Pengaruh kepimpinan transformasi pengetua tahap komitmen organisasi dan efikasi kendiri guru sekolah-sekolah Agama di Kedah

This research aims at explaining the characteristics of the school principal’s
transformational leadership style, organizational commitment and teacher’s self-efficacy and their practices in three different types of religious school. The research also aims at identifying the level of influence of the principal’s transformational leadership and its most dominant factors on organizational commitment and teacher’s self-efficacy. Additionally, this research also views to what extent the different religious schools could be the moderator for the influence of the principal’s transformational leadership on organizational commitment and teacher’s self-efficacy. This research uses a stratified random sampling. All collected data from 607 respondents has been analysed using the
instrument which is modified from the scale of MLQ (Multi Factor Leadership Questionnaire) Form 5X-Rater for measuring transformational leadership. The instrument for measuring organizational commitment is based on the Organizational Commitment Questionnaire (OCQ). The measurement tool for self-efficacy is the
Teacher Sense of Efficacy Scale (TSES). The ANOVA analysis data of Post-Hoc test shows that there is a significant difference in the principal’s transformational leadership
behaviour, organizational commitment behaviour and teacher’s self-efficacy behaviour based on the different religious school types where the occurrence recorded in Maktab Mahmud is the highest compared to those in SAR and SABK. The result of MANOVA analysis shows that the principal’s transformational leadership strongly influences teachers’ organizational commitment compared to their self-efficacy. The principal’s charisma factor in the independent variable is more dominant in influencing
organizational commitment and teacher’s self-efficacy. The factor of being considerate as an individual is also dominant in influencing organizational commitment compared to teacher’s self-efficacy. The result of the hierarchy regression analysis indicates that only the influence of the principal’s transformational leadership on teacher’s organizational commitment is moderated by the types of religious schools.