Transformational Leadership Practices and Teachers' Self-Efficacy in the Peer Coaching Program at SJKC Johor Bahru

Abstract

Transformational leadership plays a crucial role in motivating teachers and improving their performance through peer coaching programs, particularly in Chinese national-type schools (SJKC) in Johor Bahru. This study aims to evaluate the relationship between transformational leadership and teachers' self-efficacy, as well as to identify how peer coaching programs influence teachers' confidence and performance. These findings are essential for enhancing teaching practices and supporting the professional development of teachers. The study provides practical insights into how leadership approaches can impact educational success and improve school performance. A quantitative approach was used in this study, with a questionnaire as the primary instrument. Data were collected from teachers at SJKC in Johor Bahru and analyzed using correlation and regression. The findings reveal a positive and significant relationship between transformational leadership and teachers' self-efficacy. Peer coaching programs were also found to improve teachers' confidence and teaching competencies. This study fills a gap in the literature by demonstrating that transformational leadership not only boosts motivation but also strengthens self-efficacy through peer support. The study's implications suggest that school administration should reinforce peer coaching practices and promote transformational leadership to enhance teaching quality and learning outcomes in schools.