SPIRITUALITI DI TEMPAT KERJA SEBAGAI PERAMAL KOMPETENSI INSTRUKSIONAL GURU PENOLONG KANAN: SATU KAJIAN EMPIRIKAL SEKOLAH RENDAH DI NEGERI SABAH

WORKPLACE SPIRITUALITY AS A PREDICTOR OF INSTRUCTIONAL COMPETENCY AMONG ASSISTANT PRINCIPALS: AN EMPIRICAL STUDY IN SABAH PRIMARY SCHOOLS

Abstract

Kajian ini meneliti hubungan antara spiritualiti di tempat kerja dengan kompetensi instruksional dalam kalangan Guru Penolong Kanan (GPK) di sekolah rendah di Malaysia, dengan penekanan khusus terhadap konteks pendidikan awam di negeri Sabah. Kajian ini menggunakan reka bentuk penyelidikan kuantitatif dan mengaplikasikan pendekatan tinjauan korelasi deskriptif. Seramai 269 orang Guru Penolong Kanan dari sekolah rendah di negeri Sabah telah dipilih melalui persampelan rawak berstrata. Dua instrumen utama telah digunakan iaitu Skala Spiritualiti di Tempat Kerja oleh Ashmos dan Duchon (2000) dan Skala Kompetensi Instruksional yang dibangunkan berasaskan domain Kompetensi Instruksional dalam kerangka Kompetensi Pemimpin Sekolah 2.0 (KOMPAS 2.0) oleh Institut Aminuddin Baki (IAB). Data dianalisis menggunakan statistik deskriptif dan korelasi Pearson. Dapatan kajian menunjukkan bahawa tahap spiritualiti di tempat kerja adalah tinggi (Min = 3.74, SP = 0.62), manakala tahap kompetensi kompetensi instruksional berada pada tahap sederhana tinggi (Min = 3.60, SP = 0.71). Terdapat hubungan positif yang signifikan dan berada pada tahap sederhana antara spiritualiti di tempat kerja dengan kompetensi  instruksional (r = 0.46, p < .01).  Penemuan ini menekankan kepentingan pengintegrasian elemen spiritualiti dalam program pembangunan kepimpinan pendidikan, khususnya dalam memperkukuh nilai teras, motivasi intrinsik dan etika kerja dalam kalangan Guru Penolong Kanan. Implikasi kajian ini menyumbang kepada pembangunan pendekatan yang holistik dan berasaskan nilai dalam pembangunan profesional sistem pendidikan negara.

This study examines the relationship between workplace spirituality and instructional competence among Senior Assistant Teachers (GPK) in primary schools in Malaysia, with a particular focus on the public education context in the state of Sabah. Employing a quantitative research design, the study adopted a descriptive correlational survey approach. A total of 269 Senior Assistant Teachers from primary schools in Sabah were selected through stratified random sampling. Two primary instruments were utilized: the Workplace Spirituality Scale by Ashmos and Duchon (2000) and the Instructional Competency Scale, developed based on the Instructional Competency domain within the School Leadership Competency Framework 2.0 (KOMPAS 2.0) by the Aminuddin Baki Institute (IAB). Data were analyzed using descriptive statistics and Pearson correlation analysis. The findings revealed that the level of workplace spirituality was high (Mean = 3.74, SD = 0.62), while the level of instructional competence was moderately high (Mean = 3.60, SD = 0.71). A significant positive correlation of moderate strength was found between workplace spirituality and instructional competence (r = 0.46, p < .01). These findings highlight the importance of integrating spirituality elements into educational leadership development programs, particularly in reinforcing core values, intrinsic motivation, and work ethics among Senior Assistant Teachers. The implications of this study contribute to the development of a holistic and values-based approach to professional development within the national education system.