REKA BENTUK, KESAHAN, DAN KEBOLEHPERCAYAAN INSTRUMEN PENGUKURAN KEPIMPINAN INSTRUKSIONAL MIDDLE LEADER TEAM: DESIGN, VALIDITY, AND RELIABILITY OF THE INSTRUCTIONAL LEADERSHIP MEASUREMENT INSTRUMENT FOR THE MIDDLE LEADER TEAM - Muhd Muzakkir Afiq Musa; Ramlee Ismail; Marinah Awang; Che Noor Hawa Che Ismail, (INTERNATIONAL JOURNAL OF EDUCATION, PSYCHOLOGY AND COUNSELLING (IJEPC), 2024)
Kepimpinan instruksional mempunyai definisi, konstruk, serta item pengukuran yang pelbagai mengikut pemahaman konteks kajian penyelidikan yang dijalankan. Definisi kepimpinan instruksional perlu diperjelas sama ada dari segi konstruk atau item pengukuran bagi menguji keupayaan pemimpin pendidikan di institusi pendidikan terutamanya Middle Leader Team (MLT). Oleh itu kajian penyelidikan ini bertujuan untuk mendefinisikan kepimpinan instruksional MLT serta konstruk yang terlibat, seterusnya penilaian kesahan dan kebolehpercayaan melalui analisis keperluan dalam mereka bentuk dan membangunkan instrumen pengukuran kepimpinan instruksional MLT. Kesemua konstruk yang dibangunkan, diadaptasi dan diubah suai daripada konstruk kepimpinan instruksional oleh Hallinger dan Murphy (1985) iaitu mendefinisikan misi; mengurus program instruksional; membentuk iklim pengajaran dan pembelajaran yang mengandungi 71 item pengukuran melalui proses kesahan muka dan kesahan kandungan oleh lapan orang pakar penilai dalam bidang kepimpinan dan pengurusan pendidikan menggunakan jenis skala empat mata. Ujian Indeks Kesahan Kandungan (CVI) dan nilai Pekali Kappa digunakan dan dapatan kajian mendapati hanya 43 item pengukuran memperoleh nilai kebolehterimaan melebihi 0.83 dan diterima sepenuhnya oleh kesepakatan pakar penilai, manakala 28 item pengukuran lain digugurkan kerana memperoleh nilai kebolehterimaan kurang daripada 0.83. Oleh itu kesemua 43 item pengukuran mewakili tiga dimensi iaitu mendefinisikan misi; mengurus program instruksional; membentuk iklim pengajaran dan pembelajaran dikekalkan bagi ujian statistik selanjutnya. Instructional leadership has diverse definitions, constructs, and measurement items based on the understanding of the research context in which the studies are conducted. The definition of instructional leadership needs to be clarified, either in terms of constructs or measurement items, to assess the capabilities of educational leaders in educational institutions, particularly the Middle Leader Team (MLT). Therefore, this research aims to define the instructional leadership of MLT, along with the relevant constructs, followed by the evaluation of validity and reliability through a needs analysis in designing and developing the MLT instructional leadership measurement instrument. All constructs were developed, adapted, and modified from the instructional leadership constructs by Hallinger and Murphy (1985), which include defining the mission, managing the instructional program, and creating a conducive teaching and learning climate. These constructs comprised 71 measurement items, which underwent face validity and content validity processes by eight expert evaluators in the field of educational leadership and management using a four-point scale. The Content Validity Index (CVI) and Kappa Coefficient values were used, and the findings revealed that only 43 measurement items achieved an acceptance value of more than 0.83 and were fully endorsed by the expert consensus, while 28 measurement items were dropped due to achieving an acceptance value of less than 0.83. Therefore, the 43 measurement items representing the three dimensions which include defining the mission, managing the instructional program, and creating a conducive teaching and learning climate were retained for further statistical testing.