Amalan Kepimpinan Instruksional dalam Menjana Pengetahuan Teknologi Pedagogi Kandungan (PTPK) di kalangan Guru
Keywords:
kepimpinan instruksional, pengetahuan teknologi pedagogi kandungan
Abstract
Amalan kepimpinan instruksional dan pengintegrasian teknologi dalam pengajaran dan pembelajaran merupakan dua amalan yang memberi impak dalam memastikan kelestarian proses pendidikan. Kedua-dua elemen ini diadaptasi bagi memastikan kesinambungan pendidikan diteruskan dengan menggunakan sumber sedia ada bagi mencari solusi baharu dengan meminimumkan risiko dan juga mengurangkan kos. Oleh itu, kertas konsep ini bertujuan mengenal pasti amalan kepimpinan instruksional dalam mempengaruhi pengetahuan teknologi pedagogi kandungan (PTPK) di kalangan guru-guru sekolah menengah di Malaysia. Tiga dimensi dalam amalan kepimpinan instruksional (mentakrif matlamat sekolah, mengurus program instruksional, menggalakkan iklim sekolah yang positif) dikenal pasti mempunyai hubungan yang signifikan terhadap amalan mengintegrasikan teknologi dalam pengajaran dan pembelajaran iaitu merujuk kepada kerangka PTPK. Justeru, analisis kajian ini mencadangkan struktur model hubungan menggunakan Structural Equation Modelling (SEM). Hipotesis kajian dibentuk berasaskan literatur dan cadangan kerangka konseptual. Kajian ini keseluruhannya memberi implikasi berkaitan kepentingan menyediakan pemimpin sekolah dengan kemahiran mengurus program instruksional bagi membina pengetahuan teknologi pedagogi kandungan (PTPK) di kalangan guru serta menggalakkan iklim sekolah yang positif.
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References
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Clark-Wilson, A., Robutti, O., & Thomas, M. (2020). Teaching with digital technology. ZDM - Mathematics Education, 52(7), 1223–1242. https://doi.org/10.1007/s11858-020-01196-0
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Hallinger, Philip, & Hosseingholizadeh, R. (2020). Exploring instructional leadership in Iran: a mixed methods study of high- and low-performing principals. Educational Management Administration and Leadership, 48(4), 595–616. https://doi.org/10.1177/1741143219836684
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Hallinger, Phillip, Wang, W. C., & Chen, C. W. (2013b). Assessing the Measurement Properties of the Principal Instructional Management Rating Scale: A Meta-Analysis of Reliability Studies. Educational Administration Quarterly, 49(2), 272–309. https://doi.org/10.1177/0013161X12468149
Hamzah, M. I. M., & Jamil, M. F. (2019). The Relationship of Distributed Leadership and Professional Learning Community. Creative Education, 10(12), 2730–2741. https://doi.org/10.4236/ce.2019.1012199
Hamzah, N. H., M Nasir, M. K., & Abdul Wahab, J. (2021). The effects of principals’ digital leadership on teachers’ digital teaching during the covid-19 pandemic in Malaysia. Journal of Education and E-Learning Research, 8(2), 216–221. https://doi.org/10.20448/journal.509.2021.82.216.221
Harris, A., Jones, M., Adams, D., & Cheah, K. (2018). Instructional leadership in Malaysia: a review of the contemporary literature. School Leadership and Management, 39(1), 76–95. https://doi.org/10.1080/13632434.2018.1453794
Hassan, R., Ahmad, J., & Boon, Y. (2018). Instructional leadership in Malaysia. International Journal of Engineering and Technology(UAE), 7(3.30 Special Issue 30), 424–432. https://doi.org/10.14419/ijet.v7i3.30.18346
Hassan, R., & Jamilah Ahmad, Y. B. (2019). Instructional Leadership in Malaysia. Educational Management Administration and Leadership, 8(2), 537–547. https://doi.org/10.1177/1741143219836684
Heck, R. H., & Hallinger, P. (2014). Modeling the longitudinal effects of school leadership on teaching and learning. Journal of Educational Administration, 52(5), 653–681. https://doi.org/10.1108/JEA-08-2013-0097
Hussin, S. S. A. M. B. & M. (2019). International Conference on Global Education VII “ Humanising Technology For IR 4 . 0 ” International Conference on Global Education VII. International Conference on Global Education VII “Humanising Technology For IR 4.0,” 2002, 1–2.
Ismail, S. N., Don, Y., Husin, F., & Khalid, R. (2018). Instructional leadership and teachers’ functional competency across the 21st century learning. International Journal of Instruction. https://doi.org/10.12973/iji.2018.11310a
Karahan, E., Canbazoglu Bilici, S., & Unal, A. (2015). Integration of media design processes in Science, Technology, Engineering, and Mathematics (STEM) education. Egitim Arastirmalari - Eurasian Journal of Educational Research, 60, 221–240. https://doi.org/10.14689/ejer.2015.60.15
Kementerian PendidikanMalaysia. (2015). Pelan Pembangunan Pendidikan Malaysia 2015- 2025 (Pendidikan Tinggi). In Kementerian Pendidikan Malaysia.
Koehler, M. J., Mishra, P., Kereluik, K., Shin, T. S., & Graham, C. R. (2014). The technological pedagogical content knowledge framework. In Handbook of Research on Educational Communications and Technology: Fourth Edition. https://doi.org/10.1007/978-1-4614-3185-5_9
M. N., M. K., & Quick, D. (2016). Teaching presence influencing online students’ course satisfaction at an institution of higher education. International Education Studies, 9(3), 62. https://doi.org/10.5539/ies.v9n3p62
Ma, X., & Marion, R. (2021). Exploring how instructional leadership affects teacher efficacy: A multilevel analysis. Educational Management Administration and Leadership, 49(1), 188–207. https://doi.org/10.1177/1741143219888742
Mayes, R., Natividad, G., & Spector, J. M. (2015). Challenges for educational technologists in the 21st century. Education Sciences, 5(3), 221–237. https://doi.org/10.3390/educsci5030221
Mei Wei, L., Chua, Y. P., & Kannan, S. (2016). Relationship between principal technology leadership practices and teacher ICT competency. Malaysian Online Journal of Educational Management, 4(3), 13–36. https://doi.org/10.22452/mojem.vol4no3.2
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge (TPACK) Framework - Educational Technology. Teachers College Record.
Mlambo, S., Rambe, P., & Schlebusch, L. (2020). Effects of Gauteng province’s educators’ ICT self-efficacy on their pedagogical use of ICTS in classrooms. Heliyon, 6(4), e03730. https://doi.org/10.1016/j.heliyon.2020.e03730
Niekerk, E. J., & Wyk, M. M. (2014). Staff’s perceptions of vision and long term principal leadership in South African schools: an exploratory study. Mediterranean Journal of Social Sciences, 5(4), 406–414. https://doi.org/10.5901/mjss.2014.v5n4p406
OECD. (2021). 21st-Century Readers: Developing Literacy Skills in a Digital World. www.oecd.org/about/publishing/corrigenda.htm. ©
Pozo, J. I., Pérez Echeverría, M. P., Cabellos, B., & Sánchez, D. L. (2021). Teaching and Learning in Times of COVID-19: Uses of Digital Technologies During School Lockdowns. Frontiers in Psychology, 12(April), 1–13. https://doi.org/10.3389/fpsyg.2021.656776
Qadach, M., Schechter, C., & Da’as, R. (2020). From principals to teachers to students: exploring an integrative model for predicting students’ achievements. Educational Administration Quarterly, 56(5), 736–778. https://doi.org/10.1177/0013161X20907133
Raman, A., Thannimalai, R., & Ismail, S. N. (2019). Principals’ technology leadership and its effect on teachers’ technology integration in 21st century classrooms. International Journal of Instruction, 12(4), 423–442. https://doi.org/10.29333/iji.2019.12428a
Shulla, K., Voigt, B.-F., Cibian, S., Scandone, G., Martinez, E., Nelkovski, F., & Salehi, P. (2021). Effects of COVID-19 on the Sustainable Development Goals (SDGs). Discover Sustainability, 2(1). https://doi.org/10.1007/s43621-021-00026-x
Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher. https://doi.org/10.2307/1175860
Sun, J., & Leithwood, K. (2017). Calculating the power of alternative choices by school leaders for improving student achievement. School Leadership and Management, 37(1–2), 80–93. https://doi.org/10.1080/13632434.2017.1293635
Tibagwa, K. N., Onen, D., & Oonyu, J. (2016). Head teacher ’ s leadership styles and the quality of teacher support supervision. International Journal of Education and Research, 4(8).
Vazquez Cano, E., & Sevillano García, M. L. (2013). ICT strategies and tools for the improvement of instructionals supervision. The virtual supervision. Turkish Online Journal of Educational Technology, 12(1), 77–87.
Vinathan, T. (2017). Hubungan motivasi guru dengan penggunaan ICT dalam pengajaran di SJK (T) daerah Kuala Muda Yan. Proceedings of the ICECRS, 1(1), 1043–1054. https://doi.org/10.21070/picecrs.v1i1.647
Yusof, M. R., Mohd Yaakob, M. F., & Ibrahim, M. Y. (2019). Digital leadership among school leaders in Malaysia. International Journal of Innovative Technology and Exploring Engineering, 8(9), 1481–1485. https://doi.org/10.35940/ijitee.i8221.078919
Zhong, L. (2017). Indicators of digital leadership in the context of K-12 education. Journal of Educational Technology Development and Exchange, 10(1). https://doi.org/10.18785/jetde.1001.03
Afshari, M., Abu Bakar, K., Luan, W. S., Abu Samah, B., & Fooi, F. S. (2008). School leadership and information communication technology. Turkish Online Journal of Educational Technology, 7(4), 82–91.
Aksal, F. A. (2015). Are headmasters digital leaders in school culture? Education and Science, 40(182), 77–86. https://doi.org/10.15390/EB.2015.4534
Amels, J., Krüger, M., & van Veen, K. (2020). Relationships in distributed leadership, inquiry-based working, and realizing educational change in Dutch primary education: teachers’ and their school leader’s perceptions. International Journal of Leadership in Education, 00(00), 1–20. https://doi.org/10.1080/13603124.2020.1842505
Andyani, H., Setyosari, P., Wiyono, B. B., & Djatmika, E. T. (2020). Does technological pedagogical content knowledge impact on the use of ICT in pedagogy? International Journal of Emerging Technologies in Learning, 15(3), 126–139. https://doi.org/10.3991/ijet.v15i03.11690
Arokiasamy, A. R., Abdullah, A. G. K., & Ismail, A. (2014). Correlation between cultural perceptions, leadership style and ICT usage by school principals in Malaysia. Turkish Online Journal of Educational Technology, 13(3), 27–40. https://doi.org/10.1016/j.sbspro.2015.01.478
Barton, E. A., & Dexter, S. (2020). Sources of teachers’ self-efficacy for technology integration from formal, informal, and independent professional learning. Educational Technology Research and Development, 68(1), 89–108. https://doi.org/10.1007/s11423-019-09671-6
Blonder, R., & Rap, S. (2017). I like Facebook: Exploring Israeli high school chemistry teachers’ TPACK and self-efficacy beliefs. Education and Information Technologies, 22(2), 697–724. https://doi.org/10.1007/s10639-015-9384-6
Cathrine Masingan, & Sabariah Sharif. (2019). Pengetahuan Pedagogi Kandungan (PPK) Guru Bukan Pengkhususan Reka Bentuk dan Teknologi (RBT) di Sekolah Menengah. Malaysian Journal of Social Sciences and Humanities (MJ - SSH), 4(6), 64–71.
Clark-Wilson, A., Robutti, O., & Thomas, M. (2020). Teaching with digital technology. ZDM - Mathematics Education, 52(7), 1223–1242. https://doi.org/10.1007/s11858-020-01196-0
Divaharan, S., & Ping, L. C. (2010). Secondary school socio-cultural context influencing ICT integration: a case study approach factors that affect effective ICT integration. Australasian Journal of Educational Technology, 26(6), 741–763.
Domeny, J. V. (2017). The relationship between digital leadership and digital implementation in elementary schools. ProQuest Dissertations and Theses, 131. https://search.proquest.com/docview/1896954900?accountid=10673%0Ahttp://openurl.ac.uk/redirect/athens:edu/?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&genre=dissertations+%26+theses&sid=ProQ:ProQuest+Dissertations+%26+Theses+Global&a
Dooley, C. M. M., Lewis Ellison, T., Welch, M. M., Allen, M., & Bauer, D. (2016). Digital participatory pedagogy: Digital participation as a method for technology integration in curriculum. Journal of Digital Learning in Teacher Education, 32(2), 52–62. https://doi.org/10.1080/21532974.2016.1138912
Hallinger, P, & Murphy, J. (1987). Assessing and developing principal instructional leadership. Educational Leadership, 9(January 1987), 54–61. http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_198709_hallinger.pdf
Hallinger, Philip. (2018). Principal instructional leadership. In The Wiley Handbook of Teaching and Learning. https://doi.org/10.1002/9781118955901.ch21
Hallinger, Philip, & Hosseingholizadeh, R. (2020). Exploring instructional leadership in Iran: a mixed methods study of high- and low-performing principals. Educational Management Administration and Leadership, 48(4), 595–616. https://doi.org/10.1177/1741143219836684
Hallinger, Phillip, Wang, W. C., & Chen, C. W. (2013a). Assessing the measurement properties of the principal instructional management rating scale: A meta-analysis of reliability studies. Educational Administration Quarterly, 49(2), 272–309. https://doi.org/10.1177/0013161X12468149
Hallinger, Phillip, Wang, W. C., & Chen, C. W. (2013b). Assessing the Measurement Properties of the Principal Instructional Management Rating Scale: A Meta-Analysis of Reliability Studies. Educational Administration Quarterly, 49(2), 272–309. https://doi.org/10.1177/0013161X12468149
Hamzah, M. I. M., & Jamil, M. F. (2019). The Relationship of Distributed Leadership and Professional Learning Community. Creative Education, 10(12), 2730–2741. https://doi.org/10.4236/ce.2019.1012199
Hamzah, N. H., M Nasir, M. K., & Abdul Wahab, J. (2021). The effects of principals’ digital leadership on teachers’ digital teaching during the covid-19 pandemic in Malaysia. Journal of Education and E-Learning Research, 8(2), 216–221. https://doi.org/10.20448/journal.509.2021.82.216.221
Harris, A., Jones, M., Adams, D., & Cheah, K. (2018). Instructional leadership in Malaysia: a review of the contemporary literature. School Leadership and Management, 39(1), 76–95. https://doi.org/10.1080/13632434.2018.1453794
Hassan, R., Ahmad, J., & Boon, Y. (2018). Instructional leadership in Malaysia. International Journal of Engineering and Technology(UAE), 7(3.30 Special Issue 30), 424–432. https://doi.org/10.14419/ijet.v7i3.30.18346
Hassan, R., & Jamilah Ahmad, Y. B. (2019). Instructional Leadership in Malaysia. Educational Management Administration and Leadership, 8(2), 537–547. https://doi.org/10.1177/1741143219836684
Heck, R. H., & Hallinger, P. (2014). Modeling the longitudinal effects of school leadership on teaching and learning. Journal of Educational Administration, 52(5), 653–681. https://doi.org/10.1108/JEA-08-2013-0097
Hussin, S. S. A. M. B. & M. (2019). International Conference on Global Education VII “ Humanising Technology For IR 4 . 0 ” International Conference on Global Education VII. International Conference on Global Education VII “Humanising Technology For IR 4.0,” 2002, 1–2.
Ismail, S. N., Don, Y., Husin, F., & Khalid, R. (2018). Instructional leadership and teachers’ functional competency across the 21st century learning. International Journal of Instruction. https://doi.org/10.12973/iji.2018.11310a
Karahan, E., Canbazoglu Bilici, S., & Unal, A. (2015). Integration of media design processes in Science, Technology, Engineering, and Mathematics (STEM) education. Egitim Arastirmalari - Eurasian Journal of Educational Research, 60, 221–240. https://doi.org/10.14689/ejer.2015.60.15
Kementerian PendidikanMalaysia. (2015). Pelan Pembangunan Pendidikan Malaysia 2015- 2025 (Pendidikan Tinggi). In Kementerian Pendidikan Malaysia.
Koehler, M. J., Mishra, P., Kereluik, K., Shin, T. S., & Graham, C. R. (2014). The technological pedagogical content knowledge framework. In Handbook of Research on Educational Communications and Technology: Fourth Edition. https://doi.org/10.1007/978-1-4614-3185-5_9
M. N., M. K., & Quick, D. (2016). Teaching presence influencing online students’ course satisfaction at an institution of higher education. International Education Studies, 9(3), 62. https://doi.org/10.5539/ies.v9n3p62
Ma, X., & Marion, R. (2021). Exploring how instructional leadership affects teacher efficacy: A multilevel analysis. Educational Management Administration and Leadership, 49(1), 188–207. https://doi.org/10.1177/1741143219888742
Mayes, R., Natividad, G., & Spector, J. M. (2015). Challenges for educational technologists in the 21st century. Education Sciences, 5(3), 221–237. https://doi.org/10.3390/educsci5030221
Mei Wei, L., Chua, Y. P., & Kannan, S. (2016). Relationship between principal technology leadership practices and teacher ICT competency. Malaysian Online Journal of Educational Management, 4(3), 13–36. https://doi.org/10.22452/mojem.vol4no3.2
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge (TPACK) Framework - Educational Technology. Teachers College Record.
Mlambo, S., Rambe, P., & Schlebusch, L. (2020). Effects of Gauteng province’s educators’ ICT self-efficacy on their pedagogical use of ICTS in classrooms. Heliyon, 6(4), e03730. https://doi.org/10.1016/j.heliyon.2020.e03730
Niekerk, E. J., & Wyk, M. M. (2014). Staff’s perceptions of vision and long term principal leadership in South African schools: an exploratory study. Mediterranean Journal of Social Sciences, 5(4), 406–414. https://doi.org/10.5901/mjss.2014.v5n4p406
OECD. (2021). 21st-Century Readers: Developing Literacy Skills in a Digital World. www.oecd.org/about/publishing/corrigenda.htm. ©
Pozo, J. I., Pérez Echeverría, M. P., Cabellos, B., & Sánchez, D. L. (2021). Teaching and Learning in Times of COVID-19: Uses of Digital Technologies During School Lockdowns. Frontiers in Psychology, 12(April), 1–13. https://doi.org/10.3389/fpsyg.2021.656776
Qadach, M., Schechter, C., & Da’as, R. (2020). From principals to teachers to students: exploring an integrative model for predicting students’ achievements. Educational Administration Quarterly, 56(5), 736–778. https://doi.org/10.1177/0013161X20907133
Raman, A., Thannimalai, R., & Ismail, S. N. (2019). Principals’ technology leadership and its effect on teachers’ technology integration in 21st century classrooms. International Journal of Instruction, 12(4), 423–442. https://doi.org/10.29333/iji.2019.12428a
Shulla, K., Voigt, B.-F., Cibian, S., Scandone, G., Martinez, E., Nelkovski, F., & Salehi, P. (2021). Effects of COVID-19 on the Sustainable Development Goals (SDGs). Discover Sustainability, 2(1). https://doi.org/10.1007/s43621-021-00026-x
Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher. https://doi.org/10.2307/1175860
Sun, J., & Leithwood, K. (2017). Calculating the power of alternative choices by school leaders for improving student achievement. School Leadership and Management, 37(1–2), 80–93. https://doi.org/10.1080/13632434.2017.1293635
Tibagwa, K. N., Onen, D., & Oonyu, J. (2016). Head teacher ’ s leadership styles and the quality of teacher support supervision. International Journal of Education and Research, 4(8).
Vazquez Cano, E., & Sevillano García, M. L. (2013). ICT strategies and tools for the improvement of instructionals supervision. The virtual supervision. Turkish Online Journal of Educational Technology, 12(1), 77–87.
Vinathan, T. (2017). Hubungan motivasi guru dengan penggunaan ICT dalam pengajaran di SJK (T) daerah Kuala Muda Yan. Proceedings of the ICECRS, 1(1), 1043–1054. https://doi.org/10.21070/picecrs.v1i1.647
Yusof, M. R., Mohd Yaakob, M. F., & Ibrahim, M. Y. (2019). Digital leadership among school leaders in Malaysia. International Journal of Innovative Technology and Exploring Engineering, 8(9), 1481–1485. https://doi.org/10.35940/ijitee.i8221.078919
Zhong, L. (2017). Indicators of digital leadership in the context of K-12 education. Journal of Educational Technology Development and Exchange, 10(1). https://doi.org/10.18785/jetde.1001.03
Published
2021-11-10
How to Cite
Abd Rahman, A. (2021) “Amalan Kepimpinan Instruksional dalam Menjana Pengetahuan Teknologi Pedagogi Kandungan (PTPK) di kalangan Guru”, Malaysian Journal of Social Sciences and Humanities (MJSSH), 6(11), pp. 148 - 158. doi: https://doi.org/10.47405/mjssh.v6i11.1158.
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