Academic Supervision Strategy in Improving Teachers' Pedagogical and Professional Competence Through Atkinson's Concept

Background: The problem in this study is about the low economic learning outcomes obtained by students based on the average score of the national exams for SMA Negeri in Kuningan Regency in 2015-2019 which tends to fluctuate. AIM: The purpose of this study was to determine the direct and indirect effect of students' perceptions of teacher competencies consisting of personality, pedagogic, professional, and social competencies on learning motivation and their implications for learning outcomes. Method: This research is quantitative research with a survey method using the Area Probability Sample technique. The population of this research is all students of class XI IPS SMA Negeri in Kuningan Regency, totaling 2,676 students spread over 19 schools. As for the research sample as many as 316 students spread over 10 schools. The data analysis technique used path analysis. Based on the results of the descriptive analysis of student perceptions of teacher competence, learning motivation, and learning outcomes, they are in a good category. The results of path analysis obtained the regression equation = 0.108????1 + 0.301????2 + 0.241????3 + 0.418????4 + 0.355????1 and = 0.064????1 + 0.168????2 + 0.290????3 + 0.276????4 + 0.252???? + 0.342????2. The results of the path analysis show that there is a direct influence on students' perceptions of personality competence at 10.8%, pedagogic competence by 30.1%, professional competence at 24.1%, and social competence by 41.8% learning motivation. The direct influence of students' perceptions of personality competence is 6.4%, pedagogic competence is 16.8%, professional competence is 29% and social competence is 27.6% on learning outcomes. The indirect effect of students' perceptions of personality competence gets a count of 2.24, pedagogic competence count of 4.35, professional competencies get a count of 2.77, and social competence gets a count of 2.97, which means it is greater than table 1.97, which means on the indirect effect of learning outcomes through learning motivation Findings: Students' perceptions of teacher competencies which consist of personality, pedagogic, professional, and social competencies have a positive and significant impact on learning motivation and implications for learning outcomes both directly and indirectly.f

Background: The problem in this study is about the low economic learning outcomes obtained by students based on the average score of the national exams for SMA Negeri in Kuningan Regency in 2015-2019 which tends to fluctuate. AIM: The purpose of this study was to determine the direct and indirect effect of students' perceptions of teacher competencies consisting of personality, pedagogic, professional, and social competencies on learning motivation and their implications for learning outcomes. Method: This research is quantitative research with a survey method using the Area Probability Sample technique. The population of this research is all students of class XI IPS SMA Negeri in Kuningan Regency, totaling 2,676 students spread over 19 schools. As for the research sample as many as 316 students spread over 10 schools. The data analysis technique used path analysis. Based on the results of the descriptive analysis of student perceptions of teacher competence, learning motivation, and learning outcomes, they are in a good category. The results of path analysis obtained the regression equation = 0.108????1 + 0.301????2 + 0.241????3 + 0.418????4 + 0.355????1 and = 0.064????1 + 0.168????2 + 0.290????3 + 0.276????4 + 0.252???? + 0.342????2. The results of the path analysis show that there is a direct influence on students' perceptions of personality competence at 10.8%, pedagogic competence by 30.1%, professional competence at 24.1%, and social competence by 41.8% learning motivation. The direct influence of students' perceptions of personality competence is 6.4%, pedagogic competence is 16.8%, professional competence is 29% and social competence is 27.6% on learning outcomes. The indirect effect of students' perceptions of personality competence gets a count of 2.24, pedagogic competence count of 4.35, professional competencies get a count of 2.77, and social competence gets a count of 2.97, which means it is greater than table 1.97, which means on the indirect effect of learning outcomes through learning motivation Findings: Students' perceptions of teacher competencies which consist of personality, pedagogic, professional, and social competencies have a positive and significant impact on learning motivation and implications for learning outcomes both directly and indirectly.f

The learning process in vocational schools has different characteristics compared to that of the non-vocational. Students’ readiness is one significant variable in determining students’ learning success. Hence, identifying the antecedent of the variable is necessary. The research aimed to measure the contribution of academic supervision through teachers' professional and pedagogic competence and its impact on vocational school students’ learning readiness. The quantitative research employed ex-post facto design with partial least square equation modelling (PLS-SEM) to test the hypothesis. Non-probability sampling, particularly purposive sampling, was used to take the samples, which were 71 teachers and 96 students in three private vocational schools in Gunung Kidul Regency, Indonesia. Meanwhile, the data were analyzed using PLS-SEM because the study involved less than 100 samples. The results showed pedagogic competence contributes to learning readiness, professional competence does not contribute to learning readiness, academic supervision contributes to pedagogic competence, and academic supervision contributes to professional competence. Besides, indirect effect scores concluded two points: academic supervision through teachers’ professional competence contributes to learning readiness and academic supervision through a teacher’s professional competence does not contribute to learning readiness. The principals and teachers can use the findings to improve their performance at school and in the classroom.

<p>The existence of development in the education field requires teachers to be able to act more than just a teacher who knows how to teach. To become an advanced teacher, a teacher should have good professional competence and pedagogical competence. However, there are still problems that hinder the teacher when conducted the teaching and learning process. The problems that appear in the English classroom are teachers’ professional competence and teachers’ pedagogical competence.</p><p> This study aims to describe and explain teachers’ experience in dealing with their professional and pedagogical competence in teaching the English language. This is a qualitative study and used interview and observation as the instruments to collect the data from 3 teachers as the participant in SMA NegeriBenlutuSo’e - East Nusa Tenggara.</p> The results of the study found that teachers’ low professional and pedagogical competence caused the teachers to have inadequate English teaching competence in teaching. It caused the teachers to teach the students with inappropriate learning materials, monotonous learning activities, and uncooperative assessment methods. The results of this study also recommend that teachers have high English language proficiency and teaching competence to be able to teach English in Senior High School.

The four of competencies for the teacher and lecturers according to Education Law in Republic Indonesia Number 14 year 2005 are pedagogical competence, personal competence, social competence and professional competence. Professional and pedagogical competence skills related to teacher or lecture ability on manage learning process in the classroom to improve learning outcomes particularly on mathematics. Most of the teachers face many obstacles to improve the pedagogical and professional competence, one of the reason is infrequently on seminar or workhsops. The effort that can help teacher to improve the pedagogical and professional competence is through cooperation between university and school which is called participatory action research, this partnership aims to (1) Implementing the theory of mathematics’ teaching and learning in the class; (2) Assist the teacher to arrange lesson plan in mathematics; (3) Develop innovative strategi, model or approach for mathematics’ teaching and learning; and (4) Conducting relationship between university and stakeholders, in this case islamic primary school/Madrasah. The result showed that the activities of participatory action research in islamic primary school Nurun Najah 2 Rengas Chester positive impact on mathematics learning activities, particularly increasing students' understanding in cognitive, affective and psychomotor aspect. Normal 0 false false false EN-US X-NONE X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:Table Normal; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin-top:0in; mso-para-margin-right:0in; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0in; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:Calibri,sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-ansi-language:EN-GB; mso-fareast-language:EN-GB;}

Early Childhood Education (ECE) educators play an important role in delivering quality learning but require help and guidance through academic supervision to implement it. Manual academic supervision by the head of ECE has not produced significant results, as educators remain uncertain about how to improve after supervision. The purpose of the SMIP application is to help the head of ECE to conduct academic supervision more effectively and teachers are supported by reflection and improvement. The actions taken in implementing the SMIP application are identification and analysis, planning, which includes reviewing the SMIP application, compiling an implementation timeline, determining target ECE units, involving stakeholders, and formulating the necessary material resources. The implementation includes Focus Group Discussion (FGD) activities, coaching the importance of academic supervision at ECE and IGTKI, socializing the SMIP application to PKG ECE, IGTKI, and ECE clusters, mentoring the implementation of the SMIP application to target ECE, followed by reflection, evaluation, and reporting activities. The results showed that the head of ECE developed a better understanding of academic principles, implementation stages, and supervision techniques, enabling them to support teachers more effectively. Educators improved their pedagogical and professional competence, gained a clearer understanding of learning quality indicators, were able to develop teaching modules and learning processes, and strengthened their IT skills. These findings highlight SMIP’s potential as an effective tool for improving academic supervision and teacher development in ECE settings.

The quality of education at the school level (learning) is influenced by the pedagogical competence of teachers in carrying out their duties, so the pedagogical competence of teachers is one of the important factors in achieving educational success. In accordance with Government Regulation No. 74 of 2008 concerning teachers, it is stated that pedagogical competence is the ability of teachers in managing student learning, which includes a deep understanding of educational foundations. This not only improves the quality of education but also contributes to achieving greater educational goals in society. The ability to understand students is not just about knowing their academic abilities, but also includes the emotional, social, and cultural aspects that shape their learning experiences. The purpose of this research is to: 1) determine the influence of school culture of certified educator teachers on pedagogical competence, 2) determine the influence of academic supervision by the principal on pedagogical competence, 3) determine the influence of school culture of certified educator teachers and academic supervision by the principal on pedagogical competence. The pedagogical competence of certified educators in Tegal Regency has several issues, including some teachers who do not yet understand assessment and lack time discipline, suboptimal teaching preparation, unoptimized learning preparation, inadequate classroom management, and the need for teachers to improve varied teaching strategies to create an enjoyable and memorable learning atmosphere for students. This research uses a quantitative method. The data collection technique uses a questionnaire as the research instrument. The research location is at SMK Bhakti Praja, Tegal Regency. The sample in this study consisted of 60 certified educators. The results of this study indicate that 10.7% of teachers' pedagogical competence is influenced by school culture, 10% is influenced by the academic supervision of the principal, and 17% is influenced by both school culture and the academic supervision of the principal simultaneously. The findings of this study show that: 1) School culture partially affects pedagogical competence, 2) The academic supervision of the principal partially affects pedagogical competence, 3) School culture and academic supervision simultaneously affect pedagogical competence.

Academic supervision is one of the strategic instruments in education management to improve teachers' professional competence and the quality of learning in schools. In contrast to conventional supervisory patterns that are authoritarian, academic supervision emphasizes a democratic, collaborative, and constructive approach that positions teachers as partners in the coaching process. This study aims to outline the characteristics of effective academic supervision and its relevance to improving teacher performance in madrasas. The research method used is library research by examining various sources of literature, educational regulations, and relevant previous research results. The results of the study show that effective academic supervision has main characteristics, including based on a scientific approach, based on humanist relationships, oriented towards teacher professional development, and constructive and sustainable. In addition, the clinical supervision model is one of the prominent forms of academic supervision, with stages of planning, observation, and feedback carried out dialogically. The implementation of these characteristics has an impact on increasing teachers' pedagogic competence, optimizing learning management, and forming a quality culture in the school environment. Thus, the implementation of planned, collaborative, and continuous academic supervision is the key to developing teacher professionalism and improving the quality of education in madrasas.

The quality of education depends on the quality of teachers seen from their competence. However, it was found that the pedagogical and professional competence of teachers at SMPN Banjarmasin City was still less than optimal. It is thought that what influences teacher pedagogical and professional competence is teacher leadership, learning experience and assessment. The research aims to describe: (1) teacher leadership, learning experience, assessment, pedagogical competence and professional competence of English teachers in SMPN throughout Banjarmasin City, (2) direct relationship between teacher leadership, learning experience, assessment of pedagogical competence and professional competence of language teachers English at SMPN throughout Banjarmasin City. This research is descriptive correlational with a quantitative approach. This research is intended to describe and find relationships between research variables, with a population of 123 English teachers in 2023/2024 and a sample of 55 teachers. Researchers used a Likert scale, data collection techniques using questionnaires, and validity, reliability and normality tests for 15 people. Data analysis used descriptive statistical analysis and SPSS version 21 statistics. The results found: a) the relationship between teacher leadership, learning experience, assessment of teacher pedagogical competence had a significant relationship, b) the relationship between teacher leadership, learning experience, assessment of teacher professional competence had a significant relationship , and c) the simultaneous relationship between teacher leadership, learning experience, assessment of teacher pedagogical and professional competence has a significant relationship.

Teacher Professional Education (PPG) is seen as a strategic instrument to improve the quality of teachers, but factual achievements need to be reviewed further. This study aims to analyze the pedagogic and professional competence of teachers after participating in PPG by examining the relationship between the two in teaching practice. The study uses a quantitative approach with an ex post facto correlational design. The subject of the study is 859 alumni of the Pre-Service PPG of the State University of Malang class of 2022–2023 who have been actively teaching. Data was collected through a Likert scale questionnaire that had been validated by experts, including 23 indicators of pedagogic competence and 25 indicators of professional competence. The analysis was carried out descriptively and inferentially with the Spearman's rho correlation test. The results of the study showed that the pedagogic and professional competence of PPG alumni was in the high category, with the tendency of respondents' answers in the category of agree and strongly agree. The dimension of the use of learning technology obtained the highest score on pedagogic competence, while mastery of teaching materials occupied the dominant position in professional competence. However, the aspect of self-reflection in professional competence is relatively lower. The Spearman's rho correlation test yielded a coefficient of 0.863 (p < 0.001), indicating a strong positive relationship between pedagogic and professional competence. This indicates that mastery of pedagogic aspects is closely correlated with strengthening professional competence, and vice versa. These findings confirm the effectiveness of PPG in equipping novice teachers with core competencies, although it is still necessary to strengthen self-reflection, consistency of technology integration, and balance administrative burden. The implications of this research provide direction for PPG organizers to expand field practices, strengthen teacher guidance, and develop sustainable coaching strategies to produce adaptive teachers in the digital era.

The aims of this study were to: (1) analyze the effect of Virtual Coordinator Training on teacher pedagogic competence in Indonesia, (2) analyze the effect of pedagogic competence on teacher professional competence in Indonesia, (3) analyze the effect of Virtual Coordinator Training on teacher professional competence in Indonesia, and (4) analyze the effect of Virtual Coordinator Training on professional competence through the pedagogic competence of teachers in Indonesia. This research is included in the quantitative research design. The population in this study were all teachers in Indonesia who took part in the Virtual Coordinator Training batch 5 and were declared to have passed as many as 725 teachers. The sampling technique used in this study is through Quota Random Sampling. In this study, the samples taken were elementary school teachers in Indonesia. Through this sampling technique, the number of research samples is 251 teachers, which has exceeded the minimum sample size. Data collection was carried out through distributing questionnaires. The data analysis technique used was SEM (Structured Equation Modeling) based on PLS (Partial Least Square) using SmartPLS 3.3.5 software. The results of this study indicate that: (1) Virtual Coordinator Training has an effect on the pedagogical competence of teachers in Indonesia. The influence of Virtual Coordinator Training on the pedagogical competence of teachers in Indonesia is a positive and significant influence. (2) Pedagogic competence influences the professional competence of teachers in Indonesia. The influence of pedagogic competence on the professional competence of teachers in Indonesia is a positive and significant influence. (3) Virtual Coordinator Training has no significant effect on the pedagogical competence of teachers in Indonesia. The effect of Virtual Coordinator Training is positive on the professional competence of teachers in Indonesia but this effect is not significant. (4) Virtual Coordinator Training has a positive and significant indirect effect on professional competence through the pedagogical competence of teachers in Indonesia. The indirect effect of Virtual Coordinator Training on teacher pedagogic and professional competence in Indonesia is a positive and significant influence.

The study evaluated the effects of teachers’ professional and pedagogical competencies on implementing cooperative learning method and enhancing students’ learning engagement and outcomes in science. The study employed randomized controlled trials method. The pretest-posttest data were analyzed by using two-tailed t-test and ANCOVA to either reject or not reject the formulated hypotheses at the p 0.05 level of significance. The findings indicated that the implementation of cooperative learning method resulted in students’ authentic learning engagement and higher academic achievements in science compared to individualistic lecture method where the differences between the baseline, mid-line and end-line showed significant increase because of teachers’ professional learning practices to develop and update competencies and skills. Proper utilization of cooperative learning in classrooms helps to accommodate heterogeneity of students from diverse background ahead of ensuring learning engagement. The natural science teachers exposed to cooperative learning method developed better professional competencies and skills like content-knowledge, pedagogical skills, beliefs and attitudes compared to those who were not exposed to it. Thus, there were direct relationships between utilization of cooperative learning method and students’ learning engagement and outcomes in science. The finding summarized that teachers’ professional learning interventions improve implementation of cooperative learning method in classrooms. Thus, cooperative learning method persuades students’ learning collaboratively and individually to promote higher order thinking, learning and responsive creativity. Teachers’ continuous professional development practices should be implemented to improve their professional and pedagogical competencies and students’ interdependence, individualistic accountability, communication skills, group processing skills and students’ learning engagement.

This study aims to identify the extent to which S1 Mathematics Education students have pedagogic and professional competencies that are in accordance with educator standards. Pedagogic and professional competencies are the two main components that must be possessed by prospective educators in order to carry out their duties optimally. This study uses a quantitative approach with a descriptive method with the research subject consisting of 110 students of the Mathematics Education Study Program consisting of 3 classes with different lecturers. The data collection technique used in this study is in the form of a test, the test used is in the form of an objective test in the form of multiple choice to gain a deep understanding of pedagogic and professional competence. The results of this study were obtained, the pedagogic competence of S1 students of the mathematics education study program as prospective educators was 80.12 with a good category. The highest score for students' pedagogic competence is found in the aspects of classroom management and effective assessment. Meanwhile, the professional competency score of S1 students of the mathematics education study program as prospective educators is 80.42 with a good category. The highest score for student professional competence is found in indicators using algebraic concepts and using patterns and functions with very good scores. The conclusion of this study is that the pedagogic and professional competence in S1 mathematics education students as prospective educators is classified as a good category.

The four teacher competencies are very important and cannot be separated from one another. Professional competence, pedagogic competence, social competence and personality competence. One competency complements other competencies, so there is no more major competency. Assessing overall competence has often been done, especially with regard to professional competence. The author is interested in discussing specifically about pedagogic competence, with the assumption that professional competence will be meaningless if a teacher cannot carry out the learning process using methodical didactics. In other words, professional competence will not have any effect without understanding pedagogic competence. Pedagogic competence actually when applied correctly contains elements of other competencies, both professional, social and personality. Teacher competence, does not necessarily happen without a certain ability to be taught, then teaching competence must be followed by a strong basis as a form of social and personality abilities. The competence of lecturers, of course, has always focused on professional abilities in accordance with their fields of expertise, even as if ignoring other competencies. These conditions will be a problem when applying and the condition of students who are not ready. A good teaching ability must of course be supported by an expertise, which makes him a teacher. If as an instructor, this is not a problem, but when knowledge and skills must be shared with students, the problem arises how to do it, especially for students with vocational characteristics. Optimal learning quality produces good achievement for students. Many factors are the cause so that students are not satisfied in learning in class/school and of course become an obstacle to student achievement. In addition to psychological factors and internal factors, there are also other external factors. Therefore, researchers are interested in studying specifically pedagogic competence, so that the problem in this study is the Professional and Pedagogic Competence of Faculty of Technology Unima Lecturers. How is the level of professional and pedagogic competence of Faculty of Technology Unima Lecturers?. Are there differences in the competence of female and male lecturers?

Teacher performance is a crucial determinant of the quality of learning in elementary schools. This study aims to examine the influence of principal leadership, pedagogical competence, and professional competence on the performance of elementary school teachers. Employing a quantitative correlational design with multiple regression analysis, the study involved 87 teachers selected through random sampling from a population of 111 elementary school teachers in Ngawen District, Gunungkidul, Indonesia. Data were collected using structured questionnaires, and instrument validity and reliability were tested using Pearson’s Product Moment correlation and Cronbach’s Alpha. The findings reveal that principal leadership, pedagogical competence, and professional competence simultaneously have a significant effect on teacher performance (R² = 0.207, F = 7.235, p &lt; 0.05). Partially, principal leadership (β = 0.355, p &lt; 0.05) and pedagogical competence (β = 0.349, p &lt; 0.05) show positive and significant effects on teacher performance, while professional competence indicates a significant but negative effect (β = –0.360, p &lt; 0.05). These results suggest that improving principal leadership and pedagogical competence can enhance teacher performance, while the negative contribution of professional competence requires further exploration. The study provides practical implications for school leaders and policymakers in strengthening teacher development programs to improve the quality of education.