EFIKASI KENDIRI GURU SEBAGAI MEDIATOR TERHADAP HUBUNGAN ANTARA IKLIM SEKOLAH DAN KOMITMEN GURU
The Ministry of Education Malaysia aims to develop an educational system that is capable in improving achievement and innovation. This goal requires high commitment and precision from all parties, especially teachers that play the main role in educational institutions. Thus, a positive school climate will produce high-quality human capital, while self-efficacy acts as a driving force to pursue the goals. The effectiveness of these two elements enhances the commitment of teachers in order to ensure the success of educational institutions. This study was developed to examine the relationship between school climate and teacher commitment, as well as the indirect relationship through self-efficacy as a mediator construct. Teachers were selected randomly from 18 high-achievement secondary schools in Kelantan, with a total of 360 respondents. A cross-sectional survey method was applied to collect data. The questionnaire consisted of 44 items. The IBM SPSS software was used to analyze the correlation and regression tests. The Pearson correlation analysis confirmed positive and significant relationships between the three variables, namely the weak correlation for school climate and commitment (r=.24, p<.01), as well as between school climate and self-efficacy (r=.23, p<.01). In contrast, the correlation was high between selfefficacy and commitment (r=.85, p<.01). Regression analysis for the effect of school climate on teacher commitment showed that R2=.06, p<.01 was significant. The beta value showed that the school’s climate contributed β=.24 (24%), significantly affecting commitment. Multiple regression analysis of school climate and self-efficacy on teacher commitment confirmed that R2=.72, p<.01 was significant. However, beta values showed that school climate contribution decreased to 0.05 (5%) and did not significantly affect commitment as the self-efficacy predictor was included in the regression model. The beta value showed that self-efficacy contributed 0.84 (84%), significantly influencing commitment and acting as a full mediator variable for school climate and teachers’ commitment. The finding of this study proposes significant school climate relationships to enhance teachers’ self-efficacy and commitment. This study also contributes significantly to the theory and the extension of knowledge by explaining the role of school climate in enhancing teachers’ commitment, as well as highlighting the mediator role of self-efficacy that has a significant effect on teacher commitment as well. Therefore, the school administrators should provide a better, condusive school climate to encourage higher self-efficacy among teachers, through self-confidence in group guidance, student assignments, innovative education and attitude towards homework. As a result, teachers could have more opportunity to develop their commitment to schools.