The relationships between instructional leadership behavior, school climate and teacher efficacy in secondary schools in Kedah

The relationships between instructional leadership behavior, school climate and teacher efficacy in secondary schools in Kedah

Leadership of school principals influences teachers' belief in their ability to execute classroom instructions. Nevertheless, previous reports showed that instructional leadership behaviors that influence school climate and teacher efficacy were not given its due attention in the context of Ma...

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Main Author: Gu, Saw Lan
Format: Thesis
Language:eng
eng
Published: 2014
Subjects:
LB1603 Secondary Education
High schools
Online Access:https://etd.uum.edu.my/4389/1/s92916.pdf
https://etd.uum.edu.my/4389/7/s92916_abstract.pdf
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institution Universiti Utara Malaysia
collection UUM ETD
language eng
eng
advisor Sin, Ishak
Veloo, Arsaythamby
topic LB1603 Secondary Education
High schools
spellingShingle LB1603 Secondary Education
High schools
Gu, Saw Lan
The relationships between instructional leadership behavior, school climate and teacher efficacy in secondary schools in Kedah
description Leadership of school principals influences teachers' belief in their ability to execute classroom instructions. Nevertheless, previous reports showed that instructional leadership behaviors that influence school climate and teacher efficacy were not given its due attention in the context of Malaysian classroom instructions. This study aimed to identify the influence of instructional leadership behaviors on school climate and teacher efficacy. Specifically, it intended to examine which instructional leadership behaviors factors are the predictors of school climate and teacher efficacy, as well as to determine whether school climate is the mediator between instructional leadership behaviors and teacher efficacy. The study used quantitative method, involving 340 teachers from regular secondary schools in the state of Kedah. The instruments used in this study consist of Instructional Leadership Behavior Instrument developed by the researcher, School Level Environment Questionnaire developed by Johnson, Stevens, and Zvoch in 2007 as well as Teacher Self Efficacy Scale developed by Tschannen-Moran and Hoy in 2001. Data analysis involved percentage, correlation, stepwise and hierarchical multiple regression. Results of the study revealed that instructional leadership behaviors factors namely, giving feedback, giving praise, encouraging and supporting diverse teaching and learning approach, emphasizing the study of teaching and learning, supporting collaboration effort, and initiating teamwork were predictors of school climate. Besides, giving feedback, making suggestions, encouraging and supporting diverse teaching and learning approach, doing action research to inform decision making, and supporting collaboration effort were predictors of teacher efficacy. The results of hierarchical regression suggested that school climate was not a mediator for instructional leadership behaviors and teacher efficacy. This study contributed to instructional leadership field that emphasizes on the importance of factors of instructional leadership behaviors, school climate and teacher efficacy. The findings can be used to develop policies related to enhancing quality of classroom instructions.
format Thesis
qualification_name Ph.D.
qualification_level Doctorate
author Gu, Saw Lan
author_facet Gu, Saw Lan
author_sort Gu, Saw Lan
title The relationships between instructional leadership behavior, school climate and teacher efficacy in secondary schools in Kedah
title_short The relationships between instructional leadership behavior, school climate and teacher efficacy in secondary schools in Kedah
title_full The relationships between instructional leadership behavior, school climate and teacher efficacy in secondary schools in Kedah
title_fullStr The relationships between instructional leadership behavior, school climate and teacher efficacy in secondary schools in Kedah
title_full_unstemmed The relationships between instructional leadership behavior, school climate and teacher efficacy in secondary schools in Kedah
title_sort relationships between instructional leadership behavior, school climate and teacher efficacy in secondary schools in kedah
granting_institution Universiti Utara Malaysia
granting_department Awang Had Salleh Graduate School of Arts & Sciences
publishDate 2014
url https://etd.uum.edu.my/4389/1/s92916.pdf
https://etd.uum.edu.my/4389/7/s92916_abstract.pdf
_version_ 1776103640733319168
spelling my-uum-etd.43892023-04-02T00:53:37Z The relationships between instructional leadership behavior, school climate and teacher efficacy in secondary schools in Kedah 2014 Gu, Saw Lan Sin, Ishak Veloo, Arsaythamby Awang Had Salleh Graduate School of Arts & Sciences Awang Had Salleh Graduate School of Arts and Sciences LB1603 Secondary Education. High schools Leadership of school principals influences teachers' belief in their ability to execute classroom instructions. Nevertheless, previous reports showed that instructional leadership behaviors that influence school climate and teacher efficacy were not given its due attention in the context of Malaysian classroom instructions. This study aimed to identify the influence of instructional leadership behaviors on school climate and teacher efficacy. Specifically, it intended to examine which instructional leadership behaviors factors are the predictors of school climate and teacher efficacy, as well as to determine whether school climate is the mediator between instructional leadership behaviors and teacher efficacy. The study used quantitative method, involving 340 teachers from regular secondary schools in the state of Kedah. The instruments used in this study consist of Instructional Leadership Behavior Instrument developed by the researcher, School Level Environment Questionnaire developed by Johnson, Stevens, and Zvoch in 2007 as well as Teacher Self Efficacy Scale developed by Tschannen-Moran and Hoy in 2001. Data analysis involved percentage, correlation, stepwise and hierarchical multiple regression. Results of the study revealed that instructional leadership behaviors factors namely, giving feedback, giving praise, encouraging and supporting diverse teaching and learning approach, emphasizing the study of teaching and learning, supporting collaboration effort, and initiating teamwork were predictors of school climate. Besides, giving feedback, making suggestions, encouraging and supporting diverse teaching and learning approach, doing action research to inform decision making, and supporting collaboration effort were predictors of teacher efficacy. The results of hierarchical regression suggested that school climate was not a mediator for instructional leadership behaviors and teacher efficacy. This study contributed to instructional leadership field that emphasizes on the importance of factors of instructional leadership behaviors, school climate and teacher efficacy. The findings can be used to develop policies related to enhancing quality of classroom instructions. 2014 Thesis https://etd.uum.edu.my/4389/ https://etd.uum.edu.my/4389/1/s92916.pdf text eng public https://etd.uum.edu.my/4389/7/s92916_abstract.pdf text eng public Ph.D. doctoral Universiti Utara Malaysia Ahmad Rusli Din. (1997). Satu analisis stail kepimpinan pengetua dan iklim organizasi di sekolah menengah daerah Kota Setar, Kedah Darul Aman. (Unpublished master‟s thesis). Universiti Utara Malaysia, Sintok, Malaysia. Akta Pendidikan 1996 (Akta 550), Peraturan-peraturan & Kaedah Terpilih. (2009). Selangor: International Law Book Services Alig-Mielcarek, J.M. (2003). A model of school success: Instructional leadership, academic press and student achievement. (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3093620). Andrews, R. L., & Soder, R. (1987). Principal leadership and student achievement. Educational Leadership, 44, 9-11. 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