HUBUNGAN PENGARUH PENGUPAYAAN GURU BESAR DAN AUTONOMI PROFESIONAL GURU: SATU TINJAUAN AWAL

Abstract

This study examines the relationship between principal empowerment and teacher professional autonomy using a quantitative survey approach. Data were collected from 160 participants across ten primary schools in Terengganu using the School Participant Empowerment Scale (SPES) and the Teacher Autonomy Scale (TAS), and then analysed using SPSS version 31. Results demonstrated that principals practiced high-level empowerment (M=3.81, SD=0.49), with autonomy achieving the highest dimension score (M=4.22, SD=0.39) and decision-making recording the lowest (M=3.57, SD=0.87). Teachers exhibited high professional autonomy (M=4.06, SD=0.44), with curriculum autonomy scoring highest (M=4.17, SD=0.49) and general autonomy lowest (M=4.04, SD=0.46). Statistical analysis revealed a significant moderate positive correlation (r=0.309, p<0.001) between principal empowerment and teacher professional autonomy. Principal empowerment explained approximately 9.6% of the variance in teacher professional autonomy. Both research instruments demonstrated strong reliability, with Cronbach's Alpha coefficients of 0.942 for Principal Empowerment and 0.911 for Teacher Professional Autonomy. The findings suggest that teacher professional autonomy can be enhanced through effective principal empowerment practices. Principals should strategically strengthen decision-making involvement and develop robust collaborative mechanisms to build teacher confidence in exercising professional autonomy. This research contributes to educational leadership literature significantly by specifically examining principal empowerment as distinct from general teacher empowerment within the Malaysian primary education context. The study provides foundational insights to improve school leadership effectiveness and support teacher professional development, and offers practical implications for educational administrators seeking to foster autonomous teaching environments.