PENGARUH IMPLEMENTASI SUPERVISI KEPALA MADRASAH TERHADAP KINERJA GURU DI MADRASAH ALIYAH
DOI:
https://doi.org/10.51878/educator.v6i4.16212Keywords:
Kepemimpinan Instruksional, Kinerja Guru, Madrasah Aliyah, Supervisi Akademik, Supervisi Kepala MadrasahAbstract
Teacher performance is a key determinant of the quality of learning in madrasahs, and it is closely linked to the guidance teachers receive from the madrasah principal through supervision. At MAN 2 Pamekasan, supervision has been carried out through classroom observations by the madrasah principal, and in the past two years, this has been supplemented by student evaluation questionnaires; however, the extent to which this supervision is related to teacher performance has never been empirically tested at this madrasah. This study focuses on testing the effect of the madrasah principal's supervision on teacher performance, with the aim of statistically measuring the magnitude of its contribution. The study employed a quantitative approach with an associative-causal design using a survey method, involving the entire population of 85 teachers through a saturation sampling technique. Data were collected via a five-point Likert scale questionnaire from April to July 2026, and one respondent was excluded due to duplicate responses that could not be coded, resulting in a sample of 84 teachers for analysis. The supervision instrument consisted of 14 valid items, and the teacher performance instrument consisted of 15 items; both were reliable, with Cronbach's Alpha coefficients of 0.936 and 0.946, respectively. Simple linear regression analysis showed that the madrasah principal's supervision had a positive and significant effect on teacher performance, t(82) = 13.232, p < .001, accounting for 68.1% of the variance in teacher performance. This finding remained consistent across additional tests that did not require normality and homoscedasticity assumptions. The study concludes that the madrasah principal's supervision, from needs identification through evaluation and follow-up, plays an important role in shaping teacher performance and should therefore be consistently maintained even as complementary instruments such as student evaluation questionnaires are being introduced.
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