Effect Of Academic Supervision Research Articles

Digital Supervision and Team Work of Science Education at Vocational School

The advances of information technology affect the variety of learning materials. This reality must be responded by developing learning model and also supervision system. The supervision and team work at science education also can be coordinated with the development of technology, especially technology based on handheld devices such as such as phones and tablets. This research aims to describe and determine: The influence of academic supervision on teamwork; The Effect of Academic Supervision on Teacher Job Satisfaction; The Effect of Teamwork on Job Satisfaction of State Vocational School Teachers in Medan City. The research method used is a quantitative method with a survey approach. The number of respondents was 198 people taken using Proportional Random Sampling techniques. The research instrument is a questionnaire, which is first tested to obtain a valid and reliable instrument. The result of this research shown that the digital supervision can be make the system more and more efficiently. This context of research academic Supervision has a direct positive effect on Teamwork of State Vocational Teachers in Medan City. In other words, the better the Academic Supervision, the better the Teamwork of State Vocational Teachers in Medan City, Academic Supervision has a direct positive effect on the Job Satisfaction of teachers of public vocational schools in Medan City. In other words, the better the Academic Supervision, the higher the Job Satisfaction of State Vocational Teachers

The Effect of Academic Supervision and School Climate on Teacher Performance in Islamic Junior High School

This research was motivated by observations of problems regarding the low performance of teachers in junior high schools which showed that academic supervision and school climate were still not in line with what was expected and teacher performance was still not optimal. The aim of this research is to analyze the influence of academic supervision and school climate on teacher performance in junior high schools. This research is a correlational quantitative research with an associative type. The population in this study were all teachers at Islamic College Middle Schools, totaling 98 teachers and the sample was determined using a non-probability sampling technique with a purposive sampling category, namely a sampling method by determining characteristics that were in accordance with the research objectives, obtaining 63 teachers. The research instrument uses a questionnaire with a Likert scale which has 5 alternative answers. Before the questionnaire was used, a trial was carried out to determine its validity and reliability. The data analysis technique was carried out using multiple linear regression tests which were processed using SPSS version 24. The results of data analysis showed that there was a significant influence between academic supervision and school climate on teacher performance with a value of Fcount>Ftable (6.269>3.14), so there was a significant influence between academic supervision and school climate together on teacher performance. In the coefficient of determination test, r² = 0.145 was obtained, which means that the determination of the academic supervision and school climate variables on teacher performance is 14.5%.

The effect of academic supervision, managerial competence, and teacher empowerment on teacher performance: the mediating role of teacher commitment.

Background: Teacher commitment and performance are important factors contributing to student achievement and the quality of education. Therefore, it is critical to draw attention to this issue by identifying factors that influence these two variables. Methods: A survey, consisted of 34 closed-ended questions, was used. The total sample comprised 2,203 teachers, including 832 men and 1,371 women. Data analysis was performed using partial least squares (PLS) structural equation modeling (SEM). Model measurement employed indicator loading, convergent and discriminant validity, Cronbach's testing, composite reliability and average variance extracted (AVE) for internal consistency. Structural model measurement employed coefficient determination (R2), effect size (F2), variant inflation factor (VIF), predictive relevance (Q2) and path analysis measures. Results: The results of the study reveal that academic supervision has a significant positive effect on commitment (β; 0.085, t-statistics; 3.792 and p-value 0.000), academic supervision also affects teacher performance (β; 0.096, t-statistics; 4.416 and p-value 0.000), managerial competence affects teacher commitment (β; 0.195, t-statistics; 8.046 and p-value 0.000), managerial competence also affects teacher performance (β; 0.149, t-statistics; 6.561 and p-value 0.000), organizational commitment affects teacher performance (β; 0.163, t-statistics; 7.263 and p-value 0.000), teacher empowerment affects teacher commitment (β; 0.489, t-statistics; 22.601 and p-value 0.000), and teacher empowerment affects teacher performance (β; 0.489, t-statistics; 22.601 and p-value 0.000). Academic supervision affects teacher commitment mediating by teacher performance (β; 0.014, t-statistics; 3.178 and p-value of 0.001). Managerial competence affects teacher commitment with teacher performance mediation (β; 0.032, t-statistics; 5.588 and p-value 0.000), and teacher empowerment affects teacher commitment with teacher performance mediation (β; 0.080, t-statistics; 7.050 and p-value 0.000). Conclusion: Academic supervision, managerial competence, and teacher empowerment significantly positively affect teacher performance directly and through teacher performance as mediating variable. Teacher empowerment is the most significant factor influencing teacher performance and commitment.

The Effect of Academic Supervision and Teacher’s Motivation on Teacher’s Performance

This research was conducted with the aim of clearly and straightforwardly describing the influence of academic supervision and teacher motivation on the achievement of teacher’s performance. Therefore, the method used in this research is descriptive quantitative so as to be able to provide a firm answer through hypothesis testing. The results obtained from the research that has been done that partially academic supervision is able to have a positive and significant influence on teacher’s performance, as well as teacher motivation who also participates in giving effect to work performance achievement. The tests carried out simultaneously stated that academic supervision and teacher motivation were able to have a positive and significant influence on teacher’s performance in State Vocational Schools throughout Muara Enim District, amounting to 36.8% and included in the sufficient category.

PENGARUH SUPERVISI AKADEMIK, MOTIVASI KERJA TERHADAP KINERJA GURU SMP DAN MTs DI KECAMATAN SUBAH DAN PECALUNGAN KABUPATEN BATANG

The formulation of the problem in this research is 1) is there any effect of academic supervision on the performance of SMP and MTs teachers in Subah and Pecalungan Districts, Batang Regency, 2) is there an effect of work motivation on the performance of SMP and MTs teachers in Subah and Pecalungan Districts, Batang Regency, 3) is there any effect of academic supervision and work motivation on the performance of teachers in SMP and MTs in Subah and Pecalungan Districts, Batang Regency.This study uses a quantitative correlation approach. Data mining using a questionnaire instrument. The research locations were public junior high schools and MTs in Subah and Pecalungan sub-districts. Test Instrument is a test of validity and reliability. Prerequisite test using normality test, linearity test, multicollinearity test, homogeneity test. Data analysis used correlation test, simple linear regression test and multiple linear regression test.The results of the study (1) the effect of academic supervision on the performance of SMP and MTs teachers in Subah and Pecalungan Districts, Batang Regency. Based on the Fcount value of 134.127 > Ftable 3.93 with a significance value of 0.000 <0.05. which means H0 is rejected and Ha is accepted. The hypothesis which reads "there is an influence of academic supervision on teacher performance in SMP and MTs in Subah and Pecalungan Districts, Batang Regency" is accepted. (2) the effect of work motivation on the performance of SMP and MTs teachers in Subah and Pecalungan Districts, Batang Regency. Based on the Fcount value of 148.330 > Ftable 3.93 with a significance value of 0.000 <0.05. which means H0 is rejected and Ha is accepted. The hypothesis which reads "there is an influence of work motivation on teacher performance in SMP and MTs in Subah and Pecalungan Districts, Batang Regency" is accepted. (3) the effect of academic supervision and work motivation on teacher performance in SMP and MTs in Subah and Pecalungan Districts, Batang Regency. Based on the Fcount value of 81.128 > Ftable 3.08 with a significance value of 0.000 <0.05. Which means H0 is rejected and Ha is accepted. In other words, the hypothesis that reads "there is an influence of academic supervision and work motivation on teacher performance in SMP and MTs in Subah and Pecalungan Districts, Batang Regency" is accepted.

The effect of academic supervision, managerial competence, and teacher empowerment on teacher performance: the mediating role of teacher commitment

Background: Teacher commitment and performance are important factors contributing to student achievement and the quality of education. Therefore, it is critical to draw attention to this issue by identifying factors that influence these two variables. Methods: A survey, consisted of 34 closed-ended questions, was used. The total sample comprised 2,203 teachers, including 832 men and 1,371 women. Data analysis was performed using partial least squares (PLS) structural equation modeling (SEM). Model measurement employed indicator loading, convergent and discriminant validity, Cronbach's testing, composite reliability and average variance extracted (AVE) for internal consistency. Structural model measurement employed coefficient determination (R2), effect size (F2), variant inflation factor (VIF), predictive relevance (Q2) and path analysis measures. Results: The results of the study reveal that academic supervision has a significant positive effect on commitment (β; 0.085, t-statistics; 3.792 and p-value 0.000), academic supervision also affects teacher performance (β; 0.096, t-statistics; 4.416 and p-value 0.000), managerial competence affects teacher commitment (β; 0.195, t-statistics; 8.046 and p-value 0.000), managerial competence also affects teacher performance (β; 0.149, t-statistics; 6.561 and p-value 0.000), organizational commitment affects teacher performance (β; 0.163, t-statistics; 7.263 and p-value 0.000), teacher empowerment affects teacher commitment (β; 0.489, t-statistics; 22.601 and p-value 0.000), and teacher empowerment affects teacher performance (β; 0.489, t-statistics; 22.601 and p-value 0.000). Academic supervision affects teacher commitment mediating by teacher performance (β; 0.014, t-statistics; 3.178 and p-value of 0.001). Managerial competence affects teacher commitment with teacher performance mediation (β; 0.032, t-statistics; 5.588 and p-value 0.000), and teacher empowerment affects teacher commitment with teacher performance mediation (β; 0.080, t-statistics; 7.050 and p-value 0.000). Conclusion: Academic supervision, managerial competence, and teacher empowerment significantly positively affect teacher performance directly and through teacher performance as mediating variable. Teacher empowerment is the most significant factor influencing teacher performance and commitment.

Pengaruh Supervisi Akademik Dan Profesionalisme Guru Terhadap Kinerja Guru Sma Se-Kecamatan Lengkiti

This study aims to identify and describe: 1). the effect of academic supervision on teacher performance;2) the effect of teacher professionalism on teacher performance, 3) the effect of academic supervision and teacher professionalism on the performance of high school teachers in Lengkiti District. This study uses a quantitative descriptive method. The population and sample in this study were 63 high school teachers in Lengkiti District, with the sample technique used was total sampling. The data collection technique used is a questionnaire. Data were analyzed using simple linear and multiple linear regression formulas using the SPSS (Statistical Product and Services Solution) program. The results of the study show that: 1) There is a significant effect of academic supervision on the performance of high school teachers in Lengkiti District; 2) There is a significant influence of teacher professionalism on the performance of high school teachers in Lengkiti District; 3) There is a significant influence of academic supervision and teacher professionalism on the performance of high school teachers in Lengkiti District. This can be seen from the results of the F-test which shows a significance value of 0.000 <0.005. The influence of academic supervision and teacher professionalism together on teacher performance is 78.6%, the remaining 21.4% is influenced by other factors.

The Effect of Principal Supervision on Teacher Performance: Literature Review

Abstract: Teachers play an important role in learning. As a professional teacher, supervision is needed to improve the implementation of the teaching process. The purpose of this literature review is to examine and analyze the impact of academic supervision on improving teacher performance. The method in this study was carried out by reviewing related articles about academic supervision and teacher performance. The research sample was focused on the Google Scholar search engine with academic guidance and teacher performance as the main research constraints and then identified. The results of the article review show that most of the role of academic supervision is very influential in improving teacher performance. Therefore, effective academic supervision requires the will of the principal to plan, implement and evaluate supervision. Purpose: The purpose of this literature review is to examine and analyze the impact of academic supervision on improving teacher performance. Methodology: The review process begins with a search engine, Google Scholar, to find articles with keywords. "The Effect of Academic Supervision in Improving Teacher Performance". Results: The results of the analysis show that most of the articles focus on the impact of supervision on improving teacher performance. Limitations: The limitation of this study is that it only discusses the supervision of the principal on teacher performance. Contribution: This research is useful for the scope of educational organizations, especially as an evaluation material for teachers and school principals Keywords: 1. Supervision 2. Teacher performance

PENGARUH SUPERVISI AKADEMIK KEPALA SEKOLAH DAN BUDAYA ORGANISASI TERHADAP KOMPETENSI PEDAGOGIK GURU SEKOLAH DASARNEGERI DI KOORDINATOR SATUAN PENDIDIKAN KECAMATAN SEMARANG BARAT

Pedagogic competence must be possessed by all teachers in managing learning in the classroom so that learning objectives can be achieved. The aims of this study were to: 1) determine the magnitude of the influence of academic supervision on teachers' pedagogic competence, 2) determine the magnitude of the influence of organizational culture on teachers' pedagogical competence, and 3) determine the magnitude of the influence of academic supervision and organizational culture together on teachers' pedagogical competence. The research approach used is quantitative. This type of research uses associative research. The population of this study was 471 teachers and the research sample was 216 teachers. Data collection is done by using a questionnaire. The data analysis technique used in this research is descriptive data analysis, prerequisite test which includes normality test, multicollinearity test, heteroscedasticity test, linearity test and hypothesis testing including simple and multiple linear regression. The results showed that: (1) The correlation between academic supervision and teacher pedagogic competence was 0.907. The effect of academic supervision on teacher professionalism is 82.2%, (2) The correlation between organizational culture and teacher pedagogic competence is 0.605. The influence of organizational culture on teachers' pedagogic competence is 66.6%, (3) The correlation between academic supervision and organizational culture on teachers' pedagogic competence is 0.907 and 0.605. The influence of academic supervision and organizational culture on teacher professionalism is 82.2%. The conclusion of this study is that academic supervision and organizational culture affect teacher professionalism by 0.822 or 82.2%. The author suggests that the principal provide direction and guidance, especially regarding the development of students, then the teacher must also pay attention to the talents and interests of students. The principal can reflect and evaluate by increasing the intensity of supervision. Principals can motivate and provide guidance to encourage teachers to complete work well and be oriented towards stability so as to improve teacher performance. Keywords: Pedagogic Competence, Academic Supervision, Organizational Culture.

The Effect of Academic Supervision and Teacher Professional Competence on Teacher Performance

The purpose of this study is to assess the impact of academic supervision and teacher professional competence on teacher performance at SMP Negeri 5 Prabumulih. The study employs quantitative tools and an associative methodology. There are 60 teachers in the population and sample. The Slovin method was employed in the sample procedure, which was proportionate random sampling. Multiple linear regression is used in the analysis tool. The study's findings revealed that simultaneous academic supervision and teacher professional competence had a substantial influence on teacher performance at SMP Negeri 5 Prabumulih. This study was just completed to assess the influence of teacher supervision and professional competency on performance, particularly at the junior high school level. This study is designed to help school administrators enhance teacher performance by strengthening academic monitoring and ensuring optimal teacher professional competence.

Pengaruh Kepemimpinan Kepala Sekolah dan Supervisi Akademik terhadap Kinerja Guru di Sekolah Dasar Negeri Kecamatan Sagulung

Teachers as professionals at the level of formal education are appointed in accordance with statutory regulations. The position of teachers as professionals serves to improve the dignity and the role of teachers as learning agents serves to improve the quality of national education. The formulation of the problem in this study is whether the principal's leadership and academic supervision partially and simultaneously affect the performance of public elementary school teachers in Sagulung District. The purpose of this study is to determine and analyze the influence of the principal's leadership and academic supervision on teacher performance. The design of this study is a causality research design by considering the influence of the variables of the principal's leadership and academic supervision on teacher performance. The type of data used is quantitative data. The study was conducted on public elementary school teachers in Sagulung District with a population of 502 people and a sample of 223 people. The sample was taken by using purposive sampling technique, which does not provide equal opportunities to be respondents but based on certain criteria. The independent variables in this study are the Principal's Leadership and Academic Supervision, while the dependent variable is Teacher Performance. Variable measurements were carried out by using a Likert scale. Data analysis was carried out by using Statistical Product and Service Solutions (SPSS). Data analysis was conducted by applying Descriptive Analysis, Classical Assumption Test, and Hypothesis Testing. Based on the results of the analysis the first hypothesis has a significant influence of the principal's leadership (X1) on teacher performance (Y). The second hypothesis has no significant effect of academic supervision (X2) on teacher performance (Y). The third hypothesis has a significant effect of principal leadership (X1) and academic supervision (X2) together on teacher performance (Y).

THE INFLUENCE OF ACADEMIC SUPERVISION AND PRINCIPAL POLICIES ON THE QUALITY OF VOCATIONAL SCHOOL EDUCATION AT KUTAI KARTANEGARA REGENCY

This study aims (1) to find out the effect of principal academic supervision on the quality of education of Vocational High School at Kutai Kartanegara Regency, (2) to find out the effect of principal policies on the quality of education of Vocational High School at Kutai Kartanegara Regency, (3) to find out the effect of academic supervision and policy, the principal simultaneously on the quality of Vocational High School at Kutai Kartanegara Regency. This research was conducted in Kutai Kartanegara Regency. The method used in the research was correlational method. The data collection technique used a questionnaire that had been tested for its' validity and reliability. Total population of 113 people with a sample of 88 people who were taken by disproportionate stratified random sampling. The data analysis technique used descriptive statistics. The results showed that: (1) Academic supervision has an effect on the quality of education. This means that the higher academic supervision is, it will result in an increasing quality of education, (2) Principal's policy affects the quality of education. This means that the higher the principal's policy is, will result in an increase in the quality of education, (3) Academic supervision and the principal's policy simultaneously affect the quality of education. will result in an increasing quality of education.

Pengaruh Supervisi Akademik dan Disiplin Guru terhadap Kinerja Guru SD Negeri Sekecamatan Batanghari Kabupaten Lampung Timur

Abstract Purpose: This study aimed to determine what percentage of the influence, academic supervision, and discipline of educators on teacher performance. Research methodology: This research used quantitative methods and uses a questionnaire. Results: The results show that (1) there is an effect of X1 against Y (tcount 7,381 > ttable 1,664) and the magnitude of the influence is 41,4%, (2) There is an effect of X2 on Y (tcount 6,441 > ttable 1,664), the effect is 36,4%, (3) multiple regression test, fcount 39,781 > ftable 3,12, which means that there is an effect of academic supervision and teacher discipline together on the performance of SDN teachers in Batanghari sub-district, East Lampung district, amounting to 51.1%. Limitations: The research instrument does not yet have a balanced capacity between the factors that are used as instrument items and the seriousness of filling in the instrument, maybe the answer is not in accordance with the actual conditions. Contribution: The benefits of this research are expected, (1) as a consideration in fostering and developing teacher careers, (2) it can be used as a literature review on improving teacher discipline, (3) for the author, as a condition for completing studies at the Muhammadiyah Metro University Postgraduate Program.

The The Effect Of Academic Supervision, Work Experience, Skills And Managerial Work Commitment In The Principal Elementary School State In Batam Riau Islands

This study aims to investigate the influence of the academic supervision, work experience, and a commitment to work towards the managerial skills of school principals. This study uses a quantitative approach using a survey method. Path analysis was used to analyze the data collected. The population in this study are all heads of public primary schools in the city of Batam totaling 143 principals. The number of samples taken in this study were 106 randomly selected people. The results showed that the managerial skills of school principals directly influenced by the academic supervision, work experience, and job commitment. The study also found that the work commitment is influenced by the academic supervision and work experience. Based on these findings it can be concluded that any changes occur in the principal managerial skills are influenced by the academic supervision, work experience, and job commitment. Therefore, the managerial skills of principals, academic supervision, work experience, and job commitment can be taken into consideration in strategic planning for the development of human resources in the education sector.

UPAYA PENINGKATAN MUTU PEMBELAJARAN DARING MELALUI SUPERVISI AKADEMIK GURU DI SMA NEGERI 7 DENPASAR

The purpose of this study was to determine whether there was an effect of academic supervision on teachers in improving their performance during a pandemic with online learning at SMA Negeri 7 Denpasar in the 2020/2021 school year. This type of research is school action research. The subjects in this study were teachers of SMA Negeri 7 Denpasar. The implementation of school action research is carried out in two cycles and in each cycle four main activities are carried out, namely: planning, acting, observing, and reflecting. Based on the results of school action research, it can be concluded as follows (1) Continuous guidance in an effort to implement the quality of online learning through teacher academic supervision can increase teacher motivation in compiling complete teaching administration and teaching planning through academic supervision so as to produce higher quality learning. (2) Academic supervision activities can improve teacher competence in preparing lesson plans which in turn improve the quality of online learning. (3) Continuous guidance can improve teacher competence in preparing lesson plans. This can be proven from the results of observations / observations which show that there is an increase in teacher competence in compiling lesson plans and online learning from cycle to cycle.

The Contribution of Academic Supervision and Teacher Working Group on Teachers’ Pedagogical Competence

The purpose of this study was to determine: 1) an overview of the implementation of academic supervision, the Teacher Working Group (KKG), and teachers’ pedagogic competences; 2) The effect of academic supervision and the Teacher Working Group (KKG) on the pedagogical competence of elementary school teachers in Manggala District, Makassar City. This quantitative study was performed in the form of an associative research. The objects of this study were 309 elementary school teachers at 30 schools in Manggala District, Makassar City. Samples were 50% of the total population (155 people) selected using a proportional random sampling technique. Data were collected from questionnaire, observation, and documentation. The obtained data were then analyzed using descriptive statistics and hypotheses were tested based on inferential statistic test. The results of the study showed that: The effectiveness of academic supervision was regarded moderate, while the Teacher Working Group (KKG) was considered effective. In addition, teachers’ pedagogical competence was categorized moderate category. Furthermore, the academic supervision and the Teacher Working Group showed a positive and significant contribution on the pedagogical competence of elementary school teachers in Manggala Kota District Makassar. Thus, it can be concluded that academic supervision activities carried out by school principals and activities carried out in the Teacher Working Group (KKG) forum improved elementary school teachers’ pedagogical competence.

PENGARUH SUPERVISI AKADEMIK DAN PELATIHAN PENELITIAN TINDAKAN KELAS TERHADAP KOMPETENSI PROFESIONAL GURU SEKOLAH DASAR SE-KECAMATAN UNDAAN KABUPATEN KUDUS

The purpose of this study is 1) to know effect of academic supervision on the professional competencies of elementary school teacher, 2) to know the effect of classroom action research training on the professional competencies of elementary school teachers, 3) to know effect of academic supervision and classrooom action research training on the professional competencies of elementary school teacher. The subject of this study werw all elementary school teachers in all subdistrict of Undaan Kudus regency. This study uses a quantitative contribution method with regression analysis techniques. Respondents were selected using a purposive sampling technique. Data collection research using questionaire. The validity of data uses construct validity bay way of experiential juggment. Data analysis was perfomed using regression analysis techniques in the form of simple and multiple regression. The results of study showed that academic supervision had an effect on techer professional competence of 32,0 %. Whereas classroom action research training has an effect on teacher professional competence of 39,1%. Academic supervision and classroom action research training together have an effect on teacher professional competence of 46,6%.

PENGARUH KOMPETENSI MANAJERIAL KEPALA SEKOLAH DAN SUPERVISI AKADEMIK TERHADAP KINERJA GURU

This study aimed at determining the significant effect of principals' managerial competence and academic supervision on teacher performance. This study aims to determine the effect of principals 'managerial competence on teacher performance, the effect of academic supervision on teacher performance and the influence of principals' managerial competence and academic supervision together on teacher performance. This research was conducted at SMA Negeri 3 Martapura. In this study using quantitative descriptive method. The research method used is the test method of correlation, partial and simultaneous using the SPSS 16.0 program. The results of this study indicate, 1) there is a significant influence of managerial competence of principals on teacher performance; 2) there is a significant influence of academic supervision on teacher performance; 3) there is a significant influence on the principal's managerial competence and academic supervision on teacher performance. The conclusion is that there is a significant influence on the principal's managerial competence and academic supervision on the performance of teachers at SMA Negeri 3 Martapura.

Effect of Academic Supervision and School Culture on Teacher’s Teaching Quality in Public Islamic Senior High School Banjarmasin

The purpose of this study was to describe and analyze: (1) the effect of the principal’s academic supervision on the teacher’ teaching quality in all MAN at Banjarmasin; (2) the influence of school culture on the teacher’ teaching quality in all MAN at Banjarmasin; and (3) there is the effect of principals’ academic supervision and schoo culture simultaneously on the teacher’ teaching quality in all MAN at Banjarmasin. This study uses descriptive quantitative methods. The study population was MAN Teachers in Banjarmasin as many as 109 teachers, as well as being used as research samples (total samples). Data was collected using a questionnaire; validity was tested using item-total correlation techniques and reliability tested using the apha formula from Cronbach. Hypothesis testing uses simple and multiple regression. The results of the analysis conclude that: (1) there is an effect of the principal's academic supervision on the teachers’ teaching quality in all MAN at Banjarmasin. This data is supported by the results of statistical analysis that prove the value of t count> t table (7.826> 1.982), (2) there is an influence of school’s culture on the teachers’ teaching quality in all MAN at Banjarmasin. This data is supported by the results of statistical analysis that prove the value of t count> t table (6.428> 1.982), and (3) there is a simultaneous effect of principals' academic supervision and school’s culture on the teachers’ teaching quality in all MAN at Banjarmasin. This data is supported by the results of statistical analysis that prove the value of f count > f table (10.416> 3.082). Based on those results, the headmaster is recommended to continue academic supervision to the teachers they lead and maintain the school culture in order to make the school atmospher is conducive so that the quality of teaching teachers are increased.

The Effect of Academic Supervision and Teacher Participation in Teacher Work Group to Teachers Performance Catholic Religion Education on North Sulawesi Province - Indonesia

This research aimed to describe and analyze: 1) the effect of the academic supervision toward teacher performance, 2) the effect of the participation of Teacher Working Groups toward teacher performance, and 3) the effect of the academic supervision, and the participation of Teacher Working Groups simultaneously toward teacher performance teacher performance of Catholic education in North Sulawesi. Survey method was implemented with qualitative approach. Population unit were 144 teachers. Research sample were 59 teachers which randomly selected from 144. Questionnaire with Likert scale was the technique used to collect the data. Testing the hypothesis were using simple and multiple correlation analysis. The result of data analysis showed that: 1) there was effect of the academic supervision toward teacher performance, 2) there was effect of of the participation of Teacher Working Groups toward teacher performance, and 3) there was effect of the academic supervision, and the participation of Teacher Working Groups toward teacher performance teacher performance of Catholic education in North Sulawesi. Based on these conclusion, it could be recommended that: 1) for Catholic religious education teachers, to involve themselves in the activities of teacher working groups so that they can improve teacher performance, 2) for the principal, to be active and more optimal in carrying out supervision, 3) for BIMAS Catholic North Sulawesi, so that the principal's quality improvement program is added to Catholic religious education teachers and facilitates supervision activities from the principal. Keywords: Academic Supervision, Participation of Teacher Working Groups, Teacher Performance. DOI : 10.7176/JEP/10-15-01 Publication date :May 31 st 2019