The Principal's Contribution to the Implementation of Supervision and Work Ethics  on the Pedagogic Competence of Padang City Junior High School Teachers

Taufik Hendra; Nurhizrah Gitituati

doi:10.55227/ijhess.v2i3.293

Authors

Taufik Hendra Univeritas Negeri Padang
Nurhizrah Gitituati Education Administration, Padang State University

DOI:

https://doi.org/10.55227/ijhess.v2i3.293

Abstract

Based on the pre-survey in the field, it is shown that the pedagogical competence of Padang City Junior High School teachers is still not optimal. It is suspected to have something to do with implementing the principal's supervision and the teachers' work ethic. Therefore, it is necessary to conduct research to test its validity. This study aims to reveal the contribution of the implementation of principal supervision and work ethic to the pedagogical competence of Padang City Junior High School teachers. The hypotheses proposed in this study are: (1) the implementation of principal supervision contributes to teacher pedagogical competence, (2) work ethic contributes to teacher pedagogical competence, and (3) implementation of principal supervision and cooperation ethos contributes to teacher pedagogical competence. The population in this study were all-state junior high school teachers in the city of Padang, totalling 1,099 people. The research sample of as many as 220 people was taken with a cluster random sampling technique based on the highest national exam results (UN), moderate to the lowest (2019 UN results). The research instrument used is a rating scale and a Likert Scale model questionnaire that has been tested for validity and reliability. The research data were analyzed by correlation and regression techniques. The results of data analysis show that: (1) the implementation of principal supervision contributes to teacher pedagogic competence by 41%, (2) work ethic contributes to teacher pedagogic competence by 52.4%, and (3) implementation of principal supervision and cooperation ethic. Equally, contribute to the pedagogic competence of teachers by 68.5%. The level of achievement of the teacher's pedagogic competence score of 86.71% is in the capable category. For the implementation of principal supervision, 87.63% is in a suitable category, while for the teacher's work ethic, 86.70, the ideal score is in the high category. The above findings imply that the implementation of principal supervision and work ethic are two factors that can improve teachers' pedagogic competence, in addition to other factors.

References

Haris, I., Naway, F. A., Pulukadang, W. T., Takeshita, H., & Ancho, I. V. (2018). School Supervision Practices in the Indonesian Education System; Perspectives and Challenges. Journal of Social Studies Education Research, 9(2).

Kotirde, I. Y., & Jailani, J. (2014). The Supervisor’s Role for Improving the Quality of Teaching and Learning in Nigeria Secondary School Educational System. International Journal of Education and Research, 2(8).

Liakopoulou, M. (2011). Teachers’ Pedagogical Competence as a Prerequisite for Entering the Profession. European Journal of Education, 46(4).

Miller, M. J., Woehr, D. J., & Hudspeth, N. (2002). The Meaning and Measurement of Work Ethic: Construction and Initial Validation of a Multidimensional Inventory. Journal of Vocational Behavior, 60(3).

Murtadloa, M. A., Sonhadjib, A., Bafadalc, I., & Ulfatin, N. (2019). Implementation of an Innovation Supervision Program by a Principal. International Journal of Innovation, Creativity and Change, 5(5).

Ngole, D. M., & Mkulu, D. G. (2021). The Role of School Heads’ Supervision in Improving Quality of Teaching and Learning: A Case of Public Secondary School in Ilemela District Mwanza Tanzania. International Journal of English Literature and Social Sciences, 6(1).

Nurhamidah, I. (2018). Problematika Kompetensi Pedagogi Guru terhadap Karakteristik Peserta Didik. Jurnal Teori Dan Praksis Pembelajaran IPS, 3(1), 27–38. journal2.um.ac.id › jtppips › article › download%0A

Remesh, A. (2012). Microteaching, an Efficient Technique for Learning Effective Teaching. Journal of Research in Medical Sciences, 18(2).

Sagala, S. (2012). Supervisi Pembelajaran. Alfabeta.

Singerin, S. (2022). The Effect Supervision on Teacher Performance through TPACK as Mediating Variable. Scholars Journal of Arts, Humanities and Social Sciences, 10(2).

Sudjana, D. (2014). Metode dan Teknik Pembelajaran Partisipatif. Falah Production.

Sugiyono, S. (2017). Metode Penelitian Kuantitatif Kualitatif dan R&D. Alfabeta. https://doi.org/10.1017/CBO9781107415324.004

Turk, M., & Vignjević, B. (2016). Teachers’ Work Ethic: Croatian Students’ Perspective. Foro de Educación, 14(20).

Wahyu, S., Rizal, F., & Syah, N. (2021). Teacher Performance Analysis in the Learning Process. Journal of Educational Research and Evaluation, 5(1).