Pengaruh Kepimpinan Servan Pengetua, Tingkah Laku Pemupukan Kreativiti, dan Kesediaan Guru Terhadap Pengurusan Bilik Darjah Abad ke-21

Kotter, J. P., & Cohen, D. S. 2012. The hearts of change: Real-life stories of how
people change their organizations. Boston: Harvard Business School Press.

Kounin, J. S. 1970. Discipline and Group Management in Classroom. New York: Holt,
Rinehart and Wilson.

Krejcie, R. V., & Morgan, D. W. 1970. Determining Sampel Size for Research Activities.
Educational & Psychological Measurement. 30, 607-610.

Kunter, M., Frenzel, A., Nagy, G., Jürgen, B., & Pekrun, R. 2011. Teacher Enthusiasm:
Dimensionality and Context Specificity. Contemporary Educational
Psychology. 36, 289-301.

Kurniawan, J. E., Suhariadi, F., & Hadi, C. 2017. The Impact of School Corporate
Cultures on Teachers Entrepreneurial Orientation. The Mediating Role of
Readiness for Change. Expert Journal of Business and Management. 5(1),
22-31.

Kuzborska, I. 2011. Links Between Teachers’ Beliefs and Practices and Research on
Reading. Reading in a Foreign Language. 23, 102-128.

Kwahk, K. -Y., & Kim, H. -W. 2008. Managing Readiness in Enterprise Systems-Driven
Organizational Change. Behaviour & Information Technology. 27(1), 79–87.

Kwahk, K. -Y., & Lee, J. -N. 2008. The Role of Readiness for Change in ERP
Implementation: Theoretical Bases and Empirical Validation. Information &
Management. 45(7), 474–481.

Kwok, A. H. 2016. Managing Urban Classrooms: Exploring Beginning Teachers’
Beliefs, Actions, and Influences of Classroom Management. Doctoral
Dissertation. Michigan, United States: The University of Michigan.

Laine, S., Lasagna, M., & Behrstock-Sherratt, E. 2011. Improving Teacher Quality: A
Guide For Education Leaders. San Francisco: CA: Jossey-Bass.

Laman Web Rasmi Kementerian Pendidikan Malaysia. 2016. Statistik: Data e-operasi
1 Jun 2016. Dipetik dari http://www.moe.gov.my/ pada 22 Disember 2016.

Lanctot, J. D., & Irving, J. A. 2010. Character and leadership: Situating servant
leadership in a proposed virtues framework. International Journal of
Leadership Studies. 6(1), 28–50.

Laub, J. A. 1999. Assessing the servant organization: Development of the
Organizational Leadership Assessment (OLA) Model. Dissertation Abstracts
International. 60(02): 308A (UMI No. 9921922).

Law, N., Lee, M. W., & Chan, A. 2010. Policy Impacts on Pedagogical Practice and
ICT Use: An Exploration of The Results from SITES 2006. Journal of
Computer Assisted Learning. 26, 465–477.

Lay, Y. F., Khoo, C. H., & Ley, C. M. 2016. Pengenalan Kepada Analisis Data Dengan
IBM SPSS STATISTICS 19 Dalam Penyelidikan Sains Sosial. Kota Kinabalu:
Penerbit Universiti Malaysia Sabah.

283

Lee, I. R., & Kemple, K. 2014. Preservice Teachers' Personality Traits and Engagement
in Creative Activities as Predictors of Their Support for Children's Creativity.
Creativity Research Journal. 26(1), 82-94.

Lee, J. H., & Lee, J. S. 2015. Structural Relationship Between Teacher's Creative
Teaching Behaviors and Motivational Factors. Korean Journal of Teacher
Education. 31(1), 181-202.

Lee, S. Y., Choe, D., & Kim, S. S. 2016. The Structural Relationships among Teacher
Creativity, Teaching Expertise and Creative Teaching Behaviors of Pre-
Service Elementary Teachers in Korea. International Journal of Software
Engineering and Its Applications. 10(11), 293-302.

Leedy, P. D., & Ormrod, J. E. 2005. Practical Research Planning and Design. 8th ed.
Upper Saddle River. New York. Prentice-Hall, Inc.

Leikin, R., Subotnik, R., Pitta-Pantazi, D., Singer, F. M., & Pelczer, I. 2013. Teachers'
Views on Creativity in Mathematics Education: An International Survey. ZDM.
45(2), 309–324.

Leithwood, K., & Seashore Louis, K. 2012. Linking Leadership to Student Learning.
San Francisco, CA: Jossey-Bass.

Levin, B. 2008. How to Change 5000 Schools: A Practical and Positive Approach for
Leading Change at Every Level. Cambridge, MA: Harvard Education Press.

Levin, R. I., & Rubin, D. S. 1998. Statistics for Management. 7th ed. New Jersey:
Prentice-Hall, Upper Saddle River.

Liden, R. C., Wayne, S. J., Liao, C., & Meuser, J. D. 2014. Servant leadership and
serving culture: Influence on individual and unit performance. Academy of
Management Journal. 57, 1434–1452.

Likert, R. 1932. A Technique for The Measurement of Attitudes. Archives of
Psychology. 22(140), 55.

Lin, S. F., Lin, C. L., & Lee, D. C. 2015. The Relationship Between Elementary School
Teachers' technology Readiness and Intention to Use Social Media Platforms
for Classroom Management. International Journal of Organizational
Innovation. 8(1), 48-63.

Liu, L., Jones, P., & Sadera, W. 2010. An Investigation on Experienced Teachers’
Knowledge and Perceptions of Instructional Theories and Practices.
Computers in The School. 27, 20-34.

Liu, S. H. 2011. Factors Related to Pedagogical Beliefs of Teachers and Technology
Integration. Computers & Education. 56(4), 1012-1022.

Loehlin, J. C., & Beaujean, A. A. 2016. Latent variable models: An introduction to
factor, path, and structural equation analysis. 6th ed. New York: Taylor &
Francis.

284

Lokman Mohd Tahir, Khadijah Daud, & Rozita Rahmat. 2011. Perkaitan Kepimpinan
Pengajaran Guru Besar dengan Kepercayaan dan Komitmen Guru. Dipetik
dari http//www.medc.com.my/medc/journals/volume9/lokman.pdf. pada 18
Januari 2017.

Loogma, K., Kruusvall, J., & Umarik, M. 2012. E-learning as innovation: Exploring
innovativeness of the VET teachers’ community in Estonia. Computers &
Education. 58, 808–817.

Lopes, J., & Santos, M. 2013. Teachers’ Beliefs, Teachers’ Goals and Teachers’
Classroom Management: A Study with Primary Teachers. Revista de
Psicodidáctica/ Journal of Psychodidactics. 18, 5-24.

Lopes, J., Silva, E., Oliveira, C., Sass, D., & Martin, N. 2017. Teacher's Classroom
Management Behavior and Students' Classroom Misbehavior: A Study with
5th through 9th-Grade Students. Electronic Journal of Research in Education
Psychology. 15(43), 467- 490.

Lou, S., & Chen, N. 2012. Using Blended Creative Teaching: Improving A Teacher
Education Course on Designing Materials for Young Children. Australasian
Journal of Educational Technology. 28(5), 776–792.

Lowenfeld, V., & Brittain, W. L. 1987. Creative and Mental Growth. 6th ed. New York:
Macmillan Publishing Co.

Lyons, J. B., Swindler, S. D., & Offner, A. 2009. The Impact of Leadership on Change
Readiness in The US Military. Journal of Change Management. 9, 459–475.

MacCallum, R. C., Browne, M. W., & Sugawara, H. M. 1996. Power Analysis and
Determination of Sample Size for Covariance Structure Modelling.
Psychological Methods. 1(2), 130-49.

MacCallum, R. C., Widaman, K. F., Zhang, S., & Hong, S. 1999. Sample Size in Factor
Analysis. Psychological Methods. 4, 84-99.

MacSuga-Gage, A. S., & Simonsen, B. 2015. Examining the Effects of Teacher-
Directed Opportunities to Respond on Student Outcomes: A Systematic
Review of The Literature. Education and Treatment of Children. 38, 211–244.

Madsen, S. R., John, C. R., & Miller, D. 2006. Influential Factors in Individual
Readiness for Change. Journal of Business & Management. 12(2), 93–110.

Maksic, S., & Pavlovic, J. 2011. Educational Researchers’ Personal Explicit Theories
on Creativity and Its Development: A Qualitative Study. High Ability Studies.
22(2), 219-231.

Mangal, S. K. 2013. Essentials of Educational Psychology. Delhi: Asoke Gosh
Publishers.

Manning, M. L., & Bucher, K. T. 2013. Classroom Management: Models, Applications,
and Cases. 3rd ed. Upper Saddle River, NJ: Pearson.

285

Marques, J. F. 2010. Awakened Leaders: Born or Made? Leadership & Organization
Development Journal. 31(4), 307-323.

Martin, N. K., & Sass, D. A. 2010. Construct validation of the Behavior and
Instructional Management Scale. Teaching and Teacher Education. 26,1124-
1135.

Martin, N. K., Sass, D. A., & Schmitt, T. A. 2012. Tests of Measurement and Structural
Invariance as a Theoretical Model Predicting a Teacher's Intent-To-Leave.
Teaching and Teacher Education. 28, 546-559.

Martin, N. K., Yin, Z., & Baldwin, B. 1998. Construct Validation of The Attitudes and
Beliefs on Classroom Control Inventory. Journal of Classroom Interaction.
33(2), 6-15.

Matsunaga, M. 2010. How to Factor Analyze Your Data Right: Do's, Don’ts, and How-
To's. International Journal of Psychological Research. 3(1), 97-110.

McGorry, S. Y. 2000. Measurement in a Cross-Cultural Environment: Survey
Translation Issues. Qualitative Market Research: An International Journal.
3(2), 74-81.

McIntosh, C. 2006. Rethinking Fit Assessment in Structural Equation Modelling: A
Commentary and Elaboration on Barrett (2007). Personality and Individual
Differences. 42(5), 859-67.

McKay, K., Kuntz, J. R., & Naswall, K. 2013. The Effect of Affective Commitment,
Communication and Participation on Resistance to Change: The Role of
Change Readiness. New Zealand Journal of Psychology. 42(2), 29-40.

McKeown, S., Stringer, M., & Cairns, E. 2015. Classroom Segregation: Where Do
Students Sit and How Is This Related to Group Relations? British Educational
Research Journal. 42(1), 40–55.

Md Rais, A. R., Ahmad, A. R., & Abd Hadi, N. A. 2015. Kompetensi Guru Terhadap
Aplikasi Teknologi Maklumat dan Komunikasi (TMK) dalam Pengajaran dan
Pembelajaran. 7th International Seminar on Regional Education. 79-89.

Mei Kin, T., Abdull Kareem, O., Nordin, M. S., & Wai Bing, K. 2017. Principal Change
Leadership Competencies and Teacher Attitudes Toward Change: The
Mediating Effects of Teacher Change Beliefs. International Journal of
Leadership in Education. 1-20.

Mendels, P. 2012. The Effective Principal. Journal of Staff Development. 33(1), 54-
58.

Messmann, G., & Mulder, R. H. 2011. Innovative work behaviour in vocational
colleges: Understanding how and why innovations are developed. Vocations
and Learning. 4, 63–84.

286

Meuter, M. L., Bitner, M. J., Ostrom, A. L., & Brown, S. W. 2005. Choosing Among
Alternative Service Delivery Modes: An Investigation of Customer Trial of
Self-Service Technologies. Journal of Marketing. 69, 61-83.

Miao, Q., Newman, A., Schwarz, G., & Xu, L. 2014. Servant Leadership, Trust, and
The Organizational Commitment of Public Sector Employees in China. Public
Administration. 92(3), 727-743.

Michael, L. A. H., Hou, S. -T., & Fan, H. -L. 2011. Creative Self-Efficacy and Innovative
Behavior in A Service Setting: Optimism as A Moderator. The Journal of
Creative Behavior. 45, 258–272.

Minty, R., & Pather, E. V. 2014. The Integration of ICTS in the Teaching and Learning
of Mathematical Literacy: A Study Conducted in Eight Schools in Gauteng,
South Africa. International Journal of Science, Commerce, and Humanities.
2, 47-60.

Mishra, P., & Kereluik, K. 2011. What 21st Century Learning? A Review and A
Synthesis. In Maddux, C. D., Koehler, M. J., Mishra, P., & Owens, C. (eds.).
Proceedings of Society for Information Technology & Teacher Education
International Conference 2011. Chesapeake, VA: AACE.

Mishra, P., & Koehler, M. J. 2006. Technological Pedagogical Content Knowledge: A
Framework for Teacher Knowledge. Teachers College Record. 108(6), 1017-
1054.

Moganashwari, K., & Parilah, M. S. 2013. Knowledge, Attitude and Use of ICT Among
ESL Teachers. Proceeding of the Global Summit on Education. 11-12 March
2013, Kuala Lumpur. Organized by WorldConferences.net.

Mohamad Abdullah. 1996. Memahami Statistik Sebagai Asas Pengurusan dan
Perdagangan: Pendekatan Kalkulator Saintifik. Kuala Lumpur: Dewan Bahasa
dan Pustaka.

Mohamad Mohsin Mohamad Said, & Nasruddin Yunos. 2010. Hubungan Kreativiti dan
Ilmu Pengetahuan. Bangi: Universiti Kebangsaan Malaysia.

Mohd Najib Ghafar. 2000. Penyelidikan Pendidikan. Skudai, Johor: Universiti
Teknologi Malaysia.

Mohd Salleh Lebar. 2000. Pentadbiran Pendidikan & Pendidikan di Malaysia. Selangor
Darul Ehsan: Addison Wesley Longman Malaysia Sdn. Bhd.

Mohd Yusof Abdullah. 2006. Pengaruh Motif, Sikap dan Latihan Perguruan Terhadap
Profesionalisme Keguruan di Kalangan Pelajar program Pendidikan IPTA.
Tesis Doktor Falsafah. Kota Kinabalu: Universiti Malaysia Sabah.

Mohd. Azhar Abd. Hamid. 2004. Kreativiti: Konsep Teori & Praktis. Skudai, Johor:
Universiti Teknologi Malaysia.

Mohd. Majid Konting. 2000. Kaedah Penyelidikan Pendidikan. Kuala Lumpur: Dewan
Bahasa dan Pustaka.

287

Moore, G. C., & Benbasat, I. 1991. Development of an Instrument to Measure the
Perceptions of Adopting an Information Technology Innovation. Information
Systems Research. 2(3), 192-222.

Moore, B., Biegel, D., & McMahon, T. 2011. Maladaptive Coping as A Mediator of
Family Stress. Journal of Social Work Practice in the Addictions. 11, 17–39.

Moore, K. D. 2014. Effective Instructional Strategies: From Theory to Practice.
California: Sage Publications.

Mourshed, M., Chinezi, C., & Barber, M. 2010. How the World’s Most Improved
Schools Systems Keep Getting Better. London, UK: McKinsey and Company.

Msila, V. 2015. Teacher Readiness and Information and Communications Technology
(ICT) Use in Classrooms: A South African Case Study. Creative
Education. 6(18), 1973-1981.

Muhamad Zaki Samsudin, Razali Hassan, Azman Hasan, & Mohd As’ed Shamsuddin.
2013. Amalan Kreativiti Guru Dalam Pengajaran Pendidikan Asas Vokasional
(PAV). Technology, Education, and Science International Conference
(TESIC). 20-21 November 2013. Universiti Teknologi Malaysia, Johor.

Mukesh Kumar, Salim Abdul Talib, & Ramayah, T. 2013. Business Research Methods.
New York: Oxford University Press.

Mulwa, A. S., & Kyalo, D. N. 2013. The Influence of Principals’, Teachers’ and
Students’ attitude on Readiness to Adopt e-Learning in Secondary Schools in
Kitui District, Kenya. European Scientific Journal. 9(5), 183-202.

Mumford, M. D. 2003. Where have we been, where are we going? Taking stock in
creativity research. Creativity Research Journal. 15(2/3), 107-120.

Munandar Utami. 2009. Perkembangan Kreativitas Anak Berbakat. Jakarta: Rineka
Cipta.

Mustafa, M. N. 2013. Professional Competency Differences Among High School
Teachers in Indonesia. International Education Studies. 6(9), 83-92.

Nasri, N., Vahid Dastjerdy, H., Eslami Rasekh, A., & Amirian, Z. 2017. Iranian EFL
Teachers’ Practices and Learner Autonomy: Do Gender, Educational Degree,
and Experience Matter? Innovation in Language Learning and
Teaching. 11(2), 146-158.

Neves, P. 2009. Readiness for Change: Contributions for Employee’s Level of
Individual Change and Turnover Intentions. Journal of Change Management.
9(2), 215–231.

Noh, N. M., Mustafa, H. M. A., & Ahmad, C. N. C. 2014. Predictive Relationship
Between Technology Acceptance Readiness and the Intention to Use
Malaysian Edu WebTV Among Library and Media Teachers. Procedia-Social
and Behavioral Sciences. 116, 144-148.

288

Noltemeyer, A. L., Ward, R. M., & Mcloughlin, C. 2015. Relationship Between School
Suspension and Student Outcomes: A Meta-Analysis. School Psychology
Review. 44, 224-240.

Norazah Mohd Suki, & Norbayah Mohd Suki. 2016. Structural Equation Modeling Using
Amos Software: Steps in Performing Mediating and Moderating Effects.
Tanjong Malim, Perak: Penerbit Universiti Pendidikan Sultan Idris.

Nuinda Alias, & Khadijah Daud. 2014. Coaching dan Mentoring Kepimpinan Pengetua
Cemerlang Terhadap Prestasi Pengurus Pertengahan Dalam Meningkatkan
Prestasi Cemerlang Sekolah. Proceedings of International Education
Postgraduate Seminar 2014. 23-24 December 2014. Universiti Teknologi
Malaysia, Johor Bahru, Johor, Malaysia. 241-259.

Olafson, L. J., & Schraw, G. 2006. Teachers' Beliefs and Practices Within and Across
Domains. International Journal of Educational Research. 45, 71-74.

Olawale, S. G., Adeniyi, E. O., & Olubela, O. I. 2010. Creativity Fostering Behaviour
as an Index of Productivity and Capacity Building Among Lecturers in
Selected Universities in Ogun and Oyo States. Educational Research and
Review. 5(5), 257-262.

Oliver, R, Wehby, J., & Daniel, J. 2011. Teacher Classroom Management Practices:
Effects on Disruptive or Aggressive Student Behavior. Campbell Systematic
Reviews. 2011(4), 1-55.

Oplatka, I. 2003. School Change and Self-Renewal: Some Reflections from Life Stories
of Women Principals. Journal of Educational Change. 4, 25–43.

Oral, G. 2006. Creativity of Turkish Prospective Teachers. Creativity Research Journal.
18, 65-73.

Oreg, S., & Berson, Y. 2011. Leadership and Employees’ Reactions to Change: The
Role of Leaders’ Personal Attributes and Transformational Leadership Style.
Personnel Psychology. 64, 627–659.

Oz, H. 2014. Teachers’ and Students’ Perceptions of Interactive Whiteboards in The
English as a Foreign Language Classroom. Turkish Online Journal of
Educational Technology. 13(3), 156-177.

Ozdemir, T. Y., Karakose, T., Uygun, H., & Yirci, R. 2016. Educational Employees'
Perceptions Regarding Changes in Educational Organizations. Revista de
Cercetare si Interventie Sociala. 53, 288-303.

Ozkal, N. 2014. Relationships Between Teachers' Creativity Fostering Behaviors and
Their Self-Efficacy Beliefs. Educational Research and Reviews. 9(18), 724-
733.

Ozyilmaz, A., & Cicek, S. S. 2015. How Does Servant Leadership Affect Employee
Attitudes, Behaviors, and Psychological Climates in A For-Profit
Organizational Context? Journal of Management & Organization. 21(3), 263-
290.

289

Pallant, J. 2013. SPSS Survival Manual: A Step by Step Guide to Data Analysis Using
IBM SPSS. 5th ed. England: Mc Graw-Hill.

Pane, D. M. 2010. Viewing Classroom Discipline as Negotiable Social Interaction: A
Communities of Practice Perspective. Teaching and Teacher Education. 26,
87-97.

Parasuraman, A. 2000. Technology Readiness Index (TRI): A Multiple-item Scale to
Measure Readiness to Embrace New Technologies. Journal of Service
Research. 2(4), 307-320.

Parris, D. L., & Peachey, J. W. 2013. A Systematic Literature Review of Servant
Leadership Theory in Organizational Contexts. Journal of Business
Ethics. 113(3), 377-393.

Partin, T. C., Robertson, R. E., Maggin, D. M., Oliver, R. M., & Wehby, J. H. 2010.
Using teacher praise and opportunities to respond to promote appropriate
student behavior. Preventing School Failure. 54, 172–178.

Patterson, K. 2003. Servant Leadership: A Theoretical Model. Doctoral Dissertation.
Virginia: Regent University.

Pejabat Pendidikan Daerah Muar. 2015. Garis Panduan Pelaksanaan Pembelajaran
Abad Ke-21. Muar, Johor: Pejabat Pendidikan Daerah Muar.

Peled, Y., Kali, Y., & Dori, Y. J. 2011. School Principals' Influence on Science Teachers'
Technology Implementation: A Retrospective Analysis. International Journal
of leadership in Education. 14(2), 229-245.

Pelfrey, R. 2011. Classroom Behaviors in Elementary School Teachers Identified as
Fostering Creativity. Doctoral Thesis. Kentucky, USA: Northern Kentucky
University.

Perikkou, A., Kokkinou, E., Panagiotakos, D. B., & Yannakoulia, M. 2015. Teachers’
Readiness to Implement Nutrition Education Programs: Beliefs, Attitudes,
and Barriers. Journal of Research in Childhood Education. 29(2), 202-211.

Peterson, S. J., Galvin, B. M., & Lange, D. 2012. CEO Servant Leadership: Exploring
Executive Characteristics and Firm Performance. Personnel Psychology.
65(3), 565–596.

Pianta, R. C., Hamre, B. K., & Allen, J. P. 2012. Teacher-student relationships and
engagement: Conceptualizing, measuring, and improving the capacity of
classroom interactions. In Christenson, S. L., Reschly, A. L., & Wylie, C.
(eds.). Handbook of Research on Student Engagement (pp. 365–386). New
York, NY: Springer.

Pisapa, L. 1994. Integrating Technology into Teaching and Learning. Singapore:
Prentice Hall.

290

Piwowar, V., Thiel, F., & Ophardt, D. 2013. Training Inservice Teachers’ Competencies
in Classroom Management. A Quasi-Experimental Study with Teachers of
Secondary Schools. Teaching and Teacher Education. 30, 1-12.

Polat, S., Kaya, S., & Akdag, M. 2013. Investigating Pre-Service Teachers' Beliefs
about Classroom Discipline. Educational Sciences: Theory and Practice.
13(2), 885-890.

Popham, J. 1990. Modern Educational Measurement: A Practitioner’s Perspective. 2nd
ed. New Jersey: Prentice Hall, Eaglewood Cliffs.

Postholm, M.B. 2013. Classroom Management: What Does Research Tell Us?
European Educational Research Journal. 12, 389-402.

Premuzic, T.C. 2012. Personality and Individual Differences. 2nd ed. United Kingdom:
BPS Blackwell.

Putman, S. M. 2012. Investigating Teacher Efficacy: Comparing Preservice and
Inservice Teachers with Different Levels of Experience. Action in Teacher
Education. 34(1), 26-40.

Pynoo, B., Devolder, P., Tondeur, J., van Braak, J., Duyck, W., & Duyck, P. 2011.
Predicting Secondary School Teachers’ Acceptance and Use of a Digital
Learning Environment: A Cross-Sectional Study. Computers in Human
Behavior. 27, 568–575.

Pynoo, B., Tondeur, J., van Braak, J., Duyck, W., Sijnave, B., & Duyck, P. 2012.
Teachers’ Acceptance and Use of an Educational Portal. Computers &
Education. 58, 1308–1317.

Rafferty, A. E., Jimmieson, N. L., & Armenakis, A. A. 2013. Change Readiness: A
Multilevel Review. Journal of Management. 39(1), 110-135.

Rafferty, A., & Simons, R. 2006. An Examination of The Antecedents of Readiness for
Fine-Tuning and Corporate Transformation Changes. Journal of Business &
Psychology. 20(3), 325–350.

Rahimi, M., & Asadollahi, F. 2012. On the Relationship Between Iranian EFL Teachers’
Classroom Management Orientations and Teaching Style. Procedia-Social
and Behavioral Sciences. 31, 49–55.

Ramlee Ismail, Jamal@ Nordin Yunus, & Hariri Kamis. 2011. Analisa Data dan
Pentafsiran: Dengan Menggunakan SPSS. Kuala-Lumpur: Titisan Ilham.

Reilly, R. C., Lilly, F., Bramwell, G., & Kronish, N. 2011. A Synthesis of Research
Concerning Creative Teachers in a Canadian Context. Teaching and Teacher
Education. 27(3), 533–542.

Relly Tasap. 2016. Amalan Kepimpinan Servan, Kompetensi Komunikasi, Dimensi
Personaliti Guru Besar dan Pengaruh Budaya Organisasi Sekolah Terhadap
Motivasi Guru. Tesis Doktor Falsafah. Kota Kinabalu, Sabah: Universiti
Malaysia Sabah.

291

Rice, J. K. 2010. The Impact of Teacher Experience: Examining the Evidence and
Policy Implications. Washington D. C.: The Urban Institute.

Richards, J. C. 1990. Conversationally Speaking: Approaches to the Teaching of
conversation. New York: Cambridge University Press.

Riddell, R. V., & Roisland, M. T. 2017. Change Readiness Factors Influencing
Employees’ Readiness for Change Within an Organisation: A Systematic
Review. Master Thesis. Kristiansand, Norway: University of Agder.

Riley, P., Lewis, R., & Wang, B. 2012. Investigating Teachers' Explanations for
Aggressive Classroom Discipline Strategies in China and Australia.
Educational Psychology. 32, 389-403.

Rinkevich, J. L. 2011. Creative Teaching: Why it Matters and Where to Begin. The
Clearing House: A Journal of Educational Strategies, Issues and Ideas. 84(5),
219–223.

Robbins, S. P., & Judge, T. A. 2013. Organizational Behavior. 15th ed. Edinburgh:
Pearson Education Inc.

Roberts, C. M. 2004. The Dissertation Journey: A Practical and Comprehensive Guide
to Planning, Writing, and Defending Your Dissertation. Thousand Oaks, CA:
Sage.

Robin, M., & Sendjaya, S. 2012. Leadership Behaviors, Employee Engagement, and
Workplace Behaviors: A Multi-Level Perspective. Paper presented at the 3rd
Global Servant Leadership Round Table, Melbourne, Australia, 21–22 June
2012.

Robinson, K. 2001. Unlocking creativity: A strategy for development. Belfast:
Department of Culture Arts and Leisure.

Robinson, K. 2011. Out of Our Minds: Learning to Be Creative. Oxford, England:
Capstone.

Rogers, J., & Mirra, N. 2014. It's About Time - Learning Time and Educational
Opportunity in California High Schools. Los Angeles, CA: UCLA IDEA.

Rosidah Abdullah Sani, & Abdul Rahim Hamdan. 2014. Ke Arah Pengurusan Kurikulum
Berkesan: Peranan Elemen Perancangan, Pengelolaan, Kepimpinan dan
Pengawalan. Proceedings of International Education Postgraduate Seminar
2014. 23-24 December 2014. Universiti Teknologi Malaysia, Johor Bahru,
Johor, Malaysia. 229-241.

Roslaili Anuar, & Wan Zamani Wan Zakaria. 2015. TPACK Dalam Pendidikan Seni
Visual: Satu Kajian Mengenai Kesediaan Pelajar Menggunakan E-
Pembelajaran Dalam Pembelajaran Pendidikan Seni Visual. Jurnal Seni dan
Pendidikan Seni. 3, 8-18.

292

Rosnaini, M., & Mohd Arif, H. I. 2010. Impact of Training and Experience in Using ICT
on In-Service Teachers’ Basic ICT Literacy. Malaysian Journal of Education
Technology. 10(2), 1-8.

Rubenstein, L. D., Ridgley, L. M., Callan, G. L., Karami, S., & Ehlinger, J. 2018. How
Teachers Perceive Factors That Influence Creativity Development: Applying
A Social Cognitive Theory Perspective. Teaching and Teacher Education. 70,
100-110.

Runco, M. A. 2007. Creativity Theories and Themes: Research, Development and
Practice. Amsterdam: Academic Press.

Rusly, F. H., Corner, J. L., & Sun, P. 2012. Positioning Change Readiness in Knowledge
Management Research. Journal of Knowledge Management. 16(2), 329-355.

Russell, R. F. 2001. The Role of Values in Servant Leadership. Leadership &
Organization Development Journal. 22(2), 76-84.

Sabitha Marican. 2005. Kaedah Penyelidikan Sains Sosial. Selangor: Pearson Malaysia
Sdn. Bhd.

Saeedi, M. 2016. EFL Teacher’s Attitudes and Beliefs Regarding Classroom
Management Style: The Case of Gender and Teaching Experiences. European
Journal of Education Studies. 2(1), 58-69.

Sahin-Sak, I.T., Sak, R., & Tezel-Sahin, F. 2016. Preschool Teachers’ Views About
Classroom Management Models. Early Years. 1-18.

Saleh Elzahiri. 2010. Impact of Principal's Leadership Style on Teacher Motivation.
Doctoral Dissertation. Arizona, United States: University of Phoenix.

Sang, G., Valcke, M., van Braak, J., Tondeur, J., & Zhu, C. 2011. Predicting ICT
Integration into Classroom Teaching in Chinese Primary Schools: Exploring
the Complex Interplay of Teachers Related Variables. Journal of Computer
Assisted Learning. 27(2), 160-172.

Sanitah Mohd Yusof, & Norsiwati Ibrahim. 2012. Kesediaan Guru Matematik Tahun
Satu Dalam Pelaksanaan Kurikulum Standard Sekolah Rendah Di Daerah
Kluang. Journal of Science and Mathematics Education. 6, 26-38.

Santhidran, S., Chandran, V. G. R., & Borromeo, J. 2013. Enabling Organizational
Change–Leadership, Commitment to Change and The Mediating Role of
Change Readiness. Journal of Business Economics and Management. 14(2),
348-363.

Santiago, D. A. 2012. A Study of The Relationship Between Middle School and High
School Teachers Instructional and Behavior Management Practices and
Demographic Variables. Doctoral Dissertation. Lynchburg, VA: Liberty
University.

293

Sass, D. A. 2011. Testing Measurement Invariance and Comparing Latent Factor
Means Within a Confirmatory Factor Analysis Framework. Journal of
Psychoeducational Assessment. 29(4), 347-363.

Sass, D. A., Lopez, J., Oliveira, C., & Martin, N. K. 2016. An Evaluation of The Behavior
and Instructional Management Scale's Psychometric Properties Using
Portuguese Teachers. Teaching and Teacher Education. 55, 279-290.

Sawyer, R. K. 2010. Learning for creativity. In Beghetto R. A. & Kaufman J. C. (Eds.).
Nurturing Creativity in The Classroom. pp. 172-190. Cambridge: Cambridge
University Press.

Sawyer, R. K. 2012. Explaining Creativity: The Science of Human Innovation. Oxford:
Oxford University Press.

Sawyer, R. K. 2015. How to Transform Schools to Foster Creativity. Teachers College
Record. 118(4), 1-23.

Sawyer, R. K. 2017. Teaching Creativity in Art and Design Studio Classes: A
Systematic Literature Review. Educational Research Review. 22, 99-113.

Schaubroeck, J., Lam, S. S. K., & Peng, A. C. 2011. Cognition-Based and Affect-Based
Trust as Mediators of Leader Behavior Influences on Team Performance.
Journal of Applied Psychology. 96(4), 863-871.

Scherer, R., Tondeur, J., & Siddiq, F. 2017. On the Quest for Validity: Testing the
Factor Structure and Measurement Invariance of the Technology-Dimensions
in the Technological, Pedagogical, and Content Knowledge (TPACK)
Model. Computers & Education. 112, 1-17.

Scherer, R., & Siddiq, F. 2015. Revisiting Teachers’ Computer Self-Efficacy: A
Differentiated View on Gender Differences. Computers in Human Behavior.
53, 48-57.

Schneider, S. K., & George, W. M. 2011. Servant leadership versus transformational
leadership in voluntary service organizations. Leadership & Organization
Development Journal. 32(1), 60–77.

Schrauth, M. A. 2014. Fostering Mathematical Creativity in the Middle Grades:
Pedagogical and Mathematical Practices. Doctoral Dissertation. Texas: Texas
State University.

Scott, T. M., Alter, P. J., & Hirn, R. G. 2011. An Examination of Typical Classroom
Context and Instruction for Students with and without Behavioral Disorders.
Education and Treatment of Children. 34, 619–641.

Scott-Bracey, P. 2011. An Examination of Soft Skills Listed in Texas Electronic Job
Posting and Undergraduate Business Information Systems Syllabi. Doctoral
Dissertation. Denton, Texas: University of North Texas.

294

Sebastian, J., & Allensworth, E. 2012. The Influence of Principal Leadership on
Classroom Instruction and Student Learning: A Study of Mediated Pathways
to Learning. Educational Administration Quarterly. 48(4), 626-663.

Sekaran, U., & Bougie, R. 2009. Research Methods for Business: A Skill Building
Approach. 5th ed. United Kingdom: John Wiley & Sons Ltd Publication.

Sellars, M. 2012. Teachers and Change: The Role of Reflective Practice. Procedia-
Social and Behavioral Sciences. 55, 461-469.

Sendjaya, S. 2015. Servant Leadership Research. In Personal and Organizational
Excellence through Servant Leadership. pp. 15-38. Springer International
Publishing.

Sendjaya, S., & Pekerti, A. 2010. Servant Leadership as Antecedent of Trust in
Organizations. Leadership & Organization Development Journal. 31(7), 643-
663.

Sentočnik, S., Sales, G. C., & Richardson, J. W. 2016. Educational Reform in Georgia:
Recommendations for Building Leadership Capacity as A Critical Success
Factor for Instructional Change. International Journal of Leadership in
Education. 1-18.

Serdar, R. A. 2015. Searching for Innovation, Creativity and 21st Century Skills: A Case
Study of a Suburban Elementary School District. Doctoral Dissertation.
Chicago, Illinois: National-Louis University.

Sergiovanni, T. J. 1996. Moral Leadership: Getting to the Heart of School
Improvement. San Francisco: Jossey Bass Inc. Publishers.

Shamsiah Sidek, & Azman Hasan. 2017. The Requirement of an ICT Standard
Competency for Teachers. Journal of Research in Technical and Vocational
Education. 1(1).

Shapley, K., Sheehan, D., Maloney, C., & Caranikas-Walker, F. 2010. Effects of
Technology Immersion on Teachers' Growth in Technology Competency,
Ideology, and Practices. Journal of Educational Computing Research. 42(1),
1-33.

Shaughnessy, J. J., Zechmeister, E. B., & Zechmeister, J. S. 2010. Research Methods
in Psychology. 8th ed. New York: McGraw-Hill.

Shi, Q., Zhang, S., & Lin, E. 2014. Relationships of New Teachers’ Beliefs and
Instructional Practices: Comparisons Across Four Countries. Action in
Teacher Education. 36(4), 322-341.

Shukri Ismail. 2016. Persepsi Terhadap Pengetahuan Teknologikal Pedagogi Isi
Kandungan Dalam Kalangan Guru Sains Sekolah Rendah di Kelantan. Tesis
Doktor Falsafah. Sintok, Kedah: Universiti Utara Malaysia.

Schulman, L. S. 1986. Those Who Understand: Knowledge Growth in
Teaching. Educational Researcher. 15(2), 4-14.

295

Sidek Mohd Noah. 2002. Reka Bentuk Penyelidikan: Falsafah, Teori dan Praktis.
Serdang, Selangor: Universiti Putra Malaysia.

Singh, T. K. R., & Chan, S. 2014. Teacher Readiness on ICT Integration in Teaching-
Learning: a Malaysian Case Study. International Journal of Asian Social
Science. 4(7), 874-885.

Siti Hajar Halili, & Suguneswary. 2016. Penerimaan Guru Terhadap Penggunaan
Teknologi Maklumat dan Komunikasi Berasaskan Model TAM Dalam
Pengajaran Mata Pelajaran Bahasa Tamil. Jurnal Kurikulum & Pengajaran
Asia Pasifik. 4(2), 31-41.

Sivri, H., & Balci, E. 2015. Pre-Service Teachers' Classroom Management Self-Efficacy
Beliefs. International Online Journal of Educational Sciences. 7(4), 37-50.

Sleeter, C. E., & Owuor, J. 2011. Research on The Impact of Teacher Preparation to
Teach Diverse Students: The Research We Have and The Research We
Need. Action in Teacher Education. 33(5-6), 524-536.

Snell, A. H. 2013. Creativity in Instrumental Music Education: A Survey of Winds and
Percussion Music Teachers In New York State. Doctoral Dissertation.
ProQuest Dissertations and Theses database. UMI No: 1318666608.

Soh, K. C. 2010. Indexing Creativity Fostering Teacher Behavior: A Preliminary
Validation Study. Journal of Creative Behavior. 34(2), 118-134.

Soh, K. C. 2015. Creativity Fostering Teacher Behaviour Around the World:
Annotations of Studies Using the CFTIndex. Cogent Education. 2, 1-18.

Spears, L. C. 1995. Servant Leadership and the Greenleaf Legacy. In Spears, L. C.
(ed.) Reflection on Leadership. New York: John Wiley & Sons, Inc.

Spears, L. C. 1998. Insight on Leadership: Survive, Stewardship, Spirit, and Servant
Leadership. Toronto: John Wiley & Sons, Inc.

Spears, L. C. 2002. Tracing the Past, Present, and Future of Servant Leadership. In
Spears, L.C. & Lawrence, M. (eds.). Focus on leadership: Servant leadership
for the twenty-first century. New York, NY: John Wiley & Sons, Inc.

Spears, L. C. 2010. Character and Servant Leadership: Ten Characteristics of
Effective, Caring Leaders. The Journal of Virtues & Leadership. 1(1), 25-30.

Spears, L. C., & Lawrence, M. 2004. Practicing Servant Leadership: Succeeding
Through Trust, Bravery and Forgiveness. San Francisco: Jossey-Bass.

Sternberg, R. J. 2010. Teaching for Creativity. In Beghetto, R., & Kaufman, C. (eds.).
Nurturing Creativity in The Classroom. pp. 394-414. Cambridge, London:
Cambridge Press.

Sternberg, R. J., & Lubart, T. I. 1995. Defying the Crowd: Cultivating Creativity in a
Culture of Conformity. New York: Free Press.

296

Steiger, J. H. 2007. Understanding the Limitations of Global Fit Assessment in
Structural Equation Modeling. Personality and Individual Differences. 42(5),
893-98.

Stogdill, R. M. 1974. Handbook of Leadership: A Survey of the Literature. New York:
Free Press.

Stone, A. G, Russell, R. F., & Patteron, K. 2004. Transformational Versus Servant
Leadership: A Difference in Leader Focus. Leadership Organisation
Development Journal. 25(4), 349-361.

Stone, D. L. 2015. Art Teachers' Beliefs About Creativity. Visual Arts Research. 41(2),
82-100.

Stoten, D. W. 2013. Servant Leadership in English Sixth Form Colleges: What Do
Teachers Tell Us? International Journal of Educational Management. 27(4),
377-386.

Straatmann, T., Kohnke, O., Hattrup, K., & Mueller, K. 2016. Assessing Employees’
Reactions to Organizational Change an Integrative Framework of Change-
Specific and Psychological Factors. The Journal of Applied Behavioral
Science. 52(3), 265–295.

Stronge, J. H., Ward, T. J., & Grant, L. W. 2011. What makes good teachers good? A
cross-case analysis of the connection between teacher effectiveness and
student achievement. Journal of Teacher Education. 62, 339–355.

Subramaniam, I. 2013. Teachers Perception on Their Readiness in Integrating Soft
Skills in The Teaching and Learning. OSR Journal of Research & Method in
Education. 2(5), 19-29.

Sukarmin. 2010. Hubungan Tingkah Laku Kepimpinan Pengajaran Guru Besar dengan
Keafiatan Sekolah, Komitmen Organisasi, Efikasi, dan Kepuasan Guru
Sekolah Rendah di Surakarta. Disertasi Doktor Falsafah. Sintok, Kedah:
Universiti Utara Malaysia.

Summak, M. S., Baglıbel, M., & Samancioglu, M. 2010. Technology Readiness of
Primary School Teachers: A Case Study in Turkey. Procedia-Social and
Behavioral Sciences. 2(2), 2671-2675.

Sun, P. Y. T. 2013. The Servant Identity: Influences on The Cognition and Behavior
of Servant Leaders. The Leadership Quarterly. 24(4), 544–557.

Sun, R. C. F. 2015. Teachers’ Experiences of Effective Strategies for Managing
Classroom Misbehavior in Hong Kong. Teaching and Teacher Education. 46,
94-103.

Sun, R. C. F., & Shek, D. T. L. 2012. Student Classroom Misbehavior: An Exploratory
Study Based on Teachers’ Perceptions. The Scientific World Journal. 2012,
1-8.

297

Sun, Y., Strobel, J., & Newby, T. J. 2017. The Impact of Student Teaching Experience
on Pre-Service Teachers’ Readiness for Technology Integration: A Mixed
Methods Study with Growth Curve Modeling. Educational Technology
Research and Development. 65(3), 597-629.

Suprayogi, M. N., Valcke, M., & Godwin, R. 2017. Teachers and Their Implementation
of Differentiated Instruction in The Classroom. Teaching and Teacher
Education. 67, 291-301.

Suriati Abdul Aziz. 2016. Model Konsep Persembahan Multimedia Bersepadu Bagi
Guru di Malaysia. Tesis Doktor Falsafah. Sintok, Kedah: Universiti Utara
Malaysia.

Svendsena, G. B., Johnsen, J. K., s-Sorensenc, L. A., & Vittersod, J. 2013. Personality
and Technology Acceptance: The Influence of Personality Factors on The
Core Constructs of The Technology Acceptance Model. Behaviour &
Information Technology. 32(4), 323–334.

Tabachnick, B. G., & Fidell, L. S. 2007. Using Multivariate Statistics. 5th ed. Boston:
Pearson Education.

Tai, M. K. 2013. Modelling of Principal Change Leadership Competencies and It’s
Relationship with Teacher Change Beliefs and Teacher Attitudes Toward
Change. Doctoral Dissertation. Tanjong Malim, Perak: Universiti Pendidikan
Sultan Idris.

Tai, M. K., Omar, A. K., Mohamad Sahari, N., & Khuan, W. B. 2015. Teacher Change
Beliefs: Validating a Scale with Structural Equation Modelling. School
Leadership and Management. 35, 266–299.

Tang Keow Ngang, & Nur Azri Chan Abdullah. 2015. Teacher Leadership and
Classroom Management Practice on Special Education with Learning
Disability. Procedia-Social and Behavioral Sciences. 205, 2-7.

Teo, T. 2010. The development, validation, and analysis of measurement invariance
of the technology acceptance measure for pre-service teachers (TAMPST).
Educational and Psychological Measurement. 70(6), 990-1006.

Teo, T. 2012. Examining the intention to use technology among pre-service teachers:
an integration of the Technology Acceptance Model and Theory of Planned
Behavior. Interactive Learning Environments. 20(1), 3-18.

Teo, T. 2014. Unpacking Teachers’ Acceptance of Technology: Tests of Measurement
Invariance and Latent Mean Differences. Computers & Education. 75, 127–
135.

Teo, T., Khlaisang, J., Thammetar, T., Ruangrit, N., Satiman, A., &
Sunphakitjumnong, K. 2014. A Survey of Pre-Service Teachers’ Acceptance
of Technology in Thailand. Asia Pacific Educational Review. 15, 609-616.

298

Tertemiz, N. I., & Okut, L. 2014. A Comparison of Preservice Teachers Beliefs on
Education and Classroom Management. Educational Research and
Reviews. 9(24), 1372-1380.

Thompson, A. D., & Mishra, P. 2007. Breaking news: TPCK becomes TPACK! Journal
of Computing in Teacher Education. 24(2), 38 & 64.

Thompson, R. L., Higgins, C. A., & Howell, J. M. 1991. Personal Computing: Toward
a Conceptual Model of Utilization. MIS Quarterly. 15(1), 124-143.

Thurlings, M., Evers, A.T., & Vermeulen, M. 2015. Toward a Model of Explaining
Teachers’ Innovative Behavior: A Literature Review. Review of Educational
Research. 85(3), 430-471.

Tian, M., Risku, M., & Collin, K. 2015. A Meta-Analysis of Distributed Leadership From
2002 To 2013. Theory Development, Empirical Evidence and Future
Research Focus. Educational Management, Administration, and Leadership.
44, 146–164.

Ticehurst, G. W., & Veal, A. J. 2000. Business Research Methods: A Managerial
Approach. New South Wales, Australia: Longman Pearson Education.

Toprak, M., & Summak, M. S. 2014. Involvement in Change and Commitment to
Change: A Study at Public Schools. International Journal of Social Sciences
& Education. 4(4), 953-968.

Torrance, E. P. 1961. Guiding Creative Talent. Englewood Cliffs, NJ: Prentice-Hall.
Torrance, E. P. 1968. Education and The Creative Potential. Minneapolis: University

of Minnesota Press.
Torrance, E. P. 1995. Why fly? A philosophy of creativity. Norwood, New Jersey: Ablex

Publishing.
Torrance, E. P. 1997. Torrance Test of Creative Thinking. Lexitgon, Massachusetts:

Personal Press, Ginn and Company.
Torrance, E. P., & Safter, H. T. 1990. The Incubation Model of Teaching. New York:

Bearly Limited.
Townsend, A. 2010. Leadership and Educational Networks. In Bush, T, Bell, L, and

Middlewood, D. (eds.). The Principles of Educational and Management.
London: Sage.
Trastek, V. F., Hamilton, N. W., & Niles, E. E. 2014. Leadership Models in Health
Care—A Case for Servant Leadership. In Mayo Clinic Proceedings (Vol. 89,
No. 3, pp. 374-381). Elsevier.
Tsouloupas, C. N., Carson, R. L., Matthews, R., Grawitch, M. J., & Barber, L. K. 2011.
Exploring the Association Between Teachers’ Perceived Student Misbehaviour
and Emotional Exhaustion: The Importance of Teacher Efficacy Beliefs and
Emotion Regulation. Educational Psychology. 30(2), 173-189.

299

Tummers, L., Steijn, B., & Bekkers, V. 2012. Explaining the Willingness of Public
Professionals to Implement Public Policies: Content, Context, and Personality
Characteristics. Public Administration. 90(3), 716–736.

Turner, M. B., Kitchenham, B., Brereton, P., Charters, S., & Budgen, D. 2010. Does
the Technology Acceptance Model Predict Actual Use? A Systematic
Literature Reviews. Information and Software Technology. 52, 463-479.

Turner, S. 2013. Teachers' and Pupils' Perceptions of Creativity Across Different Key
Stages. Research in Education. 89, 23–40.

Ucus, S., & Acar, I. H. 2018. The Association Between Teachers’ Innovativeness and
Teaching Approach: The Mediating Role of Creative Classroom
Behaviors. Social Behavior and Personality: An International Journal. 46(10),
1-16.

Udani, Z. A. S., & Lorenzo-Molo, C. F. 2013. When Servant Becomes Leader: The
Corazon C. Aquino Success Story as A Beacon for Business Leaders. Journal
of Business Ethics. 116(2), 373–391.

Unal, Z., & Unal, A. 2012. The Impact of Years of Teaching Experience on The
Classroom Management: Approaches of Elementary School Teachers.
International Journal of Instruction. 5(2), 41-60.

Vajargah, K. F., & Saadattlab, A. 2014. A Feasibility Study of Using ICT in Iranian
Secondary Schools: The Case of Tehran Province. Turkish Online Journal of
Educational Technology. 13(3), 1-11.

Vakola, M. 2013. Multilevel Readiness to Organizational Change: A Conceptual
Approach. Journal of Change Management. 13(1), 96-109.

Van Dalen, D. P. 1993. Memahami Penyelidikan Pendidikan (Terj. Abdul Fatah Abdul
Malik dan Mohd Majid Konting). Selangor: Universiti Pertanian Malaysia.

Van Dierendonck, D. 2011. Servant Leadership: A Review and Synthesis. Journal of
management. 37(4), 1228-1261.

van Dierendonck, D., Stam, D., Boersma, P., de Windt, N., & Alkema, J. 2013. Same
Difference? Exploring the Differential Mechanisms Linking Servant
Leadership and Transformational Leadership to Follower Outcomes. The
Leadership Quarterly. 25(3), 544–562.

Vandeleur, S., Ankiewicz, P. J., De Swardt, A. E., & Gross, E. J. 2001. Indicators of
Creativity in a Technology Class: A Case Study. South African Journal of
Education. 21(4), 268-273.

Venkatesh, V., & Davis, F. D. 2000. A Theoretical Extension of The Technology
Acceptance Model: Four Longitudinal Field Studies. Management
Science. 46(2), 186-204.

300

Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. 2003. User Acceptance of
Information Technology: Toward A Unified View. MIS Quarterly. 27(3), 425-
478.

von Fischer, P. E. 2017. The Relationship Between Teacher Perceptions of Principal
Servant Leadership Behavior and Teacher Job Satisfaction in South
Dakota. Doctoral Dissertation. Vermillion, South Dakota: University of South
Dakota.

Voogt, J., & Pareja-Roblin, N. 2012. Teaching and Learning in the 21st Century. A
Comparative Analysis of International Frameworks. Journal of Curriculum
Studies. 44, 299-321.

Voogt, J., Fisser, P., Pareja Roblin, N., Tondeur, J., & van Braak, J. 2013.
Technological Pedagogical Content Knowledge - A Review of The Literature.
Journal of Computer Assisted Learning. 29(2), 109-121.

Wagner, T. 2012. Creating Innovators: The Making of Young People Who Will Change
the World. New York: Simon & Schuster.

Wahyuni, D. U., Christiananta, B., & Eliyana, A. 2014. Influence of Organizational
Commitment, Transactional Leadership, and Servant Leadership to the Work
Motivation, Work Satisfaction and Work Performance of Teachers at Private
Senior High Schools in Surabaya. Educational Research International. 3(2),
82-96.

Wakefield, J. F. 1992. Creative Thinking: Problem Solving Skills and The Arts
Orientation. Norwood, New Jersey: Ablex.

Walumbwa, F. O., Hartnell, C. A., & Oke, A. 2010. Servant Leadership, Procedural
Justice Climate, Service Climate, Employee Attitudes, and Organizational
Citizenship Behavior: A Cross-Level Investigation. Journal of Applied
Psychology. 95(3), 517-529.

Wan Mohd Zahid Mohd Nordin. 1993. Wawasan Pendidikan: Agenda Pengisian. Kuala-
Lumpur: Nurin Enterprise.

Wanberg, C. R., & Banas, J. T. 2000. Predictors and Outcomes of Openness to
Changes in a Reorganizing Workplace. Journal of Applied Psychology. 85,
132–142.

Wang, H., Hall, N.C., & Rahimi, S. 2015. Self-Efficacy and Causal Attributions in
Teachers: Effects on Burnout, Job Satisfaction, Illness, and Quitting
Intentions. Teaching and Teacher Education. 47, 120-130.

Wang, M. J. 2014. The Current Practice of Integration of Information Communication
Technology to English Teaching and The Emotions Involved in Blended
Learning. Turkish Online Journal of Educational Technology. 13(3), 188-201.

Wastiau, P., Blamire, R., Kearney, C., Quittre, V., Van de Gaer, E., & Monseur, C.
2013. The Use of ICT in Education: a Survey of Schools in Europe. European
Journal of Education. 48, 11-27.

301

Washington, R. R., Sutton, C. D., & Sauser Jr, W. I. 2014. How Distinct Is Servant
Leadership Theory? Empirical Comparisons with Competing
Theories. Journal of Leadership, Accountability and Ethics. 11(1), 11.

Weiner, B. J. 2009. A Theory of Organizational Readiness for Change. Implementation
Science. 4, 67-75.

Weiner, B. J., Amick, H., & Lee, S. Y. 2008. Conceptualization and Measurement of
Organizational Readiness for Change: A Review of The Literature in Health
Services Research and Other Fields. Medical Care Research and Review.
65(4), 379–436.

Weinstein, C. S., Mignano, A. J., & Romano, M. E. 2011. Elementary Classroom
Management: Lessons from Research and Practice. New York: McGraw-Hill.

Westling, D. L. 2010. Teachers and Challenging Behavior: Knowledge, Views, and
Practices. Remedial and Special Education. 31, 48–63.

Weston, R., & Gore Jr. P. A. 2006. A Brief Guide to Structural Equation Modeling. The
Counseling Psychologist. 34(5), 719-751.

Wheaton, B., Muthen, B., Alwin, D. F., & Summers, G. F. 1977. Assessing Reliability
and Stability in Panel Models. Sociological Methodology. 8, 84-136.

Williford, A. P., Maier, M. F., Downer, J. T., Pianta, R. C., & Howes, C. 2013.
Understanding How Children’s Engagement and Teachers’ Interactions
Combine to Predict School Readiness. Journal of Applied Developmental
Psychology. 34, 299–309.

Wimmer, R. D., & Dominick, J. R. 1997. Mass Media Research. Belmont. California:
Wadsworth Publishing Company.

Winston, B. E., & Patterson, K. 2006. An Integrative Definition of Leadership.
International Journal of Leadership Studies. 1(2), 6-66.

Wolfgang, C. H. 1995. Solving Discipline Problems: Strategies for Classroom Teachers
3rd ed. Boston: Allyn and Bacon.

Wolfgang, C. H. 1996. The Three Faces of Discipline for the Elementary School
Teacher: Empowering the Teacher and Students. Boston, MA: Allyn and
Bacon.

Wolfgang, C. H., & Glickman, C. D. 1986. Solving Discipline Problems: Strategies for
Classroom Teachers. 2nd ed. Needham Heights, MA: Allyn & Bacon.

Wong, H., & Wong, R. 2009. The First Days of School: How to Be an Effective
Classroom Manager. Mountain View, CA: Harry K. Wong Publications.

Wong, H. K., & Rosemary, T. 2001. How to Be an Effective Teacher: The First Days
of School. Rev ed. Mountain View, CA: Harry K. Wong Publications.

302

Wood, J. A. J., & Winston, B. E. 2005. Toward a New Understanding of Leader
Accountability: Defining a Critical Construct. Journal of Leadership &
Organizational Studies. 11(3), 84-94.

Woolfolk, A. E. 2010. Educational Psychology: Active Learning Edition. Boston: Allyn
and Bacon Publishers.

Wubbels, T. 2011. An International Perspective on Classroom Management: What
Should Prospective Teachers Learn? Teaching Education. 22(2), 113-131.

Wyke, R. 2013. Teaching Creativity and Innovation in Higher Education. Doctoral
Dissertation. Philadelphia, PA: University of Pennsylvania.

Xu, L., Stewart, T., & Haber-Curran, P. 2015. Measurement Invariance of The Servant
Leadership Questionnaire Across K-12 Principal Gender. School Leadership &
Management. 35(2), 202-214.

Yeo, L., Ang, R., Chong, W., Huan, V., & Quek, C. 2008. Teacher Efficacy in Context
of Teaching Low Achieving Students. Current Psychology. 27, 92-204.

Yong, A. G., & Pearce, S. 2013. A Beginner’s Guide to Factor Analysis: Focusing on
Exploratory Factor Analysis. Tutorials in Quantitative Methods for
Psychology. 9(2), 79-94.

Yukl, G. 2006. Leadership in Organizations. 6th ed. Upper Saddle River, New Jersey:
Pearson Prentice Hall.

Zafir Mohd Makhbul, Mohd Hizam Hanafiah, & Fazilah Mohd Hasun. 2012. Pengurusan
Organisasi. Edisi Ke-2. Petaling Jaya: CENGAGE Learning.

Zaharuddin Idrus. 2001. Kecemerlangan Menerusi Kreativiti: Transformasi & Cabaran.
UTM Skudai: Penerbit UTM.

Zainudin Awang. 2012. Research Methodology and Data Analysis. 2nd ed. Shah Alam,
Malaysia: UiTM Press.

Zainudin Awang. 2014. A Handbook on Structural Equation Modeling (SEM) for
Academicians and Practitioners. Bangi, Malaysia: MPWS Publications.

Zainudin Awang, Lim Siew Hui, & Nur Fairuza Syahira Zainudin. 2018. Pendekatan
Mudah SEM: Structural Equation Modelling. Bandar Baru Bangi, Malaysia:
MPWS Publications.

Zaleha Ismail, & Nurul Liana Ahmad. 2011. Pengaruh Gaya Kognitif dan Kreativiti
Terhadap Penyelesaian Masalah Geometri di Kalangan Pelajar Tingkatan 4
Aliran Sains. Journal of Science and Mathematics Educational. 3, 46–66.

Zamperlin, F. U. 2012. The Role of Servant Leadership in Middle School Culture.
Doctoral Dissertation. New York: Fordham University.

Zayim, M., & Kondakci, Y. 2015. An Exploration of The Relationship Between
Readiness for Change and Organizational Trust in Turkish Public Schools.
Educational Management, Administration & Leadership. 43(4), 610–625.

303

Zbainos, D., & Anastasopoulou, A. 2012. Creativity in Greek Music Curricula and
Pedagogy: An Investigation of Greek Music Teachers' Perceptions. Creative
Education. 3(1), 55-60.

Zevenbergen, R. 2001. Peer Assessment of Student Constructed Posters: Assessment
Alternative in Preserve Mathematics Education. Journal of Mathematics
Teacher Education. 4(2), 95-113.

Zhang, Y., Lin, T. B., & Fong F. S. 2012. Servant Leadership: A Preferred Style of
School Leadership in Singapore. Chinese Management Studies. 6(2), 369-
383.

304

LAMPIRAN A

UNTUK DIISI OLEH GURU SAHAJA

UNIVERSITI MALAYSIA SABAH

FAKULTI PSIKOLOGI DAN PENDIDIKAN

BEG BERKUNCI 2073, 88999 KOTA KINABALU SABAH
TEL: 088-320351

SOAL SELIDIK

PENGARUH KEPIMPINAN SERVAN, TINGKAH LAKU PEMUPUKAN KREATIVITI, DAN
KESEDIAAN GURU TERHADAP PENGURUSAN BILIK DARJAH ABAD KE-21

Borang soal selidik ini bertujuan mendapatkan maklumat tentang Pengurusan Bilik
Darjah Abad Ke-21, Kepimpinan Servan Pengetua, Tingkah Laku Pemupukan
Kreativiti, dan Kesediaan Guru Sekolah Menengah Negeri Sabah yang digunakan untuk
kajian peringkat Doktor Falsafah (PhD).

Tuan/ puan dipilih menjadi responden borang soal selidik ini. Sila baca dengan TELITI dan
tandakan MAKLUM BALAS tuan/ puan bagi setiap pernyataan berdasarkan skala yang telah
ditentukan.

Sebarang pertanyaan berhubung borang soal selidik ini boleh diajukan kepada JAGGIL
APAK (Penyelidik) melalui talian 019-8624575 atau email [email protected]

Kerjasama tuan/ puan didahului dengan ucapan ribuan terima kasih.

MAKLUMAN

Soal selidik ini terbahagi kepada lima bahagian:

BAHAGIAN A : Maklumat Demografi
BAHAGIAN B : Amalan Kepimpinan Servan Pengetua
BAHAGIAN C : Tingkah Laku Pemupukan Kreativiti
BAHAGIAN D : Kesediaan Guru
BAHAGIAN E : Pengurusan Bilik Darjah Abad Ke-21

305

BAHAGIAN A: MAKLUMAT DEMOGRAFI
Arahan: Sila tandakan (√) pada ruang yang berkenaan.

1. Jantina : [ ] Lelaki [ ] Perempuan

2. Pengalaman Mengajar : [ ] Kurang 05 tahun
[ ] 05 – 15 tahun
[ ] Lebih 15 tahun

BAHAGIAN B: AMALAN KEPIMPINAN SERVAN PENGETUA

Arahan: Sila nilai amalan kepimpinan pengetua anda berdasarkan pernyataan dan skala

berikut dengan menandakan  pada ruangan yang disediakan.

    

SANGAT TIDAK SETUJU TIDAK SETUJU TIDAK PASTI SETUJU SANGAT SETUJU
(STS) (TS) (TP) (S) (SS)

Pernyataan

No STS
Item Pengetua saya….. TS
TP
S
SS

01HI mempercayai guru-guru. 

02 SP jelas akan petunjuk matlamat sekolah. 

03 SP mengetahui hala tuju sekolah pada masa hadapan. 

04 BK bekerjasama dalam satu pasukan. 

05 BK menghargai keupayaan individu yang berbeza. 

06 HI mengambil berat terhadap guru-guru. 

07 BK mempunyai hubungan yang baik dengan guru-guru. 

08 SP berpegang kepada amanah untuk mencapai matlamat tugas. 

09 HI menyedari keperluan guru-guru. 

10 BK berusaha untuk mengekalkan hubungan kerja yang positif. 

11 HI menerima setiap individu dengan seadanya. 

12 BI melihat konflik sebagai peluang untuk belajar. 

13 BK mengetahui cara bagaimana bergaul dengan individu lain. 

14 SP menghebahkan visi sekolah dengan jelas. 

15 LA bersedia untuk belajar dari individu di bawah seliaannya. 

16 BK berkolaborasi dengan guru-guru, bukannya terpisah daripada mereka. 

17 SP menyokong guru untuk membantu mereka mencapai matlamat peribadi.     

18 BI mewujudkan persekitaran yang menggalakkan pembelajaran. 

19LA bersedia menerima kritikan daripada individu lain. 

306

Pernyataan

No STS
Item Pengetua saya….. TS
TP
S
SS

20LA melakukan setiap perkara yang dinyatakannya. 
21LA mengakui kesilapan diri secara terbuka. 
23BK memudahkan pembangunan komuniti. 
24LA secara ikhlas menilai dirinya sebelum cuba menilai individu lain. 
25LA mengambil tindakan yang sesuai apabila diperlukan. 
26BI membangunkan potensi individu melalui galakan. 
27SP menghebahkan matlamat program sekolah dengan jelas. 
menyediakan khidmat nasihat dalam usaha meningkatkan
28BI profesionalisme individu. 
bertanggungjawab terhadap individu lain.
29LA meletakkan keperluan guru mengatasi keperluan dirinya sendiri. 
31HI menghargai setiap perkara yang guru lakukan. 
32HI terbuka untuk mendengar pandangan guru. 
33HI memberikan galakkan kepada guru. 
34BI 

BAHAGIAN C: TINGKAH LAKU PEMUPUKAN KREATIVITI

Arahan: Sila baca setiap pernyataan berikut dan tandakan  satu daripada lima pilihan bagi

menunjukkan kekerapan anda melakukannya berdasarkan skala yang diberi.

    

SANGAT JARANG JARANG KADANG-KADANG KERAP SANGAT KERAP
(SJ) (J) (KK) (K) (SK)

No Pernyataan SJ
Item J
KK
K
SK

01B Saya menggalakkan murid menunjukkan apa sahaja yang mereka telah 
dipelajari. 

02I Saya memberi peluang kepada murid berkongsi idea di dalam kelas.

03 M Saya bersemangat menekankan pengajaran tentang asas pengetahuan 
yang baik. 

04 T Apabila murid mempunyai idea, saya membuatkan mereka mencari 
maklumat lebih lanjut sebelum menyatakan pendirian. 

05F Saya menguji idea murid untuk meningkatkan pemikiran mereka.

06N Saya mahu murid menyemak hasil kerja sendiri tanpa menunggu
pembetulan saya.

07S Saya mengambil perhatian serius terhadap setiap cadangan murid.

08P Saya memberi peluang kepada murid mencuba perkara yang dipelajari
dalam pelbagai situasi.

09K Murid yang kecewa boleh berjumpa saya untuk sokongan emosi.

307

No Pernyataan SJ
Item J
KK
K
SK

10B Saya mengajar perkara asas, selanjutnya memberi ruang kepada murid 
mendapatkan jawapan kendiri. 

11I Murid saya berpeluang melakukan kerja berkumpulan dengan bebas. 

12M Saya bersemangat menekankan penguasaan ilmu pengetahuan murid. 

13 T Apabila murid mencadangkan sesuatu, saya menyusulinya dengan 
pertanyaan agar mereka berfikir lebih mendalam. 

14F Saya memberi kebebasan kepada murid bertanya soalan walaupun tidak 
relevan. 

15N Saya memberi peluang kepada murid berkongsi kelebihan mereka
dengan rakan lain. 

16 S Saya mendengar setiap soalan yang ditanya murid dengan teliti. 

17 P Saya menghargai keupayaan murid mengaplikasikan perkara yang 
dipelajari dalam situasi yang berbeza.

18 K Saya membantu murid yang gagal mendapatkan keyakinan semula. 

19 B Saya memastikan murid mencari jawapan setiap soalan yang diberi. 

20I Saya menggalakkan murid menyumbang kepada pembelajaran melalui
idea/ cadangan. 

21M Saya memaklumkan murid bahawa menjadi pengharapan saya agar 
mereka mempelajari pengetahuan asas dengan baik.

22T Saya tidak memberikan pandangan serta merta terhadap idea-idea yang
dikemukakan murid. 

24N Saya memaklumkan kepada murid untuk menilai kerja sendiri sebelum 
saya melakukannya.

25S Murid sedia maklum bahawa saya tidak menolak pertanyaan mereka
dengan mudah. 

29 I Saya menggalakkan murid mengemukakan cadangan di dalam kelas. 

30 M Beralih dari topik ke topik dengan pantas bukan keutamaan motivasi
saya di dalam kelas.

31T Saya mengulas idea murid setelah mereka menerokai sepenuhnya.

32F Saya menggalakkan murid meluangkan masa berfikir dengan cara
berbeza.

33N Dalam kelas saya, murid berpeluang menilai diri sendiri sama ada betul
atau salah.

34S Saya mendengar pertanyaan murid walaupun tidak praktikal.

35P Saya tidak kisah jika murid mencuba idea sendiri yang berbeza daripada
apa yang telah saya tunjukkan.

36K Saya mendorong murid yang mengalami kekecewaan untuk
menerimanya sebagai sebahagian dari proses pembelajaran.

37B Saya memberikan soalan secara terbuka untuk membolehkan murid
mencari jawapan sendiri.

38I Saya mengharapkan murid-murid saya dapat bekerja dalam kumpulan
secara koperatif.

39M Menghabiskan sukatan pelajaran bukan pendorong saya berbanding
memastikan murid mempelajari perkara asas dengan baik.

40T Saya menggalakkan murid melakukan sesuatu yang berlainan walaupun
mengambil lebih banyak masa.

41F Saya membenarkan murid melakukan sesuatu yang berbeza daripada
apa yang diarahkan kepada mereka.

308

No Pernyataan STS SJ
Item TS J
TP KK
42 N Saya mengizinkan murid menunjukkan hasil kerja sesama mereka SK
sebelum penghantaran. SS SK

43 S Saya mendengar soalan yang dikemukakan murid dengan sabar
walaupun tidak logik.

44 P Murid dibenarkan melangkaui apa-apa yang telah diajar kepada mereka
dalam subjek saya.

BAHAGIAN D: KESEDIAAN GURU

Arahan: Sila nyatakan tahap persetujuan anda dengan menandakan  pada pernyataan

berikut berdasarkan skala yang diberi.

    

SANGAT TIDAK TIDAK SETUJU TIDAK PASTI SETUJU SANGAT SETUJU
SETUJU (STS) (TS) (TP) (S) (SS)

No Pernyataan 
Item 
Catatan: Perubahan Ini adalah merujuk kepada Pembudayaan Bilik 
01PO Darjah Abad Ke-21 
02PO Organisasi akan mendapat faedah daripada perubahan ini.

03PO Perubahan ini akan meningkatkan kecekapan organisasi secara 
04PO menyeluruh. 
Perubahan ini akan memudahkan kerja saya. 
05PO 
Apabila perubahan ini dilaksanakan, saya percaya bahawa tiada manfaat
06PO yang akan saya peroleh. 
07PO Masa yang kita gunakan untuk perubahan ini sepatutnya digunakan
08PO untuk perkara lain yang lebih penting. 
09PO Pihak pentadbir menggalakkan semua guru menerima perubahan ini.

10PO Setiap pentadbir menekankan kepentingan perubahan ini.

11PO Pihak pentadbir menyokong penuh segala usaha di sebalik perubahan ini

12PO Saya tidak menghadapi sebarang masalah menyesuaikan diri dengan 
kerja yang akan saya lakukan apabila perubahan ini dilaksanakan. 
13PO Terdapat beberapa tugas diperlukan apabila berlaku perubahan ini, yang 
tidak mampu saya lakukan dengan baik.
14PO Saya mempunyai kemahiran yang diperlukan untuk melaksanakan
perubahan ini.
15PO Pengalaman lampau membuatkan saya yakin boleh melaksanakan
16PT perubahan ini dengan jayanya.
17PT Saya bimbang akan kehilangan status sekiranya perubahan ini
dilaksanakan.
Perubahan ini akan mengganggu banyak hubungan peribadi yang telah
saya jalinkan.
Perubahan ini akan menyebabkan masa depan kerja saya terhad.

Dengan teknologi, prestasi kerja saya akan meningkat.

Dengan teknologi, produktiviti saya akan meningkat.

309

No Pernyataan STS STS
Item Catatan: Perubahan Ini adalah merujuk kepada Pembudayaan Bilik TS TS
Darjah Abad Ke-21 TP TP
SS
18PT Dengan teknologi, keberkesanan saya akan meningkat. SS SS

19PT Teknologi merupakan alat berguna dalam kerja saya. 

20PT Teknologi memudahkan kerja yang ingin saya lakukan. 

21PT Teknologi adalah mudah untuk digunakan. 

22PT Interaksi saya dengan teknologi adalah jelas/ mudah difahami 

23PT Kakitangan khas tersedia ketika saya memerlukan bantuan menggunakan     
teknologi.

24PT Bimbingan khas disediakan ketika saya memerlukan bantuan 
menggunakan teknologi.

25PT Terdapat panduan khusus yang boleh membantu saya semasa 
menggunakan teknologi.

26PT Bekerja menggunakan teknologi adalah menyeronokkan. 

27PT Saya suka menggunakan teknologi. 

28PT Saya mengharapkan semua aspek tugas memerlukan saya untuk 
menggunakan teknologi.

BAHAGIAN E: PENGURUSAN BILIK DARJAH ABAD KE-21

Arahan: Bagi setiap pernyataan di bawah, sila tandakan  maklum balas terbaik

menerangkan pengurusan anda di dalam bilik darjah dalam konteks abad ke-21
berdasarkan skala yang diberi.

    

SANGAT TIDAK TIDAK SETUJU TIDAK PASTI SETUJU SANGAT SETUJU
SETUJU (STS) (TS) (TP) (S) (SS)

Pernyataan

No
Item Saya...

01PT menegur murid apabila bercakap pada masa yang tidak sesuai. 

03PT membataskan perbualan murid di dalam bilik darjah. 

04PP menggunakan teknik pembelajaran kolaboratif untuk meneroka 
persoalan yang timbul di dalam bilik darjah.

05PIT memastikan murid berkemahiran ICT yang mencukupi bagi 
menyelesaikan tugasan.

06PP melibatkan murid dalam perbincangan aktif tentang isu-isu yang 
berkaitan dengan aplikasi dunia sebenar.

07PIT menilai strategi pengintegrasian ICT untuk penambahbaikan pengajaran.     

08PIT membimbing murid menggunakan ICT untuk mengumpul maklumat bagi     
membuat laporan projek.

09PP menggunakan kaedah kerja berkumpulan di dalam bilik darjah. 

10PIT memimpin murid mencari maklumat berguna daripada laman web. 

310

Pernyataan STS
TS
No TP
Item Saya... S
SS

11PP menggunakan input daripada murid apabila membuat projek mereka. 
12PIT 
menggunakan ICT untuk mencari maklumat tambahan bagi kegunaan 
13PIT murid. 
merancang penggunaan ICT untuk menghasilkan bahan pengajaran. 

14PT menegaskan bahawa murid harus kembali ke topik asal sekiranya 
15PIT mereka menyimpang. 

memilih bahan ICT yang sesuai dengan matlamat pengajaran. 

16PT menegaskan agar murid-murid mematuhi peraturan sepanjang masa di 
17PP dalam bilik darjah.
18PIT
19PIT mengubah suai arahan sebagai respon kepada keperluan murid.
20PT
22PT menganalisis perkembangan murid melalui aktiviti kumpulan dalam
23PP pengajaran berbantu ICT
menyusun aktiviti pembelajaran ICT yang berbeza berdasarkan tahap
pencapaian murid
tegas menguatkuasakan peraturan bilik darjah untuk mengawal tingkah
laku murid.

meminta murid-murid mematuhi peraturan bilik darjah jika berlaku
tingkah laku ingkar.

menggunakan pendekatan pengajaran yang menggalakkan interaksi
antara murid.

TAMAT

311

LAMPIRAN B

PANEL PAKAR PEMERIKSA BORANG SOAL SELIDIK

1. PROF MADYA DR MUHAMAD SUHAIMI TAAT
Penyelia
Fakulti Psikologi dan Pendidikan
Universiti Malaysia Sabah

Kelayakan:
Doktor Falsafah (Pengurusan Pendidikan)

Bidang Kepakaran:
Pendidikan Islam, Sosiologi Pendidikan, Pendidikan Sains, Pengurusan Pendidikan
dan Pembangunan Sumber Manusia.

2. DR ROSLEE TALIP
Timbalan Dekan (Akademik dan Antarabangsa)
Fakulti Psikologi dan Pendidikan
Universiti Malaysia Sabah

Kelayakan:
Doktor Falsafah (Pengurusan Pendidikan)

Bidang Kepakaran:
Pengurusan Pendidikan, Perkembangan Staf Dalam Pendidikan, Pendidikan (Geografi)

3. PROF MADYA DR MOHAMAD YUSOF ABDULLAH
Dekan
Pusat Bahasa dan Pengajian Umum
Universiti Kolej Islam Melaka
Kuala Sungai Baru, Melaka.

Kelayakan:
Doktor Falsafah (Pengurusan Sumber Manusia)

Bidang Kepakaran:
Pengurusan Dan Penilaian Prestasi, Latihan dan Pembangunan, Kepimpinan, dan
Pembuatan Keputusan, dan Pengkaedahan Penyelidikan.

4. PROF DR HJ BAHAROM MOHAMAD
CEO Enbikay Consultant
Muar, Johor

Kelayakan:
Doktor Falsafah (Pengurusan Pendidikan)

Bidang Kepakaran:
Pengurusan dan Pentadbiran Pendidikan, Sosiologi dan Psikologi Dalam Pendidikan,
Pengkaedahan Penyelidikan Dalam Pendidikan dan Penyeliaan Pendidikan.

312

5. DR CHONG OI CHIN
Guru Bahasa Melayu
SM Tinggi Kota Kinabalu
Kota Kinabalu, Sabah

Kelayakan:
Doktor Falsafah (Jurusan Bahasa Melayu)

Bidang Kepakaran:
Bahasa Melayu (16 Tahun), Pengajaran Bahasa Melayu, Pemeriksa Kertas Peperiksaan
SPM (Lembaga Peperiksaan Malaysia), Pembentang Kertas Kerja dan Penerbitan
Jurnal.

6. ABDUL HALIB MOHD ALI
Pensyarah Bahasa Inggeris
Jabatan Bahasa
Institut Pendidikan Guru Kampus Gaya
Kota Kinabalu, Sabah

Kelayakan:
Sarjana TESL

Bidang Kepakaran:
Bahasa Inggeris (12 Tahun), Pengajaran dan Penyeliaan TESL

7. FIDELIA @ ESTHER MATHEW SIPAUN
Pensyarah Bahasa Inggeris
Jabatan Bahasa
Institut Pendidikan Guru Kampus Kent
Tuaran, Sabah

Kelayakan:
Sarjana Pendidikan (TESL)

Bidang Kepakaran:
Bahasa Inggeris (16 Tahun), Pengajaran dan Penyeliaan TESL

8. NOR RETA KHAMIS
Guru Cemerlang Bahasa Melayu
SM. Tinggi Kota Kinabalu
Kota Kinabalu, Sabah

Kelayakan:
Sarjana Muda Sains (Perancangan Bandar dan Wilayah), KPLI Pengajian Melayu
(Institut Bahasa)

Kepakaran:
Guru Bahasa Melayu (18 Tahun), Guru Cemerlang Bahasa Melayu, Pemeriksa Kertas
Bahasa Melayu STPM (MPM), Jurulatih Utama Bahasa Melayu STPM Sabah.

313

LAMPIRAN C

KEBENARAN PENGGUNAAN INSTRUMEN KAJIAN ASAL
A) Instrumen Behaviour and Instructional Management Scale (Martin &

Sass, 2010)

314

B) Instrumen Teacher Integration of Information and Communication
Technology in Grades 1–9 (Hsu, 2010)

315

C) Instrumen Kepimpinan Servan (Relly Tasap, 2016)
D) Instrumen The Creativity Fostering Teacher Behaviour (Soh, 2015)
E) Instrumen Technology Acceptance Model (Davis, 1989)

316

F) Instrumen TAMPST (Teo, 2010)
G) Instrumen READINESS FOR ORGANIZATIONAL CHANGE (HOLT, 2007)

317

LAMPIRAN D

SURAT KEBENARAN MENJALANKAN PENYELIDIKAN

318

319

LAMPIRAN E

KELULUSAN MENJALANKAN KUTIPAN DATA KAJIAN

320

321

322

LAMPIRAN F

MAKLUMAT BILANGAN SEKOLAH MENENGAH HARIAN BIASA (PAK21)
NEGERI SABAH 2016-2017

323

324

325

326

327

328

LAMPIRAN G

SURAT ARAHAN PELAKSANAAN PAK21 DI SELURUH NEGERI SABAH 2018

329

LAMPIRAN H

JADUAL PENENTU SAIZ SAMPEL
a) Krejcie & Morgan (1970)

Educational and Psychological Measurement
1970, 30, 607-610.

DETERMINING SAMPLE SIZE FOR RESEARCH
ACTIVITIES

ROBERT V. KREJCIE
University of Minnesota, Duluth

DARYLE W. MORGAN
Texas A. & M. University

The ever increasing demand for research has created a need for an efficient
method of determining the sample size needed to be representative of a given
population. In the article “Small Sample Techniques,” the research division of the
National Education Association has published a formula for determining sample size.
Regrettably a table has not bee available for ready, easy reference which could have
been constructed using the following formula.

s = X 2NP(1 − P)  d 2 (N −1) + X 2P(1 − P).

s = required sample size.

X2 = the table value of chi-square for 1 degree of freedom at the desired confidence
level (3.841).

N = the population size.

P = the population proportion (assumed to be .50 since this would provide the
maximum sample size).

d = the degree of accuracy expressed as a proportion (.05).

No calculations are needed to use Table 1. For example, one may wish to
know the sample size required to be representative of the opinions of 9000 high
school teachers relative to merit pay increases. To obtain the required sample size
enter Table 1 at N = 9000. The sample size representative of the teachers in this
example is 368. Table 1 is applicable to any defined population.

The relationship between sample size and total population is illustrated in
Figure 1. It should be noted that as the population increases the sample size
increases at a diminishing rate and remains relatively constant at slightly more than
380 cases.

REFERENCE

Small-Sample Techniques. The NEA Research Bulletin, Vol. 38 (December, 1960),
p. 99.

330

Table for Determining Sample Size from a Given Population

N S NS N S

10 10 220 140 1200 291
297
15 14 230 144 1300 302
20 19 240 148 1400 306
310
25 24 250 152 1500 313
30 28 260 155 1600 317
320
35 32 270 159 1700 322
40 36 280 162 1800 327
331
45 40 290 165 1900 335
50 44 300 169 2000 338
341
55 48 320 175 2200 346
60 52 340 181 2400 351
354
65 56 360 186 2600 357
70 59 380 191 2800 361
364
75 63 400 196 3000 367
368
80 66 420 201 3500 370
85 70 440 205 4000 375
377
90 73 460 210 4500 379
95 76 480 214 5000 380
381
100 80 500 217 6000 382
110 86 550 226 7000 384

120 92 600 234 8000
130 97 650 242 9000

140 103 700 248 10000
150 108 750 254 15000

160 113 800 260 20000
170 118 850 265 30000

180 123 900 269 40000
190 127 950 274 50000

200 132 1000 278 75000
210 136 1100 285 1000000

Note: N is population size.
S is sample size.

Sumber:

Krejcie, R. V., & Morgan, D. W. 1970. Determining Sampel Size for Research Activities.
Educational & Psychological Measurement. 30: 607-610.

331

b) Cohen et al. (2007)

Sample Size, Confidence Levels and Confidence Intervals for Random Samples
(Cohen et al. 2007: 104)

Sumber:
Cohen, L., Manion, L., & Morrison, K. 2007. Research Methods in Education. 6th ed.
New York: Routledge.

332