Kajian ini dijalankan untuk meneliti permasalahan berkaitan amalan pengurusan keperluan murid dalam kalangan guru besar sekolah rendah di penempatan Orang Asli yang masih kurang diberi perhatian dalam literatur pendidikan arus perdana. Dalam konteks pendidikan komuniti marginal, keperluan murid perlu diurus secara holistik oleh pemimpin sekolah agar potensi murid dapat berkembang dari aspek akademik, sahsiah dan kokurikulum. Sehubungan itu, kajian ini bertujuan mengkaji hubungan antara amalan pengurusan keperluan murid oleh guru besar dengan tahap kemenjadian murid Orang Asli. Kajian ini menggunakan reka bentuk kajian korelasi yang melibatkan seramai 342 orang guru dari sekolah rendah penempatan Orang Asli di Semenanjung Malaysia. Instrumen kajian berupa soal selidik yang dibina berasaskan teori Hierarki Keperluan Maslow dan kerangka kemenjadian murid SKPM Kualiti@Sekolah. Data dianalisis menggunakan statistik deskriptif dan inferensi, termasuk analisis korelasi Pearson bagi menilai kekuatan hubungan antara pemboleh ubah. Hasil kajian menunjukkan tahap amalan pengurusan keperluan murid adalah tinggi, manakala tahap kemenjadian murid juga berada pada tahap yang memuaskan dalam dimensi akademik, sahsiah, dan kokurikulum. Analisis korelasi mendapati wujud hubungan positif yang signifikan antara pengurusan keperluan murid dan kemenjadian murid. Implikasi kajian menegaskan bahawa guru besar yang responsif terhadap keperluan murid mampu meningkatkan potensi murid secara menyeluruh. Justeru, latihan kepimpinan sekolah disaran menitikberatkan pengurusan keperluan murid khususnya di sekolah berkomuniti terpinggir. Kajian ini seterusnya menyumbang kepada dasar pendidikan yang berfokuskan kepimpinan instruksional yang inklusif, peka budaya dan berpusatkan murid. budaya.

Abstract: This This study was conducted to address the issue of student needs management practices among headmasters in Orang Asli primary schools, an area that has received limited attention in mainstream educational literature. Within the context of marginalised communities, student needs must be managed holistically by school leaders to ensure that students’ potential is fully developed across academic, personal, and co-curricular domains. Accordingly, this study aimed to examine the relationship between headmasters’ management of student needs and the overall student outcomes in Orang Asli schools. The study employed a quantitative correlational design involving 342 teachers from primary schools located in Orang Asli settlements across Peninsular Malaysia. The research instrument was a questionnaire developed based on Maslow’s Hierarchy of Needs and the SKPM Kualiti@Sekolah framework of student outcomes. Data were analysed using descriptive and inferential statistics, including Pearson correlation to measure the strength of relationships between variables. The findings revealed that the level of student needs management practices was high, while student outcomes were also recorded at satisfactory levels across academic, personal, and co-curricular dimensions. Pearson correlation analysis indicated a significant positive relationship between student needs management and student outcomes. The implications highlight that headmasters who are responsive to students’ needs can enhance students’ holistic development. Therefore, school leadership training is recommended to prioritise student needs management, especially in marginalised community schools. This study contributes to educational policy by reinforcing inclusive, culturally sensitive, and student-centred instructional leadership practices.

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