The Influence of Principals Academic Supervision on Teachers Pedagogical Competence in Public Junior High Schools in North Padang District

Pengaruh Supervisi Akademik Kepala Sekolah terhadap Kompetensi Pedagogik Guru di Sekolah Menengah Pertama Negeri Kecamatan Padang Utara

Abstract

This study aims to analyze the influence of the principal's academic supervision on the pedagogical competence of teachers in public junior high schools in North Padang District. Teacher pedagogical competence is an ability that must be possessed by a teacher, but some teachers experience problems characterized by teachers who have difficulty in adapting learning methods to student learning styles, creating an active learning atmosphere, and lacking in utilizing learning technology. One factor suspected to be an influence on these problems is the principal's academic supervision which includes the implementation of supervision, the tools used during supervision, and the results of follow-up supervision. This study uses a quantitative approach with a correlational research type. The study population comprised all teachers at public junior high schools in North Padang District, with a sample of 103 teachers selected using proportional stratified random sampling. Data were collected using a questionnaire that had been tested for validity and reliability. Data analysis was conducted using descriptive statistics and simple linear regression. The results showed that the principal's academic supervision was in the very good category, while the teachers' pedagogical competence was also in the very good category. The regression test results indicated that the principal's supervision significantly influenced the teachers' pedagogical competence. This finding indicates that the better the quality of academic supervision, the better the teachers' pedagogical competence. Therefore, teachers need to improve their pedagogical competence, especially in the teaching and learning process in the classroom. Because learning implementation is a key to success in improving student learning outcomes, supervision should be conducted weekly for teachers, and supervisors should provide regular training to improve teachers' pedagogical competence.