How to cite:
Amirul Hidayat. (2021). The Effect of Principal Supervision on Teacher
Performance Improvement. Journal Eduvest. 1(11): 1225-1239
E-ISSN:
2775-3727
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Eduvest Journal of Universal Studies
Volume 1 Number 11, November 2021
p- ISSN 2775-3735 e-ISSN 2775-3727
THE EFFECT OF PRINCIPAL SUPERVISION ON TEACHER
PERFORMANCE IMPROVEMENT
ARTICLE INFO ABSTRACT
Received:
October, 26
th
2021
Revised:
November, 16
th
2021
Approved:
November, 18
th
2021
The goals to be achieved from a principal's supervision are
goals that are in accordance with predetermined
standards. Therefore, to ensure the quality of teaching
and learning services or good teacher performance, the
supervision of the principal is important in providing
guidance, guidance and supervision to teachers. This
supervision and improvement is something that must be
highlighted to become a benchmark for improving the
teaching and learning process that will result in good
quality education. The research used quantitative method
research was carried out for 3 months starting from
September to November 2019. The place that became the
research center was at SDS IT Al Fajar Sungai Pakning. The
subject in this study was the principal while the object in
the study was the teacher at SDS IT Al Fajar. The
population in this study were principals and teachers. The
samples taken by the researchers were SDS IT teachers, Al
Fajar Sungai Pakning, totaling 35 people. After the
authors conducted data management through
questionnaires and analyzed the data, it can be concluded
that the supervision of the principal at Sds It Al Fajar
Sungai Pakning was categorized as "good" with a
percentage value of "100%.
KEYWORDS
Principal Supervision, Teacher Performance, Improvement
This work is licensed under a Creative Commons
Attribution-ShareAlike 4.0 International
Amirul Hidayat
The Effect of Principal Supervision on Teacher Performance Improvement 1126
INTRODUCTION
Observing the development of an increasingly complex world of education,
several strategies are needed that lead to an educational process that is able to answer the
demands of the times. The existence of the principal in an educational institution is one of
the keys and is required to be able to condition a professional work climate (Bryk &
Schneider, 2003), (Fullan, 2014).
The success of a school in improving the quality of education in schools cannot
be separated from the leadership of a school principal. In the hands of the leader, program
planning activities, organizing, implementing, monitoring, evaluating and so on. Can run
well (Bonnario, Madiistriyatno, & Zulfikar, 2021).
School leadership is an activity to direct, influence and control the entire potential
of the school carried out by a principal in a systematic and programmed manner in order
to achieve organizational goals (Bush & Glover, 2014).
In order to improve the quality and performance of teachers at a level of
education, it is very necessary to carry out supervision (Madiistriyatno & Sofianto, 2021).
The term supervision is different from inspection. Inspection aims to check to what extent
a plan has been implemented, whether the conditions and activities are in accordance with
the provisions that have been outlined, while supervision aims to find or identify the
capabilities and inability of personnel to provide assistance and services to these
personnel in order to improve their abilities or expertise (Harries, 2020).
According to the Regulation of the Minister for Empowerment of State Officials
and Reform No. 16 of 2009 concerning the functional positions of teachers and the
number of credits, article 5 paragraph 1 explains that the main task of teachers is to
educate, teach, guide, direct, train, assess, and evaluate students in early childhood
education. early formal education, basic education, and secondary education as well as
additional tasks relevant to the function of the school/madrasah.
In an effort to improve the quality of educational resources, teachers are a
component of human resources that must be fostered and developed continuously
(Hénard & Roseveare, 2012). The task of the teacher is related to efforts to educate the
nation's life in all its aspects, both spiritual, emotional, intellectual, and other aspects
(Zakuan et al., 2012). The potential of teachers must continue to develop in order to carry
out their potential functions (Schleicher, 2012).
One of the efforts to improve teacher performance in the learning process is the
role of the principal as a supervisor in supervising teacher performance in teaching,
because the success or failure of the learning process in schools is largely determined by
the performance of a teacher's teaching skills (Azwardi, 2020).
The principal is the center of leader who regulates and manages activities to be
directed, focused and experienced a significant improvement (Oyewole & Alonge, 2013).
Therefore, principals play an important role in improving teacher performance and
developing themselves in transferring knowledge to students (Wanzare, 2012). The
principal must have advantages that are prioritized to better supervise his subordinates so
that they remain qualified in carrying out the obligations of a teacher and education staff.
This is because the principal's job is to oversee the activities that have been programmed
to be directed, focused and successful.
Principals play an important role in creating personal and teachers who are
dedicated to the responsibility of educating their students (DiPaola, Tschannen-Moran, &
Walther-Thomas, 2004). With a very basic reason that teachers have a role in determining
the quality of teaching carried out, therefore teachers think and plan carefully in
increasing student learning opportunities by improving the quality of teachers in
Eduvest – Journal of Universal Studies
Volume 1 Number 11, November 2021
1227 http://eduvest.greenvest.co.id
managing the teaching and learning process (Bastable, 2017).
The principal is a supporter and also an intermediary who has a role as a
supervisor or supervisor because the principal is a functional staff who is given more
duties to lead a school in which the teaching and learning process is held or a place where
interactions occur between teachers who give lessons and students who receive lessons.
Lesson (Stronge & Xu, 2021).
The goals to be achieved from a principal's supervision are goals that are in
accordance with predetermined standards. Therefore, to ensure the quality of teaching and
learning services or good teacher performance, the supervision of the principal is
important in providing guidance, guidance and supervision to teachers. This supervision
and improvement is something that must be highlighted to become a benchmark for
improving the teaching and learning process that will result in good quality education.
Therefore, as a supervisor, the principal is expected to be able to act as a
consultant, as a facilitator who understands the needs of the teacher and is also able to
provide alternative solutions. While acting as a supervisor, the principal is expected to
guide and motivate teachers to be more creative and innovative.
RESEARCH METHOD
The research used quantitative method, this research was carried out for 3
months starting from September to November 2019. The place that became the research
center was at SDS IT Al Fajar Sungai Pakning. The subject in this study was the principal
while the object in the study was the teacher at SDS IT Al Fajar. The population in this
study were principals and teachers. The samples taken by the researchers were SDS IT
teachers, Al Fajar Sungai Pakning, totaling 35 people.
Researchers conducted interviews with school principals to find out how the
principal supervised. Furthermore, researchers distributed questionnaires to SDS IT
teachers at Al Fajar Sungai Pakning in order to obtain accurate information on how big
the percentage of principal supervision and teacher performance is and how it affects
teacher performance. Furthermore, the authors took several important documents and
photos to add data in the study. After distributing the questionnaire and filling out the
questionnaire by the teachers of SDs IT Al Fajar, the researchers processed the
questionnaire using a quantitative descriptive formula to determine the percentage of
principal supervision and teacher performance at SDs IT Al Fajar. The quantitative
descriptive formula is as follows:
P =
x 100%
Information:
P = Percentage Number
F = Frequency being searched for percentage
N = Number of cases (Number of frequency/number of individuals)
Furthermore, to find out whether there is an effect of principal supervision on
improving teacher performance at SDs It Al Fajar, the researchers processed
questionnaire data using a simple linear regression formula. The formula used in this
research is simple linear regression.
Y = A+BX+e
Y = Dependent variable or response
A = is the intercept or constant
B = is the regression coefficient or slope
E = is residual or error
Amirul Hidayat
The Effect of Principal Supervision on Teacher Performance Improvement 1128
RESULT AND DISCUSSION
1. Data Analysis
a. Questionnaire validity test
Validity test is a test used to show the extent to which the measuring instrument
used in a measure is what is being measured. A questionnaire is said to be valid if the
questions on the questionnaire are able to reveal something that will be measured by the
questionnaire.
The researcher has 15 statements that will be tested on 13 teachers. The results of
the validity of the statement items are as follows:
Table 1 Validity Test Results of Principal Supervision Variables and Teacher
Performance
Case Processing Summary
N
%
Cases
Valid
13
100,0
Excluded
a
0
,0
Total
13
100,0
a. Listwise deletion based on all variables in the procedure.
Source: Results of the management of SPSS 25.0 (2019)
Based on the table above, the questionnaire is said to be valid because it is greater
than 0.5140.
Table 2 Reliability Test Results
Case Processing Summary
N
%
Cases
Valid
13
100,0
Excluded
a
0
,0
Total
13
100,0
a. Listwise deletion based on all variables in the procedure.
Reliability Statistics
Cronbach's Alpha
N of Items
,790
16
Item-Total Statistics
Scale Mean if Item
Deleted
Scale Variance if
Item Deleted
Corrected Item-
Total Correlation
Cronbach's Alpha
if Item Deleted
item_1
86,54
235,103
,710
,773
item_2
86,54
229,269
,773
,767
item_3
86,23
241,359
,423
,782
item_4
86,38
234,090
,635
,773
item_5
86,54
235,103
,710
,773
item_6
86,54
235,103
,710
,773
item_7
86,54
229,269
,773
,767
item_8
86,38
234,090
,635
,773
item_9
86,31
241,564
,400
,782
item_10
86,23
241,359
,423
,782
Eduvest – Journal of Universal Studies
Volume 1 Number 11, November 2021
1229 http://eduvest.greenvest.co.id
item_11
86,54
235,103
,710
,773
item_12
86,23
241,359
,423
,782
item_13
86,38
234,090
,635
,773
item_14
86,23
241,359
,423
,782
item_15
86,54
235,103
,710
,773
Skor_total
41,15
90,141
,815
,909
a. If cronbach alpha > r table = consistent/reliable
b. If cronbach alpha < r table = inconsistent/reliable
Based on the reliability test above, the alpha value is greater than r table so it can
be said that the questionnaire data is reliable.
As for the aspects that are in the questionnaire according to the research problem,
namely 7 aspects that are in accordance with the indicators on the operational concept,
using two alternative answers "always, often, rarely and never which are displayed in
tabular form, for more details can be seen on the presentation sheet. following data:
A. Description of the frequency and percentage of statement items in the Principal
Supervision Questionnaire at Sds It Al Fajar Sungai Pakning Sejangat Village, Bukit Batu
District, Bengkalis Regency
The Principal Supervision variable questionnaire consists of 6 indicators
represented by 7 statements. To see the frequency and percentage of each item statement
can be seen in the table below:
Table 3. The principal provides assistance to the teacher so that the initiative is focused
on the teacher's opinion
From the table above, it can be seen that the principal provides assistance to
teachers so that the initiative is focused on the teacher, namely 4 respondents or 11.43%
answered always, 23 respondents or 65.71% answered often, 8 respondents or 22.86%
answered rarely. , and none of the respondents answered never. From this questionnaire
statement, it can be seen that the total number of respondents or the percentage is more in
the frequent answers, namely 65.71%.
Table 4. The principal accepts the teacher's proposal and conducts a joint study to
make an agreement to be implemented.
From the table above, the principal can accept the teacher's proposal and conduct a
joint study to make an agreement that will be carried out, namely 6 respondents or
Option
Alternative Answer
F
P (%)
A
Always
____4
11,43%
B
Often
23
65,71%
C
Rarely
8
22,86%
D
Never
-
-
Total
35
100%
Option
Alternative Answer
F
P (%)
A
Always
6
17,14%
B
Often
19
54,28%
C
Rarely
10
28,57%
D
Never
Total
35
100%
Amirul Hidayat
The Effect of Principal Supervision on Teacher Performance Improvement 1130
17.14% answered always, 19 respondents or 54.28% answered often, 10 respondents or
28.57% rarely answered, and none of the respondents answered never. From this
questionnaire statement, it can be seen that the total number of respondents or percentage
is more in the always answer, namely 54.28%.
Table 5. The principal provides the instruments and methods of observation that
will be developed with the teacher..
From the table above, it can be seen that the principal gave the instruments and
observation methods to be developed with the teacher, namely 4 respondents or 11.43%
answered always, 17 respondents or 48.57% answered often, 14 respondents or 40.00%
answered rarely. , and none of the respondents answered never. From this questionnaire
statement, it can be seen that the total number of respondents or the percentage is more in
the frequent answers, namely 48.57%.
Table 6 The principal conducts observation and feedback activities.
From the table above, it can be seen that the principal who carried out observation
activities and carried out feedback activities was 8 respondents or 22.86% answered
always, 17 respondents or 48.57% answered often, 13 respondents or 37.14% answered
rarely, and no. There are respondents who answered never. From this questionnaire
statement, it can be seen that the total number of respondents or the percentage is more in
the frequent answers, namely 48.57%.
Table 7. The principal discusses the results of the analysis and observational data
by prioritizing the teacher's interpretation
Option
Alternative Answer
F
P (%)
A
Always
4
11,43%
B
Often
17
48,57%
C
Rarely
14
40,00%
D
Never
Total
35
100%
Option
Alternative Answer
F
P (%)
A
Always
8
22,86%
B
Often
17
48,57%
C
Rarely
13
37,14%
D
Never
-
-
Total
35
100%
Option
Alternative Answer
F
P (%)
A
Always
8
22,86%
B
Often
26
74,28%
C
Rarely
1
2,86%
D
Never
Total
35
100%
Eduvest – Journal of Universal Studies
Volume 1 Number 11, November 2021
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From the table above, it can be seen that the principal discussed the results of the
analysis and observational data by prioritizing the teacher's interpretation, namely 8
respondents or 22.86% answered always, 26 respondents or 74.28% answered often, 1
respondent or 2.86% answered rarely. , and none of the respondents answered never.
From this questionnaire statement, it can be seen that the total number of respondents or
the percentage is more in the always answer, which is 74.28%.
Table 8 Principals supervise face-to-face and in an open atmosphere
From the table above, it can be seen that the principal supervises face-to-face and
in an open atmosphere, 12 respondents or 34.28% answered always, 15 respondents or
42.86% answered often, 8 respondents or 22.86% answered rarely. , and none of the
respondents answered never. From this questionnaire statement, it can be seen that the
total respondents or percentages are more frequently answered, namely 42.86%.
Table 9. The principal listens more to and answers the teacher's questions than
gives direction
From the table above, it can be seen that the principal listens more and answers
teacher questions rather than giving directions, namely 6 respondents or 17.14%
answered always, 19 respondents or 54.28% answered often, 10 respondents or 28.57%
answered rarely once, and none of the respondents answered never. From this
questionnaire statement, it can be seen that the total respondents or percentages are more
frequently answered, namely 54.28%
Table 10 Principals carry out three stages, namely, initial meetings, observations,
and feedback meetings in supervision
From the table above, it can be seen that the principal carried out three stages,
namely, initial meetings, observations, and feedback meetings in supervision, namely 16
respondents or 45.71% answered always, 2 respondents or 5.71% answered often, 17
Option
Alternative Answer
F
P (%)
A
Always
12
34,28%
B
Often
15
42,86%
C
Rarely
8
22,86%
D
Never
Total
35
100%
Option
Alternative Answer
F
P (%)
A
Always
6
17,14%
B
Often
19
54,28%
C
Rarely
10
28,57%
D
Never
Total
35
100%
Option
Alternative Answer
F
P (%)
A
Always
16
45,71%
B
Often
2
5,71%
C
Rarely
17
48,57%
D
Never
Total
35
100%
Amirul Hidayat
The Effect of Principal Supervision on Teacher Performance Improvement 1132
respondents or 48, 57% answered rarely, and none of the respondents answered never.
From this questionnaire statement, it can be seen that the total number of respondents or
the percentage is more in the frequent answers, namely 48.57%.
Table 11. Principals provide reinforcement for positive behavior change as a result
of coaching.
From the table above, it can be seen that the principal gave reinforcement to
positive behavior changes as a result of coaching, namely 3 respondents or 8.57%
answered always, 25 respondents or 71.43% answered often, 7 respondents or 20.00%
answered rarely, and none of the respondents answered never. From the statement of this
questionnaire, it can be seen that the total respondents or percentages are more frequently
answered, namely 71.43%.
Table 12 The principal conducts a follow-up review of the supervision that has
been carried out
From the table above, it can be seen that the principal who carried out a
continuation review of the supervision that had been carried out was 10 respondents or
28.57% answered always, 19 respondents or 54.28% answered often, 6 respondents or
17.14% answered rarely, and no There are respondents who answered never. From the
statement of this questionnaire, it can be seen that the total respondents or percentages are
more frequently answered, namely 71.43%.
Table 13 Recapitulation results for the percentage of the Principal Supervision
Questionnaire at Al Fajar Elementary School:
Respondent
s
Alternative Answer
Always
%
Often
%
Rarely
%
Never
%
1
4
11,43
%
23
65,71
%
8
22,86%
0
0
2
6
17,14
%
19
54,28
%
10
28,57%
0
0
3
4
11,43
%
17
48,57
%
14
40,00%
0
0
Option
Alternative Answer
F
P (%)
A
Always
3
8,57%
B
Often
25
71,43%
C
Rarely
7
20,00%
D
Never
Total
35
100%
Option
Alternative Answer
F
P (%)
A
Always
10
28,57%
B
Often
19
54,28%
C
Rarely
6
17,14%
D
Never
Total
35
100%
Eduvest – Journal of Universal Studies
Volume 1 Number 11, November 2021
1233 http://eduvest.greenvest.co.id
4
8
22,86
%
17
48,57
%
13
37,14%
0
0
5
8
22,86
%
26
74,28
%
1
2,86%
0
0
6
12
34,28
%
15
42,86
%
8
22,86%
0
0
7
6
17,14
19
54,28
%
10
28,57%
0
0
8
16
45,71
%
2
5,71%
17
48,57%
9
3
8,57%
25
71,43
%
7
20,00%
10
10
28,57
%
19
54,28
%
6
17,14%
Total
77
182
94
0
From the recapitulation of the Education Supervision questionnaire at SD IT Al
Fajar, it can be seen that the percentage figures are as follows:
1. Alternative Answer Option A = 77 : 10 = 7,7 : 35 x 100 = 22%
2. Alternative Answer Option B = 182 :10 = 18.2 : 35 x 100 = 52%
3. Alternative Answer Option C = 94 : 10 = 9,4 : 35 x 100 = 26%
4. Alternative Answer Option D = none
So, the percentage of the questionnaire recapitulation of educational supervision at
SD It Al Fajar above can be seen that the highest score is in alternative answer B, which
is 52%, the second is answer C, which is 26%, and the lowest is in alternative A, which is
22%.
Based on the above recapitulation regarding educational supervision at SDS IT Al
Fajar, it can be given a score and percentage as follows:
A : 77 x 4 = 308
B : 182 x 4 = 728
C : 94 x 4 = 376
D : -
Total:
N = 308 + 728 + 376 = 1412 x 4 = 5.648
P =
x 100%
P =
x 100%
P =
P = 100%
Based on the results of the instrument table percentage of the principal supervision
questionnaire distributed to 35 respondents, it can be concluded that the principal's
supervision is categorized as "good" with the total percentage of "100%".
a. Description of the frequency and percentage of statement items in the teacher
performance questionnaire at Elementary School It Al Fajar Sungai Pakning, Sejangat
Village, Bukit Batu District, Bengkalis Regency.
The teacher performance variable questionnaire consists of 5 indicators represented
by 5 statements. To see the frequency and percentage of each item statement can be seen
in the table below:
Amirul Hidayat
The Effect of Principal Supervision on Teacher Performance Improvement 1134
Table 14. Teachers are able and master the teaching materials that will be given to
students.
From the table above, it can be seen that teachers are able and master the teaching
materials that will be given to students, namely 15 respondents or 42.85% answered
always, 12 respondents or 34.28% answered often, 8 respondents or 22.86% answered
rarely. , and none of the respondents answered never. From this questionnaire statement,
it can be seen that the total number of respondents or the percentage is more in the always
answer, namely 42.85%.
Table 15 The teacher prepares the planning of the teaching and learning process in
the classroom.
From the table above, it can be seen that the teacher preparing the planning for the
teaching and learning process in the classroom is 17 respondents or 48.57% answered
always, 11 respondents or 31.43% answered often, 7 respondents or 20.00% answered
rarely, and no respondents answer never. From this questionnaire statement, it can be
seen that the total number of respondents or percentage is more in the always answer,
namely 48.57%.
Table 16. Teachers have the ability to implement and manage the teaching and
learning process
From the table above, it can be seen that teachers have the ability to carry out and
manage the teaching and learning process, namely 10 respondents or 28.57% answered
always, 19 respondents or 54.28% answered often, 5 respondents or 14.28% answered
rarely, and no. There are respondents who answered never. From this questionnaire
statement, it can be seen that the total number of respondents or the percentage is more in
Option
Alternative Answer
F
P (%)
A
Always
15
42,85%
B
Often
12
34,28%
C
Rarely
8
22,86%
D
Never
Total
35
100%
Option
Alternative Answer
F
P (%)
A
Always
17
48,57%
B
Often
11
31,43%
C
Rarely
7
20,00%
D
Never
Total
35
100%
Option
Alternative Answer
F
P (%)
A
Always
10
28,57%
B
Often
19
54,28%
C
Rarely
5
14,28%
D
Never
Total
35
100%
Eduvest – Journal of Universal Studies
Volume 1 Number 11, November 2021
1235 http://eduvest.greenvest.co.id
the always answer, which is 54.28%.
Table 17 The teacher has the ability to evaluate and provide an assessment
according to the material that has been taught.
From the table above, it can be seen that the teacher has the ability to evaluate and
provide an assessment according to the material that has been taught, namely 13
respondents or 37.14% answered always, 17 respondents or 48.57% answered often, 5
respondents or 14.28% answered rarely once, and none of the respondents answered
never. From this questionnaire statement, it can be seen that the total number of
respondents or percentage is more in the always answer, namely 48.57%.
Table 18 Teachers have the ability to carry out tutoring (improvement and
enrichment) after the teaching process
From the table above, it can be seen that the teacher has the ability to carry out
tutoring (improvement and enrichment) after the teaching process is 7 respondents or
20.00% answered always, 13 respondents or 37.14% answered often, 15 respondents or
42.86% answered rarely once, and none of the respondents answered never. From this
questionnaire statement, it can be seen that the total number of respondents or the
percentage is more in the always answer, which is 42.86%.
Table 19 Recapitulation results for the percentage of the Teacher Performance
Questionnaire at Al Fajar Elementary School:
Respondents
Alternative Answers
Always
%
Often
%
Rarely
%
Never
%
1
15
42,86
%
12
34,28%
8
22,86%
0
0
2
17
48,57
%
11
31,43%
7
20,00%
0
0
3
11
31,43
%
19
54,28%
5
14,28%
0
0
4
13
37,14
%
17
48,57%
5
14,28%
0
0
5
7
20,00
%
13
37,14%
15
42,86%
0
0
Option
Alternative Answer
F
P (%)
A
Always
13
37,14%
B
Often
17
48,57%
C
Rarely
5
14,28%
D
Never
Total
35
100%
Option
Alternative Answer
F
P (%)
A
Always
7
20,00%
B
Often
13
37,14%
C
Rarely
15
42,86%
D
Never
Total
35
100%
Amirul Hidayat
The Effect of Principal Supervision on Teacher Performance Improvement 1136
Quantity
63
72
40
0
From the recapitulation of the Education Supervision questionnaire at SD IT Al
Fajar, it can be seen that the percentage figures are as follows:
1. Alternative answer option A = 63 : 5 = 12,6 : 35 x 100 = 36%
2. Alternative answer option B = 72 :5 = 14,4 : 35 x 100 = 41%
3. Alternative answer option C = 40 : 5 =8 : 35 x 100 = 23%
4. Alternative answer option D = none
So, the percentage of the questionnaire recapitulation of educational supervision at
SD It Al Fajar above can be seen that the highest score is in alternative answer B, which
is 41%, the second is answer A, which is 36%, and the lowest is alternative C, which is
23%.
Based on the above recapitulation regarding the supervision of education at SD It
Al Fajar can be given a score and percentage as follows:
A : 63 x 4 = 252
B : 72 x 4 = 288
C : 40 x 4 = 160
D : -
Total number:
N = 252 + 288 + 160 = 700 x 4 = 2800
P =
x 100%
P =
x 100%
P =
P = 100%
Based on the results of the instrument table percentage of the Teacher Performance
questionnaire distributed to 35 respondents, it can be concluded that the principal's
supervision is categorized as "Good" with the total percentage of "100%".
B. Analysis of data on the effect of principal supervision on improving teacher
performance at SD It Al Fajar Sejangat, Bukit Batu sub-district.
To determine the effect of the independent variable (principal's supervision) on
the dependent variable (teacher performance) at It Al Fajar Elementary School, Bukit
Batu District, statistical analysis was carried out.
Before the researcher calculates how much influence the independent variable
has on the dependent variable, the researcher carries out a data normality test. For
normality testing in this study, researchers used statistical analysis. Normality test based
on non-parametric Kolmogorov-Smiraow (K-S) test. If the value of Kolmogorov-
Smiraow Z < Z table asymp Sig (2 tailed) > then the data is declared to be normally
distributed. The following is table 4.24 for the Kolmogorov-Smiraow test.
1. The basis for making normality test decisions are:
2. If the value of asymp sig. 2 tailed above 5% or 0.05 then the data is considered
normally distributed.
3. If the value of asymp sig 2 tailed is below 5% or 0.05 then the data is considered to
be not normally distributed.
Eduvest – Journal of Universal Studies
Volume 1 Number 11, November 2021
1237 http://eduvest.greenvest.co.id
Table 20 Kolmogorov-Smiraow Test Results
One-Sample Kolmogorov-Smirnov Test
Unstandardized Residual
N
35
Normal
Parameters
a,b
Mean
0E-7
Std. Deviation
1,99027875
Most Extreme
Differences
Absolute
,131
Positive
,131
Negative
-,093
Kolmogorov-Smirnov Z
,773
Asymp. Sig. (2-tailed)
,589
a. Test distribution is Normal.
b. Calculated from data.
Based on the test table above, the Aymp Sig (2 tailed) value is greater than 0.05. So
according to the basis of decision making in the Kolmogorov-Smirnov normality test
above, it can be concluded that the data are normally distributed. Thus, the assumptions
or requirements for normality in the regression model have been met.
After passing the data normality test, the data is ready to be regressed to a simple
linear. The results of simple linear regression can be seen in table 4.25 below:
Table 21 Simple Linear Regression Results
Coefficients
a
Model
Unstandardized Coefficients
Standardized
Coefficients
T
Sig.
B
Std. Error
Beta
1
(Constant)
27,384
14,309
1,914
,064
Supervisi
Pendidikan
,081
,398
,035
,203
,840
a. Dependent Variable: Kinerja Guru
From table 4.25 above, it can be seen that constant (a) is 20.672, while the value of
the principal's supervision (regression coefficient) is 0.004, so the regression equation can
be written as follows:
a = constant number of unstandardzied coefficient is 20,672 which means that if
there is supervision of the principal (X) then the consistent value of teacher performance
(Y) is 20,672.
b = regression coefficient of 0.004 which means that for every 1% addition to the
level of supervision of the principal (X), the teacher's performance (Y) will increase by
0.004.
Because the value of the regression coefficient is low, it can be said that the
principal's supervision has no effect on teacher performance. So the regression equation is
Y = 20,672 – 0,004 X
Table 22 Value of Coefficient of Determination
Model Summary
Model
R
R Square
Adjusted R
Square
Std. Error of the Estimate
1
,035
a
,001
-,029
4,818
a. Predictors: (Constant), Supervisi Pendidikan
Amirul Hidayat
The Effect of Principal Supervision on Teacher Performance Improvement 1138
1. The R value of 0.035 is equal to 6.0% which indicates that the supervision of
the principal (X) at It Al Fajar Elementary School has no relationship with
Teacher Performance (Y) at It Al Fajar Elementary School, Sungai Pakning.
2. R Squared value of 0.001. This value means that there is a significant influence
between the supervision of the principal (X) of 10% on the performance of
teachers (X) at SD It Al Fajar Sungai Pakning.
Based on the results of the recapitulation of percentage calculations and simple
linear regression on the effect of principal supervision (X) on teacher performance (Y) are
as follows:
1. The percentage value of the principal's supervision is "100%" and is categorized
as Good.
2. While the percentage of teacher performance at SD It Al Fajar is "100%" and is
categorized as Good.
The results of the linear regression test of the influence of the principal's
supervision (X) on teacher performance (Y) at SD It Al Fajar Sungai Pakning the value is
10% and is declared to have an effect.
CONCLUSION
After the authors conducted data management through questionnaires and analyzed
the data, it can be concluded that the supervision of the principal at Sds It Al Fajar Sungai
Pakning was categorized as "good" with a percentage value of "100%. The percentage
results indicate that the principal carries out supervision well by carrying out supervisory
tasks such as class visits, class observations, teacher meetings and carrying out
evaluations to teachers after carrying out teaching and learning supervision. While the
teacher's performance at SD It Al Fajar is categorized as "good" with a percentage value
of "100%", this can be seen by the teacher's role in discipline following the rules such as
preparing teaching materials before teaching, providing materials according to teaching
materials, and evaluating learning after finishing teaching and guiding students who have
problems outside the classroom. The results of the linear regression test of the influence
of the supervision of the principal (X) on the performance of teachers (Y) at SD It Al
Fajar Sungai Pakning the value is 10% and is declared to have an effect seen from the
results of the linear regression test.
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