The Influence Of Instructional Leadership Of Middle Managers On Teacher Commitment Through Professional Learning Community And The Role Of Trust In Leader As A Moderator
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Date
2018-06
Authors
Zamzam Amin, Nor Aiza
Journal Title
Journal ISSN
Volume Title
Publisher
Universiti Sains Malaysia
Abstract
This study investigates the influence of instructional leadership of middle managers
on teacher commitment, professional learning community (PLC) as the mediator and trust in
leader as the moderator on the relationship between instructional leadership and teacher
commitment. This study is designed using the survey method. The questionnaire was
adapted from Principal Instructional Management Rating Scale (PIMRS) by Hallinger and
Murphy (1985), Professional Learning Community Assessment (PLCA) by Huffman and
Hipp (2003), Omnibus T-Scale by Hoy and Tschannen-Moran (2003) and teacher
commitment by Nordin (2007). The questionnaire was administered to 400 secondary school
teachers based on their geographical locations which have been clustered into zones using a
multi-stage sampling. The hypotheses were tested using mean score, multiple regression
procedure and hierarchical multiple regression as specified by Baron and Kenny (1988). The
study shows that the instructional leadership practised by the middle managers, PLC, trust in
leader and teacher commitment were at a high level. Secondly, managing instructional
programme had the most influence on teacher commitment. In addition, both managing
instructional programme and developing positive learning climate had the same impact on
PLC. It is also discovered that all dimensions of PLC functioned as partial mediators
between monitoring student progress and teacher commitment to school. The result of the
study also indicates that instructional leadership was positively related to teacher
commitment. The relationships between all the seven dimensions of instructional leadership
and teacher commitment to student were stronger among teachers with high trust in leader
than among those with low trust in the leader. In conclusion, instructional leadership and the
practice of PLC were able to increase the commitment of teachers and should be distributed
to other schools in the country.
Description
Keywords
Teacher commitment through professional learning community , role of trust in leader as a Moderator