PENGARUH KECERDASAN EMOSI TERHADAP EFIKASI KENDIRI DALAM KALANGAN GURU BIMBINGAN DAN KAUNSELING SEKOLAH RENDAH DI KUALA LUMPUR

THE INFLUENCE OF EMOTIONAL INTELLIGENCE ON SELF-EFFICACY AMONG PRIMARY SCHOOL GUIDANCE AND COUNSELLING TEACHERS IN KUALA LUMPUR

Abstract

Kajian ini bertujuan untuk mengenal pasti hubungan antara kecerdasan emosi dan efikasi kendiri dalam kalangan Guru Bimbingan dan Kaunseling (GBK) sekolah rendah di Kuala Lumpur. Guru GBK memainkan peranan penting dalam menyokong kesejahteraan emosi dan sosial murid, namun berdepan dengan pelbagai cabaran profesional yang menuntut ketahanan emosi dan keyakinan kendiri yang tinggi. Kajian ini menggunakan pendekatan kuantitatif dengan reka bentuk korelasional, melibatkan seramai 159 orang guru GBK yang dipilih secara rawak. Dua instrumen digunakan, iaitu Skala Kecerdasan Emosi (SSEIT) dan Teacher Self-Efficacy Scale (TSES), masing-masing menunjukkan kebolehpercayaan tinggi (α = 0.88 dan α = 0.91). Analisis data dilakukan menggunakan statistik deskriptif, korelasi Pearson, dan regresi linear. Dapatan menunjukkan tahap kecerdasan emosi dan efikasi kendiri yang tinggi dalam kalangan responden serta hubungan positif dan signifikan antara kedua-dua pemboleh ubah tersebut. Kecerdasan emosi didapati sebagai peramal signifikan kepada efikasi kendiri. Kajian ini mencadangkan agar latihan profesional guru memberi penekanan kepada pembangunan kecerdasan emosi sebagai strategi untuk memperkukuh keyakinan profesional dan meningkatkan kualiti perkhidmatan bimbingan dan kaunseling di sekolah rendah.

This study aims to identify the relationship between emotional intelligence and self-efficacy among primary school Guidance and Counselling Teachers (GBK) in Kuala Lumpur. GBK teachers play a crucial role in supporting students’ emotional and social well-being but face various professional challenges that demand high emotional resilience and self-confidence. This study employed a quantitative approach with a correlational research design, involving 159 GBK teachers selected through random sampling. Two instruments were used: the Schutte Self-Report Emotional Intelligence Test (SSEIT) and the Teacher Self-Efficacy Scale (TSES), both demonstrating high reliability (α = 0.88 and α = 0.91, respectively). Data were analyzed using descriptive statistics, Pearson correlation, and linear regression. The findings indicated high levels of emotional intelligence and self-efficacy among the respondents, as well as a positive and significant relationship between the two variables. Emotional intelligence was found to be a significant predictor of self-efficacy. The study recommends that teacher professional development programs emphasize emotional intelligence development as a strategy to strengthen professional confidence and enhance the quality of guidance and counselling services in primary schools.