Hubungan antara Kepimpinan Multidimensi Guru Besar dan Kepuasan Kerja Guru (The Relationship between Headmaster’s Multidimensional Leadership and Teachers’ Job Satisfaction)

MOHD KHAIRY BAZLI ABU BAKAR, BITY SALWANA ALIAS

Abstract


Di sekolah, amalan kepimpinan yang fleksibel dapat mempengaruhi guru dalam merealisasikan setiap misi dan visi yang dihasratkan. Kajian tinjauan ini dijalankan untuk mengetahui tahap amalan kepimpinan multidimensi guru besar serta hubungannya dengan kepuasan kerja dalam kalangan 132 guru dari lima sekolah rendah zon bandar dalam daerah Tampin, Negeri Sembilan. Soal selidik yang diadaptasi daripada Leadership Orientation (LO) digunakan bagi meneroka amalan kepimpinan multidimensi guru besar manakala soal selidik yang diadaptasi daripada Job Satisfaction ERG Alderfer (JSERGA) digunakan untuk mengukur kepuasan kerja guru. Dapatan menunjukkan tahap amalan kepimpinan multidimensi yang tertinggi menurut persepsi guru adalah kepimpinan struktural, diikuti dengan kepimpinan simbolik, kepimpinan sumber manusia dan kepimpinan politik. Dapatan bagi tahap kepuasan kerja guru pula menunjukkan keperluan pertumbuhan adalah yang paling tinggi diikuti oleh keperluan perhubungan dan keperluan keberadaan. Dapatan juga menunjukkan terdapat hubungan yang sederhana yang signifikan antara kepimpinan multidimensi guru besar dan kepuasan kerja guru. Implikasi kajian ialah guru besar memerlukan pendedahan kepada amalan kepimpinan multidimensi agar wujudnya keseimbangan dalam memimpin untuk membantu mereka membuat keputusan yang tepat berdasarkan situasi, seterusnya memberi kesan terhadap kepuasan kerja yang akan memberi impak yang positif terhadap kecemerlangan sekolah.

Kata Kunci: Kepimpinan Multidimesi, Kepuasan Kerja, Guru Besar, Sekolah, Zon Bandar


In school, appropriate and flexible leadership practices can influence teachers in realizing each mission and vision they aspire to. This study was conducted to determine the level of multidimensional leadership practice and its relationship to job satisfaction among 132 teachers from five urban elementary schools in the district of Tampin, Negeri Sembilan. A questionnaire adapted from Leadership Orientation (LO) was used to explore the practice of multidimensional leadership of teachers while a questionnaire adapted from the Job Satisfaction ERG Alderfer (JSERGA) was used to measure teacher job satisfaction. Findings show that the highest levels of multidimensional leadership practice based on the teachers' perceptions are structural leadership, followed by symbolic leadership, human resource leadership and political leadership. Findings for teachers' job satisfaction levels showed that growth needs were the highest followed by relatedness needs and existential needs. The findings also show that there is a significant moderate relationship between multidimensional leadership of teachers and teacher job satisfaction. The implication of this study is that principals need exposure to multidimensional leadership practices so that there is a balance in leadership to help them make informed decisions based on the situation, which in turn affects job satisfaction that will have a positive impact on school excellence.

Key Words: Multidimesi Leadership, Job Satisfaction, Headmaster, School, Urban Zone

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DOI: http://dx.doi.org/10.17576/JPEN-2020-45.01SI-05

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