Pengaruh Supervisi Akademik Kepala Sekolah Terhadap Motivasi Kerja dan Kinerja Guru SD Negeri di Kabupaten Tanggamus
DOI:
https://doi.org/10.23917/jmp.v20i1.11289Keywords:
Academic Supervision, Work Motivation, Teacher PerformanceAbstract
motivation and performance. Observations conducted by the researcher on the principal and
teachers of the Aster 1 Cluster, which consists of public elementary schools (SD Negeri) in
Tanggamus Regency, aimed to assess the effectiveness of indicators for improving work
motivation and teacher performance. Through classroom teacher observations and interviews, it
was concluded that more attention is needed to improve the quality of education in schools by
focusing on teachers’ motivation and performance. Based on the above issues, the author has
prepared a thesis proposal entitled “The Influence of Principal’s Academic Supervision on Work
Motivation and Performance of Public Elementary School Teachers in Tanggamus Regency”. The
aim is to examine the influence of academic supervision by principals on teachers’ work motivation
and performance. This study uses a quantitative approach with a simple regression design. To
obtain the necessary information, an ex post facto method was applied. The population in this
study consists of public elementary school teachers in the Aster 2 Cluster, Sumberejo District,
which includes 6 schools. The sample size was determined using the Slovin formula. The research
instruments include questionnaires on the principal’s academic supervision, work motivation,
and teacher performance. Data analysis involved: (a) prerequisite tests, including normality test,
homogeneity test, and multicollinearity test; and (b) hypothesis testing using simple regression
analysis. After conducting the analysis, the research findings revealed that: (a) The principal’s
academic supervision significantly affects teachers’ work motivation, with an influence percentage
of 95.3%; and (b) The principal’s academic supervision significantly affects teacher performance,
with an influence percentage of 80.2%. The results of this study are also expected to serve as a
reference for future research, which should consider other variables that may influence teachers’ work
motivation and performance, such as pedagogical competence, communication, and other factors.
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