NOVICE HEADMASTERS’ SELF EFFICACY AND ITS RELATIONSHIP WITH TEACHERS’ ORGANISATIONAL COMMITMENT
A school leader with high efficacy can inspire teachers to be more committed to their school. Many past studies have focused on teachers’ self-efficacy, but there is not much research on the self-efficacy of the organisation’s leaders, especially novice leaders. On the other hand, past studies on teachers’ organisational commitments have shown inconsistent findings. Therefore, this study aims to identify the relationship between novice headmasters’ self-efficacy and the teacher’s organisational commitment. This quantitative survey was conducted as a pilot study at a primary school in the Melaka Tengah district. A total of 32 teachers were selected as the study’s respondents, and the questionnaire was adapted from two questionnaires, namely the Principals’ Sense of Efficacy Scale (PSES) by Tschannen-Moran and Garies (2004) and Saat’s (2016) Organisation Commitment Scale by Allen dan Meyer (1991). The data were analysed using the Statistical Package for Social Science (SPSS) software, and the findings showed that both novice headmasters’ self-efficacy and teachers’ organisational commitment are at a high level. However, the study found no significant relationship between novice headmasters’ self-efficacy and teachers’ organisational commitment. In conclusion, novice headmasters’ self-efficacy does not influence teachers’ organisational commitment. This study’s findings can contribute to the literature on self-efficacy and organisational commitment and can be used in planning National Professional Qualification for Educational Leaders (NPQEL) programme conducted at Aminudin Baki Institute (IAB) to train novice headmasters.
Keywords: self-efficacy, novice headmasters, organisational commitment
