PENGARUH IKLIM SEKOLAH TERHADAP KOMPETENSI GURU INSTITUSI TAHFIZ DI DAERAH SEPANG, SELANGOR [THE INFLUENCE OF SCHOOL CLIMATE ON TEACHER COMPETENCY IN TAHFIZ INSTITUTIONS IN THE DISTRICT OF SEPANG, SELANGOR]
Keywords:
iklim sekolah, kompetensi guru, institusi tahfiz, pendidikan islam, tekanan kerja, school climate, teacher competency, tahfiz institution, Islamic education, work pressureAbstract
Abstrak: Institusi tahfiz memainkan peranan penting dalam pendidikan Islam, namun guru di institusi ini berdepan pelbagai cabaran seperti beban kerja berlebihan, kekurangan sumber, dan tekanan organisasi. Kajian ini bertujuan meneliti pengaruh iklim sekolah terhadap kompetensi guru di institusi tahfiz sekitar daerah Sepang, Selangor. Kajian ini penting kerana pengaruh suasana persekitaran terhadap prestasi dan profesionalisme guru tahfiz masih kurang diberi perhatian dalam konteks pendidikan Islam. Pendekatan kuantitatif digunakan melalui reka bentuk tinjauan deskriptif dan inferensi, melibatkan 60 orang guru tahfiz yang dipilih secara persampelan bertujuan. Instrumen yang digunakan merangkumi soal selidik School-Level Environment Questionnaire (SLEQ) dan Model Pengukuran Kompetensi Guru. Dapatan menunjukkan tahap iklim sekolah berada pada tahap sederhana (M = 3.20), manakala kompetensi guru berada pada tahap tinggi (M = 3.71). Terdapat hubungan positif dan signifikan antara iklim sekolah dan kompetensi guru (r = 0.458, p < 0.01). Analisis regresi linear berganda menunjukkan tiga dimensi utama iklim sekolah yang mempengaruhi kompetensi guru ialah kebebasan staf (β = 0.330, p = 0.029), kecukupan sumber (β = 0.367, p = 0.007), dan tekanan kerja (β = –0.239, p = 0.031). Kajian ini menyumbang kepada pemahaman tentang keperluan mewujudkan iklim sekolah yang kondusif dalam memperkasa profesionalisme guru tahfiz. Implikasinya, pihak pentadbir dan pembuat dasar perlu menyusun strategi sokongan yang holistik dan kontekstual bagi memperkukuh sistem pendidikan tahfiz negara.
Abstract: Tahfiz institutions play a vital role in Islamic education, yet their teachers face numerous challenges such as excessive workload, lack of resources, and organizational pressure. This study aims to examine the influence of school climate on teacher competency in tahfiz institutions around the Sepang district, Selangor. The study is significant as the impact of environmental conditions on the performance and professionalism of tahfiz teachers remains underexplored within the context of Islamic education. A quantitative approach was employed using a descriptive and inferential survey design involving 60 tahfiz teachers selected through purposive sampling. The instruments used included the School-Level Environment Questionnaire (SLEQ) and the Teacher Competency Measurement Model. Findings indicate that the school climate was at a moderate level (M = 3.20), while teacher competency was at a high level (M = 3.71). There was a positive and significant correlation between school climate and teacher competency (r = 0.458, p < 0.01). Multiple linear regression analysis revealed that three key dimensions of school climate influencing teacher competency were staff freedom (β = 0.330, p = 0.029), resource adequacy (β = 0.367, p = 0.007), and work pressure (β = –0.239, p = 0.031). This study contributes to understanding the need for a conducive school climate in empowering tahfiz teachers’ professionalism. The implication is that administrators and policymakers should develop holistic and contextual support strategies to strengthen the national tahfiz education system.
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