EFIKASI KENDIRI GURU DAN KEBERKESANAN SEKOLAH DI SEKOLAH KEBANGSAAN DI SELANGOR, MALAYSIA

Abstract

Teachers are crucial agents in education, responsible for supporting the best needs of students and requiring confidence and self-belief to overcome obstacles in achieving established goals. With the shift in Malaysian education reforms from examination-oriented practices to classroom-based assessments, teachers must possess strong confidence and belief to handle this significant responsibility. Teacher self-efficacy is a crucial element that helps them adapt to these changes and enhances their performance. A cross-sectional study was conducted in national primary schools in Selangor, Malaysia, involving 382 teachers selected through stratified random sampling. The survey instrument used was the Teacher’s Self-Efficacy by Tschannen-Moran and Hoy (2001) and the seven School Effectiveness correlations adapted from research in Malaysia. Descriptive statistical analysis was used to determine the mean, and Pearson’s correlation coefficient (r) was applied to assess the relationship between teacher self-efficacy and school effectiveness. The findings revealed that teacher self-efficacy and school effectiveness were very high, with a moderate relationship between the two variables (r = .386). These findings indicate that teacher self-efficacy is critical for effectively and creatively performing their duties. Furthermore, these findings can assist the Malaysian Ministry of Education and related bodies in developing and designing modules emphasizing teacher self-efficacy, which could further enhance teacher self-efficacy and school effectiveness across various educational institutions.