The Influence Of Principal Academic Supervision And Work Motivation On Teacher Performance In Senior High Schools In Sekadau Hilir District
DOI:
https://doi.org/10.58421/gehu.v5i6.2264Keywords:
Academic Supervision, Teacher Performance, Work MotivationAbstract
This study examines how principal academic supervision and work motivation influence teacher performance in senior high schools in Sekadau Hilir District, West Kalimantan, Indonesia. This research is urgent because of persistent concerns about the quality of academic supervision and teacher motivation in this geographically specific region. Using a quantitative explanatory research design, data were collected from 100 teachers selected through proportional stratified random sampling from a population of 134 teachers across eight senior high schools. The instruments consisted of Likert-scale questionnaires measuring academic supervision (planning, implementation, follow-up), work motivation (self-efficacy, outcome expectations, observational learning), and teacher performance (lesson planning, instructional delivery, evaluation). Data were analyzed using multiple linear regression with SPSS version 29. The results show that academic supervision has a positive and significant partial effect on teacher performance (B = 0.105, t = 2.334, p = 0.022), work motivation has a positive and significant partial effect (B = 0.796, t = 15.305, p = 0.000), and both variables simultaneously influence teacher performance (F = 293.857, p = 0.000). The coefficient of determination (R² = 0.858) indicates that academic supervision and work motivation jointly explain 85.8% of the variance in teacher performance, with work motivation emerging as the stronger predictor. These findings suggest that improving both the quality of academic supervision and teachers' work motivation can substantially enhance teacher performance in senior high.
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