Pengaruh tingkah laku kepimpinan pengupayaan guru besar terhadap efikasi kendiri guru dan komitmen guru di Sarawak: persekitaran sekolah sebagai pengantara

This study is conducted to determine the influence between empowering leadership behaviour, self-efficacy, and commitment of teachers in Sarawak and the school environment as mediator. The cross-sectional survey design involving 373 teachers selected randomly from 62 schools was used. Four standardized questionnaires, namely Empowering Leadership Questionnaire (ELQ), The School-Level Environment Questionnaire (SLEQ), Ohio State Teacher Efficacy Scale (OSTES) and Organizational Commitment Questionnaire (OCQ) were utilized to collect data. The pilot study showed that the four questionnaires used in this study were at high level of reliability. The results of the pilot study after factor analysis showed the Alpha Cronbach value of ELQ was 0.97, SLEQ (0.97), OSTES (0.96) and OCQ (0.94). Descriptive statistics, independent sample t-test, One-way ANOVA test, Pearson correlation, multiple regression analysis were used to answer research questions and to test hypotheses of the study. The findings showed that empowering leadership behaviour, school environment, teachers’ self-efficacy, and teachers’ commitment are at a high level. The findings showed a significance difference in teacher’s commitment based on the type, location, and grade of school. However, teacher’s self-efficacy based on the grade and location of school showed a significant difference but there is no significant different based on the type of school. The study also found that empowering leadership behaviour is significant correlated with teachers’ self-efficacy, teachers’ commitment, and school environment. The school environment is positively correlated with teachers’ commitment and teacher’s self-efficacy. Besides that, the results from hierarchy regression implies the empowering leadership has a significant influence toward teacher commitment. However, the findings from school environment are not considered as a mediator towards the behaviour of empowering leadership and teacher commitment. The findings contribute in the field of leadership by strengthening school environment, teachers’ self-efficacy and commitment.