ISSN: 2222-6990
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This article discusses the school head's coaching leadership practice on teacher efficacy in teaching and facilitation (PdPc) of national primary schools in Jempol district. In the context of this study, the coaching leadership dimension is supported by three dimensions, which are identify, learn, and improve. While the teacher's efficiency, there are also three elements which are teaching strategies, efficiency in classroom management, and efficiency in student engagement. The practice of coaching leadership by the school head has several constraints such as being busy with outside and inside activities the school, the lack of competence of the head teacher to hold a coaching session. This study aims to determine the relationship between the school head's coaching leadership practice and the level of teacher efficacy in the implementation of PdPc in national primary schools in Jempol district. Previous studies prove that the leadership practice of coaching plays a role in helping to improve the level of efficiency of primary school teachers. Therefore, a correlation study was conducted to identify the relationship between these two variables. Questionnaires were distributed through 'google form' to collect data and Statistical Package for Social Science (SPSS) Version 26 was used to analyze the data. A study conducted on 237 primary school teachers showed that there was a modest positive relationship. This study will encourage the Malaysian Ministry of Education (KPM) to create trainings or courses to increase the knowledge of school heads and principals (PGB) about the leadership practice of coaching in the future. In summary, the practice of high-quality coaching leadership of head teachers will improve the efficiency of teachers in PdPc.
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In-Text Citation: (Moghan & Hamzah, 2023)
To Cite this Article: Moghan, Y., & Hamzah, M. I. M. (2023). School Head’s Coaching Leadership Practice Against Teacher Efficacy in Teaching and Facilitation. International Journal of Academic Research in Business and Social Sciences, 13(3), 1084 – 1099.
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