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The Effect of School Principal Supervision, Principal Leadership, and Teacher Achievement Motivation on the Performance of Publi

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The Effect of School Principal Supervision, Principal Leadership, and Teacher Achievement Motivation on the Performance of Publi JOURNAL OF K6, EDUCATION, AND MANAGEMENT 2020, Vol. 3, No. 2, 158 – 167 http://dx.doi.org/10.11594/jk6em.03.02.07 Research Article The Effect of School Principal Supervision, Principal Leadership, and Teacher Achievement Motivation on the Performance of Public High School Teachers in Barito Kuala Regency Ikhsan Budiman * Master Program of Education Management, Universitas Lambung Mangkurat, Banjarmasin 70123, Indonesia Article history: ABSTRACT Submission August 2020 Revised August 2020 A teacher is one most essential components in teaching and learning in Accepted September 2020 school. Therefore, teachers' performance has an essential role in shaping the quality of education in a school. Theoretically, there are various factors re- *Corresponding author: lated to performance. This study aims to analyze the Effects of School Princi- E-mail: pal Supervision, Principal Leadership, and Teacher Achievement Motivation [email protected] on the Performance of Public High School Teachers in Barito Kuala Regency. This research uses quantitative descriptive methods. A sample of 191 people from 408 teachers spread over 16 high schools in Barito Kuala Regency. Data were extracted using a questionnaire that has been valid and reliable and an- alyzed using Path Analysis. It showed that: (1) There was a direct influence on the supervision of the principal, leadership of the principal, achievement motivation on teacher performance; and (2) There is an indirect effect be- tween the supervision of school principals through achievement motivation on the performance of high school teachers in Barito Kuala Regency. This study concludes that a significant effect is for all independent variables stud- ied on teacher performance, both directly and indirectly. Keywords: Supervision of school principals, principal leadership, achievement motivation, teacher performance Introduction with the principal's leadership, supervision, or Education is vital in human life, where hu- the guidance process carried out by the princi- mans can foster their personality by develop- pal. A good headmaster's leadership must ing their potential per the values that exist in strive to improve teacher performance through society. Education also has a significant role in a training program for instructional staff abili- preparing and developing reliable human re- ties (Syamsul, 2017). As leaders in schools, sources who can compete in a healthy manner school principals are individuals who are re- (Alpian, Anggraeni, Wiharti, & Soleha, 2019). In quired to be able to transform their abilities the education process, the teacher is an essen- through guidance, guidance, and empower- tial component at the school level. The quality ment to all school members, especially to of teacher performance in schools plays a vital teachers (Purwanti, Murniati, & Yusrizal, role in achieving school goals (Gusman, 2014); 2014). therefore, improving teacher performance is The involvement of school principals and necessary (Taylor & Tyler, 2012). teachers in developing the effectiveness of Besides, the principal's role is also a critical learning in schools also encourage a higher factor in achieving school goals (Susanto, sense of ownership of their schools, which in 2012). In this connection, teacher performance turn encourages them to use the available re- cannot be separated and indirectly connected sources efficiently to achieve maximum results. How to cite: Budiman, I. (2020). The effect of school principal supervision, principal leadership, and teacher achievement motivation on the performance of public high school teachers in Barito Kuala Regency . Journal of K6, Education, and Management, 3 (2), 158 – 167. doi: 10.11594/jk6em.03.02.07 I Budiman, 2020 / The effect of school principal supervision, principal leadership, and achievement motivation Performance is interpreted as the degree of In the current digital era, teachers must master completion of tasks that complement one's the latest technology to be utilized for teaching work, reflecting how well a person was carry- and learning (Dalle & Ariffin, 2018). ing out the demands of a job (Byars & Rue, In realizing the quality and performance of 1991; Simanjuntak, 2005). Furthermore, good teachers, the principal has a vital role. Su- Syamsudin (2006) provides an understanding pervision activities of school principals and of performance as the level of implementation teacher achievement motivation will have a of tasks that can be achieved by someone using psychological effect on teacher morale. Teach- existing capabilities and boundaries set to ers who are satisfied with school principals' su- achieve organizational goals. Achievement of pervision and achievement motivation will this performance can be influenced by factors work voluntarily, which can increase teacher of ability and motivation (Mangkunegara, work productivity. Nevertheless, if teachers are 2013). Whereas teacher performance is seen as not satisfied with the implementation of super- a set of real behaviors shown by the teacher vision and achievement motivation of school when giving learning to students (Rahman, principals, then teachers will work forced and 2006). The maximum performance aims to lack of enthusiasm. As indicated by a negative achieve the vision and mission of the world of attitude because they feel unsatisfied, resulting education (Wibowo, 2015). Good teacher per- in decreased teacher work productivity formance will affect student achievement in ac- (Nitiseminoto, 2009). Therefore, the headmas- ademic and non-academic fields and will de- ter is obliged to ensure that supervision can liver schools in achieving their vision and mis- make teachers feel satisfied because the teach- sion (Kelimeda, Hairudinor, Ridwan, & Dalle, er's performance is crucial. After all, it is the be- 2018). ginning of the school's success in achieving its Good teachers will be able to deliver their goals (Mathis & Jackson, 2006). students to learning achievement. For being a In addition to conducting supervision, as a teacher, one's ability must be continuously im- school leader, the principal's leadership pat- proved. Because to be a good teacher, many tern will also influence the school (Wills, 2016; things must be considered and done by a Aslamiah & Saleh, 2019). According to Patiara teacher. Good teachers must be able to give at- & Wang (2020), the leadership pattern adopted tention to their students. Because if teachers by a leader of an organization will be crucial in pay attention to all their students well, the im- realizing the vision and mission or success of an provement in student learning achievement organization. More specifically, Pantouvakisa & will be more easily realized (Kiany & Vlachos (2020) said that the leadership style Shayestefar, 2011). The teacher must also have implemented by a leader influences the sus- teaching motivation and confidence in imple- tainability of the success achieved by an insti- menting learning to make students enthusiastic tution because it will affect the working atmos- about participating in learning (Mahler, phere and relations between workers in the in- Großschedl, & Harms, 2018). Similarly, teach- stitution. Thus, efforts to improve teacher per- ers must be able to communicate well with stu- formance are inseparable from the school prin- dents because communication between teach- cipal and school supervisor's role. Principals in ers and students will affect students' motiva- their positions as leaders and supervisors are tion to follow the learning process obliged to foster and develop teachers to be- (Bambaeeroo & Shokrpour, 2017). come excellent educators and educators. It Teachers must also carry out evaluations to shows the importance of teacher performance measure student competence (Dybowski, in realizing student achievement and the role of Sehner, & Harendza, 2017; Muelasa & school principals in boosting teacher perfor- Navarroa, 2015). Teachers must also be able to mance. This study was to analyze the effect of identify ways of student learning to determine headmaster supervision, headmaster leader- appropriate learning strategies in implement- ship, and teacher achievement motivation on ing teaching and learning processes to improve the performance of high school teachers Barito student learning achievement (Tulbure, 2012). Kuala Regency. JK6EM | Journal of K6, Education, and Management 159 Volume 3 | Number 2 | June | 2020 I Budiman, 2020 / The effect of school principal supervision, principal leadership, and achievement motivation Material and Methods influence on teacher performance; H2: there is The study population was 408 high school an influence of the principal's leadership on teachers in the Barito Kuala Regency. The study achievement motivation; H3: There is an influ- sample was 191 teachers in 16 schools selected ence of the principal's supervision on the teach- by proportional stratified random sampling. er's performance; H4: there is an influence of Data were collected using a four scale model the supervision of the principal on achievement questionnaire that had been tested for validity motivation; H5: there is an influence of achieve- and reliability by choosing between one to five ment motivation on teacher performance; H6: answers that best fit the actual conditions. There is an indirect effect of school principal There are four questionnaires used in this leadership on teacher performance through study: the principal's supervision question- teacher achievement motivation; H7: There is naire,
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