GAYA KEPIMPINAN TRANSFORMASIONAL GURU BESAR DAN HUBUNGANNYA TERHADAP KEPUASAN KERJA GURU DI SEKOLAH RENDAH PEDALAMAN 3 DAERAH PENSIANGAN, SABAH

PRIMARY SCHOOL HEADTEACHERS’ TRANSFORMATIONAL LEADERSHIP STYLE AND ITS RELATIONSHIP WITH TEACHERS’ JOB SATISFACTION IN REMOTE SCHOOLS (CATEGORY 3), PENSIANGAN DISTRICT, SABAH

Abstract

Kajian ini bertujuan mengenal pasti tahap kepimpinan transformasional guru besar dan tahap kepuasan kerja guru serta hubungan antara kedua-dua pemboleh ubah tersebut dalam kalangan guru sekolah rendah Pedalaman 3 di daerah Pensiangan, Sabah. Kajian ini menggunakan reka bentuk tinjauan kuantitatif dengan borang soal selidik berdasarkan Model Kepimpinan Transformasional Bass dan Teori Dua Faktor Herzberg. Seramai 113 orang guru daripada 12 buah sekolah dipilih sebagai responden melalui pensampelan rawak mudah. Analisis deskriptif menunjukkan tahap kepimpinan transformasional guru besar adalah tinggi (min keseluruhan = 4.09, s.p = 0.75), dengan dimensi rangsangan intelektual mencatat skor tertinggi (min = 4.15). Tahap kepuasan kerja guru juga tinggi (min keseluruhan = 3.80, s.p = 0.46), dengan dimensi sifat kerja paling dominan (min = 4.49). Analisis korelasi Pearson mendapati wujud hubungan yang positif dan signifikan tetapi lemah antara kepimpinan transformasional guru besar dan kepuasan kerja guru (r = 0.384, p = 0.000). Dapatan ini menegaskan bahawa gaya kepimpinan transformasional berperanan penting dalam meningkatkan kepuasan kerja guru walaupun berdepan cabaran konteks pedalaman.

This study aimed to identify the level of transformational leadership among headteachers, the job satisfaction of teachers, and the relationship between these two variables among primary school teachers in Pedalaman 3 schools in Pensiangan district, Sabah. Employing a quantitative survey design, data were collected using questionnaires adapted from Bass’s Transformational Leadership Model and Herzberg’s Two-Factor Theory. A total of 113 teachers from 12 schools were selected through simple random sampling. Descriptive analysis revealed that the level of headteachers’ transformational leadership was high (overall mean = 4.09, SD = 0.75), with intellectual stimulation scoring the highest dimension (mean = 4.15). Teachers’ job satisfaction was also high (overall mean = 3.80, SD = 0.46), with job nature emerging as the most influential factor (mean = 4.49). Pearson correlation analysis found a positive and significant but weak relationship between the transformational leadership of headmasters and teachers’ job satisfaction (r = 0.384, p = 0.000). These findings highlight the crucial role of transformational leadership in enhancing teacher job satisfaction, particularly in challenging rural school contexts.