Principal Supervision Research Articles

PENGARUH SUPERVISI KEPALA SEKOLAH TERHADAP KINERJA GURU

This paper examined the influence of principal supervision on teacher performance at Vocational High school 2 Padang. This is a correlational research. The population is 76 teachers and research sample is 43 teachers that are taken by propotional stratified random sampling. The instrument was questionnaire with Likert scale models that had been tested forits validity and reliability. The data were analyzed by simple linear regression. The results showed that the influence of principal supervision on teacher performance at Vocational School (SMKN) 2 in Padang was significant.

Superintendents’ Perceptions Regarding the Supervision and Evaluation of Principals in a Rural State

The goals for this mixed methods study were to examine superintendents’ perceptions regarding their own supervision and evaluation of principals in a rural state. Five research questions guided the mixed methods inquiry. An online survey tool was used to gather perceptions from superintendents regarding their own evaluation and supervision of principals. Participants solicited included all 48 superintendents from a rural Mountain West state. Out of the participants solicited 23 superintendents agreed to participate (48% response rate). Results from this study provided implications for those who train superintendents and those who supervise and evaluate principals. Keywords: superintendents, principal supervision, principal evaluation, principals

MUTU GURU DALAM PROSES PEMBELAJARAN MELALUI PENERAPAN SUPERVISI KLINIS DI SDN 006/XI AUR DURI

The purpose of this study was to determine the application of the clinical supervision of school principals in SDN 006 / XI Aur Duri, Pondok Tinggi District to improve the quality of teachers in the learning process of 2018/2019 Academic Year. The background of this research is still the low quality of education is far from what is expected, especially in SDN 006 / XI Aur Duri District Pondok Tinggi Kota Sungai Penuh. To overcome this problem, researchers as well as school principals provide guidance to teachers through clinical supervision, and this action as an appropriate step so that improving teacher quality achievement can be achieved in accordance with government programs, namely quality education programs. Subjects in this study were SDN 006 / XI Aur Duri Teachers in Pondok Tinggi District which was the place for researchers to work. The action is carried out in 3 cycles. Activities carried out in the even semester of the 2018/2019 school year. The duration of research for 6 weeks is effectively carried out from 10 September to 26 October 2018. In implementing the action, the design is carried out in 3 cycles which include; (1) planning, (2) action, (3) observation, (4) reflection. In collecting data the technique used is observation and questionnaire. Based on the results of the research above, improving the quality of teachers in the learning process, through the development of clinical supervision is very good results. This was evident at the first meeting of the 11 teachers who were present at the time of the study the average grade reached; 67.73% increased to 71.27% and in cycle 3 increased to 75.91%. Based on Ministerial Regulation No 12 of 2007 on the competencies of teachers and principals, and can make work plans for school work, and can organize schools towards the desired changes reaching 85% of their achievements, then clinical supervision is said to be effective. Thus the hypothesis proposed above can be accepted.

The Influence of School Head Academic Supervision on the Achievement of the National Standards of Middle School Education in Bima City

This research is motivated by the importance of academic supervision by school principals on national education standards in the fulfillment of SNP achievement. The purpose of this study was to determine the extent of the contribution of the influence of academic supervision of school principals on the achievement of National Standards of Middle School Education in the City of Bima. The approach taken in this research is ex post facto in which the researcher does not give treatment to the research variables. But examine the facts that have happened. Then the facts are explored using a questionnaire that contains a number of questions that reflect various aspects of the research variable. The sample in this study was principals and junior high school teachers in Bima City. To determine the contribution of the influence of the implementation of academic supervision of school principals to the achievement of the National Education Standards performed using Canonical Correlation analysis. Canonical correlation analysis is a multivariate analysis technique that can be used to identify and measure linear relationships involving more than one independent variable and more than one dependent variable. In this study the canonical correlation analysis is used to analyze the relationship between the academic supervision of the principal and the achievement of the National Standards for Junior High School in the City of Bima. There are three criteria used to interpret canonical functions, namely canonical weights, canonical loads, and canonical cross-loads. The results of data analysis showed that two canonical functions were obtained. The interpretation of the first canonical function was chosen because it was judged to be more feasible based on the significance test of the canonical function together or individually. The results of the interpretation show that the principal's academic supervision and the achievement of national education standards have quite strong links. The biggest contribution made by the independent and dependent variables is planning academic supervision and assessment standards. The conclusions of this study are as follows: There is an influence of the principal's supervision on the achievement of the National Standards of Middle School Education in the City of Bima. Based on the results of this study it is recommended that the implementation of the principal's academic supervision be maintained because it has a positive effect on the achievement of the National Education Standards. Keywords: academic supervision, national standards of education, canonical correlation

The Effect of Supervision and Managerial Competence on the Principal of the Job Satisfaction of Teachers in SMP 5 Kisaran

This objective of the research is to determine and analyze the influence of principal supervision, principal managerial competence, teacher gender, teacher education, and employment status together and partially on teacher job satisfaction and strategies that need to be done to manage teacher job satisfaction in SMP Negeri 5 Kisaran. This research is associative research. The population in this research were all teachers of SMP Negeri 5 Kisaran, totaling 31 people. The results of multiple regression analysis in this research indicate that the independent variables of supervision and managerial competence of principals together and partially have a positive effect and a significant relationship on teacher job satisfaction. The dummy variable teacher gender, teacher education, and teacher employment status partially did not significantly influence teacher job satisfaction. The results showed that the independent variable of the managerial competence of principals had a greater influence value than the independent variable of principals' supervision. Based on the results of the research, the principal needs to re-display the organizational structure in SMP Negeri 5 Kisaran and design their supervision tools for the professional development of SMP Negeri 5 Kisaran teachers.

Supervision and Participation in Teachers Working Group Toward the Teach-ers’ Professional Competence

Learning activities cannot be carried out with optimum results in case teachers have professional competence. Academic supervision by the school principals and professional learning community activities are two of the efforts which are conducted to improve teachers’ professionalism competence in Indonesia, especially in kindergarten level. This study aims at finding out the effect of school principal supervision and participation of the kindergarten teachers in Teacher Working Group (TWG), a kind of professional learning community, towards the kindergarten teachers’ professional competence. There were 57 kindergarten teachers involved in this study. Data of the study were collected through questionnaire. The collected data from the result of the questionnaire were analyzed using multiple regression statistical analysis. Statistically, the results of the study show that academic supervision of quality achievement conducted by the school principals and teachers’ participation in TWG have a significant effect on teachers’ professional competence. For this reason, the following suggestions are made: (1) It is necessary for teachers to develop a positive mindset about the benefits of academic supervision; (2) teachers also need to actively participate in TWG activities; and (3) school principals needs to be closer to teachers.

Analysis of the Ability of School Supervisors in Increasing the Supervision of School Principals of Junior High School at Pidie District

The background of this research is related to the development of the direction of the ability of school supervisors, especially school principals at the junior secondary level, which are influenced by internal factors including: the level of readiness of supervisors, principals, curriculum devices, administration and management, then the readiness of external factors which include: lack of available amenities; the lack of disciplines in accordance with the situation in the field as an effort to support the achievement of better education and teaching. The method used is descriptive meaning to describe the factors that affect the ability of school supervisors competency of the Principal in Pidie District. Data collection techniques used were observation, interview and documentary study techniques, while the research subjects were supervisors, principals, totaling 20 people. The results showed that there were several factors that could influence the performance of school principals including: internal factors affecting the ability of supervisors, principals' competencies, among others, their level of education, experience and years of work, because this affected the level of readiness of school supervisors and principals in carrying out the activity. Then proceed with external factors that are considered to affect the ability of school supervisors, the competency of school principals, namely the availability of facilities and infrastructure as evidence to support the learning process, the achievement of learning directions as desired, improving the performance and supervision of school principals as well as adequate levels of welfare around 85,65%.

KEPUASAN KERJA GURU DITINJAU DARI PERAN SUPERVISI KEPALA SEKOLAH DASAR NEGERI DI KECAMATAN BOGOR UTARA

WORK SATISFACTION TEACHERS ARE REVIEWED FROM THE ROLE OF HEADMASTER SUPERVISION OF PRIMARY SCHOOL IN NORTH BOGOR DISTRICT This research is aims to examine teacher job satisfaction and variables that have a relationship with teacher job satisfaction, in this case the supervision of school principals and efforts to improve teacher job satisfaction. The method used in this study is a survey method with a correlational approach. The research variable consisted of an independent variable namely the supervision of the principal with the dependent variable namely teacher job satisfaction. This research was conducted at the Public Elementary School in North Bogor Regency, Bogor City. Research data collection is carried out by distributing questionnaires to respondents who have been selected as samples. The results of the questionnaire were collected and recorded to analyze data to test the research hypotheses and to find out the strength of the relationship between principal supervision and teacher job satisfaction. To test the research hypothesis and to determine the strength of the relationship between principal supervision and teacher job satisfaction, data analysis was performed using statistical tests in the form of correlations and simple linear regression, as well as multiple correlation and regression. Hypothesis testing is performed at the significance level a = 0.05. This study presents three main conclusions: There is a positive relationship between principal supervision and teacher job satisfaction, meaning that the higher the supervision of the principal, the higher the teacher job satisfaction shown by the regression equation Ŷ = 63.64 + 0.53X and the correlation coefficient ry = 0.520. Based on the findings, teacher job satisfaction can be increased through supervision of the school principal.

MANAJEMEN KEPALA SEKOLAH DALAM MEMBENTUK KEPRIBADIAN SISWA DI SDN 31 BATU BULEK KECAMATAN LINTAU BUO UTARA

The purpose of the study was to describe the planning, implementation and supervision of principals in shaping the personality of students in SDN 31 Batu Bulek, Lintau Buo Utara Sub District. This study uses a case study approach. This research belongs to the category of field research. This study uses a qualitative research approach. Collecting research data is done by observation, interview and documentation study. Research results (1). Planning Principals in shaping the personality of students by making planning characters to be formed, Planning in personality formation strategies, Planning in shaping student character based on student development, Factors considered in planning for the formation of student personality and Planning Principal in organizing the responsible Activities. (2). The implementation of the Principal in shaping the personality of students, with several programs, namely: Intensive teacher development, Involving Teachers in shaping the personality of students and Development of school culture. (3). Supervision of Principals in shaping the personality of students is done by controlling the personality of the teacher and students, controlling the principal in supervising the role of the teacher and controlling the principal in seeing the teacher's efforts and involving the teacher in the control.

Headmaster Leadership in Increasing Effective School (Case Study of Primary School (SDN) 06 Tae Tukong)

The roles and responsibilities of principals and teachers in achieving school success in preparing learning programs or programs are very important. The purpose of this study is to find out (1) the preparation of effective school planning at SDN Tae Tukong; (2) Principal leadership in implementing effective schools in SDN 06 Tae Tukong (3) Supervision of school principals on the implementation of teachers in SDN 06 Tae Tukong; (3) Evaluation of teacher performance at SDN 06 Tae Tukong conducted by the principal; and (4) Supporting and inhibiting factors that influence the leadership of school principals in achieving effective schools at SDN 06 Tae Tukong. This study uses a qualitative approach with a type of case study research. Research results obtained include (1) Planning for improving effective schools in SD 06 Tae Tukong is included in the medium-term school work plan and annual plans; (2) Empowerment of existing resources in schools has been carried out properly in accordance with their respective duties and responsibilities; (3) The principal has implemented measures to improve effective schools; (4) Factors supporting school principals in improving effective schools are the ability of principals to manage all school planning, adequate school facilities, and support from parents; (5) Inhibiting factors in improving effective schools are related to the performance of principals, learning facilities, and teachers lack discipline. Based on the research conducted, it can be concluded that improving the quality of school education is related to the performance of the principal.

Backtalk: Preparing effective principal supervisors

In recent years, principals have been required to expand their area of responsibility beyond building management to take on more instructional leadership roles. As the role of the principal has changed, so too must the role of the principal supervisor. Rebecca Thessin and Karen Seashore Louis share three recommendations for district leaders hoping to improve principal supervision. First, they must encourage supervisors to develop strong relationships with the principals they supervise and coach. Second, they must try to avoid reorganizations that will require principals to develop new relationships with supervisors each year. Third, they must make it a priority to support supervisors’ own learning.

THE ANALYSIS OF RESULTS PRINCIPAL SUPERVISION ANDACHIEVEMENT MOTIVATION FOR TEACHER PERFORMANCEIN SMA SATYA DHARMA BALUNG

The purpose of this research is to analyze and test the effect of principal supervision and teacher achievement motivation on teacher performance in SMA Satya Dharma Balung, either simultaneously or partially. This research includes explanatory research survey. The location of this research is at SMA Satya Dharma Balung. The independent variable of this research were the principal supervision and teacher achievement motivation (X) while the dependent variable of this research was the teacher performance (Y). The subject of this research was all of the teachers at SMA Satya Dharma Balung which also became the sample. Data collection methods used in this study were observation, direct interview, questionnaire, and documentation. While the data analysis used was multiple linear regression. Based on the results of the research noted that the influence of the principal supervision and teacher achievement motivation had a significant effect on the teacher performance at SMA Satya Dharma Balung either partially or simultaneously. Partial test result proved by t -count value: 1). The t -count value of the principal's supervision variable is 2.054 with the probability value of 0.048, while the t - table value was 2.035. Therefore t-count > t-table (2.054 > 2.035). 2). The value of t-count of the teacher achievement motivation is 3.863 with the probability value 0.000, while t-table value was 2.035, so t-count > t-table (3,863 > 2,035). The effective contribution of principal supervision and teacher achievement motivation toward teacher performance at SMA Satya Dharma Balung was 71,4% of teacher achievement motivation variable as the most dominant variable (47,8%). The final result of this research was to improve the performance of the achievement which could also improve the teacher's performance and commitment.

Implementation of Principal Supervision as an Effort to Fulfill Teacher Administration at Islamic Elementary School

The low teacher performance in the administrative field requires the principal to supervise the teacher. This study aims to describe the implementation of the principal's supervision as an effort to fulfill teacher administration at Islamic elementary school (MI) An-Nur Cirebon City, West Java, Indonesia. This study used qualitative research methods. The subjects of this study were principals and teachers of Islamic elementary School An-Nur Cirebon City, West Java, Indonesia. Data collection was done through observation, in-depth interviews, and document analysis. The results of the research data were then analyzed using qualitative descriptive analysis techniques. The results showed that teacher administrative supervision had been programmed, scheduled and run well. The completeness of teacher administration is also functional. The implementation of the principal's supervision was strongly influenced by the ability of the principal to regulate the time and busyness of the work and the readiness of the teacher to be supervised.

Contribution of the Principal Supervision and Work Motivation on Teacher Performance at Public High School in Barito Kuala District

The purpose of the research is to know the Principal’s supervision contribution and work motivation toward the teachers performance at public of Senior High School at Barito Kuala, District. The research population is publicteachers at public Senior High School in Barito Kuala, District, as much as 227 teachers. And, to take a sample it’s used Probability Sampling with Simple Random Sampling technique by determining sample to each school in a proportional manner and found as much as 145 teachers. For data collection is conducted by questionnaire. And the questionnaire validity trial is conducted by corrected item - Total correlation. Reliability trial is using Cronbach’s Alpha (a). Data Analysis is taking simple regression and double technique. The data’s outcomes are: (1) significantly, there is the Principal’s supervision contribution toward teachers performance at Senior High School in Barito Kuala, with determination value 66,1%; (2) There is a work motivation contribution towards teachers performance at public of Senior High School in Barito Kuala, significantly with determination value 65,6%; (3) And so, with significantly there is a Principal’s supervision contribution and work motivation toward teachers performance at Public of Senior High School in Barito Kuala District, in the manner of determination value 74,8%

Supporting principal supervisors: what really matters?

PurposeDistricts across the country are calling on their principal supervisors to shift from mainly focusing on operations and compliance to dedicating their time to help principals grow as instructional leaders. Learning theory elaborates that such support for principals demands that supervisors take a teaching-and-learning approach – which the authors define as consistently using particular strategies that are characteristic of high quality teachers and mentors across various apprenticeship settings – to their work with principals on their instructional leadership. Prior research on leadership supports these shifts but does not examine the conditions under which principal supervisors are able to persist and grow in taking a teaching-and-learning approach specifically. What are those conditions? The paper aims to discuss these issues.Design/methodology/approachThis paper addresses that question through a re-examination of data from two studies with socio-cultural learning theory as the conceptual framework. The authors primarily use observation data (approximately 760 hours), supplemented by 344 interviews and reviews of hundreds of documents.FindingsContrary to extant research the authors did not associate high quality outside coaching with the positive cases of principal supervision. Nor did hiring principal supervisors with requisite prior knowledge explain why some principal supervisors regressed and grew. Findings underscore the importance of supervisors of principal supervisors (SPSs) being principal supervisors’ main mentors and principal supervisors not over-relying on others for assistance but actively leading their own learning, especially through work with colleagues and protecting their time themselves.Originality/valueThis analysis distinguishes conditions that support principal supervisors in taking a teaching-and-learning approach to their work with principals. The authors elaborate key roles for chief academic officers and others who supervise principal supervisors typically overlooked in policy and research on district leadership. Findings reinforce the importance of mentoring to learning and also district leaders serving as main mentors for each other, rather than relying on outside coaching.

A view from the field: the process of improving equitable systems leadership

PurposeResearch on principal supervisors (PSs) is an emerging field, and principal supervision for racial equity has not yet been studied or theorized. Conducted in partnership with practicing district leaders, the purpose of this paper is to examine current PS leadership in three districts at various points of engagement in equitable leadership practices and set forth a framework for conceptualizing systems equitable leadership practice.Design/methodology/approachThis collaborative study emerged from an EdD course project in which groups of practitioner–scholars identified and collected qualitative interview, survey and artifact data about problems of practice in their districts. University researchers supported data collection and conducted analyses across settings, building on Ishimaru and Galloway’s (2014) equitable leadership practices framework.FindingsEquitable PS leadership practices were variable. No district engaged with “proficiency” across all drivers of equitable leadership practice, but the district that engaged in equitable PS practices most deeply framed the work of schooling as a race-explicit endeavor, suggesting that framing is a fundamental driver.Research limitations/implicationsThis paper builds on PS and equity-focused leadership research by adding a systems-level equity focus.Practical implicationsFindings suggest that districts should focus on equity framing as the foundation for principal support and development.Originality/valueThis researcher/practitioner–scholar collaboration shows how practitioner–scholars provide focus and expertise to the field unavailable to traditional researchers.

PERSEPSI GURU TERHADAP PENGARUH SUVERVISI KEPALA SEKOLAH DAN MOTIVASI KERJA TERHADAP KINERJA GURU DI SMP NEGERI KECAMATAN CIMERAK KABUPATEN PANGANDARAN

This article aims to determine the effect of supervision of Head master toward teacher performance, determine the influence of teacher work motivation toward teacher performance, and determine the influence of Head master supervision and teacher’s work motivation classically toward teacher performance. The method used is descriptive analysis method. It will hopefully be able to understand the problem based on the phenomenon at the time of the study. The subjects of this study were 120 State Teachers in Cimerak Subdistrict, Pangandaran Regency, with a total sample of 75 teachers. While the object of this study is the supervision of the principal, work motivation of teachers, and teacher performance. The data collected in this study were captured through a questionnaire in the form of scales in the range of scores from 1 to 5. The result of research is : 1) the effect of school principal supervision (X1) on Teacher Performance (Y) of 0.091; 2) the effect of teacher work motivation (X2) on teacher performance (Y) of 0.139; and 3) the influence of school principal supervision (X1) and teacher work motivation (X2) on teacher performance (Y) together by 0.165, meaning 0.835 is the influence of factors other than those examined.

PENGARUH DISIPLIN, KOMPETENSI KEPRIBADIAN DAN SUPERVISI KEPALA SEKOLAH TERHADAP KINERJA GURU SMP NEGERI DI PALEMBANG

The purpose of the study was to determine the effect of discipline, personality competence and supervision of the principal on the performance of the teachers of the Public Middle School in the Seberang Ulu 1 District of Palembang.The research design uses an associative type. The population in this study were teachers of Public Middle Schools in the Seberang ULU 1 Palembang District, amounting to 305 people. The sampling technique in this study is cluster sampling. The sampling technique uses the Yamane formula to obtain 173 people, the analysis model used uses multiple linear regression methods.The results showed that: 1) There was a significant effect of discipline, personality competence and supervision of principals together on the performance of teachers in the Public Middle School in the Seberang ULU 1 Palembang District. 2) There is a significant effect of discipline, personality competence and supervision of principals partially on the performance of teachers in the Public Middle School in Seberang District ULU 1 Palembang.The implications of this study provide results that principals as leaders must be able to provide examples of discipline to teachers accompanied by communication that can lead to compliance. The principal includes his teacher for personality training to improve knowledge, skills, skills, and attitudes to be able to carry out tasks and positions based on the personality needed by a teacher. Furthermore, the principal needs to master the supervision technique so that he can find out the problems that occur in his school.

PENGARUH SUPERVISI KEPALA SEKOLAH DAN IKLIM KERJA TERHADAP MOTIVASI KERJA GURU SEKOLAH DASAR DI KECAMATAN KERTASEMAYA KABUPATEN INDRAMAYU

The purpose of this study was to find out how much influence the principal's supervision and work climate simultaneously had on the motivation of elementary school teachers working in Kertasemaya Subdistrict, Indramayu Regency. The research method used is the survey method with correlational techniques and regression and the collection technique data used are Likert scale questionnaire data on 65 public elementary school teachers in the Kertasemaya sub-district of Indramayu Regency. The results of the study can be concluded that: (1) There is a significant effect of supervision of the principal on the motivation of elementary school teachers working in the sub-district of Kertasemaya, Indramayu Regency. The magnitude of the influence of the principal's supervision of teacher work motivation is 17.3%, while the rest is influenced by other variables. (2) There is a significant effect of work climate on the motivation of elementary school teachers working in Kertasemaya Subdistrict, Indramayu Regency. The magnitude of the influence of the work climate on teacher work motivation is 21%, while the rest is influenced by other variables besides the supervision of the principal, which are not examined in this study (Epsilon). (3) there is a simultaneous significant effect of school principal supervision and work climate on the motivation of elementary school teachers working in Kertasemaya District, Indramayu Regency. The magnitude of the influence of the principal's supervision and the work climate simultaneously on the motivation of elementary school teachers working in Kertasemaya Subdistrict, Indramayu Regency is 32%, while the rest is influenced by other variables, which are not examined in this study (epsilon). To increase work motivation, it is necessary to supervise the principal regularly and need a conducive work climate.

Effect of Principal Supervision on Teacher Pedagogic Competencies

The research aims to Effect of Principal Supervision on Teacher Pedagogic Competencies at Public Elementary School 237 Aletellue in Soppeng Regency.This research use quantitative methodology with correlational ex post facto design to explain the research questions. To understand the issue, this research use methodological approach (quantitative-positivistic) and scientific approach (pedagogic and psychological). The participants of this reseach are 13 teachers at Publich Elementary School 237 Aletellue. The data were gathered using survey and dokumentasi, and then analysed through descriptive statistic with hypothesis testing using correlation and linear regression coefficient. The research reveals some key findings. The first finding shows that the supervision of principals shows a comparison of the competence of pedagogic teachers. This, seen from every activity of the teacher who is able to be effective in improving the competencies possessed. Helps develop science with innovation and creativity.