Fetmawati
Universitas Negeri Padang, Indonesia

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Teacher Engagement and Adversity Quotient as Predictors of ‎Academic Supervision in Vocational Schools in Pesisir Selatan ‎Regency Fetmawati; Hanif Al Kadri; Nellitawati; Merika Setiawati
ISEJ : Indonesian Science Education Journal Vol. 7 No. 3 (2026): June-September
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v7i3.2728

Abstract

Academic supervision is an important strategy for improving teacher professionalism and learning quality in Vocational High Schools (SMK). This cross-sectional explanatory study examined whether Teacher Engagement and Adversity Quotient predict teacher-reported Academic Supervision among vocational high school teachers in Pesisir Selatan Regency. The population comprised 586 teachers, and 234 respondents were selected through proportionate simple random sampling. Data were collected using a 48-item five-point Likert questionnaire and analyzed with multiple linear regression in IBM SPSS. Teacher Engagement was a positive predictor of Academic Supervision (B = 1.211, SE = .060, β = .866, 95% CI [1.093, 1.329], p < .001), as was Adversity Quotient (B = .858, SE = .057, β = .462, 95% CI [.746, .970], p < .001). The overall model was significant, F(2, 231) = 356.425, p < .001, with R² = .755 and adjusted R² = .753. Thus, the two predictors jointly explained approximately 75.5% of the variance in teacher-reported Academic Supervision. These findings indicate that Teacher Engagement and Adversity Quotient are strongly associated with how teachers perceive and participate in academic supervision; however, the cross-sectional design does not establish causality. School leaders should therefore combine developmental supervision with strategies that strengthen teacher engagement and adaptive coping.