abstract

This study investigates principals’ instructional leadership and its impact on the professional learning community (PLC) and teacher self-efficacy (TSE) among MRSM teachers. It also examines whether the PLC mediates the relationship between the dimensions of instructional leadership and teacher self-efficacy. The study involved 304 MRSM teachers, with 107 males (35.2%) and 197 females (64.8%), selected through stratified random sampling. Data were analyzed using SPSS version 27 and Structural Equation Modeling (SEM) with AMOS software. The findings revealed that all three dimensions of instructional leadership-goal setting, fostering a positive climate, and managing instructional programs were highly rated. Data collected via an online questionnaire showed a significant relationship between principal instructional leadership and the development of a PLC. Effective instructional leadership by principals also positively influenced teacher self-efficacy. It also stresses developing teachers’ professional skills, with effective leadership crucial for educational excellence. In conclusion, the study confirms that strong instructional leadership by principals is vital for enhancing both the PLC and teacher self-efficacy, leading to better educational outcomes in MRSM schools. The research underscores the importance of goal setting, fostering a positive school climate, managing instructional programs in building a successful PLC, and boosting teacher self-confidence. Additionally, it identifies key elements of a strong PLC such as shared leadership, a collaborative culture, and reflective dialogue that significantly contribute to teacher self-efficacy. The PLC also mediates the relationship between instructional strategies, student engagement, classroom management, and teacher self-efficacy. Overall, this study enhances our understanding of how principals’ instructional leadership practices can shape PLC and teacher self-efficacy, offering valuable insights for school leaders and education stakeholders in cultivating a PLC culture that improves teacher effectiveness and educational quality.