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

Ikhsan Budiman *

Master Program of Education Management, Universitas Lambung Mangkurat, 70123,

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 . 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, the principal's leadership questionnaire, an indirect effect on the supervision of the prin- the achievement motivation questionnaire, and cipal on the performance of teachers through the teacher's performance questionnaire by the teacher achievement motivation. conceptual relationship model between varia- bles, as shown in Figure 1. Results and Discussion The respondents' descriptive statistical analysis of the research variables, namely the supervision of the principal, leadership of the principal, achievement motivation, and teacher performance measured on a scale of 4 shown in Table 1, includes the mean, standard deviation, and categories. Descriptive data in Table 1 indi- Figure 1. Research model cates that the respondent emphasizes that each variable is in the high category. Interpretation Per he conceptual model, the analysis uses of the path analysis results after going through a pathway to answer six research hypotheses, the stages of testing the analysis requirements namely: H1: there is the principal's leadership with a summary of the results in Table 2.

Table 1. Mean, mean, standard deviation, and categories of research variables Descriptive Variable Mean Standard Deviation Category Supervision of the Principal 39.98 2.17 High Principal's Leadership 58.69 3.06 High Achievement motivation 40.59 2.61 High Teacher Performance 31.01 2.56 High a. Sample of a Table footnote. (Table footnote)

Table 2. Results of path analysis in structure model 1 Structural 1 Supervision of School Principals, Principal Leadership, Achievement Motivation of Teacher Performance Sig Variable Path coefficient t Supervision of the Principal 0.609 109.187 0.000 Principal's Leadership 0.022 3.454 0.001 Achievement motivation 0.030 2.879 0.004

JK6EM | Journal of K6, Education, and Management 160 Volume 3 | Number 2 | June | 2020

I Budiman, 2020 / The effect of school principal supervision, principal leadership, and achievement motivation

Table 3 Results of path analysis in structure model 2 Structural 2 Supervision of School Principals, Principal Leadership on Achievement Motivation Variable Sig Path coefficient t Supervision of the Principal 0.380 13.728 0.000 Principal's Leadership 0.299 7.781 0.000

Table 4. Summary of the H1, H2, H3, H4, and H5 hypothesis testing decisions Hypothesis sig Decision

H1: There is an influence of the principal's supervision on teacher 0.000 Received performance H2: There is an influence of the principal's leadership on teacher 0.001 Received performance

H3: There is achievement motivation in teacher performance 0.004 Received

H4: There is an influence of the supervision of the principal on 0.000 Received achievement motivation H5: There is an influence of the principal's leadership on 0.000 Received achievement motivation

Table 5. Summary of H6 dan H7 hypothesis testing decisions Path coefficient Hypothesis Decision Direct Not direct H6: There is an indirect effect on the supervision of the principal on teacher performance through 0.609 0.011 Received achievement motivation H7: There is an indirect effect of school principal leadership on teacher performance through 0.022 0.009 Received achievement motivation

The path analysis results shown in Table 2 (Komariah, 2011) "supervision can mean su- and Table 3 are to answer the five research hy- pervision carried out by experts/professionals potheses formulated. The decision of the analy- so that they can provide improvements and en- sis results in Table 4 and Table 5. Table 4 sum- hancements/coaching so that learning can be marizes the decision of hypothesis 1 through done well and with quality." Supervision aims hypothesis 5 with a critical significance value of to help teachers develop their abilities to less than 0.05, then the hypothesis is accepted. achieve learning goals designed for their stu- Table 5 summarizes the decision of testing hy- dents. Through this supervision, the principal pothesis 6 through hypothesis 7, which is an in- can determine the necessary conditions to en- direct effect. Based on the results of the analy- sure learning objectives (Mulyasa, 2009). sis in the Table above in this study successfully Supervision is necessary for teachers to found intervariable influences that can be ex- improve their ability to manage the learning plained as follows. process effectively and efficiently (Bafadal, 2009). As a leader and supervisor for the There is an influence of the principal’s super- teacher, the principal influence improving vision, leadership of the principal, achieve- teacher performance. The principal's role as a ment motivation on teacher performance supervisor is to increase the learning pro- According to Glickman (1981) supervision gram's overall success by helping teachers is an effort to help teachers develop the ability solve the classroom (Sobri, 2013). This finding to achieve learning goals. According to is per research conducted by Syarif (2011) con-

JK6EM | Journal of K6, Education, and Management 161 Volume 3 | Number 2 | June | 2020

I Budiman, 2020 / The effect of school principal supervision, principal leadership, and achievement motivation cluding that there is a positive influence be- icant contribution between leadership behav- tween school principals' supervision on ior towards the performance of teachers of teacher performance. Other research also state high schools in Amlapura City. In SMK states a positive relationship between school Negeri 1 Gowa, the principal's leadership style principals' supervision and the performance of positively and significantly influences the public elementary school teachers in Tanjung teacher performance in terms of directing, District, Tabalong Regency (Suhaimi, 2017), coaching, and supporting styles (Sukmawati, and Teluk Betung Selatan District, Bandar Lam- Jamaluddin, Niswaty, & Asmanurhidayani, pung. The same thing was proven by Saani 2018)—also proved in 13 other Vocational (2013) in Ghana, West Africa. According to Highs in Gunungkidul Regency, Yogyakarta (Ernilawati, 2011), there is a positive and sig- (Setiyati, 2014). nificant result between school principals' su- The influence of school principal leader- pervision and achievement motivation with the ship has also been proven to have a significant Principals' supervision in Banjar District. effect on teacher performance in elementary Significant relationships between princi- schools in the city of Bandung, West Java(Re- pals' academic supervision and teacher perfor- sawati & Larashati, 2016) and a significant and mance also, found in Tsanawiyah Tabek Mad- positive effect on teacher performance in Bo- rasah, Pariangan District Tanah Datar Regency nang District, Demak, Central Java (Achmadi, (Hasanah & Kristiawan, 2019), SMP Negeri 2 2012). Principal's leadership has a positive and Lubuk Pakam (Ismail, 2019), and in all elemen- significant influence on teacher performance in tary school teachers and principals in MTsN Batudaa, Gorontalo (Ngiode, 2016). As a Sumedang Regency (Kodariah, Herawan, & leader, the principal, as explained by the Office Sutrasih, 2016). Furthermore, the supervision of Education (Mulyasa E., 2004), includes edu- of the principal also made a compelling contri- cators, managers, administrators, supervisors, bution of 79% to teacher performance, which leaders, innovators, and motivators. The role of included the preparation of lesson plans, open- an indicator is to improve and enhance the ing learning, learning processes, closing learn- teaching and learning situation. ing, evaluating learning outcomes, and evaluat- Henry Alexander Murray first formulated ing learning in Sewon District, Bantul, Yogya- the concept of achievement motivation, then karta (Supriono, 2014). developed by David McClelland by bringing the The influence of principal school supervi- term need for achievement (Need for Achieve- sion was also proven to significantly affect ment) as the beginning of achievement motiva- SMKN 2 teachers' performance in Padang, West tion (Hikmat, 2009). Achievement motivation Sumatra (Afriyanli & Sabandi, 2020). A leader is encouragement from within to overcome all indeed becomes a benchmark for all school res- challenges and obstacles to achieve goals idents to develop their potential. Indicators of (Usman, 2006). This impetus is on every hu- school principals are useful to observe through man being to achieve the results of their activi- three things (Greenfield in (Mulyasa, 2012)). ties or work results to the maximum Namely, the school's first commitment to the (Notoadmodjo, 2009). High or low achieve- school's vision in carrying out its duties and ment motivation determines situations where functions, secondly making the school's vision someone will maximize their performance or a guide in managing and leading the school, and not (McInerney, Maehr, & Dowson, 2004). thirdly always focusing its activities on learn- The findings in the study of the relation- ing and teacher performance in class. This ship between positive achievement motivation study is per research conducted by (Suarsana, on teacher performance supported by state- 2009) which states that there is a strong rela- ments made by (Suhaimi, 2017) that there is a tionship between leadership and teacher per- positive relationship between achievement formance. Besides (Ayu Kusumayani, 2013) motivation and teacher's performance of public also stated that there was a positive and signif- elementary school teachers in Tanjung district,

JK6EM | Journal of K6, Education, and Management 162 Volume 3 | Number 2 | June | 2020

I Budiman, 2020 / The effect of school principal supervision, principal leadership, and achievement motivation

Tabalong Regency. The results of research con- positive influence of the independent variable ducted in line with several previous studies, in- (principal school supervision) on the depend- cluding (Rismawan, 2015) about the influence ent variable (teacher achievement motivation). of supervision of school principals and teacher Also, it obtains a t- value of 3.86. Besides, re- achievement motivation on teacher perfor- search from (Lubis, 2018) states there is a pos- mance, produce a conclusion that based on the itive direct effect of perceptions about school results of structural model analysis obtained a principals' supervision on achievement moti- regression coefficient of 0.39. It indicates the vation. influence of independent variables (teacher Principal's leadership can also be a factor achievement motivation) on the dependent in increasing teacher achievement motivation. variable (teacher teaching performance). Re- By using an appropriate leadership style, teach- search by Wardani (2018) shows that achieve- ers are expected to be motivated to do their ment motivation has a positive and significant jobs better to improve teachers' competencies effect on the performance of Special Inclusive and achievements. The findings in this study Assistance Teachers in Metro City, Lampung. are a positive and significant influence between Furthermore, it was also found that achieve- the school principal's leadership on the ment motivation had a significant relationship achievement motivation of high school teach- to teacher performance even though it was ers in Barito Kuala Regency. It is in line with re- fragile in MAN 2 Tanjung Pura, Langkat search conducted by (Veronika N., 2016) that (Ardiansyah, 2018). MAN 2 in Probolinggo Re- the Principal's Leadership affects a positive and gency at 8.6% (Arifin, 2018). significant Achievement Motivation construct. Supervision is an effort to provide services Teachers with a 60% contribution are in the and assistance to teachers individually and in high category. It shows that the principal's groups to improve teaching (Sahertian, 2008). leadership variable has a positive and signifi- These efforts include encouraging, coordinat- cant influence on Teacher Achievement Moti- ing, and demanding continuous teacher growth vation. Also, research from (Novitasari, 2017) in a school, both individually and in groups, in shows that there is a significant influence par- a better understanding. More effective actions tially on the Principal's Leadership on the in the teaching function can encourage and Achievement Motivation of Vocational School guide each student's growth individually. It teachers in East Oku Regency, South Sumatra also encourages sustainability towards smart Province evidenced by t count> t table or and productive participation in the life of mod- 4.839> 1.984 and sig. 0.000 <0.05. One ap- ern democratic societies (Priansa & Setiana, proach that can be done by school principals in 2018). fostering teacher achievement motivation is The data analysis shows that the path co- through self-explorer, human relations-ex- efficient between school principals' supervi- plorer, and good communication, as has been sion on the achievement motivation of high done at SMPK Mardi Wiyata 2 and SMPK Cor school teachers in Barito Kuala Regency is Jesu. They are all located in Malang City, East 0.380 and is positive by a significance level of Java (Luangsithideth, 2013). 0.000 <0.05. It means that the Principal's Su- pervision affects Teacher Achievement Motiva- There is an indirect effect of the principal’s tion. Thus, the principal's level of supervision supervision on teacher performance through will affect the level of motivation and achieve- achievement motivation and the indirect ef- ment of teachers. fect of the principal’s leadership on teacher Per research conducted by (Rismawan, performance through achievement motiva- 2015) concluded that the Effect of Supervision tion of School Principals on the Achievement Moti- The research results in this study were sup- vation of Public Primary School Teachers in the ported by Cascio W.F. (2006), in their state- Education and Culture Office of Kertasari Dis- ment, concluded that ability and motivation are trict of Bandung Regency obtained a regression factors that interact with the performance. The coefficient of 0.36 (positives give). It shows the opinion of Cowley in Wahjosumidjo (2010) also

JK6EM | Journal of K6, Education, and Management 163 Volume 3 | Number 2 | June | 2020

I Budiman, 2020 / The effect of school principal supervision, principal leadership, and achievement motivation concludes that "The leader is who succeeds for able to help and maintain improving the value getting others to follow him," where a leader of performance by fostering and guiding teach- functions to move others so that they con- ers in carrying out their duties, providing sug- sciously want to do what the leader wants. The gestions and solutions to problems faced by existence of enthusiasm for work, synergistic teachers, invites teachers to improve unfavora- cooperation between elements in the school, ble conditions through cooperation and toler- interest in development and progress of educa- ance. Besides, policymakers such as the Provin- tion, a conducive work atmosphere, the devel- cial Education Office are expected to provide opment of the quality of professionalism of school principals training in carrying out their teachers and the improvement of the quality of duties as supervisors and leaders in schools. graduates is mostly determined by the leader- With proper training, expectantly, the quality ship of the principal school quality. of supervision, and the leadership pole imple- From testing on the effect of the principal's mented by the principal will be better. So, auto- supervision on teacher performance through matically, the quality and performance of achievement motivation, the principal's profes- teachers will improve. sional assistance to a teacher who has prob- It is recommended that other researchers lems implementing the learning process can conduct similar research to this study by rais- help teachers fully realize their weaknesses ing the same variable in different places and us- and shortcomings. Per previous research con- ing it as literature and sources of information ducted by (Royani, 2015) states that signifi- to conduct further research in the field of edu- cantly academic supervision and supervisor cation. personality competency, as well as achieve- Furthermore, other researchers are ad- ment motivation, directly influence teacher vised to conduct other studies by testing the in- performance, so also achievement motivation dependent variables in addition to the varia- is proven to be a mediator of academic supervi- bles that have been tested in this study. It is sion and supervisor personality competency on critical to do because there are sharing other teacher performance. factors that theoretically have a relationship with teacher performance. Thus, these factors Conclusion and Recommendation need to be tested and empirically proven. The The conclusions from the results of the re- results of these studies will be able to comple- search in Barito Kuala Regency are as follows: ment the results of this study. Later, the re- 1) there is an influence of school principal lead- search results can be used to determine pro- ership on teacher performance; 2) there is an grams or policies related to improving teacher influence of the principal's leadership on performance. The results of these activities and achievement motivation; 3) there is an influ- programs will be optimized by basing these ac- ence of the supervision of the principal on tivities and programs on information empiri- teacher performance; 4) there is the influence cally confirmed. of the supervision of the principal on achieve- ment motivation; 5) there is an influence of Acknowledgment achievement motivation on teacher perfor- Our gratitude and appreciation extend to all mance; 6) there is an indirect effect of the prin- parties involved and contributed in completing cipal's leadership on teacher performance this research. through teacher achievement motivation; 7) there is an indirect effect on the supervision of school principals on teacher performance References through teacher achievement motivation. Achmadi. (2012, December). Relations between principal It is suggested to the Teachers and Princi- leadership, achievement motivation, and compensation pals of SMAN Schools in Barito Kuala Regency, with the performance of elementary school teachers. as well as the Head of the Office of Education Journal of Education Management, 1(3), 283-294. and Culture of Province to be doi:https://doi.org/10.26877/jmp.v1i3.391

JK6EM | Journal of K6, Education, and Management 164 Volume 3 | Number 2 | June | 2020

I Budiman, 2020 / The effect of school principal supervision, principal leadership, and achievement motivation

Afriyanli, H. K., & Sabandi, A. (2020). The effect of principal Management: Journal of Education Administration, 2(1), supervision on teacher performance. Journal of 293. Management, Leadership and Education Supervision, 5(1), Hasanah, M. L., & Kristiawan, M. (2019, November). Academic 51-55. supervision and teacher performance. Tadbir: Journal of Alpian, Y., Anggraeni, S. W., Wiharti, U., & Soleha, N. M. (2019, Education Management Studies, 3(2), 97-112. February). The importance of education for human. Journal doi:http://dx.doi.org/10.29240/jsmp.v3i2.1159 of Buana Pengabdian, 1(1), 66-72. Hikmat. (2009). Educational psychology. Jakarta: Bumi Aksara. doi:10.36805/jurnalbuanapengabdian.v1i1.581 Ismail, H. (2019). The relation between principal academic Ardiansyah, F. (2018). The relations between achievement supervision and school culture on teacher performance in motivation and teacher performance in MAN 2 Tanjung SMPN 2 Lubuk Pakam. Medan: UIN Sumatera Utara. Pura, Langkat. Medan: UIN Sumatera Utara. Kelimeda, Hairudinor, Ridwan, M. N., & Dalle, J. (2018). The effect Arifin, M. H. (2018, March). The influence of principal leadership of motivation, job satisfaction, and job discipline toward style, achievement motivation, and school climate on the employee performance of PT. Buma Perindahindo At Lng teacher performance in MAN 2 of Probolinggo Regency. Tangguh Site, Teluk Bintuni Regency, West Papua, Journal of Indonesia Social Science Education, 3(1), 1-3. Indonesia. European Journal of Human Resource Aslamiah, H. P., & Saleh, M. (2019). Contribution of Principal Management Studies, 2(1), 49-73. Transformational Leadership, Work Motivation, Through doi:10.5281/zenodo.2040456 Satisfaction with OCB Teachers. Journal of K6, Education, Kiany, G. R., & Shayestefar, P. (2011). High school students' and Management (j-K6EM), (2), 159-165. perceptions of EFL teacher control orientations and their Ayu Kusumayani, N. N. (2013). Contribution of principal English academic achievement. British Journal of leadership behavior, teacher work satisfaction, and Educational Psychology, 81(3), 491-508. teacher commitment to teacher performance in SMA doi:https://doi.org/10.1348/000709910X522177 Negeri in Amlapura City. E-Journal Graduate Program of Kodariah, W., Herawan, E., & Sutrasih, C. (2016). Principal Educational University of Ganesha, 1-8. academic supervision, teacher achievement motivation, Bafadal. (2009). Human resources management. Jakarta: Bumi and teaching teacher performance. Journal of Education Aksara. Administration, XXIII(2), 123-133. Bambaeeroo, F., & Shokrpour, N. (2017). The impact of the Komariah, E. &. (2011). Educational administration. Bandung: teachers’ non-verbal communication on success in Alfabeta. teaching. Journal of Advances in Medical Education & Li, W., Bhutto, T. A., Xuhui, W., Maitlo, Q., Zafar, A. U., & Bhutto, N. Professionalism, 5(2), 51-59. A. (2020). Unlocking employees’ green creativity: The Byars, L. L., & Rue, L. W. (1991). Human resources management (3 effects of green transformational leadership, green ed.). Boston: Irwin, Inc. intrinsic, and extrinsic motivation. Journal of Cleaner Dalle, J., & Ariffin, A. M. (2018). The Impact of Technologies in Production, 255, 1-10. Teaching Interaction Design. Journal of Advanced Research doi:https://doi.org/10.1016/j.jclepro.2020.120229 in Dynamical and Control System, 04(special issue), 1779- Liden, R. C. (2001). Managing Individual Performance in Work 1783. Groups. Journal of Human Resource Management, 40(1), Dybowski, C., Sehner, S., & Harendza, S. (2017). Influence of 63-72. motivation, self-efficacy, and situational factors on the Luangsithideth, V. (2013, September). Headmaster leadership in teaching quality of clinical educators. BMC Medical fostering teacher achievement motivation. Journal of Education, 17(1), 84-95. Education of Humaniora, 1(3), 213-220. doi:https://doi.org/10.1186/s12909-017-0923-2 Lubis, P. K. (2018). The effect of perception on principal Ernilawati. (2011). The relation between principal supervision and supervision, organizational culture, and achievement achievement motivation on teacher performance in SMPLB motivation on teacher performance in private MTS Sub of . Banjarmasin: FKIP UNLAM. Rayon 44 in Deli Serdang Regency. Journal of Tarbiyah, Glickman, C. (1981). Development supervision (alternative 109-131. practice for helping teachers improve instruction). Virginia: Mahler, D., Großschedl, J., & Harms, U. (2018). Does motivation ASCD. matter? The relationship between teachers' self-efficacy Gusman, H. E. (2014, June). The relations between headmaster and enthusiasm and students' performance. Plos One, leadership style and teacher performance in Public Junior 13(11), e0207252. High School in Palembayan, Agam. Bahana of Education doi:https://doi.org/10.1371/journal.pone.0207252

JK6EM | Journal of K6, Education, and Management 165 Volume 3 | Number 2 | June | 2020

I Budiman, 2020 / The effect of school principal supervision, principal leadership, and achievement motivation

Mangkunegara, A. P. (2013). Human reseources management. Rismawan, E. (2015). The relation of principal supervision and Bandung: PT Remaja Rosdakarya. achievement motivation on teaching performance of a Mathis, R. L., & Jackson, J. H. (2006). Human resources teacher. Jurnal Administrasi Pendidikan, XXII(1), 114-132. management (10 ed.). Jakarta: Salemba Empat. Royani, A. (2015). Teacher achievement motivation as a mediator McInerney, D. M., Maehr, M. L., & Dowson, M. (2004). Motivation effect of academic supervision and supervisor characteristic and culture. In C. D. Spielberger (Ed.), Encyclopedia of competence on teacher performance in state SMK of Applied Psychology (pp. 631-639). Academic Press. Semarang Regency. Semarang: State University of doi:https://doi.org/10.1016/B0-12-657410-3/00206-3 Semarang. Muelasa, A., & Navarroa, E. (2015). Learning strategies and Saani, A. J. (2013, December). Influence of compensation and academic achievement. Procedia - Social and Behavioral supervision on private primary school teachers' work Sciences, 165, 217- 221. doi:10.1016/j.sbspro.2014.12.625 performance in the Ashaiman Municipality. International Mulyasa. (2009). Competence and profession of teacher. Bandung: Journal of Business and Social Science, 4(17), 1-10. Alfabeta. Sahertian. (2008). Basic concept & educational supervision Mulyasa. (2012). Management and principal leadership. Jakarta: technique in terms of human resources development. Bumi Aksara. Jakarta: Rineka Cipta. Mulyasa, E. (2004). School based management. Bandung: PT. Setiyati, S. (2014). The effect of principal leadership, work Remaja Rosdakarya. motivation, and school culture on teacher performance. Ngiode, S. (2016). Headmaster leadership, work motivation, and Journal of Technology and Vocational Education, 22(2), work discipline on the teacher performance of MTsN 200-207. doi:https://doi.org/10.21831/jptk.v22i2.8931 Batudaa, Gorontalo. Tadbir: Journal of Islamic Education Simanjuntak, P. J. (2005). Management and work evaluation. Management, 4(2), 127-137. Jakarta: Faculty of Economics UI Press. Nitiseminoto, A. (2009). Personnel management (MSDM). Jakarta: Sobri, A. Y. (2013, March). Teacher professionalism supervision Ghalia. in improving learning quality. Journal of Education Notoadmodjo, S. (2009). Human resources development. Jakarta: Management, 24(1), 9-20. Rineka Cipta. Suarsana, I. K. (2009). Contribution of principal leadership Novitasari, S. D. (2017). The effect of principal leadership, school behavior and teacher work enthusiast on teacher climate, and achievement motivation on teacher performance improvement in state SMA of Gianyar Regency. commitment. Lampung: FKIP Unila. Undiksha: -. Pantouvakisa, A., & Vlachos, I. (2020). Talent and leadership Suhaimi, W. &. (2017). The relation between principal effects on sustainable performance in the maritime supervision and achievement motivation with teacher industry. Transportation Research Part D: Transport and performance in state elementary school in Tanjung Sub- Environment, 86, 1-12. district, Tabalong Regency. National Seminar Proceeding of doi:https://doi.org/10.1016/j.trd.2020.102440 S2DMP, 1-6. Patiara, A., & Wang, Y. (2020). Managers' leadership, Sukmawati, Jamaluddin, Niswaty, R., & Asmanurhidayani. (2018, compensation and benefits, and departments’ July-December). The influence of the headmaster's performance: Evidence from upscale hotels in Australia. leadership style on teacher performance. Journal Office: Journal of Hospitality and Tourism Management, 42, 29-39. Journal of Scientific Thoughts and Office Administration doi:https://doi.org/10.1016/j.jhtm.2019.11.005 Education, 4(2), 91-102. Retrieved from Priansa, D. J., & Setiana, S. S. (2018). Educational supervision http://ojs.unm.ac.id/jo management. Bandung: Pustaka Setia. Supriono, E. (2014). The influence of principal supervision on the Purwanti, K., Murniati, A. R., & Yusrizal. (2014). Principal role in performance of elementary school teachers in Sewon Sub- improving teacher performance in SMPN 2 Simeulue district, Bantul, Yogyakarta. Yogyakarta: State University of Timur. Journal of Scientific Didaktika, XIV(2), 390-400. Yogyakarta. Rahman, N. (2006). The strategic role of the principal in improving Susanto, H. (2012, June). Factors influenced teachers' education quality. Jatinangor: Alqaprint. performance in Vocational High School. Jurnal Pendidikan Resawati, R., & Larashati, I. (2016, October). The effect of Vokasi, 2(2), 197-212. principal leadership, teacher competence, and Syamsudin. (2006). Human resources management. Bandung: compensation on teacher performance. Journal of Pustaka Setia. Economy, Business & Entrepreneurship, 10(2), 132-148.

JK6EM | Journal of K6, Education, and Management 166 Volume 3 | Number 2 | June | 2020

I Budiman, 2020 / The effect of school principal supervision, principal leadership, and achievement motivation

Syamsul, H. (2017, December). The implementation of principal Veronika, N., W. H. (2016). Supervise supervisor academic leadership in improving teacher performance in Junior supervision and principal leadership through achievement High School. Journal of Idaarah, 1(2), 275-289. motivation as the mediator on teacher performance of Syarif, M. (2011, January). The effect of interpersonal state Vocational High School in Ende Regency. Journal of communication and principal supervision on teacher Unnes Education Management, 5(1), 42-54. performance. Media Academica, 26(1), 12-19. Wardani, E. S. (2018). The influence of critical managerial skills, Taylor, E. S., & Tyler, J. H. (2012). The effect of evaluation on organizational culture, and achievement motivation on the teacher performance. American Economic Review. performance shadow teacher in inclusion primary school. doi:https://doi.org/10.1257/aer.102.7.3628 Bandar Lampung: University of Lampung. Tulbure, C. (2012). Learning styles, teaching strategies, and Wibowo, D. H. (2015, September). Achievement motivation in academic achievement in higher education: A cross- relation to teacher performance. Scholaria, 5(3), 65-74. sectional investigation. Procedia - Social and Behavioral doi:10.24246/j.scholaria.2015.v5.i3.p65-74 Sciences, 33, 398 – 402. Wills, G. (2016). Principal leadership changes and their doi:https://doi.org/10.1016/j.sbspro.2012.01.151 consequences for school performance in South Africa. Usman, H. (2006). Management theory, practice, and educational International Journal of Educational Development, 51, 108- research. Jakarta: Bumi Aksara. 124. doi:https://doi.org/10.1016/j.ijedudev.2016.08.005

JK6EM | Journal of K6, Education, and Management 167 Volume 3 | Number 2 | June | 2020