KEPIMPINAN DISTRIBUTIF DENGAN KOMUNITI PEMBELAJARAN PROFESIONAL DALAM KALANGAN GURU PRASEKOLAH

DISTRIBUTIVE LEADERSHIP AND PROFESSIONAL LEARNING COMMUNITIES AMONG PRESCHOOL TEACHERS

Abstract

Kepimpinan distributif dilihat sebagai factor penting dalam memperkukuh pelaksanaan komuniti pembelajaran profesional (PLC) dalam kalangan guru prasekolah. Komuniti pembelajaran profesional berperanan sebagai medium kolaboratif yang menyokong perkomngsian ilmu, refleksi amalan dan peningkatan prfesionalisme guru secara berterusan. Pendekatan kajian ini ialah pendekatan kuantitatif melalui kaedah tinjauan dengan soal selidik sebagai instrument utama melibatkan guru prasekolah daerah Kota belud negeri Sabah, Malaysia. Data mentah yang diperoleh seterusnya dianalisis menggunakan kaedah statistik deskriptif dan analisis inferensi untuk mengetahui tahap dan hubungan antara kepimpinan distributif dan komuniti pembealajaran profesional. Dapatan menunjukkan wujud hubungan yang signifikan antara kepimpinan distributif dengan komuniti pembelajaran profesional. Hasil kajian ini memberi gambaran bahawa usaha memperkukuh komuniti pembelajaran profesional memerlukan sokongan kepimpinan yang inklusif, budaya kolaboratif serta tahap keyakinan profesional yang tinggi dalam kalangan guru prasekolah di negeri Sabah. Implikasi kajian boleh dijadikan rujukan oleh pihak pentadbir sekolah, pembuat dasar dan penyelidik dalam usaha menambah baik kualiti pendidikan prasekolah secara holistik dan berkesan.

Distributive leadership is seen as an important factor in strengthening the implementation of professional learning communities (PLC) among preschool teachers. Professional learning communities serve as collaborative mediums that support knowledge sharing, practice reflection and continuous improvement of teacher professionalism. The approach of this study is a quantitative approach through a survey method with a questionnaire as the main instrument involving preschool teachers in the Kota Belud district of Sabah, Malaysia. The raw data obtained was then analyse using descriptive statistics and inferential analysis to determine the level and relationship between distributive leadership and professional learning communities. The findings show that there is a significant relationship between distributive leadership and professional learning communities. The results of this study provide an impression that efforts to strengthen professional learning communities require inclusive leadership support, a collaborative culture and a high level of professional confidence among preschool teachers in the state of Sabah. The implications of the study can be used as a reference by school administrators, policy makers and researchers in efforts to improve the quality of preschool education holistically and effectively.