Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal HAMKA INSIGHT
Ahmad Iswanto
Magister Manajemen Pendidikan, Sekolah Pascarsarjana, Universitas Bina Bangsa, Kota Serang, Banten 42124, Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Other

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
Navigating support and accountability: exploring academic supervision and its impact on school teacher performance Ika Pratiwi; Ahmad Iswanto
HAMKA INSIGHT Vol. 6 No. 1 (2026)
Publisher : UHAMKA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/hamka.v6i1.98

Abstract

Purpose: This study investigates how academic supervision impacts school teacher performance by balancing developmental support with administrative accountability, mediated by teacher self-efficacy. Method: A convergent parallel mixed-methods design was employed with N = 320 teachers and n = 24 supervisors. Quantitative survey data were analyzed using SEM and bootstrap mediation, while qualitative interview data were analyzed through thematic coding in NVivo. Findings: High support and accountability yielded the highest performance (M = 4.45). SEM confirmed developmental support (β = 0.38) and accountability (β = 0.19) predict performance, mediated by self-efficacy (Indirect Effect = 0.12). Qualitatively, constructive dialogue fostered high engagement (62%), whereas directive or punitive monitoring induced surface compliance (26%) or resistance (12%). Practical implications: Supervisors should scaffold accountability with continuous support to build teacher efficacy. Practices must shift from top-down inspection to collaborative coaching, using bi-directional feedback to enhance classroom delivery and alleviate teaching anxiety. Originality/value: This study offers a mixed-methods examination of teacher supervision, demonstrating how balancing support and accountability directly strengthens self-efficacy to drive instructional performance.
Co-Authors Ika Pratiwi