Volume 2, No.
10 Oktober 2024 p-ISSN 3032-3037
| e-ISSN 3031-5786
THE
EFFECT OF LEADERSHIP STYLE, ORGANIZATIONAL CLIMATE, AND ACADEMIC SUPERVISION ON
THE PERFORMANCE OF STATE ELEMENTARY SCHOOL TEACHERS IN SUMOWONO DISTRICT,
SEMARANG REGENCY
Septaria Diah Rahayu1, Widya
Kusumaningsih2, Joko Sulianto3
Semarang PGRI University, Semarang, Indonesia
Email: septaria110@gmail.com1,
widyakusumaningsih@upgris.ac.id 2, jokosulianto@upgris.ac.id3
Abstract
The purpose of this study is to:
1) determine and analyze the influence of leadership style on teacher
performance. 2) determine and analyze the influence of organizational climate
on teacher performance. 3) determine and analyze academic supervision on
teacher performance. 4) determine and analyze the influence of leadership
style, organizational climate, and academic supervision on teacher performance.
The research approach used is quantitative. This type of research uses
correlational research. The population of this study was 202 teachers and the
research sample was 134 teachers. Data collection was carried out using a
questionnaire. The data analysis technique used in this study was descriptive
data analysis, prerequisite tests including normality tests, multicollinearity
tests, heteroscedasticity tests, linearity tests and hypothesis tests including
simple and multiple linear regression. The results showed that: 1) the
correlation between leadership style and teacher performance was 0.938. the
influence of leadership style on teacher performance was 88.0%, 2) the
correlation between organizational climate and teacher performance was 0.858.
the influence of organizational climate on teacher performance is 73.6%, 3) the
correlation between academic supervision on teacher performance is 0.798. the
influence of academic supervision on teacher performance is 63.8%, 4) the
correlation between leadership style, organizational climate, and academic
supervision on teacher performance is 0.905. the influence of leadership style,
organizational climate, and academic supervision on teacher performance is
90.5%. The conclusion of this study is that leadership style, organizational
climate, and academic supervision on teacher performance are 0.905 or 90.5 %.
The author suggests that teachers evaluate and develop learning, then teachers
can also attend training and seminars in order to improve teacher performance.
Keywords: Leadership Style, Organizational
Climate, Academic Supervision, Teacher Performance
Introduction
With the rapid globalization today, competition at
the world level is getting tighter, especially in the fields of economics,
politics, social, and culture, including education. To compete at the
international level, Indonesia must be able to create a quality workforce
through education. In this case, teachers play a role as educators who are at
the forefront in achieving national education goals. Teachers are one of the
key factors in determining the success of a school in achieving its goals.
Teachers are also the main factor that is directly related to the teaching and
learning process activities in schools.
Educational progress depends on the extent to which
teachers fulfill their duties and responsibilities. According to the Decree of
the Minister of State Apparatus Empowerment (Menpan)
No. 26/Menpan/1989, article 1 paragraph (1) (1989:
9), teachers are Civil Servants who are given duties, authority, and
responsibility by authorized officials to carry out educational tasks in
schools. This is also stated in Law Number 25 of 2005 concerning the National
Development Program which contains the Pioneering Establishment of Teaching
Accreditation and Certification Bodies in the regions. The purpose of this law
is as an effort to improve the quality of educational personnel nationally
through teacher competency standardization.
Therefore, teachers must have the appropriate
qualifications and performance in order to carry out teaching and learning
activities more effectively. The teacher's mission is not limited to teachers
who disseminate knowledge, but teachers have several roles, including the role
of leaders who encourage the development of alternatives and motivate students
to learn. Prospective teachers have complex tasks and responsibilities to
achieve educational goals. Teachers must also demonstrate character that can be
role models for their students. Teachers who lead and provide education are the
people who are closest to students.
The function and role of teachers in learning activities
have an important meaning in achieving educational goals. Therefore, teachers
must be able to carry out their work well and carry out the tasks given by the
principal well too, especially in teaching practices, namely developing,
guiding and training students to achieve better learning outcomes. In the
current reality, it is still clear that teachers as the front guard in
education have not fulfilled all the roles and functions expected of professional
teachers. This is caused by feelings of dissatisfaction in working. One of the
important key factors in education in schools is improving teacher performance.
Improving teacher performance is reflected in the teacher's attitude towards
their work. The most dissatisfied teachers are those who want the most and get
the least. Conversely, teachers who ask for more and get more are the most
satisfied.
Teacher performance improvement is an interesting and
important topic because it has been proven to provide significant benefits for
both teachers and the interests of the school organization. According to (Swastha & Handoko,
2002), performance improvement or job satisfaction is a pleasant
or unpleasant emotional state felt by employees when viewing their work.
Furthermore, according to (Robbins & Judge, 2017) defines
"satisfaction with a job as positive work resulting from the evaluation of
its characteristics". The definition is that increasing value is closely
related to the teacher's own attitude towards the job, and the higher the
degree of increase in a teacher's value, the more positive the teacher's
attitude towards the job. (Hasibuan, 2017) has a similar opinion stating that performance
improvement is an emotional attitude, comfortable and loving work. Teacher
performance improvement is one of the teacher's work attitudes that needs to be
built in schools so that teachers can work with high work enthusiasm. According
to (Hasibuan, 2017), increasing performance at work is the level of
job satisfaction experienced when receiving praise for work results, placement,
treatment, facilities, and a good work environment. From the opinions of
several experts, it is clear how important it is to improve teacher performance
in improving the quality of the performance of the teacher concerned.
Teacher performance is often associated with the declining
quality of education. As with other social beings, various aspects can have an
impact on teacher performance. Teacher performance can basically be influenced
by internal and external factors. Internal factors are factors from within the
teacher which include work motivation, competence, expertise, commitment,
integrity, teacher competence, and others (Siahaan, 2017). External factors include aspects of the
environment, leadership (leadership style), interaction between teachers and
the principal, the relationship between school residents and the school
committee and other related parties, academic supervision of the principal (Hartono & Rahadi, 2021), (see also Rodliyah
2016).
Teacher performance basically includes aspects: 1) planning
learning, 2) implementing learning, 3) assessing learning, and 4) following up
on learning. The implementation of supervision by the principal as a factor
that can theoretically affect teacher performance also has its own notes in the
field. That the principal carries out academic supervision is something that
does happen, but the question is whether its implementation is as it should be
or not. This problem is the background to this research. Based on various
aspects that have an impact on optimizing teacher performance, breakthroughs
need to be made related to this problem. Strengthening the instrument is the
most basic aspect that must be done so that its implementation is right on
target and provides a positive contribution in order to improve teacher
performance. Optimizing the implementation of academic supervision activities
as a real form of the principal's main task must be realized as an effort to
foster and assist teachers. Through this, it is hoped that there will be an
increase in learning management by teachers which begins with compiling
programs, implementing the teaching and learning process, assessing and
following up on the assessment results. The principal plays a central role and
for improving teacher performance. One of these efforts is to realize one of
the three main tasks of the principal that directly touches teachers, namely
implementing academic supervision. The main focus of the implementation of this
supervision is on the principal. However, expectations are not always in line
with reality. The implementation of ideal academic supervision is an essential
job that must be done by the principal but has not been in accordance with its
ideals. It is not uncommon that the implementation of supervision has not
touched on essential aspects related to maximizing learning. Supervision of
infrastructure such as buildings and efforts to add other physical facilities
are also an attraction for the principal.
From the explanation above, the researcher looks at the
performance of teachers in public elementary schools in Sumowono
District, Semarang Regency. The following researcher presents data on teacher
performance based on educational report cards based on the dimensions of
learning quality at Public Elementary Schools in Sumowono
District, Semarang Regency in 2023.
Table 1 Teacher performance based
on education report cards based on learning quality dimensions
|
No. |
School name |
Teacher performance based on
education report cards based on learning quality dimensions (%) |
|
1. |
SDN Bumen |
72.23 |
|
2. |
SDN Candigaron 01 |
63.59 |
|
3. |
SDN Candigaron 02 |
80.05 |
|
4. |
SDN Candigaron 03 |
66.02 |
|
5. |
SDN Candigaron 04 |
78.68 |
|
6. |
Duren
Elementary School |
73.24 |
|
7. |
SDN Jubelan 01 |
73.96 |
|
8. |
SDN Jubelan 02 |
60.67 |
|
9. |
Kebonagung Elementary School 01 |
62.12 |
|
10. |
Kebonagung Elementary School 03 |
78.91 |
|
11. |
Kemawi Elementary
School |
72.11 |
|
12. |
SDN Kemitir 01 |
75.56 |
|
13. |
SDN Kemitir 02 |
61.79 |
|
14. |
Happy
Elementary School |
72.83 |
|
15. |
SDN
Lanjan 01 |
80.11 |
|
16. |
SDN Lanjan
02 |
67.22 |
|
17. |
Losari Elementary
School |
66.51 |
|
18. |
Mendongan Elementary School |
67.81 |
|
19. |
SDN Ngadikerso 01 |
69.66 |
|
20. |
SDN Ngadikerso 02 |
64.52 |
|
21. |
SDN Piyanggang 01 |
59.57 |
|
22. |
SDN Piyanggang 02 |
62.99 |
|
23. |
Pledokan Elementary School |
56.15 |
|
24. |
SDN Sumowono |
62.99 |
|
25 |
Trayu Elementary
School |
58.76 |
|
Average |
68.32 |
|
Based on the data in table 1 above, it can be seen
that the performance of elementary school teachers in Sumowono
District, Semarang Regency shows an average percentage of 68.32 % . This shows that the implementation of the performance of
elementary school teachers in Sumowono District,
Semarang Regency is still relatively low. However, based on preliminary
research, namely initial observations at elementary schools in Sumowono District, symptoms were still found that led to
low performance improvements:
a. There are still
many teachers who have many jobs, but are only paid for one job.
b. Unfavorable work
environments still exist, such as uncooperative coworkers.
c. There are still
teachers who are often absent or late to class.
d. The condition of
facilities and infrastructure is still inadequate.
e. The classroom
atmosphere is still not comfortable.
f. Lack of principal
management skills.
g. The amount of
administration that teachers have to do
Based on the explanation above, the researcher identified
that the improvement of teacher performance at SD Negeri Sumowono
District was caused by various factors such as leadership style, organizational
climate, academic supervision, teacher motivation, teacher performance,
organizational environment, and organizational culture, work experience,
workload, and others. Of all the factors mentioned above, the researcher only
focused on three factors, namely the principal's leadership style
, organizational climate, and academic supervision because the
researcher estimated that these factors had a significant impact on improving
teacher performance.
As a result of the principal's leadership style,
organizational climate, and the implementation of academic supervision that is
not well structured, this will affect teacher performance. The high and low
performance of teachers cannot be separated from the quality of the principal's
leadership. The principal acts as a leader or motivator for teachers to help
achieve improvements in the quality of education. Quoted from Pavlovic, et al.
(2016: 44), namely "An effective principal with leadership skills has a great
influence on teachers". Soetopo 5 (2017: 210)
concluded that leadership is the process of influencing, controlling and
coordinating all activities of an organization or group in order to achieve the
goals of the organization or group. According to Sudarwan
Danim (2018: 204), leadership is defined as all
actions taken by both individuals and groups to coordinate and direct other
individuals or groups to achieve a certain goal. According to Wiles
(Burhanuddin, 1994: 62), "Leadership is any form of support that can be
given by someone in setting and achieving group goals". According to Siagian (Edy, 2016), leadership is the ability of an individual to
influence others by ordering subordinates to do what their leader wants, even
though the subordinates personally do not like it. J. Canon (Syaiful, 2012) states that leadership is "the ability of a
superior to influence the behavior of subordinates and group behavior in an
organization". Karteno, 2014: 57) states that
leadership is "the activity of influencing people in such a way that those
they lead are willing to work together to achieve the desired goals". (Muttaqijn, Umary, Wahyudi,
& Yulistiyono, 2022) is a person's ability to move, direct, and
influence the way each member thinks and works so that each member can act
independently in the workplace with the benefit of facilitating the achievement
of predetermined goals. Leadership style is defined as a form of behavior of a
leader related to the leader's ability to lead his subordinates. This
manifestation usually forms a certain pattern or form.
Based on research conducted by Aissah (2019) that
there is a relationship between the variables of the principal's leadership
style and teacher performance has a fairly good or moderate relationship.
Research conducted by Raudhatul (2020) shows a more
specific influence between variables, namely organizational climate has a
direct positive effect on teacher performance, meaning that a conducive
organizational climate results in increased teacher performance in Early
Childhood Education in Depok City, especially in the Gandul
Village area, Cinere District. In addition, according to (Khoeriyah, 2015) in his research, academic supervision has a
positive and significant effect on the performance of teachers at SMP IT
YASPIDA Sukabumi.
In this study, organizational climate refers to the
school atmosphere and represents the level of comfort and safety of the school
as a workplace. A school environment that is not managed well will certainly
cause low teacher performance improvement. The actions of teachers from various
school organizational backgrounds form an organizational culture that
represents the characteristics and atmosphere of the organization.
Organizational climate is an effective environment that influences performance
through the attitudes and behaviors of each teacher. The leadership style of a
principal is supported by utilizing the role and function of leadership and
organizational culture to provide good service to the community. Improving
teacher performance is reflected in the best attitude when teaching. If the
teacher is satisfied with the situation, then the teacher will be satisfied
with the school situation, good interpersonal communication will be
established, and academic achievement will increase.
Through the authority of the principal's
supervisory duties, it is expected that he will be able to provide advice and
guidance to teachers in dealing with the curriculum which contains major
changes in the objectives, content, methods and evaluation of teaching.
Supervision carried out in accordance with the correct rules and principles is
ultimately expected to improve teacher professionalism. The existence of
professional teachers will certainly be better able to carry out quality
learning activities as the core of the entire series of national education
programs. When the quality of learning in the classroom increases, it is hoped
that the quality of national education will also increase. This is where the
importance of the role and duties of the principal lies in carrying out
educational supervision activities.
Based on the background description above and the
problems found in Public Elementary Schools in Sumowono
District, Semarang Regency, the researcher is interested in conducting research
on what influences the improvement of teacher performance with the title
"The Influence of Leadership Style and Organizational Climate on Teacher
Performance in Public Elementary Schools in Sumowono
District, Semarang Regency".
Research methods
The approach in this study uses a quantitative
approach with a survey method. The survey research method is a quantitative
research method used to obtain data that occurs in the past or present, about
beliefs, opinions, characteristics, behaviors, variable relationships and to
test several hypotheses about sociological and psychological variables from
samples taken from a particular population, data collection techniques with
in-depth observations, and research results tend to be generalized (Sugiyono, 2018).
This type of research is correlation. The
correlation approach is a study conducted by researchers to determine the level
of relationship between two or more variables, without making changes,
additions, or manipulations to existing data (Arikunto, 2017). This research design is called correlation
research because researchers want to know the level of relationship between
different variables in a population. This study was conducted to examine the
influence between independent variables and dependent variables measured in the
form of numbers.
Population is a generalization area consisting of:
objects/subjects that have certain quantities and characteristics determined by
researchers to be studied and then conclusions drawn. According to (Sugiyono, 2018). So the population is not
only people, but also objects and other natural objects. The population is also
not just the number of objects/subjects being studied, but includes all the
characteristics/properties possessed by the subject or object. This study population
is 202 teachers.
Table 2 Number of
Teacher Population
|
No |
School name |
Number of Teachers |
|
1 |
SDN Bumen |
8 |
|
2 |
SDN Candigaron 01 |
11 |
|
3 |
SDN Candigaron 02 |
7 |
|
4 |
SDN Candigaron 03 |
8 |
|
5 |
SDN Candigaron 04 |
9 |
|
6 |
Duren Elementary School |
8 |
|
7 |
SDN Jubelan 01 |
8 |
|
8 |
SDN Jubelan 02 |
8 |
|
9 |
Kebonagung Elementary School 01 |
8 |
|
10 |
Kebonagung Elementary School 03 |
9 |
|
11 |
Kemawi Elementary School |
9 |
|
12 |
SDN Kemitir 01 |
7 |
|
13 |
SDN Kemitir 02 |
9 |
|
14 |
Happy Elementary School |
7 |
|
15 |
SDN Lanjan 01 |
8 |
|
16 |
SDN Lanjan 02 |
8 |
|
17 |
Losari Elementary School |
6 |
|
18 |
Mendongan Elementary School |
8 |
|
19 |
SDN Ngadikerso 01 |
8 |
|
20 |
SDN Ngadikerso 02 |
8 |
|
21 |
SDN Piyanggang 01 |
7 |
|
22 |
SDN Piyanggang 02 |
8 |
|
23 |
Pledokan Elementary School |
8 |
|
24 |
SDN Sumowono |
9 |
|
25 |
Trayu Elementary School |
8 |
|
Amount |
202 |
|
A sample is a part of
the number and characteristics possessed by the population. According to (Sugiyono, 2019) With a large population, this study uses samples.
A sample is a part or representative of the population being studied. To
determine a sample from a population, the Slovin formula is used as follows:
Information:
n : Number of samples
N : Population size
e : Error tolerance limit
This sampling was
carried out at a 95% confidence level or a critical value of 5% so that the
sample size can be calculated as follows:
n = 134.21 rounded to
134 people
n = 134
So the number of samples used in this study was 134
respondents.
Table 3 Number of
Research Samples
|
No |
School name |
Number of Teachers |
Number of Samples |
Rounding |
|
1 |
SDN Bumen |
8 |
8/202X134
= 5.31 |
5 |
|
2 |
SDN Candigaron 01 |
11 |
11/202X134=
7.30 |
7 |
|
3 |
SDN Candigaron 02 |
7 |
7/202X134=
4.64 |
5 |
|
4 |
SDN Candigaron 03 |
8 |
8/202X134=
5.31 |
5 |
|
5 |
SDN Candigaron 04 |
9 |
9/202X134=
5.97 |
7 |
|
6 |
Duren Elementary School |
8 |
8/202X134=
5.31 |
5 |
|
7 |
SDN Jubelan 01 |
8 |
8/202X134=
5.31 |
5 |
|
8 |
SDN Jubelan 02 |
8 |
8/202X134=
5.31 |
5 |
|
9 |
Kebonagung Elementary School 01 |
8 |
8/202X134=
5.31 |
5 |
|
10 |
Kebonagung Elementary School 03 |
9 |
9/202X134=
5.97 |
7 |
|
11 |
Kemawi Elementary School |
9 |
9/202X134=
5.97 |
7 |
|
2 |
SDN Kemitir 01 |
7 |
7/202X134=
4.64 |
5 |
|
13 |
SDN Kemitir 02 |
9 |
9/202X134=
5.97 |
6 |
|
14 |
Happy Elementary School |
7 |
7/202X134=
4.64 |
5 |
|
15 |
SDN Lanjan 01 |
8 |
8/202X134=
5.31 |
5 |
|
16 |
SDN Lanjan 02 |
8 |
8/202X134=
5.31 |
5 |
|
17 |
Losari Elementary School |
6 |
6/202X134=
3.98 |
4 |
|
18 |
Mendongan Elementary School |
8 |
8/202X134=
5.31 |
5 |
|
19 |
SDN Ngadikerso 01 |
8 |
8/202X134=
5.31 |
5 |
|
20 |
SDN Ngadikerso 02 |
8 |
8/202X134=
5.31 |
5 |
|
21 |
SDN Piyanggang 01 |
7 |
7/202X134=
4.64 |
5 |
|
22 |
SDN Piyanggang 02 |
8 |
8/202X134=
5.31 |
5 |
|
23 |
Pledokan Elementary School |
8 |
8/202X134=
5.31 |
5 |
|
24 |
SDN Sumowono |
9 |
9/202X134=
5.97 |
6 |
|
25 |
Trayu Elementary School |
8 |
8/202X134=
5.31 |
5 |
|
Amount |
202 |
|
134 |
|
Results and Discussion
Based on the research
results, the Leadership Style variable affects Teacher Performance. The
Organizational Climate variable affects Teacher Performance. The Academic Supervision
variable affects Teacher Performance. The Leadership Style, Organizational
Climate, and Academic Supervision variables together affect Teacher
Performance. The discussion related to the research results is as follows:
1. The Influence of Leadership
Style on Teacher Performance
Research data on Leadership Style in Sumowono
District shows that respondents' perceptions are moderate. Leadership Style
variable data is included in the high category.
The data of the Leadership
Style indicator shows that the highest influence is the supervisor factor. The
lowest factor related to Leadership Style is the innovator factor. Some
problems in leadership style in the field are the lack of innovation from the
principal.
The principal has not implemented innovative school
management planning. The principal still works according to routine and
administrative.
The result of the
correlation test of Leadership Style on Teacher Performance is 0.983. This
correlation is in the very high category and positive value so that if
Leadership Style increases then Teacher Performance
will also increase.
To get maximum performance, employees need a leadership
style. Leadership style can also be a factor that encourages someone to improve
teacher performance .
The results of the regression test obtained Leadership
style affects teacher performance by 88.0 % . It can
be said that leadership style can have a high influence on teacher performance,
this finding also shows that there are still 12.0 % other factors that affect
teacher performance. This condition shows that the principal and education
office need to pay more attention to leadership style in Sumowono
District.
Based on the results of the study, it can be concluded that
leadership style has a significant effect on teacher performance. The results
of the study above support and are in line with the results of previous
research conducted by Agus Wiyanto, Ngurah Ayu Nyoman
Murniati in 2022 entitled "The Influence of
Leadership Style and Teacher Work Culture on the Professional Competence of
Elementary School Teachers in Bogorejo District, Blora Regency".
This situation will have a negative impact on elementary
schools in Sumowono District. If the principal does
not improve his role, then the teacher's performance will not be able to
improve, which will ultimately result in student learning achievement not
increasing. The main aspect of leadership style that needs attention is the
innovative aspect. The principal needs to receive training in developing school
management innovation in order to develop educational units.
2. The Influence of
Organizational Climate on Teacher Performance
Based on the results of the data analysis conducted, the
Organizational Climate is perceived as moderate. This perception shows that the
Organizational Climate in Sumowono District needs to
be improved again.
Based on the results of the dimension test, it can be seen
that the factor with the lowest contribution is the responsibility factor.
Teachers still often leave the classroom for personal reasons. There are also
still teachers who arrive late when entering school so that students are
neglected. This makes learning less than optimal.
Based on the results of a simple regression test of the
influence of Organizational Climate on Teacher Performance, it can be explained
that there is a correlation between Organizational Climate and Teacher
Performance of 0.858. This correlation value is in the very high category and
has a positive effect so that it can be said that a high Organizational Climate
will affect Teacher Performance.
The influence of Organizational Climate on Teacher
Performance is 73.6 % and the remaining 26.4% is influenced by other variables.
The influence of 73.6 % is quite high. So it is
necessary to improve the organizational climate. Organizational Climate affects
teacher performance because competent teachers will have good performance . Competent teachers can also carry out their
work according to the rules in force in the school so that teacher performance
in planning, implementing and conducting assessments can run as it should.
Based on the research above, it can be concluded that
Organizational Climate has a significant effect on Teacher Performance in Sumowono District, Semarang Regency. The results of the
study above support previous research conducted by Ummi Kulsum, Yovitha Yuliejantiningsih, Rasiman which was conducted in 2022 with the title
"the influence of academic supervision of the principal, teacher work
culture and teacher achievement motivation on the performance of public
elementary school teachers in Semarang Tengah District, Semarang City".
3. The influence of
academic supervision on teacher performance
Based on the results of the data analysis conducted,
academic supervision is perceived as moderate. This perception shows that
academic supervision in Sumowono District needs to be
improved again.
Based on the results of the
dimension test, it can be seen that the factor with the lowest contribution is
the supervision planning factor. The principal has not planned academic
supervision as a school program. The principal carries out supervision without
planning involving teachers.
Based on the results of a simple regression test of the
influence of academic supervision on teacher performance, it can be explained
that there is a correlation between academic supervision and teacher
performance of 0.798. This correlation value is in the high category and has a
positive effect so that it can be said that high academic supervision will
affect teacher performance.
The influence of academic supervision on teacher
performance is 63.8 % and the remaining 36.2% is influenced by other variables.
The influence of 36.2 % is quite high. So there needs to be an increase in
academic supervision. Academic supervision affects teacher performance because
competent teachers will have good performance. Competent teachers can also
carry out their work according to the rules in force in the school so that
teacher performance in planning, implementing and conducting assessments can run
as it should.
Based on the research above, it can be concluded that
academic supervision has a significant effect on teacher performance in Sumowono District, Semarang Regency. The results of the
study above support previous research conducted by Ummi Kulsum, Yovitha Yuliejantiningsih, Rasiman which was conducted in 2022 with the title
"The Influence of Principal Academic Supervision, Teacher Work Culture and
Teacher Achievement Motivation on the Performance of Public Elementary School
Teachers in Semarang Tengah District, Semarang City".
4. The Influence of
Leadership Style, Organizational Climate and Academic Supervision on Teacher
Performance
Leadership style will be able to improve teacher
performance in carrying out activities. Teachers are also required to work by
providing the best service to school consumers such as parents, students, and
the community. In addition to leadership style ,
factors that influence teacher performance to work as well as possible include
Organizational Climate and academic supervision.
This study shows that the leadership style of
Organizational Climate and academic supervision. Influence teacher performance
together. This is evidenced by the calculated F of = 422.675> F table = 3.08 . Based on the results of the multiple regression
equation, the coefficient value of Leadership Style is 0.770. The coefficient
value of Organizational Climate is 0.224. Academic supervision is 0.056. This
coefficient value shows that if the leadership style and Organizational Climate
increase together, teacher performance will also increase.
The Influence of Leadership Style and Organizational
Climate on Teacher Performance obtained Adjusted R-square is 0.905 or 90.5%
this value indicates that 90.5% of teacher performance is influenced by
Leadership Style Organizational Climate and academic supervision. The remaining
9.5 % is influenced by other variables.
Based on the research above, it can be concluded that
Leadership Style, Organizational Climate, and academic supervision have a
significant effect on the Performance of elementary school teachers in Sumowono District, Semarang Regency. The results of the
study above support previous research conducted by Rusneli,
Sumadi, Dedy Hermanto Karwan in 2022 with the title
"the influence of principal leadership, work discipline and self-concept
on teacher professional competence.
Positive and significant relationship between Leadership
Style, Organizational Climate, and academic supervision on teacher performance.
With a strong leadership style, good organizational climate and good academic
supervision. it will produce high teacher performance and vice versa with a
weak leadership style, bad organizational climate, and poor supervision will
produce low teacher performance. If the principal in Sumowono
District can improve his role and the organizational climate also improves,
then teacher performance will improve. student learning outcomes will improve
and get a lot of trust from parents who will send their children to elementary
school.
Conclusion
Based on the results of
hypothesis testing and discussion of research results, the following
conclusions can be drawn:
1. There is a very
high influence of leadership style on teacher performance which is stated in
the equation Ŷ = 18,457 + 1.084X1 with a correlation strength of 0.938,
with a contribution of 0.880 = 88.0%, meaning that the magnitude of the
influence of variable X1 on Y is 88.0% and the remaining 12.0% is influenced by
other factors. The factor that most strongly influences leadership style is the
supervision factor, the lowest contribution is the innovative factor.
2. There is a high
influence of organizational climate on performance stated in the equation
Ŷ = 47.105 + 0.824X2 with a correlation strength of 0.858 with a
contribution of 0.736 = 73.6%, meaning that the influence of variable X2 on Y
is 73.6% and the remaining 26.4% is influenced by other factors. The small
influence is due to the large number of variables that influence Teacher
Performance. The factor that most strongly influences organizational climate is
the support factor, the lowest contribution is responsibility.
3. There is a fairly
high influence of academic supervision on performance stated in the equation
Ŷ = 68,267 + 0.432X3 with a correlation strength of 0.798 with a
contribution of 0.638 = 63.8%, meaning that the influence of variable X3 on Y
is 63.8% and the remaining 36.2% is influenced by other factors. The small
influence is due to the large number of variables that affect Teacher
Performance. The factor that most strongly influences academic supervision is
the follow-up factor, with the lowest contribution being planning.
4. There is a high
influence of leadership style, organizational climate and academic supervision
on Teacher Performance which is stated by the equation Y = 13.624 + 0.770 X1 +
0.224 X2 + 0.056 X3 with a contribution of 0.905 or 90.5% this value shows that
90.5% of Teacher Performance is influenced by Leadership style, organizational
climate, and academic supervision. The remaining 9.5 % is influenced by other
variables.
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Copyright holder: Septaria Diah Rahayu1, Widya
Kusumaningsih2, Joko Sulianto3 |
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First publication rights: Advances
in Social Humanities Research |
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