Principal's Academic Supervision Management in Improving Teacher's Pedagogical Competence

Abstract

The objective of this study is to find the principal's academic supervision management model and its implications for teacher academic improvement, also factors that influence the improvement of teacher pedagogical competence. This is important to study because teachers are still found imperfections in carrying out the learning process such as lack of mastery of classroom management and learning material. This research used qualitative approach with a case study type. Data collection techniques used observation, interviews and documentation. Data analysis used the stages of data condensation, data display, and conclusion drawing. From the analysis, it is known that the principal's academic supervision management model is carried out through four main stages, that consist planning, implementation, evaluation and follow-up supervision. So that, academic supervision management has positive implications for the teachers, that is teacher performance is getting better, which is characterized by teachers being more skilled in preparing learning tools, creative and innovative in implementing learning and evaluation, and better able to understand the character of the students. The factors that influence the improvement of teachers' pedagogical competence are education level, intelligence level, teaching experience, training experience, facilities and infrastructure, motivation, and principal supervision.