HEADMASTERS’ ACADEMIC SUPERVISION AND TEACHERS’ MOTIVATION TO ACHIEVE IN IMPROVING TEACHING PERFORMANCE
Norman Sani, Endang Herawan, Cicih Sutarsih
Universitas Pendidikan Indonesia
This study aims to examine the significance of the effects of headmasters’ academic supervision and teachers’ motivation to achieve towards teachers’ teaching performance in Public Elementary Schools in Cimahi City. The present study employs survey method under quantitative approach. Data are gathered using Linkert’s scaled close-ended survey. The collected data are processed and analyzed using correlation analysis and regression analysis. The population of the study is 1,129 civil servant teachers distributed in 101 public elementary schools in Cimahi City. The sample is selected using simple random sampling, resulting in a number of 114 teachers or 11.8% of the total population. The findings show that: (1) there is positive and significant correlation (22.75%) between headmasters’ academic supervision and teaching performance, (2) there is positive and significant correlation (53.29%) between teachers’ motivation to achieve and their teaching performance, and (3) there is positive and significant correlation (54.91%) between headmasters’ academic supervision and teachers’ motivation to achieve, simultaneously, and teaching performance. These findings indicate that the better headmasters’ academic supervision and teachers’ motivation to achieve are, the better teachers’ teaching performance will be.
Topic: Academic and Management Supervisory in Education