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All Journal Edu Cendikia: Jurnal Ilmiah Kependidikan ICONESTH
Roslina Roslina
Universitas Bina Bangsa Getsempena
Arts Humanities Computer Science & IT Dentistry Education Languange, Linguistic, Communication & Media Mathematics Neuroscience Nursing Public Health Social Sciences Other

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The Influence of Academic Supervision by the School Principal on Teacher Performance at SMPN 1 Baitussalam, Baitussalam District, Aceh Besar Regency in 2024 Roslina Roslina; Rahmattullah Rahmattullah; Rita Novita
International Conference on Education, Science, Technology and Health (ICONESTH) 2024: The 2nd ICONESTH
Publisher : International Conference on Education, Science, Technology and Health (ICONESTH)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/iconesth.vi.437

Abstract

This study investigates the influence of academic supervision conducted by school principals on teacher performance at SMPN 1 Baitussalam, located in Baitussalam District, Aceh Besar Regency, in the year 2024. Academic supervision plays a pivotal role in the realm of educational management, aiming to enhance the quality and effectiveness of teaching and learning. This research utilizes a literature review methodology, examining a range of scholarly articles, educational theories, and empirical studies related to the impact of leadership on instructional practices. The analysis reveals that effective academic supervision is directly linked to improvements in teacher performance. Key components of successful supervision include the provision of constructive feedback, regular performance assessments, and opportunities for professional development. The study highlights that principals who actively engage in the supervisory process foster a collaborative learning environment, which not only motivates teachers but also encourages them to adopt innovative teaching strategies that enhance student learning outcomes. Furthermore, the research addresses contextual factors, such as school culture, the principal’s leadership style, and the availability of resources, which significantly affect the effectiveness of academic supervision at SMPN 1 Baitussalam. The findings suggest that tailored training programs and a supportive institutional framework can significantly bolster teacher performance. This paper concludes with practical recommendations for school leaders, emphasizing the necessity of implementing structured academic supervision practices that prioritize teacher development. Ultimately, this study underscores the essential role of academic supervision in improving educational quality, enhancing teacher effectiveness, and fostering a positive school culture.
Pelaksanaan Supervisi Akademik Berbasis Lesson Study untuk Meningkatkan Kinerja Guru di SMPN 1 Baitussalam: Implementation of Lesson Study-Based Academic Supervision to Improve Teacher Performance at SMPN 1 Baitussalam Roslina Roslina; Rita Novita; Musdiani Musdiani
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.8971

Abstract

Low teacher performance in preparing instructional materials and conducting innovative lessons is the primary issue at SMP Negeri 1 Baitussalam, Aceh Besar Regency; the average pre-cycle performance score was only 57.69 (classified as "poor"), a finding corroborated by low scores on the 2024 Teacher Competency Test. This study aimed to analyse the implementation of *Lesson Study*-based academic supervision in enhancing teacher performance across the aspects of lesson planning, implementation, and evaluation. Conducted from January to April 2026, this School Action Research involved five teachers—specialising in Science, Mathematics, and English—who had previously scored below the "good" category; the study employed the Kemmis and Taggart cyclical model integrated with the "plan-do-see" stages. Data were collected through observation and documentation and analysed using descriptive percentage techniques. The results demonstrated significant improvements across all aspects. The ability to prepare lesson plans or teaching modules rose from 57.69 to 72.71 in Cycle I and reached 88.13 in Cycle II. Instructional implementation skills improved from 72.50 to 89.11, while evaluation skills rose from 71.25 to 89.43; both metrics reached the "good" category. Notably, the greatest improvement occurred in the evaluation aspect, indicating that the collective reflection inherent in *Lesson Study* is effective in rectifying areas that were previously the weakest. The study concludes that *Lesson Study*-based academic supervision effectively enhances teacher performance and serves as a relevant model for continuous professional development.
Co-Authors Musdiani Musdiani Rahmattullah, Rahmattullah Rita Novita