Hubungan iklim sekolah dengan motivasi guru: The relationship between school climate and teacher motivation

Evonne Lai Eng Fei; Crispina Gregory K. Han

doi:10.51200/jpp.v8i1.8244

Authors

Evonne Lai Eng Fei Fakulti Psikologi dan Pendidikan, Universiti Malaysia Sabah
Crispina Gregory K. Han Fakulti Psikologi dan Pendidikan, Universiti Malaysia Sabah

DOI:

https://doi.org/10.51200/jpp.v8i1.8244

Keywords:

iklim sekolah, motivasi guru

Abstract

Kajian Hubungan iklim sekolah dengan motivasi guru dalam kalangan guru sekolah menengah telah dilaksanakan di Daerah Sri Aman, Sarawak. Kajian Kuantitatif bukan eksperimen ini menggunakan instrumen soal selidik dan seramai 188 responden dipilih menggunakan kaedah pensampelan rawak mudah. Iklim sekolah telah diukur menggunakan instrumen School-Level Environment Questionnaire (SLEQ) manakala pengukuran motivasi menggunakan instrumen soal selidik, A Questionnaire Measure of Individual Differences in Achieving Tendency (QMAT). Nilai alfa Cronbach untuk kedua-dua soal selidik ialah .75 dan .79. Dapatan kajian menunjukkan iklim sekolah dan motivasi guru adalah pada tahap tinggi, tidak terdapat perbezaan yang signifikan dalam iklim sekolah berdasarkan kelayakan ikhtisas dan juga motivasi guru berdasarkan kelayakan ikhtisas dan pengalaman mengajar. Iklim sekolah menunjukkan perbezaan yang signifikan berdasarkan pengalaman mengajar. Analisis kajian mendapati terdaptnya hubungan positif yang lemah dan signifikan antara iklim sekolah dengan motivasi guru (r = .358,p<.05)

The study on the relationship between school climate and teacher motivation among secondary school teachers was conducted in Sri Aman District, Sarawak. This quantitative, non-experimental study used a questionnaire instrument, and a total of 188 respondents were selected using simple random sampling. School climate was measured using the School-Level Environment Questionnaire (SLEQ), while teacher motivation was measured using the A Questionnaire Measure of Individual Differences in Achieving Tendency (QMAT). The Cronbach’s alpha values for both questionnaires were .75 and .79, respectively. The findings showed that school climate and teacher motivation were at a high level. There was no significant difference in school climate based on professional qualifications, nor was there a significant difference in teacher motivation based on professional qualifications and teaching experience. However, school climate showed a significant difference based on teaching experience. The analysis found a weak, positive, and significant relationship between school climate and teacher motivation (r = .358, p < .05).

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