HUBUNGAN STRUKTURAL ANTARA KEPIMPINAN LESTARI, EFIKASI GURU DAN AMALAN PENGAJARAN PENDIDIKAN ALAM SEKITAR: SATU ANALISIS MODEL PERSAMAAN BERSTRUKTUR
STRUCTURAL RELATIONSHIPS BETWEEN SUSTAINABLE LEADERSHIP, TEACHER EFFICACY AND ENVIRONMENTAL EDUCATION TEACHING PRACTICES: A STRUCTURAL EQUATION MODEL ANALYSIS
DOI:
https://doi.org/10.35631/IJEPC.1162022Keywords:
Kepimpinan Lestari (Sustainable Leadership), Efikasi Guru (Teacher Efficacy), Amalan Pengajaran Pendidikan Alam Sekitar (Environmental Education Teaching Practices)Abstract
Pendidikan Alam Sekitar merupakan komponen penting dalam menyokong agenda pembangunan lestari, khususnya dalam konteks sekolah kebangsaan. Keberkesanan pelaksanaannya bukan sahaja bergantung kepada kurikulum, tetapi turut dipengaruhi oleh faktor organisasi seperti Kepimpinan Lestari dan faktor psikologi profesional seperti Efikasi Guru. Kajian ini bertujuan menguji hubungan struktural antara Kepimpinan Lestari, Efikasi Guru dan Amalan Pengajaran Pendidikan Alam Sekitar menggunakan pendekatan Structural Equation Modeling (SEM). Kajian kuantitatif keratan rentas ini melibatkan guru sekolah rendah dan menganalisis model pengukuran serta model struktural secara serentak. Dapatan menunjukkan bahawa Kepimpinan Lestari mempunyai pengaruh positif dan signifikan terhadap Efikasi Guru. Efikasi Guru pula memberi kesan signifikan terhadap Amalan Pengajaran Pendidikan Alam Sekitar. Analisis mediasi mengesahkan bahawa Efikasi Guru berperanan sebagai mediator separa dalam hubungan antara Kepimpinan Lestari dan amalan pengajaran. Penemuan ini menyokong teori efikasi kendiri Bandura yang menekankan peranan kepercayaan kendiri dalam mempengaruhi tingkah laku profesional guru. Secara keseluruhan, kajian ini menegaskan bahawa pembangunan Kepimpinan Lestari dan pengukuhan Efikasi Guru merupakan strategi utama untuk memperkukuh pelaksanaan Pendidikan Alam Sekitar secara lebih sistematik dan berkesan di sekolah. Kajian lanjutan disarankan untuk meneroka reka bentuk longitudinal dan variasi konteks budaya pendidikan.
Environmental Education is a critical component in advancing the sustainable development agenda, particularly in national primary schools. Its effectiveness depends not only on curriculum design, but also on organizational factors such as Sustainable Leadership and professional psychological factors such as Teacher Efficacy. This study aims to examine the structural relationships among Sustainable Leadership, Teacher Efficacy, and Environmental Education Teaching Practices using structural equation modeling (SEM). The cross-sectional quantitative study involved primary school teachers and simultaneously analysed both the measurement and structural models. The findings indicate that Sustainable Leadership has a positive and significant influence on Teacher Efficacy. In turn, Teacher Efficacy significantly affects Environmental Education Teaching Practices. Mediation analysis confirms that Teacher Efficacy partially mediates the relationship between Sustainable Leadership and teaching practices. These results support Bandura’s self-efficacy theory, which emphasizes the role of self-belief in shaping teachers’ professional behavior. Overall, the study underscores that strengthening Sustainable Leadership and enhancing Teacher Efficacy are key strategic approaches to improving the systematic and effective implementation of Environmental Education in schools. Future research is recommended to explore longitudinal research designs and variations across different educational cultural contexts.
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