Peranan Pentadbir sebagai Pencetus Penghasilan Inovasi dalam Kalangan Guru Inovatif Pendidikan Islam
The Role of Administrators as Innovation Initiators among Innovative Islamic Education Teachers
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DOI:
https://doi.org/10.33102/jqss.vol4no1.57Keywords:
Guru inovatif, inovasi pengajaran, peranan pentadbirAbstract
A variety of constraints which exist in relation to this matter have affected teacher’s ability to innovate. However, there are a number of teachers who are actively innovating. They are known as Innovative Teachers. What triggers them to actively innovate? This phenomenon is explored using qualitative method. Two Innovative Islamic Education Teachers (IIET) were interviewed in-depth. The findings showed that IIET began to innovate after being coerced by administrators in their schools. School administrators have made innovation as work target or performance indicator and organized innovation competitions between committees. The initiative taken have built IIET's experience and confidence to continuously introduce innovation in their teaching. As a result, they continue to innovate and provide guidance to other teachers to engage in innovation. The research shows that administrators at MOE, State Education Department, District Education Office and schools level need to encourage teachers to improve the quality of teaching through innovation.
Abstrak
Pelbagai kekangan timbul menyebabkan para guru tidak mampu berinovasi. Walau bagaimanapun, ada segelintir guru yang aktif berinovasi. Mereka dikenali sebagai Guru Inovatif. Apakah pencetus kepada mereka untuk aktif berinovasi? Fenomena ini diterokai dengan menggunakan kaedah kualitatif. Dua Guru Inovatif Pendidikan Islam (GIPI) ditemu bual secara mendalam. Dapatan kajian menunjukkan GIPI mula menghasilkan inovasi selepas dipaksa oleh pentadbir di sekolah masing-masing. Pentadbir sekolah menjadikan inovasi sebagai sasaran kerja dan menganjurkan pertandingan inovasi antara panitia. Langkah tersebut berjaya membina pengalaman dan keyakinan dalam diri GIPI untuk berterusan menghasilkan inovasi pengajaran. Akhirnya, mereka berterusan menghasilkan inovasi dan memberi tunjuk ajar kepada guru lain untuk turut sama terlibat dalam menghasilkan inovasi.
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