PRINCIPAL S INSTRUCTIONAL MANAGEMENT AND TEACHER S TEACHING COMPETENCY: MEDIATING OF EFFICACY

The purpose of the study was to identify the contribution of principal s curriculum and instructional management to teacher efficacy and teaching competency, and effect of teacher efficacy to the relationship between principal s curriculum and instructional management and teaching competency. The respondents were 481 teachers from daily secondary school at Terengganu, Malaysia. The modified PIMRS was applied to measure principal s instructional leadership in dimension of curriculum and instructional management. TES instrument was applied to measure teacher efficacy, while teaching competency was measured by modified SGM. The data were analysed using structural equation modeling (SEM) with AMOS 18 programme. The finding show that the practises of curriculum and instructional management significantly contributed to teacher efficacy (β=0.146, CR=3.075, P=0.002) and teaching competency (β=0.335, CR=7.033, P= 0.00). The findings also show that teacher efficacy positively contributed to teaching competency (β=0.287, CR=6.565, P= 0.00). Furthermore, the findings also show that teacher efficacy was mediated the relationship between principal s curriculum and instructional management and teaching competency.