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ABSTRAK

Tujuan penyelidikan ini adalah untuk mengkaji perbezaan antara faktor latar belakang guru dan penglibatan mereka dalam gerak kerja kokurikulum. Seterusnya, kajian ini juga menyelidik hubungan antara faktor intrinsik serta ekstrinsik penglibatan guru tersebut dengan tahap keyakinan mereka dalam mengendalikan aktiviti kokurikulum. Kajian berbentuk tinjauan ini menggunakan dua instrumen iaitu Participation Motivation Instrument (PMI) dan Competitive State Anxiety Inventory (CSAI-2) yang ditadbirkan kepada 300 orang guru yang sedang terlibat dalam gerak kerja tersebut di Negeri Pahang. Analisis statistik deskriptif menunjukkan para guru mempunyai tahap penglibatan; keseluruhan (m=4.04, sp=0.56), intrinsik (m=4.19, sp=0.61) dan ekstrinsik (m=3.89, sp=0.61) serta tahap keyakinan (m=4.07, sp=0.68) yang tinggi di dalam kegiatan kokurikulum. Dimensi kemahiran (m=4.51, sp=0.59) dan dimensi pasukan (m=4.43, p=0.60) merupakan motif terpenting penyertaan para guru dalam bidang tersebut. Analisis statistik inferensi pula menunjukkan perbezaan signifikan di antara penglibatan berdasarkan faktor ekstrinsik dan kumpulan (p=0.002) serta tempoh berkhidmat jurulatih (p=0.003). Perbezaan signifikan juga terdapat di antara dimensi pencapaian dan kumpulan (p=0.000), umur (p=0.001), tempoh khidmat guru (p=0.015), tempoh khidmat jurulatih (p=0.000) dan kelayakan akademik guru (p=0.048). Dimensi mahir (r=0.638, n=300, p<0.05) mempunyai hubungan kuat dengan tahap keyakinan para guru dalam pengendalian kokurikulum. Walau bagaimanapun, hubungan tahap keyakinan dan dimensi cergas, seronok, tenaga, situasi serta pasukan adalah sederhana. Sehubungan dengan itu, adalah penting untuk memahami para guru dari perspektif psikologi agar program latihan berkaitan kokurikulum dapat dirancang dengan lebih berkesan dengan memberi penumpuan kepada pembangunan secara intrinsik.

TEACHERS CO CURRICULUM PARTICIPATION

ABSTRACT The purpose of this research is to examine the differences between teachers' background and their involvement in the co curriculum activities. Hence, this study investigates the relationship between intrinsic and extrinsic motivations of teachers' involvement with their level of confidence organizing these activities. The study is a survey which uses two instruments of measurement: Participation Motivation Instrument (PMI) and the Competitive State Anxiety Inventory (CSAI-2) administered to 300 teachers involved in the extracurricular activities in Pahang. In general, these findings indicate that the overall involvement (m=4.04, sd=0.56); intrinsic (m=4.19, sd=0.61) and extrinsic (m=3.89, sd=0.61) factors and the confidence level (m=4.07, sd=0.68) of teachers are especially high in the co-curriculum activities. Skills (m=4.51, sp=0.59) and team dimensions (m=4.43, p=0.60) showed motives as the most important participation factors of teachers. The findings showed significant differences between the involvement of extrinsic factors, and group (p=0.002), and years of service as instructor (p=0.003). There are also significant differences between the dimensions of performance and group (p=0.000), age (p=0.001), the services of teachers (p=0.015), the services of coach (p=0.000) and academic qualification (p=0.048). Skills dimension (r=0.638, n=300, p<0.05) had a strong relationship with the teachers level of confidence in co-curriculum activities However, the dimensions of the relationship of confidence and fitness, fun, energy release, team and situation is moderate. Accordingly, it is important to understand the teachers from the perspective of psychology so that the training programs related to co curriculum can be designed more effectively, by giving emphasis to the intrinsic development.