Accountability of Teachers: Does it Invigorate Transformational Leadership in Schools? (Kebertanggungjawaban Guru: Adakah Ia Memupuk Kepimpinan Transformasional di Sekolah?)

JAISON MAMMEN, KARANAM PUSHPANADHAM

Abstract


This quantitative study was conducted to explore teachers’ accountability and their transformational leadership in schools. Data were collected from 150 private English medium school teachers of Vadodara City, Gujarat State, India. Teacher Transformational Leadership Questionnaire (TTLQ) with a reliability coefficient of .82 and Teacher Accountability Questionnaire (TAQ) with a reliability coefficient of .79 were used for data collection. Descriptive statistical techniques, Pearson correlation and linear regression were used to analyse the data. The results of the study revealed that they exercise moderate accountability and moderate transformational leadership. It was also found that teacher accountability significantly correlated with their transformational leadership and teacher accountability attribute was a positive predictor of teacher transformational leadership. The findings of the study asserted that higher teacher accountability contributes to higher transformational leadership, which in turn influences students' learning outcome and help them accomplish their educational resolves. The finding of this study is relevant for educational policymakers, head of the schools and teachers, as it will help them to investigate the ways and means to nurture these attributes, to enhance both teaching and learning in schools in a caring environment.

Keywords: Teacher accountability; teacher leadership; english medium private schools; transformational leadership; teacher transformational leadership

 

Kajian kuantitatif ini dijalankan untuk meneroka kebertanggungjawaban guru dan kepimpinan transformasionalnya di sekolah. Data telah dikumpul dari 150 Guru Sekolah Menengah Swasta Inggeris di Bandar Vadodara, Negeri Gujarat, India. Soal Selidik Kepimpinan Transformasional Guru (TTLQ) dengan koefisien kebolehpercayaan .82 dan Soal Selidik Kebertanggungjawaban Guru (TAQ) dengan koefisien kebolehpercayaan .79 telah digunakan untuk pengumpulan data. Teknik statistik deskriptif, korelasi Pearson dan regresi linear digunakan untuk menganalisis data. Hasil kajian menunjukkan bahawa mereka mengamalkan kebertanggungjawaban dan kepimpinan transformasional yang bertahap sederhana. Kajian ini juga mendapati kebertanggungjawaban guru borkorelasi secara signifikan dengan kepimpinan transformasional dan sifat kebertanggungjawaban guru merupakan peramal positif kepimpinan transformasional guru. Penemuan kajian menegaskan bahawa kebertanggungjawaban guru yang lebih tinggi menyumbang kepada kepimpinan transformasional yang lebih tinggi, seterusnya mempengaruhi hasil pembelajaran pelajar dan membantu mereka menyelesaikan kesulitan pendidikan mereka. Penemuan kajian ini adalah relevan bagi pembuat dasar pendidikan, pengetua sekolah dan guru-guru, kerana ia akan membantu mereka untuk mengkaji cara-cara untuk memupuk sifat-sifat ini, untuk meningkatkan pengajaran dan pembelajaran di sekolah dalam persekitaran yang cakna.

Kata Kunci: Kebertanggungjawaban guru; kepimpinan guru; sekolah swasta Inggeris; kepimpinan transformasional; kepimpinan transformasional guru


Keywords


Teacher Accountability; Teacher Leadership; English Medium Private Schools; Transformational Leadership; Teacher Transformational Leadership

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DOI: http://dx.doi.org/10.17576/JPEN-2018-43.02-03

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