FAKTOR- FAKTOR YANG MEMPENGARUHI EFIKASI- KENDIRI GURU SEKOLAH MENENGAH DI MALAYSIA DALAM PELAKSANAAN PENDIDIKAN ALAM SEKITAR (FACTORS INFLUENCING SELF-EFFICACY OF MALAYSIAN SECONDARY SCHOOL TEACHERS IN IMPLEMENTING ENVIRONMENTAL EDUCATION)

Matlamat kajian ini adalah untuk mengenal pasti faktor-faktor yang mempengaruhi kemampuan guru atau efikasi-kendiri guru dalam melaksanakan Pendidikan Alam Sekitar di sekolah. Faktor-faktor yang telah dikenal pasti ialah sikap dan kesedaran guru terhadap alam sekitar serta persepsi guru terhadap amalan kepemimpinan instruksional pengetua. Kajian ini melibatkan 300 orang guru dari 30 buah sekolah menengah harian di negeri Perlis yang mewakili Zon Utara, Selangor yang mewakili Zon Tengah, Pahang yang mewakili Zon Timur, Melaka yang mewakili Zon Selatan dan Sarawak yang mewakili Malaysia Timur. Namun demikian, analisis kajian telah dilakukan ke atas 263 responden (87.7%) daripada 283 borang soal selidik yang berjaya dikumpulkan. Statistik deskriptif (min, sisihan piawai, frekuensi dan peratusan) dan statistik inferensi (Regresi Linear Berganda kaedah langkah demi langkah) telah digunakan untuk menganalisis data dan membentangkan dapatan kajian. Secara keseluruhannya, dapatan kajian menunjukkan bahawa tahap efikasi-kendiri guru dalam pelaksanaan Pendidikan Alam Sekitar adalah sederhana (M = 3.53, SD = .30). Menurut persepsi guru, tahap amalan kepemimpinan instruksional pengetua (M = 3.36, SD = .77) adalah sederhana dan kesedaran guru terhadap alam sekitar (M = 3.60, SD = .58) juga pada tahap sederhana. Namun, sikap guru terhadap alam sekitar adalah baik dan positif (M = 4.22, SD = .42). Hasil kajian telah menunjukkan bahawa faktor-faktor yang mempengaruhi efikasi-kendiri guru dalam pelaksanaan Pendidikan Alam Sekitar ialah kesedaran guru terhadap alam sekitar (β = .323, p = .000), persepsi guru terhadap amalan kepemimpinan instruksional pengetua bagi Dimensi Pemupukan Iklim Pengajaran dan Pembelajaran Pendidikan Alam Sekitar (β = .298, p = .001), sikap guru terhadap alam sekitar (β = .234, p = .000) dan persepsi guru terhadap amalan kepemimpinan instruksional pengetua bagi Dimensi Pengurusan Program Pengajaran dan Program Alam Sekitar (β = –.219, p = .012). Faktor-faktor ini menerangkan 34.4% varians efikasikendiri guru. Berdasarkan dapatan kajian, beberapa cadangan kepada pihak sekolah dan Kementerian Pelajaran telah dikemukakan. The aim of this study was to identify the factors that influence teacher's selfefficacy in Environmental Education in schools. The factors that have been identified are teachers' attitudes and awareness towards the environment and teachers' perception towards school principal's instructional leadership practices. The study involved 300 teachers from 30 secondary schools in Perlis represent North Zone, Selangor represent Central Zone, Pahang represent East Zone, Malacca representing South Zone and Sarawak represents East Malaysia. However, analysis of the study involves 263 respondents (87.7%) from 283 questionnaires collected. Descriptive statistics (mean, standard deviation, frequency and percentage) and inferential statistics (Multiple Linear Regression stepwise method) were used to analyse the data and present the findings. Overall, the results showed that the level of teacher self-efficacy in implementation of Environmental Education is moderate (M = 3.53, SD = .30). According to the perceptions of teachers, principals instructional leadership practices (M = 3:36, SD = .77) was moderate and teacher awareness towards the environment (M = 3.60, SD = .58) was also moderate. However, the attitude towards the environment is good and positive (M = 4.22, SD = .42). The result indicates that the factors that influence teachers self-efficacy in implementation of Environmental Education is the teacher environmental awareness (β = .323, p = .000), teachers' perception towards principals instructional leadership practices for Dimensions of Climate Fostering Teaching and Education Learning Environment (β = .298, p = .001), attitude towards the environment (β = .234, p = .000) and teachers' perception towards principals instructional leadership practices to Dimensions of Teaching and Management Environment Programme (β = –.219, p = .012). These factors explain 34.4% variance of teacher self-efficacy. Based on the findings, some suggestions to the school and the Ministry of Education were presented.