AMALAN KEPIMPINAN KETERLIBATAN PENGETUA DI SEKOLAH: SATU KAJIAN KONSEPTUAL
PRINCIPALS' ENGAGING LEADERSHIP PRACTICES IN SCHOOLS: A CONCEPTUAL REVIEW
DOI:
https://doi.org/10.35631/IJEPC.1164100Keywords:
Kepimpinan Keterlibatan (Engaging Leadership), Kepimpinan Pendidikan ( Educational leadership), Pengetua Sekolah (School Principals), Pemerkasaan Guru (Teacher Empowerment), Tinjauan Konseptual (Conceptual Review)Abstract
Kajian konseptual ini bertujuan mensintesis literatur sedia ada mengenai amalan kepimpinan pengetua yang berkaitan dengan kerangka kepimpinan keterlibatan. Kajian ini meneliti kepentingan kepimpinan keterlibatan sebagai kerangka konseptual dalam kepimpinan pendidikan. Satu tinjauan literatur konseptual telah dijalankan melalui sintesis tematik terhadap kajian yang telah disemak oleh rakan sebaya (peer-reviewed) dan diterbitkan antara tahun 2021 hingga 2026. Kajian-kajian yang signifikan dalam bidang kepimpinan pendidikan dianalisis bagi mengenal pasti amalan kepimpinan yang selaras dengan dimensi kepimpinan keterlibatan. Amalan kepimpinan yang konsisten dengan kepimpinan keterlibatan dikenal pasti secara tekal merentas kajian berkaitan dengan kepimpinan transformasional, distributif, instruksional dan kolaboratif. Hasil sintesis tersebut mengenal pasti empat tema kepimpinan yang berulang, iaitu pemerkasaan guru, sokongan profesional, hubungan kolaboratif dan visi bersama. Tema-tema ini berkait rapat dengan dimensi kepimpinan keterlibatan yang dicadangkan oleh Schaufeli (2015), iaitu pengukuhan, perhubungan, pemerkasaan dan inspirasi. Dapatan kajian mencadangkan bahawa kepimpinan keterlibatan menyepadukan amalan kepimpinan yang saling melengkapi dan lazimnya ditunjukkan oleh pengetua sekolah yang berkesan. Dalam hal ini, kepimpinan keterlibatan menyediakan satu kerangka konseptual untuk memahami kepimpinan sekolah dengan menggabungkan amalan kepimpinan sedia ada, dan bukannya mewakili teori kepimpinan yang baharu sepenuhnya. Kerangka ini memberikan perspektif yang lebih meluas dalam menjelaskan cara amalan kepimpinan pengetua mampu menyumbang kepada penglibatan guru dan penambahbaikan sekolah. Kerangka konseptual yang disintesis ini berperanan penting sebagai panduan dalam amalan kepimpinan pengetua. Selain itu, kerangka tersebut turut menyumbang kepada pembangunan profesional serta penerapan bidang psikologi organisasi dalam kepimpinan pendidikan. Secara keseluruhannya, kajian ini menyediakan asas teori bagi penyelidikan empirikal pada masa hadapan berkaitan dengan kepimpinan keterlibatan dalam konteks pendidikan.
This conceptual study aims to synthesize existing literature on principal leadership practices related to engagement leadership. It examines the significance of engagement leadership as a conceptual framework for educational leadership. A conceptual literature review was conducted through a thematic synthesis of peer-reviewed studies published between 2021 and 2026. Key studies on educational leadership were analyzed to identify leadership practices aligned with the dimensions of engaging leadership. Leadership practices related to engaging leadership were consistently identified across studies of transformational, distributive, instructional, and collaborative leadership. The study identified four recurring leadership themes: teacher empowerment, professional support, collaborative relationships, and shared vision. These themes are closely linked to the engagement leadership dimensions proposed by Schaufeli (2015), namely strengthening, connecting, empowering, and inspiring. Findings indicate that engaging leadership integrates complementary leadership practices typically demonstrated by effective school principals. Rather than representing an entirely new leadership theory, engaging leadership provides a conceptual framework for understanding school leadership by combining existing practices. This framework offers a broad perspective on how principals' leadership practices contribute to teacher engagement and school improvement. The synthesized conceptual framework serves as a vital guide for principals' leadership practices. Furthermore, it contributes to professional development and the application of organizational psychology within educational leadership. This study also establishes a theoretical foundation for future empirical research on engagement leadership in the educational context.
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