Hubungan antara Kecerdasan Emosi Pemimpin Pendidikan dan Komitmen Organisasi Guru [The Relationship between Emotional Intelligence of Educational Leaders and Teacher Organisational Commitment]

Abstract

Berikutan anjakan paradigma dalam sistem pendidikan negara dari semasa ke semasa, kecerdasan emosi pemimpin pendidikan adalah penting agar subordinat sekolah diterajui, dibimbing dan didorong secara holistik. Kajian ini bertujuan untuk meneroka hubungan antara kecerdasan emosi pemimpin pendidikan (KEP) dan komitmen organisasi guru (KGO) di sekolah menengah Malaysia. Berdasarkan kaedah pengumpulan data kuantitatif, kajian ini menggunakan reka bentuk tinjauan keratan rentas. Seramai 385 guru sekolah menengah dari wilayah Utara Semenanjung Malaysia; Kedah, Perak, Perlis dan Pulau Pinang dipilih sebagai responden kajian menggunakan kaedah persampelan rawak sistematik. Satu set soal selidik yang terdiri daripada Emotional Leadership Questionnaire (ELQ), dan Multi-Dimensional Commitment to Educational Organisational - Teacher Questionnaire- digunakan sebagai instrumen pengumpulan data. Data dianalisis menggunakan analisis deskriptif dan statistik inferensi melalui program Statistical Package for Social Sciences (SPSS) Versi 23.0. Dapatan kajian menunjukkan bahawa kecerdasan emosi pemimpin pendidikan (M=4.30, SP=.42) berada pada tahap tinggi. Sementara itu, dapatan kajian bagi tahap komitmen guru terhadap organisasi pula menunjukkan tahap sederhana tinggi (M=4.04, SP=.54). Secara terperinci, setiap dimensi kedua-dua pemboleh ubah ini (KEP dan KGO) berada pada tahap tinggi dan sederhana tinggi dengan min skor 3.41 dan ke atas. Keputusan kajian turut menunjukkan terdapat pengaruh yang signifikan antara kecerdasan emosi pemimpin pendidikan dengan komitmen guru terhadap organisasi. Pengurusan kendiri dan kesedaran sosial merupakan dua dimensi kecerdasan emosi yang paling menonjol. Hasil penyelidikan ini membuktikan bahawa peranan pemimpin pendidikan yang cerdas emosi merupakan salah satu elemen fundamental dalam usaha merangsang dan menyuburkan komitmen guru di organisasi sekolah.

Following the paradigm shift in the national education system, the emotional intelligence of educational leaders is vital so that school subordinates are led, guided and driven holistically. This study aims to explore the relationship between the emotional intelligence of educational leaders (LEI) and teacher organisational commitment (TOC) in Malaysian secondary schools. Based on quantitative data collection methods, this study uses a cross-sectional survey design. A total of 385 secondary school teachers from the Northern region of Peninsular Malaysia; Kedah, Perak, Perlis and Penang were selected as respondents of the study using a systematic random sampling method. A set of questionnaires consisting of Emotional Leadership Questionnaire (ELQ), and Multi-Dimensional Commitment to Educational Organizational - Teacher Questionnaire- was used as a data collection instrument. Data were analysed using descriptive analysis and inferential statistics through the Statistical Package for Social Sciences (SPSS) Version 23.0 program. The findings of the study show that the emotional intelligence of educational leaders (M=4.30, SD=.42) is at a high level. Meanwhile, the findings of the study for the level of teacher commitment to the organisation showed a moderately high level (M=4.04, SD=.54). In detail, each dimension of these two variables (LEI and TOC) is at a high and moderately high level with a mean score of 3.41 and above. The results of the study also show that there is a significant influence between the emotional intelligence of educational leaders and teachers' commitment to the organisation. Self-management and social awareness are the two most prominent dimensions of leaders’ emotional intelligence. The results of this research prove that the role of emotionally intelligent educational leaders is one of the fundamental elements in stimulating and nurturing the commitment of teachers in school organisations.