Kesan Gaya Kepimpinan terhadap Tahap Stres dalam Kalangan Guru Sekolah Rendah di Daerah Keramat, Kuala Lumpur

Abstract

Work-related stress among teachers is a significant issue within the education system, particularly in urban areas that face heavy workloads and high administrative demands. School leadership has been identified as an important organizational factor with the potential to influence teachers’ levels of work stress. This study aims to identify the level of principals’ transformational leadership, the level of teachers’ work stress, and to examine the relationship and influence of transformational leadership on the work stress of primary school teachers in the Keramat District, Kuala Lumpur. This study employed a quantitative approach using a survey research design. A total of 56 primary school teachers were selected as respondents through purposive sampling. The research instruments consisted of the Multifactor Leadership Questionnaire (MLQ) to measure transformational leadership and the Teacher Stress Inventory (TSI) to measure teachers’ work stress. Data were analyzed using descriptive statistics, Pearson correlation, and simple linear regression. The findings indicate that the level of principals’ transformational leadership practices is high, while the level of teachers’ work stress is moderate. Correlation analysis reveals a significant negative relationship between transformational leadership and teachers’ work stress (r = −0.412, p < 0.01). Regression analysis further shows that transformational leadership is a significant predictor of teachers’ work stress, accounting for 16.9% of the variance. In conclusion, principals’ transformational leadership plays an important role in reducing teachers’ work stress and contributes to the creation of a more supportive and positive school environment.