Abstract
The objective of this study was to analyze the principal's academic supervision and teacher's work motivation toward the performance state elementary school teachers in Undaan District, Kudus Regency. This research is correlational research with a quantitative approach. The independent variables determined were the principal's academic supervision and teacher's work motivation, while the dependent variable observed was teacher performance. The study was conducted in 33 state elementary schools in Undaan district, Kudus Regency with a sample of 181 respondents. Data collection techniques in this study used interviews, questionnaires, and documentation. Data analysis was performed statistically using descriptive statistical analysis, prerequisite analysis, and final analysis for hypothesis testing. The results of the study found that (1) the principal's academic supervision has a significant effect of 10.10% toward the performance state elementary school teachers in Undaan District, Kudus Regency; (2) the teacher's work motivation has a significant effect of 37.40% toward the performance state elementary school teachers in Undaan District, Kudus Regency; and (3) the principal's academic supervision and teacher's work motivation has a significant effect of 38.40% toward the performance state elementary school teachers in Undaan District, Kudus Regency.
Highlights
Elementary School (SD) is an important educational institution in the National Education System
Principal's academic supervision has a significant effect on the performance of state elementary school teachers in Undaan District, Kudus Regency
The correlation coefficient value of 0.317 shows the academic supervision of the principal has a low relationship with teacher performance
Summary
Elementary School (SD) is an important educational institution in the National Education System. Education in elementary school has a very important strategic role and position, both in the process of children's education itself and in the context of realizing the National Education System. The elementary school organizes the earliest formal education to provide the foundation needed for further education level. Principals tend to assess the structural conditions and completeness of documents only, without the right approach, long-term aspects of sustainability, detailed examination, and based on the problem at hand (Ugurlu, 2014). Another problem that often arises is the lack of school supervisory supervision competency. Training and seminars on supervision for principals are often held, but mostly they carry out supervision activities when instructed only or do not carry out supervision activities as they should (Iroegbu and Etudor-Eyo, 2016)
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