PENGARUH KESEJAHTERAAN DI TEMPAT KERJA SEBAGAI PENGANTARA TERHADAP HUBUNGAN ANTARA KEPIMPINAN TRANSFORMASI PENGETUA DAN BUDAYA DENGAN PENAMBAHBAIKAN ORGANISASI SEKOLAH UTARA SEMENANJUNG MALAYSIA
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Date
2014-09
Authors
PING, CHEN SIEW
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Abstract
The aim of the study was to identify the influence of workplace happiness as a mediator on the relationship between principal’s transformational leadership and culture with school organizational improvement. Specifically, this study was to identify (1) the correlation between the principal’s transformational leadership and school culture, (2) the influence of the principal’s transformational leadership on workplace happiness, teacher’s innovative behavior, and teacher’s affective commitment, (3) the influence of school culture on workplace happiness, teacher’s innovative behavior, and teacher’s affective commitment, (4) the influence of workplace happiness on teacher’s innovative behavior and teacher’s affective commitment, and (5) the influence of workplace happiness as a mediator of the relationship between the principal’s transformational leadership and school culture with school organization improvement (teacher’s innovative behavior and teacher’s affective commitment). A total of 835 teachers were randomly selected from 167 national secondary schools from three states in northern Peninsular Malaysia (Penang, Kedah, and Perlis) as a research sample. Research data was collected from respondents by using one set of questionnaires consisting of six sections. Questionnaire translated from Pryce-Jones (2010) was used to measure workplace happiness. Questionnaire Anandan Kuppan (2010) was used to measure transformational leadership. Meanwhile, Questionnaire Yaakob Daud (2007) was used to measure school culture. Furthermore, Questionnaires from Nik Azida (2007) and
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Tengku Ahmad (2010) were respectively used to measure teacher’s innovative behavior and teacher’s affective commitment. The collected data was analyzed by using school analysis units. Research findings showed that all of transformational leadership dimensions have a positive and significant correlation with all school culture dimensions. However only a few of principal’s transformational leadership dimensions influence workplace happiness, teacher’s innovative behavior and teacher’s affective commitment. The results also indicated that a number of school culture dimensions had a significant influence on workplace happiness, teacher’s innovative behavior and teacher’s affective commitment. The result also indicated that a number of workplace happiness dimensions had a significant influence on teacher’s innovative behavior and teacher’s affective commitment. Furthermore, research findings showed that a number of workplace happiness dimensions were able to act as mediator of the relationship between principal’s transformational leadership and school culture with school organizational improvement (teacher’s innovative behavior and teacher’s affective commitment). As a conclusion, the findings of this study do not deny the contribution of principal’s transformational leadership practices and school culture to workplace happiness and school improvements. But it explains how principals can use mediator factor (workplace happiness) to strengthen leadership and school culture factors in order to enhance school improvement such as teacher’s innovative behavior and teacher’s affective commitment.
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PENGARUH KESEJAHTERAAN DI TEMPAT KERJA SEBAGAI PENGANTARA