Abstract
There are a number of the phenomenon among high school teachers in Pekanbaru. Some of them are in low spirit of work in performing tasks, fewer rewards for teachers, lack of teaching preparation, lack of attention from school principals in running the school vision and mission, low performance of the deputy principal, and absence of regular supervision of the principal. Based on the above description, this paper is aimed at investigating the following research question: Does the principal supervision affect the professionalism of high school teachers in Pekanbaru?. The population of this quantitative research type is 137 people. 104 people were selected as the sample using proportional random sampling. Data were collected through distributing a questionnaire to the respondents after testing its validity and reliability. This study revealed that there is a positive influence of principal supervision (X) on teacher professionalism (Y) in SMA Pekanbaru. This means that the better and more effective the principal supervision (X), then, the higher the teacher professionalism (Y) will be. Therefore, Principal Supervision (X) is an important variable for improving Teacher Professionalism (Y).
Highlights
Improving the quality of education depends on many things, including the provision of regular supervision by the school principal on the school teachers
This study aims to reveal the effect of school principal supervision on teacher professionalism
Professionalism Variable (Y) Based on the 25 points of questions asked to the respondents about teachers professionalism variable (Y), the highest score obtained by High School teachers of Pekanbaru is 112 and the lowest score is 81, with a score range of 31 obtained from the highest and the lowest scores
Summary
Improving the quality of education depends on many things, including the provision of regular supervision by the school principal on the school teachers. Through a systematic, programmed, and continuous supervision of school principals, it is hoped that teachers' difficulties in the learning process can be overcome, and the learning objectives will be achieved optimally. In such situations, the supervision of the school must have different models and approaches. Some of them are like the low spirit of work in performing tasks, fewer rewards for teachers, lack of teaching preparation, lack of attention from school principals in running the school vision and International Journal of Educational Best Practices (IJEBP) Vol 1 No 2 October 2017
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