PENGARUH KECERDASAN EMOSI DAN EFIKASI GURU TERHADAP STAIL DISIPLIN GURU DI KEDAH DAN PERLIS
Appropriate teacher discipline style should be used to discipline the students. However, there are teachers that do not comply with procedures for disciplinary action prescribed by the Ministry of Education (MOE). Teachers are emotional when handling students discipline and show the absence of a strong teacher efficacy. Thus, the objective of this study was to study the influence of Emotional Intelligence and Teacher Efficacy towards the Teacher Discipline Style. Appropriate discipline style is determined by the higher rate of emotional intelligence and teacher efficacy. The survey method used is a cross sectional design that was carried out among 340 teachers who are the Disciplinary Committee members in national primary schools in Kedah and Perlis. Three instruments used are Emotional Competency Inventory Version 2 (ECI-V2), Teachers’ Sense of Efficacy Scale (TSES) and The Teacher Discipline Five Style Inventory. Descriptive data is analysed using SPSS version 19. While Partial Least Squares Structural Equation Modelling 3 (PLS-SEM 3) is used to analyse Inferential statistics. The findings show that emotional intelligence and teacher efficacy give great influence on Negotiator discipline style. However, emotional intelligence does not influence the Enforcer discipline style, while teacher efficacy does not influence the Abdicator discipline style. Teacher efficacy gives a great influence on emotional intelligence. Emotional intelligence is a significant partial mediator to Compromiser, Abdicator, Supporter and Negotiator discipline style. The findings of this study can contribute to the Ministry of Education (MOE) as a guide for the selection of discipline teachers and also as a preventive action in order to identify teachers using the disciplinary style which has lower influence of emotional intelligence and teacher efficacy.