AMALAN KEPIMPINAN AUTENTIK DI SEKOLAH MENENGAH PERSENDIRIAN CINA (SUWA) MALAYSIA

PRACTICES OF AUTHENTIC LEADERSHIP IN CHINESE INDEPENDENT SECONDARY SCHOOLS (SUWA) IN MALAYSIA

Abstract

Dalam konteks transformasi pendidikan yang pesat dan peningkatan keperluan terhadap kepimpinan berasaskan etika dan nilai, kepimpinan autentik telah muncul sebagai satu pendekatan kepimpinan yang signifikan dalam institusi pendidikan. Selaras dengan Matlamat Pembangunan Mampan 4 (Pendidikan Berkualiti) serta agenda reformasi pendidikan di Malaysia, kepimpinan autentik menekankan nilai kejujuran, kesedaran kendiri, ketelusan dan perspektif moral dalaman. Walau bagaimanapun, perbincangan empirikal dan konseptual mengenai amalan kepimpinan autentik di Sekolah Menengah Persendirian Cina (SUWA) di Malaysia masih terhad. Oleh itu, makalah ini bertujuan untuk meneliti konsep, ciri-ciri dan amalan kepimpinan autentik dalam kalangan pemimpin sekolah SUWA, serta pengaruhnya terhadap motivasi dan kesejahteraan profesional guru. Berpandukan literatur berkaitan dan kajian lepas dalam bidang kepimpinan pendidikan, psikologi dan kaunseling, makalah ini membincangkan bagaimana kepimpinan autentik Pengetua menyumbang kepada pembentukan kepercayaan, iklim sekolah yang positif serta peningkatan motivasi intrinsik guru. Perbincangan ini menekankan bahawa Pengetua sekolah yang mengamalkan kepimpinan autentik berkeupayaan membina hubungan profesional yang menyokong, meningkatkan komitmen guru dan menggalakkan keberkesanan organisasi sekolah secara mampan. Makalah ini menyumbang kepada penambahan ilmu sedia ada dengan menyediakan pemahaman yang berfokus konteks tentang amalan kepimpinan autentik dalam pendidikan menengah swasta, serta implikasi terhadap pembangunan kepimpinan, pengurusan pendidikan dan amalan kaunseling dalam persekitaran sekolah yang bersifat pelbagai budaya.

In the context of rapid educational transformation and increasing demands for ethical and value-based leadership, authentic leadership has emerged as a significant leadership approach within educational institutions. Aligned with Sustainable Development Goal 4 (Quality Education) and Malaysia’s educational reform agenda, authentic leadership emphasizes honesty, self-awareness, transparency, and internalized moral perspectives. However, empirical and conceptual discussions on authentic leadership practices in Chinese Independent Secondary Schools (SUWA) in Malaysia remain limited. This paper aims to examine the concept, characteristics, and practices of authentic leadership among school leaders in SUWA, as well as its influence on teachers’ motivation and professional well-being. Drawing on relevant literature and previous studies in educational leadership, psychology, and counseling, this paper discusses how authentic leadership contributes to the development of trust, positive school climate, and teachers’ intrinsic motivation. The discussion highlights that school Principal who practice authentic leadership are more likely to foster supportive relationships, enhance teachers’ commitment, and promote sustainable organizational effectiveness. This paper contributes to the existing body of knowledge by providing a contextualized understanding of authentic leadership practices in private secondary education, with implications for leadership development, educational management, and counselling practices in multicultural school settings.