The Analysis of Principal Academic Supervision, Pedagogical Competence Against and Its Implications for Contract Teacher
Performance: Case Study in High School Indramayu District
Anggun Novita1*, Bambang Sudaryan1*
1 Sangga Buana University Bandung
*Corresponding Author: [email protected], [email protected], [email protected]
Accepted: 15 February 2021 | Published: 1 March 2021
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Abstract: The purpose of this study was to determine how much influence the Principal's Supervision, Teacher Motivation, Pedagogic Competence on the Performance of Public High School Teachers in Indramayu Regency. This study used a quantitative research method with a total sample of 50 people. And the results of the study show that there is a significant effect of Principal Supervision, Teacher Motivation, Pedagogical Competence on the Performance of Public Senior High School Teachers in Indramayu Regency, both simultaneously and partially.
Keywords: Supervision, Pedagogical, Competence, Performance
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1. Introduction
One of the government's efforts to improve the welfare of honorary teachers who cannot take the Civil Servant Candidate (CPNS) route due to their limited age is to provide an option to become a contract employee in the government. Based on Kumparan (2018) Minister of State Apparatus Empowerment and Bureaucratic Reform (Menpan RB) Syafruddin said that his party held a government employee recruitment program with a work agreement (P3K) or contract employees. To see and assess and help teacher performance so that all programmed activities can run optimally according to what has been planned, supervision or supervision by the principal is needed. The type of supervision in the world of education is adjusted to the goals and objectives. One of them is academic supervision, namely "the activity of providing guidance and coaching to educators (teachers) to develop a better teaching and learning situation" (Ulfah Nurina, 2019: 1) In addition to academic supervision of school principals, teachers are also believed to have competencies that are One of which is pedagogic competence, which is the ability of teachers in managing student learning. Teacher pedagogical competence is very important to support the success of the principal's academic supervision so that it is actually carried out and in accordance with his direction, because in carrying out tasks required knowledge, skills and Behaviors that must be possessed by teachers in carrying out professional duties. Teachers in carrying out their performance need a sense of love for the work they do. Love for work is generated by motivation. According to Mc Donald in Emda (2017: 175) "Motivation is a change in energy in a person's personality which is marked by the emergence of affective (feelings) and reactions to achieve goals". Because motivation is a condition in an individual that causes a person to carry out certain activities to achieve goals.
With the high motivation of a teacher in carrying out learning activities, the teacher will have a great sense of responsibility in carrying out his duties which in the end with the teacher's performance motivation will be good. Principal's academic supervision, teacher pedagogical competence and teacher motivation are all important entities. Based on the data from the
Teacher Competency Test results, it can be identified that the overall results of the Teacher Competency Test for West Java and Indramayu Regency are still low with a value below 7.0.
While the lowest is from pedagogical competence which is indicated by a dark blue bar graph with a value below 6.0. And the results of the latest Teacher Competency Test for Senior High School level, Indramayu Regency are at the bottom of all West Java, namely 61.58 points..
1.1 Principal Academic Supervision
According to Izhar et al (2017: 98-99), academic supervision is very useful in increasing the ability of teachers so that the learning and teaching process will quickly achieve success in achieving learning objectives. Academic supervision is closely related to the process of evaluating teacher performance, thus the implementation of supervision begins with planning learning devices, supervision schedules, supervision instruments, supervision techniques, supervision analysis. And this must be in accordance with the demands of the aspects that must be developed and how to develop it.
1.2 Pedagogical Competence
Sudjana in (Virgana, 2016: 9) said that Pedagogy itself comes from the Greek word Paedos which means boy, and Agogos means to deliver, guide. So, pedagogy literally means helping boys in ancient Greece, whose job was to take their master's son to school. Judging from the meaning of the term pedagogic is a science that must be studied and studied by adults or an educator who will and is being prepared so that they can guide, socialize and provide education to children.
1.3 Teacher Performance
Yuliandri and Kristiawan (2017: 574-575), said the factors that affect teacher performance can come from within such as ability, motivation, skills, discipline and education. There are also external factors such as work climate, organizational culture, leadership, social security and income levels. Based on his opinion, a teacher who has a high educational background and is in accordance with his field and is skilled in doing daily work, will find it easier to achieve the expected performance.
2. Method
This study uses quantitative methods, and the sampling is purposive random sampling and using the proposed questionnaire to the respondents. Respondents' answers are in the form of an ordinal scale which will be transformed into interval data using the successive interval (MSI) method, and then data analysis uses Path Analysis and is carried out using SPSS 20 to speed up the analysis process.
Data Analysis Methods
Structural equation model to be tested take the form of Y = y𝑥1 X1 + y𝑥2 X2 + y
And Test Multiple Linear Regression Analysis is shown as follows: Y = a + b1X1 + b2 X2 + 3. Results and Discussion
Results
Regression Test: Model 1
Variables Entered/Removeda
Mode l
Variables Entered
Variables Removed
Method
1 X2, X1b . Enter
a. Dependent Variable: Y
b. All requested variables entered.
Model Summaryb
Mode l
R R Square Adjusted R Square
Std. Error of the Estimate
1 .130a .017 -.009 5.97207
a. Predictors: (Constant), X2, X1 b. Dependent Variable: Y
ANOVAa
Model Sum of
Squares
df Mean
Square
F Sig.
1
Regression 47.328 2 23.664 .663 .518b
Residual 2746.250 77 35.666
Total 2793.578 79
a. Dependent Variable: Y
b. Predictors: (Constant), X2, X1
Coefficientsa
Model Unstandardized
Coefficients
Standardized Coefficients
t Sig.
B Std. Error Beta
1
(Constant) 44.007 6.987 6.298 .000
X1 -.078 .230 -.049 -.341 .734
X2 .235 .219 .155 1.075 .286
a. Dependent Variable: Y Regression Test: Model 2
Model Summaryb
Mode l
R R Square Adjusted R Square
Std. Error of the Estimate
1 .226a .051 .026 8.65995
a. Predictors: (Constant), X2, X1 b. Dependent Variable: Z
ANOVAa
Model Sum of
Squares
df Mean
Square
F Sig.
1
Regression 310.595 2 155.297 2.071 .133b
Residual 5774.592 77 74.995
Total 6085.187 79
a. Dependent Variable: Z
b. Predictors: (Constant), X2, X1
Coefficientsa
Model Unstandardized
Coefficients
Standardized Coefficients
t Sig.
B Std. Error Beta
1
(Constant) 61.326 10.132 6.053 .000
X1 .189 .333 .080 .568 .572
X2 .376 .318 .167 1.182 .241
a. Dependent Variable: Z Discussion
1) Model I Path
Referring to the Regression Model I output in the Coefficients table section, it can be seen that the significance value of the two variables, namely X1 = 0.034 and X2 = 0.004 is smaller than 0.05. These results conclude that the Regression Model I, namely the variables X1 and X2 have a significant effect on Y.The value of R2 or R Square in the Model Summary table is 0.617, this indicates that the contribution or contribution of the influence of X1 and X2 on Y is 61 , 70% while the remaining 38.30% is the contribution of other variables not included in the study. Meanwhile, the value of ε1 can be found with the formula ε1 = √ (1-0.617) = √ 0.383 = 0.618Principal Academic Supervision ( X1 ) a significant effect on Teachers Performance (Y) 2) Path Coefficient Model II
Referring to the Regression Model II output in the Coefficients table section, it can be seen that the significance value of the two variables, namely X1 = 0.032 and X2 = 0.024, is smaller than 0.05. These results conclude that Regression Model II, namely the variables X1, X2 and Y have a significant effect on Z. The value of R2 or R Square in the Model Summary table is 0.551, this indicates that the contribution or contribution of the influence of X1, X2 and Y to Z amounted to 55.10% while the remaining 44.90% was the contribution of other variables not included in the study. Meanwhile, the value of ε1 can be found with the formula ε2 = √ (1-0.551)
= √ 0.449 = 0.670. Pedagogical Competence (X2) significantly affect the Teachers Performance (Y)
4. Conclusion
And discussion of research findings indicate various conclusions relating to :The results of the study show that there is a significant effect of Principal Supervision, Teacher Motivation, Pedagogical Competence on the Performance of Public Senior High School Teachers in Indramayu Regency, both simultaneously and partially.That there is a relationship / a fairly close correlation between variables Principal Academic Supervision (X1) , and Pedagogical Competence ( X2 ) with Teachers Performance (Y) in Indramayu District
Acknowledgment
We would like to thank the Regent of Indramayu, the heads of institution in Indramayu Regency, and all who participated in this research. In this study, there was no conflict between researchers and stakeholders. This research does not receive grants from anyone, all of which are the contributions of the authors Anggun Novianti and Bambang Sudaryana, both study conception, data collection, analysis and interpretation of results, drafting of manuscripts, and manuscript review.
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