Kualiti bimbingan pengajaran oleh “Pegawai Pembimbing Pakar Pembangunan Sekolah” (School Improvement Specialist Coaches - SICS+) sebagai faktor peramal terhadap kualiti guru di sekolah kebangsaan

Quality of coaching teaching by SISC+ officers (School Improvement Specialist Coaches - SISC+) as predictors factor of teaching & learning qualities in primary national schools

Abstract

The teaching profession demands that every teacher be competent and quality in human capital formation, human resource development, community and Nation. In the 21st century, teaching methods are a key factor in determining the quality of student learning. In an effort to ensure the quality of student learning both SISC+ and Teachers mentored (GDB) work collaboratively to improve the quality of teaching. This is in line with the role and function of the SISC+ position under the sub-initiative of the NKRA GTP 1.0 contained in the Malaysian Education Blueprint 2013-2025. These SISC+ officers have been tasked with mentoring and coaching teachers in Band 5, 6 and 7 schools. The purpose of this study is to determine the quality of coaching teaching of SISC+ Officers as a predictor factor of teacher teaching quality. Additional relationships between the dimensions of the coaching teaching of SISC+ were also identified. This quantitative study involved 250 repondents around the country from National Primary teachers. This study uses Coaching Teaching instrument adapted from the Instrument Managerial Coaching Skills developed by Sohee.P et. al (2008)³¹. Coaching Teaching consists of five key dimensions of effective communication, team approach, open values, teacher acceptance and teacher development. Multiple regression analysis showed that the SISC+ quality of the combined model of team approach, teacher acceptance and teacher development contributed 63.5% (R² = .635) variance in teacher quality [F(3, 246)=142.905, p <0.5]. As a whole, the dimension of coaching teaching influences the quality of teacher quality in National Primary schools.

[Profesion keguruan menuntut setiap guru berkompeten dan berkualiti dalam pembentukan modal insan, pembangunan sumber manusia, masyarakat dan Negara. Dalam abad ke 21 kaedah pengajaran merupakan satu faktor utama dalam menentukan kualiti pembelajaran murid. Dalam usaha memastikan kualiti pembelajaran murid kedua-dua pihak iaitu Pegawai SISC+ dan guru yang dibimbing (GDB) berusaha secara kolaboratif dalam meningkatkan kualiti pengajaran. Hal ini bertepatan dengan peranan dan fungsi jawatan SISC+ di bawah inisiatif sub NKRA GTP 1.0 Pelan Pembangunan Pendidikan Malaysia (PPPM) 2013-2025. Para pegawai ini ditugaskan untuk membimbing guru-guru di sekolah yang berada dalam Band 5, 6 dan 7. Maka objektif kajian ini adalah untuk menentukan kualiti bimbingan pengajaran Pegawai SISC+ sebagai faktor peramal terhadap kualiti pengajaran guru. Tambahan hubungan antara dimensi-dimensi kualiti bimbingan pengajaran Pegawai SISC+ juga dikenal pasti. Kajian kuantitatif ini melibatkan seramai 250 guru Sekolah Rendah Kebangsaan dari seluruh negara. Kajian ini menggunakan instrumen bimbingan pengajaran yang diadaptasi dari Instrumen pengurusan yang dibangunkan oleh Sohee.P et. al (2008)³¹. Instrumen bimbingan pengajaran mengandungi lima dimensi utama yang berkesan iaitu komunikasi terbuka, pendekatan berpasukan, nilai terbuka, penerimaan kesamaran dan pembangunan guru. Kajian analisis regreasi berganda menunjukan kualiti bimbingan SISC+ model gabungan Pendekatan Berpasukan, Penerimaan Kesamaran dan Pembangunan Guru menyumbang sebanyak 63.5% ( = .635) perubahan varians dalam kualiti guru [F(3, 246)=142.905, p<0.5]. Secara keseluruhannya faktor dimensi bimbingan pengajaran mempengaruhi varians kualiti guru di sekolah rendah kebangsaan.]