|
Eduvest � Journal
of Universal Studies Volume 1 Number 8, August 2021 p- ISSN
2775-3735 e-ISSN 2775-3727 |
||
|
|
|
|
|
THE EFFECT
OF SCHOOL SUPERVISORS AND PRINCIPAL MANAGERIAL CAPABILITIES ON TEACHER
PERFORMANCE AT SMPN 07 MATRAMAN EAST JAKARTA |
|
|
|
Rokhmad
Slamet and Umi Nihayah STIMA IMMI Jakarta E-mail: rokhmad19@ gmail.com,
[email protected] |
|
|
|
ARTICLE
INFO������� ABSTRACT |
|
|
|
Received: July,
24th 2021 Revised: August,
9th 2021 Approved: August,
14th 2021 |
Implementation
of coaching for teachers is important to do, because teachers are one of the
keys to the success of the implementation of education. The purpose of this
study was to determine the effect of supervising school supervisors on
teacher performance at SMPN 07 Matraman East
Jakarta, to determine the effect of principal's managerial ability on teacher
performance at SMPN 07 Matraman East Jakarta, to
determine the joint effect of fostering school supervisors and the managerial
ability of the principal schools on teacher performance at SMPN 07 Matraman, East Jakarta. The type of research used is
descriptive quantitative research. The results of this study indicate that
there is a positive and significant influence between the guidance of school
supervisors on teacher performance at SMPN 07 Matraman,
East Jakarta. There is a positive and significant influence between the
managerial ability of the principal on the performance of teachers at SMPN 07
Matraman, East Jakarta. There is a positive and
significant influence between the coaching of school supervisors and the
managerial ability of the principal on teacher performance at SMPN 07 Matraman, East Jakarta. |
|
|
KEYWORDS |
Coaching, Managerial
Ability and Teacher Performance |
|
|
|
This
work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License |
|
INTRODUCTION
One indicator of a country's progress can be seen from
the quality of its education (Hutasuhut,
n.d.). The quality of
education is not only seen from the values and achievements
produced by students in schools, but from the process of implementing education
(Kadi
& Awwaliyah, 2017). The implementation of
education in schools cannot be separated from the active role of teachers who
carry out learning (Mustari
& Rahman, 2014). (Sahertian,
2000) reveals that teachers are
components of human resources that must be fostered and developed continuously.
The potential of these resources needs to continuously grow and develop in
order to carry out their functions professionally. In addition, the effects of
fast-paced change encourage teachers to continuously learn to adapt to the
development of science and technology as well as the mobility of society (Yulia,
2019). That is why it is
necessary to conduct coaching to help direct teachers so that they are able to
change for the better.
Implementation of coaching for teachers is important
to do, because teachers are one of the keys to the success of the
implementation of education (Rahmah,
2018). Teachers need to get
coaching to improve their ability and quality in carrying out classroom
learning related to the delivery of learning materials, guiding and directing
students to suit educational goals (Astuti,
2017). Coaching teacher
performance needs to be done, teachers who already have good performance
certainly need to be fostered continuously so that their performance remains
steady (Yudiana,
Aryawan, & Wulandari, 2019). If there is a
development that gives new demands to the school, it can be planned beforehand
the type of performance that will be given so that the teacher has a harmonious
performance.
The implementation of guidance to teachers can be
carried out by school supervisors by providing services to teachers related to
problem solving in the implementation of learning and education in schools (Sitaasih,
2020). This study discusses
the guidance carried out by school supervisors to teachers. This is because
school supervisors are more experienced in carrying out guidance to teachers,
so that coaching will be more effective if carried out by school supervisors.
School supervisors in carrying out teacher performance
development need to have competencies and qualifications in accordance with
established standards. (Fathurrohman
& Suryana, 2011) reveal, "the task of a
supervisor is essentially to teach teachers how to teach well, so that
supervisors are required to have teaching abilities that exceed the teachers
they foster. In addition, the level of education, experience and personality
possessed must also exceed the teacher.
The implementation of teacher development is carried
out by school supervisors by coming directly to schools and seeing the extent
to which teachers carry out their duties at school (Mayasari,
Zakaria, & Sahono, 2013). Coaching activities
for teachers can also be referred to as supervisory actions, so school
supervisors who carry out supervision are also referred to as supervisors. (Suhardan,
2010) argues, "supervision
exists to guide the growth and professional skills of teachers when teachers
receive guidance and then realize the importance of improving their abilities,
teachers grow and are increasingly capable of carrying out their duties".
In addition to coaching, the managerial ability of the
principal must also affect teacher performance (Iskandar,
2013). The principal's
managerial ability can drive work creativity. It must be known that every
teacher has special characteristics that are different from one another in
educating children to become individuals who are knowledgeable, skilled and
have moral maturity (Fitrah,
2017). For this reason, a
teacher in carrying out his duties must have a great spirit and soul, so that
the learning process is appropriate according to the expectations and goals of
education.
Improving the quality of teacher performance helps
teachers to understand goals, see clearly in understanding the circumstances
and needs of their students, form strong groups and unite teachers in effective
teams to work closely, be friendly and respect each other, improve the quality
of learning which ultimately improves The quality of teacher teaching both in
terms of strategies, skills and teaching tools is also one of the basis for
making decisions by principals for teacher repositioning. For this reason, a
supervisor must pay attention to: accuracy with accurate data, focus on
behavior and results, not attitudes, be honest, fair, cover the entire time not
just the end of the work that is shown as well as rational and professional (Bahri,
2014).
This study aims to examine the problems that have been
formulated, namely to find out how far the influence of school supervisors and
Principal Managerial Ability on teacher performance at SMPN 07 Matraman East Jakarta. In particular, this study aims to
determine the effect of school supervisors on teacher performance at SMPN 07 Matraman East Jakarta, to determine the effect of
principal's managerial ability on teacher performance at SMPN 07 Matraman East Jakarta, knowing the effect of jointly
coaching school supervisors and managerial abilities of school principals on
teacher performance at SMPN 07 Matraman East Jakarta.
RESEARCH METHODS
The research method used is a quantitative method,
which is to determine the influence between the dependent variable and the
independent variable, using a descriptive and causal design, which solves a
case, namely the case of the influence between the coaching of school
supervisors and the managerial ability of the principal on the performance of
teachers and principals in schools. SMPN 07 Matraman,
East Jakarta.
RESULTS AND DISCUSSION
By using a valid and reliable instrument in data
collection, it is expected that the research results will be valid and
reliable. So, a valid and reliable instrument is an absolute requirement to get
valid and reliable research results. Of the 10 items of school supervisor
coaching instruments, all instruments were declared valid. Because the
resulting rcount value is greater than the rtable value, which is 0.312 for N = 40. Of the 10
principal managerial ability instruments, all instruments are declared valid.
Because the resulting rcount value is greater than
the rtable value, which is 0.312 for N = 40. From the
10 teacher performance instruments it is concluded that eight instruments are
declared valid because the resulting rcount value is
greater than the rtable value, which is 0.312 for N =
40. Based on the the results of the calculation of
reliability through the statistical computer program SPSS release 23.0 for the
variable of supervising school supervisors (X1) is 0.772. While the alpha value
for N = 40 is 0.312 so it can be concluded that the rAlpha
is positive and greater or 0.772 > 0.312, thus the research instrument
regarding the variable of school supervisor coaching (X1) is reliable. Based on
the results of reliability calculations through the statistical computer
program SPSS release 23.0 for the principal managerial ability variable (X2) is
0.544. While the alpha value for N = 40 is 0.312, so it can be concluded that
the rAlpha is positive and greater or 0.544 >
0.312, thus the research instrument regarding the principal managerial ability
variable (X2) is reliable. Based on the results of the calculation of
reliability through the statistical computer program SPSS release 23.0 for the
teacher performance variable (Y) is 0.642. While the alpha value for N = 40 is
0.312 so it can be concluded that the rAlpha is
positive and greater or 0.642 > 0.312, thus the research instrument
regarding the teacher performance variable (Y) is reliable.
1.
The Effect of Supervision of School Supervisors (X1)
on Teacher Performance (Y)
From the results of calculations through SPSS
analysis, the value of t count for the variable Supervision of School
Supervisors (X1) is 4.115, while the t table is 2.026. So tcount
> ttable or 4,115 > 2,026. Thus, H0 is rejected
and Ha is accepted. And it can be concluded that "There is" a
positive and significant influence between "Coaching school supervisors
(X1)" on "Teacher Performance (Y)".
2.
The Influence of Principal Managerial Ability (X2) on
Teacher Performance (Y)
From the results of calculations through SPSS
analysis, the tcount value for the Principal
Managerial Ability variable (X2) is 8.286. While the value of ttable is 2.026. So tcount > ttable or 8,286 > 2,026. Thus, H0 is rejected and Ha is
accepted. And it can be concluded that "There is" a positive and
significant influence between "Principal Managerial Ability (X2)" on
"Teacher Performance (Y)".
3.
The Effect of Supervision of School Supervisors (X1)
and Managerial Ability of Principals (X2) on Teacher Performance (Y)
From the results of the ANOVA test or Ftest or Fcount, a value of
12,099 is obtained which is greater than Ftable of
3.35 with a significant level of 0.000 because 0.000 <0.05, it can be said
that the principal managerial competence variable (X1) and the principal's
leadership variable (X2) jointly affect the teacher's work motivation variable
(Y). While the value of R Square is 0.473, this shows that 47.3% of the
managerial competence and leadership of the principal simultaneously (together)
does have a positive effect on teacher work motivation while the remaining
52.7% is influenced by other unobserved factors by author.
CONCLUSION
Based on the discussion chapter. it
can be drawn or poured some conclusions and results of data analysis that the
author discusses, among others, that there is a positive and significant
influence between the guidance of school supervisors on the performance of
teachers and principals at SMPN 07 Matraman, East
Jakarta. It can be seen from the t-count value obtained is 4.115, while the
t-table is 2.026. So tcount > ttable
or 4,115 > 2,026.
There is a positive and significant influence between
the Managerial Ability of the Principal on the performance of teachers and
principals at SMPN 07 Matraman, East Jakarta. It can
be seen from the t-count value obtained is 8.286. While the value of ttable is 2.026. So tcount > ttable or 8,286 > 2,026.
There is a positive and significant influence between
the coaching of school supervisors and the Managerial Ability of the Principal
on the performance of teachers and principals at SMPN 07 Matraman,
East Jakarta. It can be seen from the ANOVA test or the Ftest
value, it is found that the calculated F is 48.745. Medium Ftable
( 0.05) for N = 40 is 3.25. So Fcount >
from Ftable or 48.745 > 3.25 at (0.05). Meanwhile,
based on the Summary Model table, the R2 (R Square) value is 0.725, this shows
that 72.5% of the X1 and X2 variables have a positive effect on the Y variable
while the remaining 27.5% is influenced by other factors not observed by the
author.
�����������
REFERENCES
Astuti, Suhandi. (2017). Supervisi akademik untuk
meningkatkan kompetensi guru di SD Laboratorium UKSW. Scholaria: Jurnal
Pendidikan Dan Kebudayaan, 7(1), 49�59.
Bahri, Saiful. (2014). Supervisi akademik dalam
peningkatan profesionalisme guru. Visipena, 5(1), 100�112.
Fathurrohman, Pupuh, & Suryana, A. A. (2011). Supervisi Pendidikan dalam Pengembangan Proses
Pengajaran. Bandung: Refika Aditama.
Fitrah, Muh. (2017). Peran kepala sekolah dalam meningkatkan mutu
pendidikan. Jurnal Penjaminan Mutu, 3(1), 31�42.
Hutasuhut, Edidon. (n.d.). Paradigma Guru
Profesional Menuju Era Indonesia Emas 2045. SEMINAR NASIONAL PGSD UNIMED,
1(1).
Iskandar, Uray. (2013). Kepemimpinan
kepala sekolah dalam peningkatan kinerja guru. Jurnal Visi Ilmu Pendidikan,
10(1).
Kadi, Titi, &
Awwaliyah, Robiatul. (2017). Inovasi
Pendidikan: Upaya Penyelesaian Problematika Pendidikan Di Indonesia. Jurnal
Islam Nusantara, 1(2).
Mayasari, Nova, Zakaria, Zakaria, & Sahono, Bambang. (2013). Pembinaan Guru Oleh Pengawas Sekolah Dasar
Melalui Supervisi akademik (Studi Deskriptif Kualitatif Di Sekolah Dasar Negeri
02 Kabupaten Kepahiang). Universitas Bengkulu.
Mustari, Muhamad, & Rahman, M.Taufiq. (2014). Manajemen
pendidikan. RajaGrafika Persada.
Rahmah, Syarifah. (2018). Pengawas sekolah penentu
kualitas pendidikan. Jurnal Tarbiyah, 25(2).
Sahertian, Piet A. (2000). Konsep
dasar & teknik supervisi pendidikan: dalam rangka pengembangan sumber daya
manusia. Penerbit Rineka Cipta.
Sitaasih, Desak Ketut. (2020).
Supervisi Akademik untuk Meningkatkan Kompetensi Guru Dalam Proses Pembelajaran
di SD. Jurnal Ilmiah Sekolah Dasar, 4(2), 241�247.
Suhardan, Dadang. (2010). Supervisi
profesional: layanan dalam meningkatkan mutu pembelajaran di era otonomi daerah.
Alfabeta.
Yudiana, I.Wayan, Aryawan, I.Gede, & Wulandari, I.Gusti Ayu Athina. (2019). Pengaruh Produk Domestik Regional Bruto ( PDRB ),
Suku Bunga Tabungan dan Inflasi Terhadap Simpanan Masyarakat di Bank Umum
Provinsi Bali. Warmadewa Economic Development Journal, 2(2),
72�83.
Yulia, Fitri. (2019). Supervisi pendidikan.