Pengaruh kepimpinan ‘ubudiyyah , mas’uliyyah dan itqan terhadap pengurusan konflik dan kualiti guru Sekolah Menengah Yayasan Islam Kelantan

79  Download (0)

Full text

(1)

Hakcipta © tesis ini adalah milik pengarang dan/atau pemilik hakcipta lain. Salinan boleh dimuat turun untuk kegunaan penyelidikan bukan komersil ataupun pembelajaran individu tanpa kebenaran terlebih dahulu ataupun caj. Tesis ini tidak boleh dihasilkan semula ataupun dipetik secara menyeluruh tanpa memperolehi kebenaran bertulis daripada pemilik hakcipta. Kandungannya tidak boleh diubah dalam format lain tanpa kebenaran rasmi pemilik hakcipta.

(2)

PENGARUH KEPIMPINAN ‘UBUDIYYAH , MAS’ULIYYAH DAN ITQAN TERHADAP PENGURUSAN KONFLIK DAN

KUALITI GURU SEKOLAH MENENGAH YAYASAN ISLAM KELANTAN

ZAWAWI ZAKARIA

DOKTOR FALSAFAH

UNIVERSITI UTARA MALAYSIA

2021

(3)
(4)

i

Kebenaran Mengguna

Dalam menyerahkan tesis ini sebagai memenuhi syarat sepenuhnya untuk ijazah lanjutan Universiti Utara Malaysia, saya bersetuju supaya pihak perpustakaan Universiti Utara Malaysia boleh secara bebas membenarkan sesiapa sahaja untuk memeriksa. Saya juga bersetuju bahawa penyelia saya atau jika ketiadaannya, Dekan Sekolah Siswazah diberi kebenaran untuk membuat sesalinan tesis ini dalam sebarang bentuk, sama ada keseluruhannya atau sebahagiannya bagi tujuan kesarjanaan. Adalah dimaklumkan bahawa sebarang penyalinan atau penerbitan atau kegunaan tesis ini sama ada sepenuhnya atau sebahagian daripadanya bagi tujuan kewangan, tidak dibenarkan kecuali setelah mendapat kebenaran bertulis daripada saya. Juga dimaklumkan bahwa pengiktirafan harus diberi kepada saya dan Universiti Utara Malaysia dalam sebarang kegunaan kesarjanaan terhadap sebarang petikan daripada tesis saya.

Sebarang permohonan untuk menyalin atau mengguna mana-mana bahan dalam tesis ini, sama ada sepenuhnya atau sebahagiannya, hendaklah dialamatkan kepada:

Dekan Awang Had Salleh Graduate School of Arts and Sciences Kolej Sastera dan Sains UUM

Universiti Utara Malaysia 06010 UUM Sintok Kedah Darul Aman

(5)

ii

Abstrak

Amalan kepimpinan guru Yayasan Islam Kelantan (YIK) masih lagi terperangkap dengan idealisme amalan kepimpinan barat yang dilihat kurang fokus kepada falsafah pendidikan Islam merupakan satu isu yang perlu ditangani. Kajian ini bertujuan untuk meneliti pengaruh amalan kepimpinan Ubudiyyah, Mas’uliyyah dan Itqan (UMI) terhadap pengurusan konflik dan kualiti guru di sekolah-sekolah YIK.

Rekabentuk kajian kuantitatif ini dilaksanakan terhadap 350 orang guru YIK yang terpilih sebagai sampel melalui kaedah survey keratan rentas dengan menggunakan instrumen UMI (Institut Latihan Perguruan Kelantan), amalan pengurusan konflik ROCKY II dan instrumen kualiti guru (Institut Penyelidikan Tinggi Negara).

Dapatan kajian mendapati amalan kepimpinan UMI, amalan pengurusan konflik dan kualiti guru YIK berada pada tahap yang tinggi. Namun begitu terdapat perbezaan dalam amalan kepimpinan UMI, amalan pengurusan konflik dan kualiti guru dalam kalangan guru-guru YIK. Dapatan juga menunjukkan terdapat hubungan yang signifikan dalam amalan kepimpinan UMI dengan amalan pengurusan konflik dan kualiti guru-guru YIK. Malah amalan kepimpinan UMI didapati mempunyai pengaruh terhadap amalan pengurusan konflik dan kualiti guru YIK. Justeru, dapatan kajian menunjukkan kepentingan untuk meningkatkan pencapaian sekolah-sekolah di YIK melalui permerkasaan amalan kepimpinan UMI, amalan pengurusan konflik dan meningkatkan kualiti guru. Oleh itu, pihak YIK dan juga kerajaan negeri Kelantan perlu mengambil tindakan untuk meningkatkan kualiti guru dengan memastikan pencapaian kecemerlangan sekolah-sekolah YIK dapat ditingkatkan melalui pengukuhan latihan dalam amalan kepimpinan UMI dan amalan pengurusan konflik dalam kalangan guru-guru YIK.

Kata Kunci : Amalan kepimpinan UMI, Amalan pengurusan konflik dan Kualiti guru, Yayasan Islam Kelantan, Institut Latihan Perguruan Kelantan

(6)

iii

Abstract

The leadership practice of Yayasan Islam Kelantan (YIK) teachers is still stuck with the idealism of western leadership practice which is seen as less focused on the philosophy of Islamic education is an issue that needs to be addressed. This study aims to examine the influence of Ubudiyyah, Mas’uliyyah, and Itqan (UMI) leadership practices on conflict management and teacher quality in YIK schools. The design of this quantitative study was implemented on 350 YIK teachers selected as a sample through a cross-sectional survey method using UMI instruments (Kelantan Institute of Teacher Training, ROCKY II conflict management practices and instruments teacher quality. The finding of study found that UMI's leadership practices, conflict management practices, and the quality of YIK teachers are at a high level. However, there are differences in UMI leadership practices, conflict management practices, and teacher quality among YIK teachers. The findings also show that there is a significant relationship in UMI leadership practices with conflict management practices and the quality of YIK teachers. UMI's leadership practices were found to have an influence on conflict management practices and the quality of YIK teachers. Therefore, the findings of the study show the importance of improving the achievement of schools in YIK through the empowerment of UMI leadership, conflict management, and teacher quality. Therefore, the YIK and the Kelantan state government need to take action to improve the quality of teachers by ensuring that the achievement of excellence in YIK schools can be increased through strengthening training in UMI leadership practices and conflict management practices among YIK teachers.

Keywords : UMI leadership practices, Conflict management practices, and Teacher quality, Kelantan Islamic Foundation, Kelantan Teacher Training Institute

(7)

iv

Penghargaan

Segala puji-pujian hanya Allah SWT Yang Maha Pemurah Lagi Maha Pengasih. Selawat dan Salam kepada Junjungan Besar Nabi Muhammad SAW dan seluruh ahli keluarga Baginda serta para sahabat Baginda.

Alhamdulillah, saya bersyukur ke hadrat Allah SWT kerana telah memberikan kekuatan, inayah, istiqamah, kesabaran serta kerahmatan-Nya sehingga berjaya mencapai cita-cita untuk memperolehi ijazah tertinggi akademik. Penghargaan dan ucapan terima kasih kepada penyelia saya, Prof Madya Dr. Haji Yahya Don dan Dr Mohd Faiz Mohd Yaakob atas dedikasi dan tunjuk ajar yang tidak pernah kenal jemu dalam membimbing saya sehingga kepada penghasilan kajian ini. Sesungguhnya kata semangat dan luahan dari mereka berdua menyuntik semangat dan motivasi untuk menyelesaikan penulisan ini. Begitu juga ucapan penghargaan dan terima kasih ditujukan kepada sahabat seperjuangan saya Cikgu Nik Abd Rahman Nik Yaacob memberi semangat serta banyak membantu saya menyelesaikan kajian ini.

Pada kesempatan ini, suka saya rakamkan penghargaan dan terima kasih kepada semua yang telah membantu dan memberikan motivasi kepada saya sepanjang membuat kajian ini, terutamanya isteri saya Rosbi Ishak dan anak-anak saya, Luqman Hakim dan Aiman Hakim.

Ucapan terima kasih ini juga saya panjangkan kepada Pengarah Yayasan Islam Kelantan, Timbalan-timbalan pengarah, Penolong Pemgarah (Perkhidmatan Guru), pengetua serta guru sekolah YIK yang turut terlibat di dalam kajian ini. Penghargaan terima kasih juga ditujukan kepada kepada semua yang terlibat secara langsung dan tidak langsung yang telah memberi kerjasama dalam kajian ini.

Pastinya Allah SWT jua membalas segala budi baik mereka dan moga usaha kecil saya ini dapat memberi manfaatnya yang tersendiri kepada negeri dan negara ini.

(8)

v

Kandungan

Kebenaran Mengguna ... i

Abstrak ... ii

Abstract ... iii

Penghargaan ... iv

Kandungan ... v

Senarai Jadual... x

Senarai Rajah ... xiii

Senarai Lampiran ... xiv

Senarai Nama Singkatan ... xv

BAB SATU PENGENALAN ... 1

1.1 Pendahuluan ... 1

1.3 Pernyataan Masalah ... 12

1.4 Objektif Kajian ... 23

1.5 Persoalan Kajian... 23

1.6 Hipotesis Kajian ... 24

1.6.1 Perbezaan Amalan kepimpinan UMI, Amalan pengurusan konflik Dan Kualiti Guru YIK. ... 25

1.6.2 Hubungan Amalan kepimpinan UMI, Amalan pengurusan konflik dan Kualiti Guru YIK ... 26

1.6.3 Pengaruh Amalan kepimpinan UMI terhadap Amalan pengurusan konflik dan Kualiti Guru YIK. ... 27

1.7 Kerangka Teoritikal ... 27

1.7.1 Model Kepimpinan UMI ... 27

1.7.2 Konflik Persepktif Islam ... 32

1.7.3 Model Konflik ... 33

1.7.4 Model Kualiti Guru ... 37

1.8 Kerangka Konseptual Kajian ... 42

1.9 Kepentingan Kajian ... 44

1.2 Latar Belakang Kajian... 5

1.10 Batasan Kajian ... 47

1.11 Definisi Operasional ... 48

1.11.1 Amalan kepimpinan UMI ... 48

1.11.2. Amalan pengurusan konflik ... 52

(9)

vi

1.11.3 Kualiti Guru ... 54

1.11.4 Yayasan Islam Kelantan... 58

1.12 Rumusan ... 59

BAB DUA TINJAUAN LITERATUR ... 61

2.1 Pendahuluan ... 61

2.2 Konsep Kepimpinan ... 64

2.3 Konsep Kepimpinan Islam ... 66

2.4 Konsep Kepimpinan Pengajaran ... 68

2.5 Model Kepimpinan ‘Ubudiyyah, Mas’uliyah dan Itqan (UMI) ... 71

2.5.1 Konsep‘Ubudiyyah ... 72

2.5.2 Konsep Mas’uliyyah ... 77

2.5.3 Konsep Itqan ... 81

2.5.4 Implikasi UMI dalam Profesionalisme Keguruan... 82

2.6 Konsep Konflik ... 84

2.6.1 Sumber Konflik ... 86

2.6.2 Tahap Konflik ... 90

2.6.3 Pengurusan Konflik ... 92

2.6.4 Amalan pengurusan konflik ... 96

2.6.5 Konflik Organisasi Di Sekolah ... 102

2.6.6 Keberkesanan Pengurusan konflik Di sekolah ... 104

2.7 Kualiti Guru ... 106

2.7.1 Ciri-ciri Kualiti Guru ... 110

2.7.2 Faktor Mempengaruhi Kualiti Guru ... 121

2.7.3 Membentuk Kualiti Guru ... 126

2.7.4 Standard Guru Malaysia (SGM) ... 134

(10)

vii

2.8 Kepimpinan Islam dan Pengurusan Konflik ... 142

2.9 Kepimpinan Islam dan Kualiti Guru ... 144

2.10 Rumusan ... 146

BAB TIGA METODOLOGI KAJIAN ... 147

3.1 Pendahuluan ... 147

3.2 Reka Bentuk Kajian ... 147

3.3 Prosedur Pengumpulan Data ... 149

3.4 Populasi dan Pensampelan ... 149

3.5 Unit Analisis Kajian ... 152

3.6 Instrumen Kajian ... 152

3.6.1 Bahagian A : Faktor Demografi ... 154

3.6.2 Bahagian B : Amalan kepimpinan UMI ... 154

3.6.3 Bahagian C : Amalan pengurusan konflik ... 155

3.6.4 Bahagian D : Kualiti Guru ... 156

3.7 Kajian Rintis ... 157

3.7.1 Kebolehpercayaan Instrumen ... 158

3.7.2 Analisis Kesahan Instrumen... 161

3.8 Penapisan Data ... 165

3.8.1 Analisis Kehilangan atau Ketiadaan Data ... 165

3.8.2 Analisis Data Dengan Nilai Ekstrem atau Outlier ... 167

3.8.3 Analisis Kenormalan Data Ujian ... 167

3.9 Rumusan ... 169

BAB EMPAT DAPATAN KAJIAN ... 171

4.1 Pendahuluan ... 171

4.2 Maklumat Respons Kajian ... 172

4.2.1 Maklumat Respons Kajian ... 172

4.2.2 Profil Responden ... 172

4.2.3 Dapatan Deskriptif Kajian ... 174

4.3 Tahap Amalan kepimpinan UMI ... 175

4.4 Tahap Amalan pengurusan konflik ... 177

4.5 Tahap Kuaiti Guru YIK ... 179

4.6 Pengujian Hipotesis ... 181

4.6.1 Perbezaan Amalan kepimpinan UMI Guru YIK ... 181

4.6.2 Perbezaan Amalan pengurusan konflik Kalangan Guru YIK ... 194

(11)

viii

4.6.3 Perbezaan Kualiti Kalangan Guru YIK ... 211

4.6.4 Hubungan Amalan kepimpinan UMI, Amalan pengurusan konflik Dan Kualiti Guru Yik ... 227

4.6.5 Pengaruh Amalan kepimpinan UMI, Amalan Pengurusan Konfik Dan Kualiti Guru ... 232

4.6.6 Pengaruh Amalan kepimpinan UMI Terhadap Amalan pengurusan konflik ... 233

4.6.7 Pengaruh Amalan kepimpinan UMI Terhadap Kualiti Guru ... 234

4.7 Rumusan Dapatan Hipotesis ... 236

4.8 Rumusan ... 239

BAB LIMA PERBINCANGAN DAN RUMUSAN ... 240

5.1 Pendahuluan ... 240

5.2 Ringkasan Kajian ... 240

5.3 Tahap Amalan kepimpinan UMI, Amalan pengurusan konflik dan Kualiti Guru ... 243

5.3.1 Tahap Amalan kepimpinan UMI, ... 243

5.3.2 Tahap Amalan Pengurusn Konflik ... 245

5.3.3 Tahap Kualiti Guru YIK ... 248

5.4 Perbezaan Amalan kepimpinan UMI, Amalan pengurusan konflik dan Kualiti Guru YIK ... 251

5.4.1 Perbezaan Amalan kepimpinan UMI ... 251

5.4.2 Perbezaan Amalan pengurusan konflik ... 254

5.4.3 Perbezaan Kualiti Guru YIK ... 255

5.5 Hubungan Amalan kepimpinan UMI, Amalan pengurusan konflik dan Kualiti Guru ... 257

5.5.1 Hubungan Amalan kepimpinan UMI dan Amalan pengurusan konflik ... 257

5.5.2 Hubungan Amalan kepimpinan UMI dan Kualiti Guru ... 258

5.6 Pengaruh Amalan kepimpinan UMI terhadap Amalan pengurusan konflik dan Kualiti Guru ... 260

5.6.1 Pengaruh Amalan kepimpinan UMI terhadap Amalan pengurusan konflik ... 260

5.6.2 Pengaruh Amalah Kepimpinan UMI terhadap Kualiti Guru ... 261

5.7 Rumusan Kajian ... 264

5.8 Implikasi Teoritikal ... 265

5.8.1 Implikasi Teori ... 265

5.8.2 Implikasi Praktis ... 266

(12)

ix

5.9 Cadangan Kajian Akan Datang ... 268 5.10 Penutup ... 270 Rujukan ... 271

(13)

x

Senarai Jadual

Jadual 3.1 Bilangan sekolah YIK mengikut jajahan dan jenis sekolah... 151

Jadual 3.2 Rumusan populasi responden dan sampel kajian... 152

Jadual 3.3 Bilangan instrumen Amalan kepimpinan UMI mengikut dimensi ... 155

Jadual 3.4 Bilangan intrumen Amalan pengurusan konflik mengikut dimensi ... 156

Jadual 3.5 Bilangan instrumen Kualiti Guru mengikut dimensi ... 157

Jadual 3.6 Interpertasi skor Alpha Cronbach's (Bond & Fox, 2007) ... 159

Jadual 3.7 Ujian alpha Amalan kepimpinan UMI dan dimensi ... 159

Jadual 3.8 Ujian alpha Amalan pengurusan konflik dan dimensi ... 160

Jadual 3.9 Ujian alpha Kualiti Guru dan dimensi ... 161

Jadual 3 10 Ujian CFA instrumen Amalan kepimpinan UMI ... 163

Jadual 3.11 Ujian CFA instrumen Amalan pengurusan konflik ... 164

Jadual 3.12 Ujian CFA instrumen Kualiti Guru... 164

Jadual 3.13 Nilai skewness dan kurtosis setiap pemboleh ubah ... 168

Jadual 4.1 Maklmut Demografi Responden ... 174

Jadual 4.2 Skala Min dan Tahap ... 175

Jadual 4.3 Deskriptif Tahap Amalan kepimpinan UMI Berdasarkan Faktor ... 175

Jadual 4.4 Deskriptif Tahap Pengurusan Konflik Berdasarkan Faktor ... 177

Jadual 4.5 Deskriptif Tahap Kualiti Guru YIK Berdasarkan Faktor ... 179

Jadual 4.6 Perbezaan Amalan kepimpinan UMI Berdasarkan Jantina ... 182

Jadual 4.7 Perbezaan Amalan kepimpinan UMI Berdasarkan Major Pengajaran ... 183

Jadual 4.8 Perbezaan Amalan kepimpinan UMI Berdasarkan Pengalaman ... 185

Jadual 4.9 Perbezaan Amalan kepimpinan UMI Berdasarkan Jenis Perkhidmatan . 186 Jadual 4.10 Perbezaan Amalan kepimpinan UMI Berdasarkan Kelulusan Akademik ... 188

Jadual 4.11 Ujian varians (ANOVA SEHALA) Amalan kepimpinan UMI mengikut kumpulan Kelulusan Akademik ... 189

Jadual 4.12 Perbezaan Amalan kepimpinan UMI Berdasarkan Kelulusan PGDE .. 189

Jadual 4.13 Perbezaan Amalan kepimpinan UMI Berdasarkan Jenis Sekolah ... 191

Jadual 4.14 Ujian Kehomogenan Varians kelompok Sekolah ... 192

Jadual 4.15 Ujian Post-Hoc Perbezaan Amalan kepimpinan UMI kelompok jenis Sekolah ... 193

(14)

xi

Jadual 4.16 Perbezaan Amalan pengurusan konflik Berdasarkan Jantina ... 195

Jadual 4.17 Perbezaan Amalan pengurusan konflik Berdasarkan Major Pegajaran 197 Jadual 4.18 Ujian Kehomogenan Varians kelompok Major Pengajaran ... 198

Jadual 4.19 Ujian varians (ANOVA SEHALA)Amalan pengurusan konflik mengikut Major Pengajaran ... 198

Jadual 4.20 Ujian Post-Hoc Amalan pengurusan konflik Berdasarkan mengikut Major Pengajaran ... 199

Jadual 4.21 Perbezaan Amalan pengurusan konflik Berdasarkan Pengalaman ... 200

Jadual 4.22 Ujian varians NOVA SEHALA Amalan Konflik mengikut Kelompok Pengalaman ... 202

Jadual 4.23 Perbezaan Amalan pengurusan konflik Berdasarkan Jenis Perkhidmatan ... 202

Jadual 4.24 Perbezaan Amalan pengurusan konflik Berdasarkan Kelulusan Akademik ... 204

Jadual 4.25 Ujian varians ANOVA SEHALA Amalan pengurusan konflik mengikut kelompok keluluasan akademik ... 205

Jadual 4.26 Perbezaan Amalan pengurusan konflik Berdasarkan Kelulusan PGDE ... 206

Jadual 4.27 Perbezaan Amalan pengurusan konflik Berdasarkan Jenis Sekolah... 207

Jadual 4.28 Ujian Kehomogenan Varians Kelompok Sekolah ... 208

Jadual 4 29 Analisis Varian Anova Sehala Ke Atas Kelompok Sekolah ... 209

Jadual 4.30 Ujian Post-Hoc Perbezaan Amalan pengurusan konflik Kelompok Jenis Sekolah ... 209

Jadual 4.31 Perbezaan Kualiti Guru Berdasarkan Jantina ... 211

Jadual 4.32 Perbezaan Kualiti Guru Berdasarkan Major Pengajaran ... 212

Jadual 4 33 Ujian Kehomogenan Varians Kualiti Guru mengikut kelompok Major Pengajaran ... 214

Jadual 4.34 Ujian varians Anova Sehala Kualiti Guru mengikut Kelompok Major Pengajaran ... 215

Jadual 4.35 Perbezaan Kualiti Guru Berdasarkan Pengalaman ... 215

Jadual 4.36 Ujian Kehomogenan Varians Kualiti Guru mengikut kelompok Pengalaman ... 217

Jadual 4.37 UJian Varians Anova Sehala Kualiti Guru mengikut Kelompok Pengalaman ... 218

(15)

xii

Jadual 4 38 Perbezaan Kualiti Guru Berdasarkan Jenis Perkhidmatan... 218 Jadual 4 39 Perbezaan Kualiti Guru Berdasarkan Kelulusan Akademik ... 220 Jadual 4 40 Ujian Kehomogenan Varians Kualiti Guru mengikut Kelompok

Kelulusan Akademik ... 221 Jadual 4 41 Ujian varians ANOVA SEHALA Kualiti Guru mengikut Kelulusan

Akademik ... 222 Jadual 4.42 Perbezaan Kualiti Guru YIK Berdasarkan Kelulusan PGDE ... 222 Jadual 4 43 Perbezaan Kualiti Guru Berdasarkan Jenis Sekolah ... 224 Jadual 4.44 Ujian Kehomogenan Varians Kualiti Guru mengikut kelompok Sekolah

... 226 Jadual 4.45 Analisis Varians ANOVA SEHALA Kualiti Guru mengikut Kelompok

Sekolah ... 226 Jadual 4.46 Nilai Pekali dan Tahap Hubungan ... 227 Jadual 4.47 Hubungan Amalan kepimpinan UMI dengan Amalan pengurusan konflik

... 227 Jadual 4.48 Hubungan Amalan kepimpinan UMI dengan Kualiti Guru ... 229 Jadual 4.49 Hubungan Amalan pengurusan konflik dengan Kualiti Guru ... 230 Jadual 4.50 Analisis Regrasi Pengaruh Amalan kepimpinan UMI Terhadap Amalan

pengurusan konflik ... 233 Jadual 4.51 Analisis Regrasi Pengaruh Amalan kepimpinan UMI Terhadap Kualiti

Guru ... 235 Jadual 4.52 Rumusan Penerimaan dan Penolakan Hipotesis Perbezaan Amalan

kepimpinan UMI Berdasarkan Demografi Respon ... 236 Jadual 4.53 Rumusan Penerimaan dan Penolakan Hipotesis Perbezaan Amalan

pengurusan konflik Berdasarkan Demografi Responden ... 237 Jadual 4.54 Rumusan Penerimaan dan Penolakan Hipotesis Kualiti Guru YIK

Berdasarkan Demografi Responden ... 238 Jadual 4.55 Rumusan Hubungan Antara Amalan kepimpinan UMI, Amalan

pengurusan konflik dan Kualiti Guru YIK ... 238 Jadual 4.56 Rumusan Pengaruh Amalan kepimpinan UMI Terhadap Amalan

pengurusan konflik dan Kualiti Guru YIK ... 239

(16)

xiii

Senarai Rajah

Rajah 1.1 Kerangka konseptual: Pengaruh Amalan kepimpinan UMI kajian

terhadap Amalan pengurusan konflik dan Kualiti Guru YIK ... 44

Rajah 1.2 Hubungan ‘Ubudiyyah, Mas’uliyyah Dan Itqan ... 52

Rajah 2.1 Proses Mengurus Konflik Dalam Organisasi……… 94

Rajah 2.2 Model Amalan pengurusan konflik Rahim 1979………. 97

Rajah 2.3 Model Penyelesaian Konflik Rahim 2001………. 106

Rajah 2.4 Model Perancangan Pengajaran Hunter 1982………...… 116

Rajah 5.1 Model Konseptual Kajian ... 269

(17)

xiv

Senarai Lampiran

Lampiran A Borang soal selidik

Lampiran B Surat Kebenaran Kajian dari YIK

(18)

xv

Senarai Nama Singkatan

SWT Subhanahu Wa Ta’ala SAW Sallahualaihiwasallm PI Pendidikan Islam

UMI ‘Ubudiyyah, Mas’uliyyah dan Itqan YIK Yayasan Islam Kelantan

MBI Membangun Bersama Islam

ILPK Institut Latihan Perguruan Kelantan PdP Pengajaran dan Pembelajaran ETS Educational Testy Service KPM Kementerian Pelajaran Malaysia

EK Efikasi Kendiri

SMU(A) Sekolah Menengah Ugama (Arab) SABK Sekolah Agama Bantuan Kerajaan SRU Sekolah Rendah Islam

LADAP Latihan Dalam Perkhidmatan SGM Standard Guru Malaysia PJJ Pendidikan Jarak Jauh FPN Falsafah Pendidikan Negara

JASA Jabatan Sekolah-sekolah Agama Kelantan YPINK Yayasan Pengajian Islam Negeri Kelantan SJKT Sekolah Jenis Kebangsaan Tamil

IPPTN Institut Penyelidikan Pendidikan Tinggi Negara

(19)

1 BAB SATU PENGENALAN

1.1 Pendahuluan

Pendidikan Islam merupakan mekanisme yang amat penting sebagai pelaburan modal insan yang menjanjikan pulangan besar modal insan bagi membina kekuatan dalaman dan luaran negara untuk berdepan saingan globalisasi yang sentiasa berubah dan kian mencabar (Yaacob Yusoff Awang, 2016). Cabaran yang akan dihadapi sangat memerlukan kekuatan fizikal, mental dan roh bagi mengimbangi fungsi kehidupan manusia sebagai khalifah Allah Subhanahuwataala (SWT) di atas muka bumi (Mohd Shukri Hanapi, 2017).

Namun hari ini, pembangunan manusia dilihat tempang bilamana timbulnya isu- isu keruntuhan akhlak dan sahsiah kalangan orang Islam dan juga institusi Islam (Abang Mohd Razif Abang Muis, Mohd Syahmir Alias, Musmuliadi Kamaruding &

Mohammad Zulfakhairi Mokthar, 2018). Satu sistem pendidikan yang lebih komprehensif yang berpandukan firman Allah SWT dalam surah Ali Imaran ayat 79 yang bermaksud: Hendaklah kamu menjadi orang-orang Rabbaniyin (yang hanya menyembah Allah Taala semata-mata dengan ilmu dan amal yang sempurna), kerana kamu sentiasa mengajarkan isi Kitab Allah itu, dan kerana kamu selalu mempelajarinya ( Syeikh Abdullah Mohamad Basmeh, 2016).

Kelompangan sistem pendidikan Islam di Malaysia berpunca dari dualisme dalam sistem pendidikan kebangsaan yang memerlukan satu usaha untuk mengatasi dikotomi ini (Noor Hisham Md Nawi, 2015). Usaha mengisi masalah kelompangan

(20)

271

Rujukan

A.Lin Goodwin, Ee Ling Low, Li Cai and Alexander Seeshing Yeung. (2019). A longitudinal study on starting teachers’ retention intentions: Do pre-teaching work experience and length of working years make a difference?. Teacher and Teaching Education, Volume 83, 148-155. Retrieved from : https://doi.org/10.1016/j.tate.2019.03.015.

Aaronson, D., Barrow, L., & Sander, W. (2007). Teachers and student achievement in the chicago public high schools. Journal of Labor Economics, 25(1), 95- 135.

Ab Aziz Yusof & Mutiara Sri Dwi. (2017). Pembangunan modal insan dari perspektif islam : impak kepada pengurus. Malaysia Journal of Social Sciences and Humanities. Volume 2, Isseu 1, March 2017, 40-53. Retrieved from :http://

www.msocialscienes.com

Ab Aziz Yusof. (2016). Gelagat Organisasi : Satu Pendekatan Strategi. Sintok, Kedah, UUM Press.

Ab. Alim Abd. Rahim, (1994). Pengurusan kokurikulum. Kuala lumpur, Penerbit Fajar Bakti.

Ab. Halim Tamuri & Mohamad Khairul Azman Ajuhary. (2010). Amalan pengajaran guru pendidikan islam berkesan berteraskan konsep mu‘allim. Journal of Islamic and Arabic Education 2(1), 2010, 43-56.

Ab. Halim Tamuri, Adnan Yusopp, Kamisah Osman, Shahrin Awaluddin, Zamri Abdul Rahim & Khadijah Abdul Razak. (2004). Keberkesanan kaedah pengajaran dan pembelajaran pendidikan islam ke atas pembangunan diri pelajar.

Laporan penyelidikan Fakulti Pendidikan 2004. Universiti Kebangsaan Malaysia dan Bahagian Kurikulum Pendidikan Islam dan Moral, Jabatan Pendidikan Islam dan Moral, Kementerian Pelajaran Malaysia

Abang Mohd Razif Abang Muis, Mohd Syahmir Alias, Musmuliadi Kamaruding &

Mohammad Zulfakhairi Mokthar. (2018). Pengurusan pembangunan manusia: analisis dari perspektif falsafah Islam. Journal of Sciences and Management Research, 2600-738X, 40-54.

Abd Basit Abd Rahman (2011). Program Latihan UMI : Ubudiyyah, Mas’uliyah dan Itqan. Raudah Perkongsian Ilmu dan Pengembangan Wacana. Retrieved from:https://www.abuanasmadani.com/program-latihan-umi-

ubudiyyahmasuliyyah-dan-itqan/

Abd. Fatah Hasan. (2001). Falsafah pendidikan . Kuala Lumpur, PTS Publications &

Distributors Sdn. Bhd.

Abdalla, A. (2001). Principles of Islamic interpersonal conflict intervention : a search within Islam and western literature. Journal of Law and Religion 15, 151–

184.

(21)

272

Abdelzaher, D., Latheef, Z., & Abdelzaher, A. (2017). Recovering from conflict and uncertainty post Arab Spring: A model leveraging employees’ spiritual values. International Journal of Conflict Management, 28(2), 222–244.

Retrieved from : https://doi.org/10.1108/IJCMA-02-2016-0005

Abdullah Nasih Ulwan, (2010). Pendidikan anak-anak dalam Islam, Syed Ahmad Semait (ter. Singapore, Pustaka Nasional

Abdul Fattah Farea Hussein & Yaser Hasan Salem Al-Mamary. (2019). Conflicts: Their types, and their negative and positive effects on organizations. International Journal Of Scientific & Technology Research, Volume 8, Issue 08, 10-13.

Abdul Ghaffar. (2019). Conflict in schools: its causes & management strategies.

Journal of Managerial Sciences, Volume III, Number 11. 213-227.

Abdul Halim al-Muhammadi. (2009, Mei 15). Manfaat ilmu cara terbaik hargai jasa guru :pendidik pikul tanggungjawab berat bentuk generasi berdaya saing, pemimpin masa depan. Berita Harian. hlm 41.

Abdul Muhsien Sulaiman. (2014). Peranan Guru Pendidikan Islam Dalam Pembentukan Akhlak Murid Dari Aspek Hubungan Guru-Murid Berasaskan Abu Talib Al-Makki (W.386h/996m). (Tesis doktor falsafah yang tidak diterbitkan). Institut Pengajian Siswazah, Universiti Malaya Kuala Lumpur.

Abdul Mujib & Yuyun Yunita. (2018). Pendidikan Islam dan Politik. Ri’ayah, Vol.03 No 01 Januari – Jun 2018, 1-11.

Abdul Rashid Abdul Sitra & Bokkasam Sasidhar. (2005). Teachers’ perception on the effectiveness of co-curricular activities: a case study of Malaysian schools.

UNITAR ejournal,1(1), 32-44.

Abdul Rashid Mohd Yusoff. (2016). Tok Guru Murabbi Yang Mengubah Negeri.

Qiadah Majalah Korporat, Perbadanan Menteri Besar Kelantan. Rejab- Ramadhan 1437 bersamaan 2016. Diterbitkan oleh Perbadanan Menteri Besar Kelantan, Tingkat 6, Bangunan PMBK, Kota Bharu, Kelantan.

Abdul Rashid Moten (2011). Leadership in the West and the Islamic World: A Comparative Analysis. World Applied Sciences Journal 15,(3), 339-349.

Abdul Said Ambotang. (2018, Julai 18). Cabaran aspek pengajaran dan pembelajaran dalam melahirkan modal insan bersepadu. Minda Pendidik. Utusan Borneo.

Retrieved from http://eprints.ums.edu.my/20619/

Abdullah Sani Yahya. (2003). Mengurus sekolah. Batu Caves, Selangor, PTS Professional Publishing Sdn. Bhd.

Abdurrahman İlğan. (2020). Examining Principals’ Conflict Management Styles:A Study of Turkish Administrators, Bulletin of Education and Research April 2020, Vol. 42, No. 1, 1-16.

(22)

273

Abdus Sattar Abbasi, Kashif Ur Rehman & Amna Bibi. (2010). Islamic management model. African Journal of Business Management Vol. 4(9), 1873-1882.

Retrieved from http://www.academicjournals.org/AJBM ISSN 1993-8233

©2010 Academic Journals

Absharini Kardena. (2019). Teachers’ management planning and implementing for the success of efl learning. Teachers’ management planning and implementing, Institut Agama Islam Negeri Bukit, Indonesia, 2019, 71-85. Retrieved from http://dx.doi.org/10.33508/bw.v7i2.1940

Abu Ghauri ‘Ammad Mohammed Husain, (2010). Ad-dilalah al-tarbawiyyah li mafhum al-‘ubudiyyah fil Quran Al-karim (Kepentingan konsep pendidikan

‘ubudiyyah menurut Al-Quran) . (Tesis Sarjana), Universiti Islam Ghazzah.

Achinstein, B. (2002). Conflict Amid Community: The Micropolitics of Teacher Collaboration. Teacher College Record, 104(3), 421-455. Retrieved from http://dx.doi.org/10.1111/1467-9620.00168

Adegbola, F., F. (2019).Teachers’ pedagogical competence as determinants of students’

attitude towards basic science in South West Nigeria. Educational Research and Reviews. Academic Journals. Vol. 14(18), pp. 655-660. Retrieved from:

http://www.academicjournals.org/ERR

Adelman, H. & Taylor, L. (2002). Guide 7, Fostering School, Family, and Community Involvement. Pg 7. Northwest Regional Educational Laboratory.

Adnan Aabed. (2006). A study of islamic leadership theory and practice in k-12 Islamic schools In Michigan. (Unpublished Doctoral disssertion). Brigham Young University. US

Adnan Zulfiqar. (2018). Collectiv Collective Duties (far e Duties (farḍ Kifāya) In Islamic Law: The Mor a) In Islamic Law: The Moral Community, State Authority And Ethical Speculation In The Premodern Period. Public Accessible Penn Dissertations, Scholary Commons. University Of Pennsylvania.

Ahmad, K. And Ogunsola, O.K. (2011). An Empirical Assessment Of Islamic Leadership Principles. International Journal Of Commerce And Management, Vol. 21 No. 3, 291-318. Retrieved from https://Doi.Org/10.1108/10569211111165325

Ahmad Kilani Mohamed. (2003). Pengurusan Pendidikan Di Sekolah : Huraian menurut Perspektif Islam. Penerbit Universiti Teknologi Malaysia, Skudai.

Umida Industries Sdn Bhd.

Ahmad Marzuki Mohamad. (2013). Amalan Kepimpinan Islam Pengetua Dan Perkaitannya Terhadap Atribut Komuniti Pembelajaran Profesional. (Tesis doktor falsafah yang tidak diterbitkan tidak diterbitkan). Fakulti Pendidikan, Universiti Teknologi Malaysia.

(23)

274

Ahmad Najib Abdullah. (2012). Aminan: Kepentingan dan peranannya dalam masyarakat bertakwa. Jurnal Keputeraan, Jilid 1 Tahun 1433H/2012M, 71- 104.

Ahmad Najib, R, Mohd Muhiden A, M, Shukeri & A.R, Shukeri. (2012) Analisis peranan al-quran dan al-sunnah sebagai sumber pentadbiran dalam Kerajaan Kelantan dari tahun 1990 hingga tahun 2010. Kolej Universiti Islam Sultan Azlan Shah.

Ahmad Pakhruddin Deraman. (2017). Amalan ‘Ubudiyyah, Mas’uliyah dan Itqan (UMI) Di Kalangan Pengetua Sekolah Yayasan Islam Kelantan. (Disertasi Sarjana Sains Kepengetuaan tidak diterbitkan) School Of Education, Universiti Utara Kedah, Malaysia.

Ahmad Pakhruddin Deraman, (2020). Isu-isu guru YIK bersama Pengawai Perkhidmatan Guru, Yayasan Islam Kelantan. (Interview).

Ahmad Rafaai, (2000). Pedagogy - didactic knowledge for teachers. Ampang: Salafi Group.

Ahmad Syah. (2008). Terma Tarbiyah, Ta'lim Dan Ta'dib Dalam Pendidikan Islam:

Tinjauan dari Aspek Semantik. Al-Fikra: Jurnal Ilmiah Keislaman, Vol. 7, No. 1, 172-175. Januari-Jun 2008.

Ahmad Sukari Mohamad dan Mohd Nizam Sahad. (2014). Teori Kepimpinan Guru Dalam Pendidikan Berasaskan Pemikiran Alghazali: Satu Perbandingan Dengan Teori Kepimpinan Pendidikan Barat. Afkar Edisi Khas, Jurnal Akidah dan Pemikiran Islam. Jabatan Akidah dan Pemikiran Islam, Akademi Pengajian Islam, Universiti Malaya. 163-196.

Ahmad Yakob. (2016). Kerajaan Berkat Rakyat Sepakat. Teks ucapan Amanat Sempena Tahun Baharu 2016 kepada seluruh penjawat awam negeri Kelantan.

Retrieved from http://upknkelantan.com/kerajaan-berkat-rakyat-sepakat.

Ahmad Yakob. (2018). Kata-kata aluan Menteri Besar dalam seminar dan dialog Merakyat Membangun Bersama Islam warga Kelantan di perantauan pada 3 Februari 2018. Anjuran Kerajaan Negeri Kelantan.

Ahmad Yakob. (2021). Sidang DUN Kelantan, Belanjawan 2021, Persidangan Kali Ke-3, Dewan Negeri Kelantan Yang Ke 14 Tahun 2020. Kerajaan Negeri Kelantan.

Ahmad Zabidi Abdul Razak & Fathiah Saini (2006) kepimpinan pengajaran daripada erspektif Islam ke arah pembentukan komuniti sekolah yang cemerlang.

Masalah Pendidikan 2006, Universiti Malaya, 5-14.

Ainon Ramli & Rosmaizura Mohd Zain. (2018). The impact of facilities on student’s academic achievement. Sci.Int.(Lahore),30(2), 299-3011.

(24)

275

Alang Ibn Shukrimun. (2017). Urustadbir; sasar kedudukan CPI mengatasi Israel.

Perihal Wins 2051 (Siri 7). Retrieved from .

http://www.harakahdaily.net/index.php/rss-hd/73-pimpinan/fikrah/4019- perihal-wins-2051-siri-7

Alanis F. (1989) . Relationship of school board and superitendent role to board president’ preferred styles in conflict styles. (Tesis doktor falsafah yang tidak diterbitkan tidak diterbit) .The Unversity of Texas at Austin, United State.

Al-Attas, Syed Muhammad al-Naquib. (1992). Tujuan dan Objektif Pendidikan Islam.

Terjamahan Shamsuddin Jaapar. Kuala Lumpur: Dewan Bahasa dan Pustaka

Al-Buraey, M. A., (2001). The Islamic Model Of Administration: Strategy, Implementation And Implications. Managerial Finance 27, 5–24.

Ali Sabanci, Ahmet Şahin & İzzet Özdemir. (2016). Conflict Management Strategies of the Leaders of Inspection Groups in Turkey. International Journal of Academic Research in Business and Social Sciences 2016, Vol. 6, No. 1, 88-98.

Alimba N. C. (2016). School Conflict: What Teachers Should Know. International Journal of Capacity Building in Education and Management (IJCBEM), Vol. 3, No 1, July, 2016, 33-45.

Alimba, N. C. (2018). Conflict management styles: historical evolution, perspectives and rationalisation. Review of Public Administration and Management (ROPAM), Vol. 7 (1), 2018, 24-36.

Alimuddin Mohd Dom. (2006). Standard Guru Malayisa. Bahagian Pendidikan Guru (BPG). Sektor Pembangunan Profesionalisme Keguruan. Kementerian Pelajaran Malaysia (KPM).

Al-Jauzi, Ibn Al-Qayyim, (1973). Al-Fawa’id, Darul Al-Kutub Al-‘Ilmiyyah, Beirut.

Al-Kurdi, Fauz Abdel Latif. (1999). Tahqiq Al-‘Ubudiyyah Bi Ma’rifati Al-Asma’ Wa As-Sifat. (Merealisasi perhambaan kepada Allah dengan mengenali nama dan sifatnya). (Tesis Master tidak diterbitkan), Fakulti Pendidikan Universiti Jeddah, Arab Saudi.

Walker, A. & Bryant, D. (2020). Leading in crisis :The tensions that forge. Retrieved from https://www.wise-qatar.org/leading-in-crisis-the-tensions-that-forge/

Al-Mawdudi, A. A. (1960). Towards Understanding Islam. U.K.I.M. Dawah Centre.

Birmingham, United Kingdom.

Al-Mu’jam al-Arabi al-Asasi. (2003). Terbitan Munazzamah Al-Arabiah Liltarbiah Wal-Thaqafah Wal-Ulum. Tunisia, Cetak lidurus

(25)

276

Al-Nahlawi, Abdul Rahman. (1996). Usul al-Tarbiyyah al-Islamiyyah wa Asalibiha: fi al-Bait wa al-Madrasah wa al-Mujtama’. Beirut: Dar al-Fikr.

Al-Na'imy, Abdullah al-Amin. (1994). Kaedah dan teknik pengajaran menurut Ibnu Khaldun dan al-qabisi. Terjemahan Mohd. Ramzi Omar. Kuala Lumpur:

Dewan Bahasa dan Pustaka.

Al-Qardhawi, Yusuf. (1978). Ibadah Dalam Islam, terjemahan Hassan Idris. Kuala Lumpur, Yayasan Dakwah Islamiah Malaysia.

Altalib, H., (2001). Training guide for Islamic workers: Human Development Series No. 1. The International Institute Of Islamic Touhgt, Herndon, Virginia, USA.

Aminu, D. & Marfo. C. O. (2010). Managing Workplace Conflict In The School Environment: Challenges, Rewards And The Way Forward. Journal of Language, Technology & Entrepreneurship in Africa, Vol.2. No.2 2010. 31- 48

Aminudin Mansor, (2013). Melahirkan modal insan berkualiti. Utusan online.

Retrieved from

http://ww1.utusan.com.my/utusan/Bicara_Agama/20130515/ba_01/Melahir kan-modal-insan-berkualitiss

Ananthan A/L Somasundaram. (2016). Kepimpinan Beretika Guru Besar, kesejahteraan organisasi dan pengupayaan guru Di Sekolah Jenis Kebangsaan Tamil. (Tesis PhP tidak diterbitkan). Universiti Sains Malaysia.

Anastasia, A. & Urbina, S. (1997). Psychological Testing. Englewood Cliffs, NJ.:

Prentice-Hall.

Antonioni, D. (1999). Relationship between the Big Five Personality Factors and Conflict Management Styles. International Journal of Conflict Management, 9(4): 336-355.

Anuar Ahmad & Nelson Jinggan. (2015). Pengaruh Kompetensi Kemahiran Guru Dalam Pengajaran Terhadap Pencapaian Akademik Pelajar Dalam Mata Pelajaran Sejarah. JuKu: Jurnal Kurikulum & Pengajaran Asia Pasifik - April 2015, Bil. 3 Isu 2. 1-11. Retrieved from http:// juku.um.edu.my JuKu.

Applebaum, S,. Abdallah, C, Shapiro, B. (1999), The self directed team: a conflcit resolution analysis. Team Performance Management, Vol.5 No.2, 60-77.

Arifani Yudhi & Suryanti Sri, (2019). The influence of male and female esp teachers' creativity toward learners' involvement. International Journal of Instruction, v12 n1, 237-250.

(26)

277

Asan Vernyuy Wirba, (2017). Leadership from an Islamic and western perspective.

Page 35. Chartridge Books Oxford, 5 & 6 Steadys Lane, Stanton Harcourt, Witney, Oxford OX29 5RL, UK.

Ashton, P. (1984). Teacher Efficacy: A Motivatioanal Paradigm for Effective Teacher Education. Journal of Teacher Education 35(5), 28-32

Asia Society Of Partnership For Global Learning. (2013). Teacher Quality. The 2013 International Summit on the Teaching Profession, 1-36.

Asif I. Padela (2015). A grounded theory study of the Prophet Muhammad’s leadership behaviors: A model for Islamic school principals. Unpublished Doctoral dissertation). St. John Fisher College. US.

Asming Yalawae & Ahmad Farid bin Ibrahim. (2007). Akhlak Warisan Rasulullah S.A.W

Membawa Kemuliaan Umat. Jurnal Usuluddin, Bil 26 [2007] 71-83. Fakulti Pengajian Kontemporari Islam, Universiti Darul Iman Malaysia, Kampus Kusza, Terengganu.

Asnani Bahari & Norsiah Mat. (2017). Pengaruh Kepimpinan Servant Ke Atas Gelagat Kewarganegaraan Organisasi Dalam Kalangan Guru: Satu Model Konsepsual. Journal of Humanities, Language, Culture and Business (HLCB), Vol. 1: no. 3, 44-54.

Asnuurien Najma Ahmad & Azlin Nurhaini Mansor (2013).Pengaruh personaliti guru pendidikan Islam terhadap pembentukan peribadi murid. Regional Conference on School Structure and Teacher Competence, Duties &

Character. ReCSTeC 2013 213 27th - 28th June 2013, Equatorial Hotel, Bangi, Selangor, Malaysa.

Auerbach, A. J. & Dolan, S. L. (1997). Fundamentals of organizations behaviour the Canadian context. Canada ITP Nelson.

Awanis Mohd, Ainunmadiah Mohd Nawawi & Siti Noor Ismail. (2017). Tahap Efikasi Guru dan Hubungannya dengan pencapaian sekolah Di Sekolah- sekolah Menengah dalam Daerah Bachok. International Seminar on Generating Knowledge Through Research, UUM-UMSIDA, 25-27 October 2016, Universiti Utara Malaysia.

Azhani Adnan. (2008). Kertas Kajian Personaliti Guru: Pengaruh ke atas Pengajaran dan Pembelajaran. Kertas Pengajian Sarjana (Pedagongi). Universiti Pendidikan Sultan Idris Tanjung Malim

(27)

278

Azizi Umar, Norhafilah Musa, Mazlan Ibrahim, Mohd Huzairi Awang@Husain, Habib Mat Sam, Arifin Mamat, Wahibah Tahir, Mohd Abdul Nasir Abd Latif, Noor Hisham Md Nawi, Kamarulzaman Abdul Ghani, Adnan Abd Rashid dan Shukeri Mohamad (2020). Dokumen Rujukan Dasar Pendidikan Rabbani Kelantan. Jawatankuasa Pembangunan Insan, Pendidikan, Pengajian Tinggi, Sains dan Teknologi Kerajaan Negeri Kelantan. Cetakan Pertama: 2020 ISBN: 978-967-18329-2-9

Azman Che Omar. (2002). Pengurusan di Malaysia dari perspektif Islam. Kuala Lumpur: Dewan Bahasa dan Pustaka.

Azmil Hashim, Mas’ani Ahmad & Zahratun Sakinah Jamaluddin. (2017). Amalan Pembelajaran Pendidikan Akhlak Menurut Al-Ghazali: Kajian Terhadap Pelajar di Sekolah Agama di Negeri Perak. Journal of Islamic and Arabic Education 9(1), 2017, 1-11,

Babasa, B. M. (1994). Conflict management styles and personality: The effects of dominance at the individual and group level. (Unpublished master’s thesis).

California State University, San Bernardino.

Ball, S. J. (2003). Class strategies and the education market. The middle classes and social. Routledge Falmer. Taylor and Francis Group. London and New York.

Bandura, A., (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.

Bandura, A., (1977). Self-efficacy: toward a unifying theory of behavioral change.

Psychological Review 84(2), 191-215. Retrieved from https://doi.org/10.1037/0033-295X.84.2.191

Bartol, K.M., Martin, D.C. (1998). Management. McGraw Hill

Bass, B.M. and Stogdill, R.M., (1990). Bass and Stogdill’s Handbook of Leadership:

Theory, Research, and Managerial Applications. 3rd edition. The Free Press, New York, London, Toronto, Sydney.

BazarJazaeri S.A. (1998). “Skills of conflict management”. Tadbir Journal (Iranian Journal), Vol. 79. 34-35

Beach, Dale S. (1985), Personnel. Macmillan Publishing Company, New York, USA.

p. 333.

Beck E.M. and Betz M., (1975) A comparative analysis of organizational conflict in schools. Sociology of Education 48(Winter): 59–74

Begley, C. M. (2009). Developing inter-professional learning: tactics, teamwork and talk. Nurse education today, volume 29, Issue 3, 276-283

(28)

279

Beheshtifar, M. & Zare, E. (2013). Interpersonal Conflict: A Substantial Factor to Organizational Failure. International Journal of Academic Research in Business and Social Sciences, vol. 3, no. 5, 400-407

Bennett, H., and Durkin, M. (2000). The Effects of Organizational Change on Employee Psychological Attachment; An Exploratory Study. Journal of Managerial Psychology, 15 (2). 126-147.

Bennis, W. G. (1966). Organizational revitalization. California, California Management Review (pre-1986).

Bennis, W., & Nanus, B. (1985). Leaders: The strategies for taking charge. New York, NY: Harper & Row

Bennis, Warren G. (1989), Managing the dream: leadership in the 21st century. Journal of Organizational Change Management’, Vol. 2, No. 1, pp. 7.

Berne, E. (1964). Games people play: The psycology of human relationships. New York: Ballantine Books.

Bhasah Abu Bakar & Yuslina Mohamed. (2013). Metodologi Penyelidikan. Universiti Sains Islam Malaysia.

Brahnam, S.D., Margavio, T.M., Hignite, M.A., Barrier, T.B. and Chin, J.M. (2005), "A gender‐based categorization for conflict resolution", Journal of Management Development, Vol. 24 No. 3, 197-208. Retrieved from https://doi.org/10.1108/02621710510584026

Bharudin Che Pa, Siti Arni Basir & Shukeri Mohamed. (2010). Perlaksanaan Siyāsah Syar‘Iyyah Dalam Pentadbiran Di Malaysia. Journal of Al-Tamaddun, Bil 5 (2010), 57-72

Biggs, J. (2011). Aligning teaching for constructing learning. The higher education academy, United Kingdom. Accessed online on 27.09.2011. Retrieved from http://www.heacademy.ac.uk/assets/documents/resources/resourcedatabase/

id477_aligning_ teaching_for_constructing_learning.pdf.

Bishop, J. L., & Verleger, M. A. (2013). The flipped class-room: A survey of the research. In ASEE National Con-ference Proceedings, Atlanta, GA, volume 30. 1-20.

Blackburn, C.H., Martin, B. N. & Hutchinson, S. (2006). The Role of Gender and How it Relates to Conflict Management Style and School Culture. Journal of Women in Educational Leadership, Vol. 4, No.4, 32-41.

Blau, P.M. (1964). Exchange and power in sosial life. New York: Wiley.

Blau, P.M. (1977). Inequality and Heterogenity. London: Collier Macmillan Publishers.

Bolton, R., & Bolton, D.G. (1984). Social Style/ Management Style. New York, American Management Association,

(29)

280

Bond, B. M. & Fox, C. M. (2007). Applying the Rasch Model: Fundamental Research, Personnel Psychology, 41(1), 63-105.

Bordean N. O., Rácz, S. D., Ceptureanu, I. S., Ceptureanu G. E. & Pop C. Z., (2020).

Gender Diversity and the Choice of Conflict ManagementStyles in Small and Medium-Sized Enterprises. Sustainability 2020,12, 7136, 1-11.

Retrieved from http://dx.doi.org/10.3390/su12177136

Borkowski, J. and Thorpe, P. (1994). Self-regulation and motivation: A life-span perspective on under achievement. Issues of educational applications. pages 44–73. Hillsdale, NJ: Erl- baum.

Bouchard, G., Lussier, Y., & Sabourin, S. (1999). Personality and marital adjustment:

Utility of the five-factor model of personality. Journal of Marriage and the Family, 61, 651–660

Boyd., D., Lankford, H., Loeb, S., & Wyckoff, J. (2010). Teacher layoffs: An empirical illustration of seniority versus measures of effectiveness. Education Finance and Policy, 6(3), 439-454. Retrieved from doi:10.1162/EDFP_a_00041

Božac, M. G. & Angeleski, I. (2008): Management of the conflict: consideration of the theoretical paradigm and macrostratic approach. Economic Research, 21 (4),45-61.

Bradley, R. H., & Corwyn, R. F. (2002). Socioeconomic status and child development.

Annual Reviewof Psychology, 53, 371–399. Retrieved from doi:10.1146/annurev.psych.53.100901.135233

Breen, C.M., Abernethy, A.P., Abbott, K.H., Tulsky, J.A. (2001) Conflict associated with decisions to limit life-sustaining treatment in intensive care units.

Journal of General Internal Medicine, 16 (5), 283-9.

Brophy, J. (2001). Generic aspects of effective teaching. New York: Mc Cutchan Publishing Company

Brown, D. H. (1994). Principles of language learning and teaching. Journal for English as a Second Language, 1, (3), 347-354.

Brummelhuis, L.T. ( 2012). The Relationship between Servant Leadership, Quality of Communication, Change Readiness and Successful Change. (Unpublished master’s thesis). Faculty of Management and Organization, University of Groningen.

Buela, S. & Joseph, M. (2015). Relationship between Personality and Teacher Effectiveness of High School Teachers. The International Journal of Indian Psychology. Volume 3, Issue 1, No 7, 75-70. Retrieved from http://dx.doi.org/10.25215/0301.117

(30)

281

Bunyamin Celik. (2017). Career development of teachers: importance and benefits.

International Journal of Social Sciences & Educational Studies , vol.4, no.1, 131-135.

Burrell, B. (2001, Februari). Conflict styles: The five conflict styles (a review of

Thomas/Killman, (1972). Retrieved from

http://web.mit.edu/collaboration/mainsite/modules/module1/1.11.5.html.

Bush, T. (2008). Leadership and Management Development in Education. Hawker Brownlow Education • SA4170

Cameron, K. S. & Quinn, R. E. (2011). Diagnosing and changing organizational culture, 3rd ed. San Francisco: Jossey-Bass.

Carlson, C., Lee, H. & Westa, K. S. (2004). Identifying Attributes of High Quality Special Education Teachers. Teacher Education and Special Education 2004, Volume 27, No. 4, 92-101.

Carlyle, T. (2011). On heroes, hero-worship and the heroics in history. Create Space Independent Publishing Platform

Carr, H. (2012). Teaching and learning. The Pedagogical Seminary and Journal of Genetic Psychology, 37, (2), 189-219.

Catana L, (2015). Conflicts between Teachers: Causes and Effects. Conference:

Central and Eastern European Conference "New Approaches in Social and Humanistic Sciences", 1-5

Chaffee, P. (1997). Accountable leadership: A resource guide for sustaining legal, financial, and ethical integrity in today's congregations. San Francisco:

Jossey-Bass

Chanales, A. & Maldonado, L. (2018). Teacher quality and student achievement in Chile: Linking teachers' contribution and observable characteristics.

International Journal of Educational Development, Volume 60, May 2018, 35-50. Retrieved from https://doi.org/10.1016/j.ijedudev.2017.09.009.

Chandolia, E. & Anastasiou, S. (2020). Leadership and Conflict Management Style Are Associated with the Effectiveness of School Conflict Management in the Region of Epirus, NW Greece. Eur. J. Investig. Health Psychol.

Educ. 2020, 10(1), 455-468; Retrieved from

https://doi.org/10.3390/ejihpe10010034

Chukwe E. O., Tornounge I. J., Mesuur, F. T., Evangeline, A. C. & Terkuma C. (2017).

Assessment of the Effectiveness of Post Graduate Diploma in Education (PGDE) Programme in Meeting the Job Needs of Teachers in Gboko, Benue State, Nigeria. International Journal of Education, Culture and

Society 2017, 2(2), 69-75. Retrieved from

http://dx.doi.org/10.11648/j.ijecs.20170202.14

(31)

282

Ciascai, L., & Vlad, I. E. (2014). Perception of school and university students of ideal teacher behaviors (II). Pilot study. Acta Didactica Napocensia, 7, 49-58.

Citra Aulia Uzliva, Yatim Riyanto & M.V. Roesminingsih, (2018). The Role of Principal Leadership to Improve Teacher Performance in Islamic Elementary School. Advances in Social Science, Education and Humanities Research, volume 212. 2nd International Conference on Education Innovation (ICEI 2018), 437-440.

Clarke, N. (2010). Emotional intelligence and its relationship to transformational leadership and key project manager competences. Project Management Journal, 41, (2), 5-20

Clarke D. C., & B. R. Cutler. (1990). Teaching An Introduction. Florida, Narcourt Brace Jovanovich.

Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education (6thed.). London: Routledge/ Falmer.

Cohen, L. (2000). Research methods in education. 5th ed. London : Routledge.

Community Oriented Policing Services (COPS Office) (2014). Ethics and integrity.

2014. United State Department of Justice, United State. [Cited 7/1/2016].

Retrieved from http://www.cops.usdoj.gov/Default.asp?Item=2469.

Cornelius, H. and Faire, S. (1989). Everyone Can Win: How to Resolve Conflict, Costa, P.T, & McCrae, R.R. (1992). Revised NEO Personality Inventory (NEO-PI-R)

and NEO Five-Factor (NEO-FFI) professional manual. Odessa, Florida:

Psychological Assessment Resources. Retrieved from https://www.researchgate.net/publication/240133762_Neo_PI-

R_professional_manual

Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. Los Angeles: Sage.

Creswell, J. W. (2012). Educational research: planning, conducting and evaluating quantitative and qualitative research, (4th ed). Boston: Pearson.

Creswell, J. W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches (4th ed.). Thousand Oaks, CA: Sage.

Cropanzano, R. & Mitchell, M. S. (2005). Social exchange theory: An interdisciplinary review. Journal of Management 31, 874–900.

Creswell, J., & Plano C. V. (2007). Designing and conducting mixed method research.

Thousand Oaks, CA; Sage.

Daniels, T., P. (2012). Economics and Ethics in Kelantan, Malaysia. Retrieved from https://news.hofstra.edu/2012/05/09/economics-and-ethics-in-kelantan- malaysia/

(32)

283

Liston, D., Borko, H. & Whitcomb, J. (2008). The Teacher Educator’s Role In Enhancing Teacher Quality. American Association of Colleges for Teacher Education. Journal of Teacher Education, Vol. 59, No. 2, March/April 2008, 111-116. dol:DOI: 10.1177/00224871083s15581 © 2008 by the.

Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8, (1), 1-44.

Darling-Hammond, L. (2006). Powerful teacher education: Lessons from exemplary programs. Josswy-Bass, John Wiley, San Francisco

Darling, J. and Walker, W. (2001). Effective conflict management, Use of the behavioural style model. Leadership & Organization Development Journal;

2001; 22, 5/6, 230-242.

Dart, B., Boulton-Lewis, G. (1998). Teaching and learning in higher education.

Australian Council for Educational Research. Camberwell, Vic.

Darulkautsar (2018). Irsyad al-hadith siri ke-217: itqan (tekun) dalam setiap pekerjaan.

Darulkautsar. net hadis online, Pemurnian, Keindahan Islam Retrieved from : http://www.Darulkautsar.Net

Day, C., Elliot, B. & Kington, A. (2005). Reform, standards and teacher identity:

Challenges of sustaining commitment. Teaching and Teacher Education, Volume 21, Issue 5, 563-577

Day, C. and Sammons, P. (2014). Successful school leadership. Duke Street, Reading, Berkshire. The University Of Nottingham Education Development Trust Highbridge House.

De Dreu, C. K., & Gelfand, M. J. (2008). Conflict in the workplace: Sources, functions, and dynamics across multiple levels of analysis. 5th Edition, Psychology Press, New York.

De Janasz, S.C, Dowd, K.O. & Schneider, B.Z. (2015). Interpersonal skill in organisations. McGraw-Hill Education, 2 Pann Plaza, New York.

Decker, P., Mayer, D., & Glazerman, S. (2004). The effects of teach for America on students: Findings from a national evaluation. Institute for Research on Poverty, Discussion Paper no. 1285-04, 1-51.

Department of International Trade, Shinri University, (1992). Research on Conflict Management in Higher Education. Journal of the Far East, Volume 20, Issue 3, 555-564.

Deutsch, M., Coleman, P. T. & Marcus, E. C. (2006). The handbook of conflict resolution: Theory and practice. 2nd Edition. San Francisco: Jossey-Bass, A Wiley Imprint.

(33)

284

Dial, J. C. ( 2008). The effect of teacher experience and teacher degree levels on student achievement in mathematics and communication arts. (Unpublished Doctoral diserrtation). Baker University. Kansas, USA

Dincyurek, S. & Civelek A. H., (2008). The determination of the conflict resolution strategies of University Students that they use when they have conflicts with people. The Behavior Analyst Today, Volume 9, Issue 9.3 & 9.4, 215-233 Ding, C. & Sherman, H. (2006). Teaching effectiveness and student achievement:

Examining the relationship. Educational Research Quarterly, 29, (4), 39- 49.

Dossett, D., & Munoz, M. A. (2003). Classroom accountability: A value-added methodology. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL, April 21-25, 2003, 2-34.

Dreeler, G. (2008). Human resource management. Upper Saddle River, N.J, Pearson / Prentice Hall

Dunkin, M. J. & Biddle, B. J. (1974). The study of teaching. New York: Holt, Rinehart and Winston, Inc.

Dunn, K. E. & Rakes, K. E. (2010). Producing caring qualified teachers: An exploration of the influence of pre-service teacher concerns on learner- centeredness. Teaching and Teacher Education, 26, 516–521.

Dzulfida A Razak, Muhammad Nasri Md. Hussain & Abdullah Abdul Ghani, (2020).

Ciri-ciri kepimpinan Islam, hubungannya terhadap komitmen organisas.

International Journal of Modern Trends in Business Research (IJMTBR), Volume, 3 Issues, 13, 1-15

Egel, E. & Louis Fry, L. W. (2016). Spiritual Leadership as a Model for Islamic Leadership. American Society for Public Administration Public Integrity. 19, 77–95.

Eisenberger, R., Cummings, J., Armeli, S. & Lynch, P. (1997). Perceived organizational support, discreationary treatment, and job satisfaction. Journal of Applied Psychology 82, 812-820.

Eisenberger, R., Huntington, R., Hutchison, S. & Sowa, D. (1986). Perceived organizational support. Journal of Applied Psychology 71(3): 500-507 Elliott, J & Stephen D. C. (1997). Leadership. New Delhi, India Beacon Books

Retrieved from www.stargate-consultants.ca/sampbibl/ch39.htm

Elsayed Ragab Farag Elhoshi, Rahimah Embong, Nashaat Bioumy, Nur Anis Abdullah

& Mohamad Arif Awang Nawi, (2017). The Role of Teachers in infusing Islamic Values and Ethics. International Journal of Academic Research in Business and Social Sciences 2017, Vol. 7, No. 5, 426-436.

(34)

285

Enida Daud, (2019). Faktor-Faktor Dalaman Yang Mempengaruhi Niat Individu Untuk Mengamalkan Rasuah Di Kalangan Penjawat Awam Pihak Berkuasa Tempatan. Jurnal Kemanusiaan 7:2 (2019), 6–19. Azman Hashim International Business School, UTM Johor Bahru.

Erni Yuvitasari (2018). The improvement of in islamic leadership towards teacher performance with competency-based and quality of work life. International Journal of Islamic Business Ethics, Vol 3, No. 2, 458-472.

dol:DOI:10.30659/ijibe.3.2.458-472.

ETS. (2004). Where we stand on the teacher quality: An issue paper from ETS. New Jersey. Princeston

Etzioni, A. (1960).Two approaches to organizational analysis: A critique and a suggestion. Administrative Science Quarterly, Vol. 5, No.2 (sept. 1960), 257-278.

Eysenck, M.W. (2001). Simply Psychology. United Kingdom, Psychology Press.

Fairholm G.W. (2001). Mastering inner leadership. Westport, CT: Quorum Books Faisal Alshehri, Marianna Fotaki & Saleema Kauser, (2020).The Efects of Spirituality

and Religiosity on the Ethical Judgment in Organizations, Journal of Business Ethics. Retrieved from : https://doi.org/10.1007/s10551-020- 04614-1.

Farr, S. (2010). Teaching as leadership: The highly effective teacher's guide to closing the achievement gap. San Francisco: Jossey-Bass

Fatma Çobanoğlu & Zeynep Ayvaz-Tuncel, (2018). Teacher Induction Program: First Experience in Turkey. International Education Studies; Vol. 11, No. 6;

2018, 99-108. Published by Canadian Center of Science and Education.

Fazilah Idris, Zaharah Hassan, Azizah Ya’acob, Saran Kaur Gill & Noor Aziah Mohd Awal (2012). The Role Of Education In Shaping Youth’s National Identity.

UKM Teaching and Learning Congress 2011. Procedia - Social and Behavioral Sciences 59 ( 2012 ), 443 – 450

Foo Say Fooi (2003). Pengurusan dan kepemimpinan pendidikan: Satu langkah kehadapan. Penerbit Universiti Putra Malaysia, Serdang

Fraser, B. J., & Walberg, H. J. (2005). Research on teacher-student relationship and Learning Environments: Context, Retrospect and Prospect. Chapter 7.

International Journal of Educational Research, vol. 43 n1-2, 103-109.

Friedman, R.A., Tidd, S.T., Currall, S.C. & Tsai, J.C. (2000), "What Goes Around Comes Around: The Impact Of Personal Conflict Style On Work Conflict And Stress", International Journal of Conflict Management, Vol. 11 No. 1, 32-55

(35)

286

Galdwell, L. L., & Darling, N. (1999). Leisure context, parental control, and resistance to peer pressure as predictors of adolescent partying and substance use. An ecological perspective. Journal of Leisure Research, 31, 57-77.

Garrett, T. (2008). Student-Centered and Teacher-Centered Classroom Management: A Case Study of Three Elementary Teachers. Journal of Classroom Interaction, vol 43.1, 34 – 47

Ghazali Darusalam, (2013). Pembangunan Model Petaksiran Jasmani, Emosi, Rohani, Intelek (Jeri) Di Institut Pengajian Tinggi Awam Malaysia. Assessment In Higher Education, Filoshopy Of Eduction, Psychological and Eductional Testinng, Educational Testing and Measurement, page 2, University of Malaya.

Gibson, S. & Dembo, M. H. (1984). Teacher Efficacy: A Construct Validation. Jurnal of Educational Psyhology 76(4) 569-582.

Glasman, N. S. (1984). Student achievement and the school principal. Educational Evaluation and Policy Analysis,6 (3), 283-296.

Gluckman, M. (1956). Customs and Conflict in Africa. Basil Blackwell publisher Limited

Goldhaber D. D. & Brewer, J. D (1996). Evaluating the Effect of Teacher Degree Level on Educational Performance. Reports Evaluative/Feasibility (142), Economics of Education Review 197-210. Retrieved from https://files.eric.ed.gov/fulltext/ED406400.pdf

Goleman, D. (1995). Emotional Intelligence: Why it can matter more than IQ. New York, Bantam Books

Ciuladiene, G. & Kairiene, B. (2017). The Resolution of Conflict between Teacher and Student: Studentsí Narratives. Journal Of Teacher Education For

Sustainability. Volume 19 Issue 2, (2017), 107-120.

Greenfield, W. D. (1985). The moral socialization of school administrators: Informal role learning outcomes. Educational Administration Quarterly, 21(4), 99- 119.

Greenleaf, R. K. (2002). Servant- leadership: A journey into the nature of legitimate power and greatness (L.C. Spears, Ed.). 25th Anniversary Edition. New York, Paulist Press.

Gross M.A & Guerrero, L.K .(2000). Managing conflict appropriately and effectively:

An application of the competence model to Rahim's organizational conflict styles. The International Journal of conflict management 11(3), 200-226.

Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. New York, Teachers College Press.

(36)

287

Grubb, W. N. (2002). Who Am I: The Inadequacy of Career Information in The Information Age. U.S.A, Berkeley.

Gulliver, P. H. (1963). Social Control in African Society: A Study of the Arusha:

Agricultural Masai of Northern Tanganyika. London, Rutledge and Kegan Paul

Guskey, T. R. (1987). Context Variables That Affect Measures of Teacher Efficacy.

Journal of Education Research 811(4), 41-52.

H. Timperley, A. Wilson, H. Barrar & I. Fung (2007). Teacher Professional Learning and Development: Best Evidence Synthesis Iteration Wellington. Teacher Professional Learning and Development Ministry of Education, New Zealand.

Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W.C. (1998). Multivariate Data Analysis. New Jersey: Prentice-Hall.

Hair, J. F., Money, A. L., Samouel, P. & Page, M. (2007). Research Methods for Business. John Willy & Sons, Ltd.

Hair, J.F., Hult, G.T.M., Ringle, C.M., Sarstedt, M. (2013). A Primer on partial least squares structural equation modeling (PLS-SEM). Sage, Thousand Oaks Hallinger, P., & Murphy, J. (1987). Assessing and developing principal instructional

leadership. Educational leadership, 45(1), 54-61.

Halstead, J. M. (1995). Towards a Unified View of Islamic Education. Islam and Christian Muslim Relations 6 (1), 25-43

Hamat, (2002). Peranan akidah dalam perancangan pembangunan umah: Satu analisis dalam konteks masyarakat kini. Jurnal Usuludin Bil. 16, 13-34, Seminar Pemikiran Dan Penghayatan Islam, Akademik Pengajian Islam Nilam Puri.

Hamidah Sulaiman, (2013). Hubungan Antara Kecerdasan Emosi Dengan Gaya Asuhan Ibu Bapa Dalam Kalangan Remaja Sekolah. (Tesis doktor falsafah yang tidak diterbitkan tidak diterbitkan). Universiti Malaya, Kuala Lumpur, Malaysia.

Hamidah Yusof, Muhamad Nursalam Al-Hafiz Osman & Mohd Asri Mohd Noor, (2016). School Culture and Its Relationship with Teacher Leadership.

International Journal of Academic Research in Business and Social Sciences 2016, Vol. 6, 272-286.

Hardy M. & Bryman, A. (2004). Handbook of Data Analysis. Washington, DC:

American Psychological Association

Hargreaves, D. H. (2011). System redesign for capacity building. Journal of Educational Administration, 49(6), 685-700.

(37)

288

Harris, D. N. & Sass, T. R. (2011). Teacher training, teacher quality and student achievement. Journal of Public Economics, 95, 798-812.

Hassan Langgulung, (1988). Pendidikan Islam Menghadapi Abad ke-21. Indonesia:

Pustaka Al-Husna.

Hassan Langgulung. (1997). Beberapa tinjauan dalam Pendidikan Islam. Kuala Lumpur: Pustaka Antara.

Hedge, T. (2000). Teaching and learning in the language classroom. Journal for English as a Second Language, 5, 3, 447-452.

Henkin, A. B. & Holliman, S.L. (2009) Urban teacher commitment: Exploring associations with organisational conflicts, support for innovation and participation. Urban Education 44(2), 160–180

Henning, M. (2003). Evaluation of the Conflict Resolution Questionnaire. (Unpublished master’s thesis). Auckland University of Technology, Australia.

Hernandez-Ramos, P. (2005). If Not Here, Where? Understanding Teachers Use of Technology in Silicon Valley Schools. Journal of Research on Technology in Education, 3(1), 39–64.

Hightower A. M., Delgado, R.C, Lloyd S. C, Wittenstein, R., Sellers, K. & Swanson, C.

B. (2011). Improving Student Learning By Supporting Quality Teaching:

Key Issues, Effective Strategies. Editorial Projects in Education, Inc. 6935 Arlington Road, Suite 100 Bethesda.

Hochwarter, W. A., Kacmar, C., Perrewe, P. L. & Johnson, D. (2003). Perceived organizational support as a mediator of relationship between politics perceptions and work outcomes. Journal of Vacational Behavior 63, 438- 456.

Hofstede, G., Neujin, B., Ohayv, D. & Sanders, G. (1990). Measuring organizational culture: A qualitative and quantitative study across twenty cases.

Administrative Science Quarterly, 35, 286 – 316.

Hoppey. D. & McLeskey, J. (2010). A Case Study of Principal Leadership in an Effective Inclusive School. The Journal of Special Education 46(4). 245–

256. dol:DOI: 10.1177/0022466910390507.

House, R. J. (1976). Theory of charismatic leadership, (In J. G. Hunt & L.L. Larson (edition.) Leadership Carbondale), Southern Illinois University Press, USA.

Hoy, W. K. & Miskel, C. G. (2013). Educational administration: Theory, research &

practice. New York: Random House.

Heron, J. (1999). The complete Facilitator’s Bookhand. First published 1999. kogan page, London.

Figure

Updating...

References

Related subjects :