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All Journal Jurnal Ilmu Pendidikan Pedagogi: Jurnal Ilmu Pendidikan JUPIIS: Jurnal Pendidikan Ilmu-ilmu Sosial Jurnal Prima Edukasia Jurnal Penelitian Pendidikan Edukasi: Jurnal Pendidikan dan Pengajaran Manajemen Pendidikan Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Briliant: Jurnal Riset dan Konseptual Al Ishlah Jurnal Pendidikan Jurnal Pendidikan (Teori dan Praktik) Tadbir : Jurnal Studi Manajemen Pendidikan Jurnal Administrasi Pendidikan Indonesia Jurnal Administrasi dan Manajemen Pendidikan Pendekar : Jurnal Pendidikan Berkarakter IRJE (Indonesian Research Journal in Education) JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan) Jurnal Surya Masyarakat JURNAL PENDIDIKAN TAMBUSAI Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara JAMP : Jurnal Administrasi dan Manajemen Pendidikan INCARE Jurnal Ilmiah Ar-Risalah: Media Ke-Islaman, Pendidikan, dan Hukum Islam Jurnal Surya Masyarakat SPEKTA (Jurnal Pengabdian Kepada Masyarakat : Teknologi dan Aplikasi) Jurnal Pasca Dharma Pengabdian Masyarakat Didaktika: Jurnal Kependidikan International Journal of Multidisciplinary: Applied Business and Education Research Journal of Educational Management and Instruction (JEMIn) Jurnal Inovasi Pengabdian Masyarakat Pendidikan JP (Jurnal Pendidikan) : Teori dan Praktik Jurnal Tahsinia Al-Fahmu: Jurnal Ilmu Al-Qur'an dan Tafsir Jurnal Ilmiah Ar-Risalah: Media Ke-Islaman, Pendidikan dan Hukum Islam
Yayah Rahyasih, Yayah
Universitas Pendidikan Indonesia
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The Effect of Collegial Supervision and School Organizational Culture on Teacher Performance Hayati, Elis; Sururi, Sururi; Rahyasih, Yayah
Jurnal Pendidikan (Teori dan Praktik) Vol 11 No 1 (2026): Vol. 11 No. 1 (2026): Volume 11, Nomor 1, Januari 2026
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jp.v11n1.p28-42

Abstract

This study investigates the effects of collegial supervision and school organizational culture on elementary school teacher performance in Indonesia, grounded in the growing recognition of collaborative professional development. Using a quantitative survey of 300 teachers from 51 public schools in Purwakarta Regency, data were analyzed through Structural Equation Modeling. The measurement instruments showed strong validity and reliability. The results indicate that collegial supervision is implemented at a good level and has a significant effect on teacher performance, while school organizational culture also contributes significantly, though to a lesser extent. Together, both variables explain 8.7 percent of the variance in teacher performance and demonstrate predictive relevance. The study concludes that collegial supervision plays a meaningful role in enhancing teacher performance when supported by a positive and well-established organizational culture, offering important implications for strengthening teacher development practices in Indonesian elementary schools.
The Effect of Collegial Supervision and School Organizational Culture on Teacher Performance Hayati, Elis; Sururi, Sururi; Rahyasih, Yayah
Jurnal Pendidikan (Teori dan Praktik) Vol 11 No 1 (2026): Vol. 11 No. 1 (2026): Volume 11, Nomor 1, Januari 2026
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jp.v11n1.p28-42

Abstract

This study investigates the effects of collegial supervision and school organizational culture on elementary school teacher performance in Indonesia, grounded in the growing recognition of collaborative professional development. Using a quantitative survey of 300 teachers from 51 public schools in Purwakarta Regency, data were analyzed through Structural Equation Modeling. The measurement instruments showed strong validity and reliability. The results indicate that collegial supervision is implemented at a good level and has a significant effect on teacher performance, while school organizational culture also contributes significantly, though to a lesser extent. Together, both variables explain 8.7 percent of the variance in teacher performance and demonstrate predictive relevance. The study concludes that collegial supervision plays a meaningful role in enhancing teacher performance when supported by a positive and well-established organizational culture, offering important implications for strengthening teacher development practices in Indonesian elementary schools.
Enhancing Teacher Competence: A Training Needs Analysis Nur Fariha, Arini; Rahyasih, Yayah; Suharto, Nugraha; Dikdik, Asep
Edukasi Vol 12 No 01 (2025): Edukasi: Jurnal Pendidikan dan Pengajaran
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/j9hn8n27

Abstract

This study analyzes teacher training needs for developing pedagogical competencies at MTs Inovatif Daarul Ihsan through a quantitative method with a descriptive-exploratory approach. Data collected through the Training Needs Survey and analyzed using SPSS revealed that most teachers at the institution are classified as Level 2 (Decent) or Level 3 (Competent), with an average score of 34.31, below the established standard of 39. This finding indicates persistent professional inequality, particularly in pedagogical aspects, including lesson planning, subject matter expertise, teaching methods, and understanding of student characteristics. The predominantly young teaching staff further influences this competency gap. To address these needs, systematically designed training programs are required to cover pedagogical knowledge, innovative teaching models, and methodologies. The study recommends implementing comprehensive teacher pedagogical competency-based training focusing on three essential components: content knowledge, pedagogical knowledge, and pedagogical content knowledge. These competencies will enable teachers to not only master teaching methods but also apply them effectively to enhance student engagement and interaction in learning. This research provides valuable insights for policymakers, educators, and training institutions seeking to design more effective professional development programs to improve educational quality at MTs Inovatif Daarul Ihsan.
Co-Authors Aan Komariah Abubakar Abubakar Achmadwati, Winda adimiharja, adimiharja Agustinawati, Leni Aminah, An an An an Aminah Aprilianda, Rini Arfan Muchammad Agfirlana Asep Sudarsyah Asep Suryana Asih, Sinta Aziz, Cut Nurhalizah Cepi Triatna, Cepi Cicih Sutarsih Danny Meirawan Dedy Achmad Kurniady Deni Kadarsah Dewi Ainun Nafis Diding Nurdin, Diding Dikdik, Asep Efriadi, Joni Endang Herawan Enung Nurhayati, Enung Eri Kurniawan Firman Suryadi Rahman Gorni, Richard Lionel Gunawan, M. Irvan Hartini, Nani Hayati, Elis Hega Nurazizah Herlina Permata Sari Jajang Ikbal Herlianto Jamaluddin, Muhammad Iqbal Johar Permana Johar Permana Khofifah, Juliani Musti Kholifatul Husna Asri Kurniatun, Taufani C. Kusumah, Yudi Liah Siti Syarifah Luthfi Audia Pribadi M. Irvan Gunawan MARIA BINTANG Muhyi Alawiy Athallah , Abdul Nani Hartini Nisa, Dina Qurotun Nugraha Suharto Nur Fariha, Arini Nurdin Nurdin Oktaviana, Kezia Oktaviani, Firyal Fatin Oktaviani, Tia Pribadi, Luthfi Audia Prihatin, Eka Rahmawati, Rahmawati Rakhmah, Pipih Soviyatin Ruhimat, Mochammad Devi Cahya Rulli Nasrullah Setiawati, Fenty Shodikin, Rifan Siti Fatimah Azzahra Sri Wahyuni Sri Wahyuni Sururi Sururi . Sururi Sururi, Sururi Tia Oktaviani Triana, Cepi Widia Murni Wijaya Zaini Hafidh