Academic Supervision and Principal Managerial Competence as Determinants of Teacher Performance: Evidence from SMA Negeri 1 Soreang

Ryan Mukhtari Fadli; Salma Aulia Andanie Puteri; Nur Aedi; Suryadi Suryadi

doi:10.59261/jbt.v7i4.751

Authors

Ryan Mukhtari Fadli Universitas Pendidikan Indonesia
Salma Aulia Andanie Puteri Universitas Pendidikan Indonesia
Nur Aedi Universitas Pendidikan Indonesia
Suryadi Universitas Pendidikan Indonesia

DOI:

https://doi.org/10.59261/jbt.v7i4.751

Keywords:

Academic Supervision, Managerial Competence, Principal, Teacher Performance, Instructional Leadership

Abstract

Background: Teacher performance is closely linked to instructional quality, and school leadership may shape it through academic supervision and managerial practice.

Objective: This study examines whether academic supervision and the principal’s managerial competence are associated with teacher performance at SMA Negeri 1 Soreang.

Methods: A quantitative correlational survey collected 1–4 Likert-scale responses from 19 purposively selected teachers. Descriptive statistics, assumption tests, correlations, and simple and multiple regression analyses were conducted using IBM SPSS Statistics 29.

Results: Academic supervision explained 76.4% of the variance in teacher performance, while managerial competence explained 72.2%. Their joint model was significant (F = 25.970, p < .05) and accounted for 76.4% of the variance. Because the two predictors were highly correlated, partial findings are interpreted cautiously.

Conclusion: Teachers appear to experience supervision and managerial leadership as interconnected features of principal leadership. Schools should strengthen classroom-focused supervision, feedback, and managerial support as complementary improvement practices.

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