Kesan Kepimpinan Instruksional ke atas Komitmen Organisasi Guru di Sarawak: Kepengikutan sebagai Mediator
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UNIVERSITI MALAYSIA SARAWAK
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Educational success is strongly influenced by the level of teachers’ organizational commitment. However, the role of instructional leadership in shaping this commitment has not been fully understood. Inconsistencies in previous findings highlight the need for further investigation particularly in the context of Sarawak, which faces unique geographical, infrastructural and socio-cultural challenges. Therefore, this study aims to examine the effect of instructional leadership on teachers’ organizational commitment, with a particular focus on the mediating role of followership. The research design of this study is a quantitative correlational study involving 894 primary school teachers selected through cluster sampling. Data were collected using an online questionnaire administered via Google Forms. The Principal Instructional Management Rating Scale (PIMRS) developed by Philip Hallinger (2013) was used to measure principals’ instructional leadership practices. The Revised Kelly Followership Questionnaire (KFQ-R) by Kevin et al. (2019) and the revised Three- Component Model Employee Commitment Survey (TCM-ECS) developed by Meyer and Allen (2004) were employed to measure teachers’ followership and organizational commitment. The data were analyzed using the Statistical Package for Social Science (SPSS) and Partial Least Squares Structural Equation Modelling (PLS-SEM) to assess reliability, validity and the relationships among variables. The findings indicate that instructional leadership has a positive and significant relationship with teachers’ organizational commitment with followership serving as a significant mediator in this relationship. This study strengthens the application of Bandura’s Social Learning Theory in educational leadership and provides new empirical evidence within the context of primary schools in vii Sarawak. The findings also offer practical implications for school leaders and policymakers in designing effective instructional leadership and followership programs to enhance teachers’ organizational commitment.