Abstract
This study provides an insight of the relationship between principals’ transformational school leadership practices and teacher efficacy among Malaysian secondary school teachers. Data was gathered from teachers of secondary schools in the central region of Peninsular Malaysia. The self-administered questionnaires, totalling 160 copies were distributed to the respondents. Valid samples stood at 137 teachers, resulting in a response rate of 85.6 percent. The data was analysed using descriptive, correlation and multiple regression analyses to evaluate the relationship between transformational leadership practices and teacher efficacy. The analysis revealed a significant relationship between the dimensions in transformational school leadership and teacher efficacy. The findings concur with the studies done by Leithwood (1994) that there is a significant relationship between the dimensions of transformational school leadership practices and teacher efficacy. These findings are also in line with past research (Kristine & Hipp, 1997; Peagler, 2004; Ross, J. A, Gray, 2006) that the said transformational leadership contributes toward teachers’ self-efficacy. Therefore, this study strengthens the findings by engaging in similar relationship.
Highlights
The results showed the internal consistency reliability was above 0.7 after excluding a few items in the instruments that were below the said factor loading of 0.6
The high Cronbach’s Alpha values ranged from 0.723 to 0.954. It indicated that the items used for measuring transformational leadership and teacher efficacy were reliable
The statistical values for skewness and kurtosis recorded between -1.96 to +1.96 and the data were of normal distribution and were suitable for data analysis (Pallant, 2010)
Summary
Teachers play the vital roles in educating students in schools and their roles are significantly factored into students’ learning outcomes in education (Dellinger, Bobbett, Olivier, & Ellett, 2008). To stay competitive in this education platform, the Ministry of Education has been sending pre-promoted principals to Principalship courses for training in Institute Aminuddin Baki (2002) IAB. 2015, Vol 3, No 2 deeper understanding of the transformational school leadership practices and its impact on teacher efficacy. With the centralized school education system in Malaysia, principal’s leadership does influence directly or indirectly on teachers’ efficacy Evidence to this relationship between transformational leadership and teacher efficacy has been inconsistent (Horn-turpin, 2009; Kristine & Hipp, 1997). This study aspires to uncover an insight of school principals, evaluating the relationship between transformational school leadership and teacher efficacy
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