PRINCIPAL INSTRUCTIONAL LEADERSHIP AND ITS INFLUENCE ON TEACHERS' SELF-EFFICACY IN MARA JUNIOR SCIENCE COLLEGES (MJSC,MRSM) ACROSS MALAYSIA

Abstract

The principal and teachers are the main pillars in ensuring the highest quality of learning in schools. The principal's ability to influence teachers in carrying out effective teaching tasks is highly significant in ensuring students' academic excellence and overall development. Therefore, this study aims to examine the influence of the principal's instructional leadership on the self-efficacy of teachers in MARA Junior Science Colleges (MJSC) across Malaysia. The study was conducted using a survey method through a Google Form questionnaire on 304 teachers in MJSC nationwide. Data analysis was performed using two statistical software programs: the Statistical Package for the Social Sciences (SPSS) 28.0 for Multiple Regression, and the Structural Equation Modeling (SEM) technique using the Analysis of Moment Structure (AMOS) software. The Pearson Correlation Test (Pearson Product-moment) is used to analyze the relationship between two study variables: the Principal's Instructional Leadership and Teacher Self-Efficacy among MJSC teachers nationwide. The findings through SEM analysis indicated that the proposed model fits the data and is significant [χ² (N=304, df=.89 = .89, p<.05] with an RMSEA index value of .000 (<.08), a CFI index value of 1.00 (>.90), a TLI value of 1.00 (>.90), and a Chi-square/df ratio of .89(<5.0). The model fit statistics successfully demonstrated that all model fit indices meet the recommended values. The regression weight (C.R) for the path between the principal's instructional leadership and teacher self-efficacy met the required conditions, having a C.R value greater than the critical value of +1.96 (at p = .05) and being statistically significant. The indicators measured in this study were also predictors of latent variables, as shown by the results of the Squared Multiple Correlation (R²) analysis. The R² analysis showed that the tested indicators (items) are predictors of both independent and dependent variables, with values ranging from .142 to .780. This proves that the model's evaluation indices are consistent with the data studied. Thus, it can be concluded that the principal's instructional leadership has a moderate influence on teacher self-efficacy.