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All Journal Journal of Innovation and Research in Primary Education
Muhammad, Nursa
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Education Languange, Linguistic, Communication & Media Mathematics Other

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The Influence of Teacher Pedagogical Competence, the Role of the School Committee, and Academik Supervision on School Quality at Adventist Elementary Schools in Manado City Muhammad, Nursa; Lestari, Slamet
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2870

Abstract

School quality in faith-based institutions depends on multifaceted factors including teacher competence, community governance, and supervisory systems, yet empirical evidence examining their simultaneous effects remains limited. This study examined the individual and collective influences of teachers' pedagogical competence, school committee roles, and academic supervision on school quality in Adventist elementary schools. Employing quantitative design with multiple regression analysis, this census study surveyed 77 educators across six Adventist elementary schools in Manado City, Indonesia. Data were collected using validated four-point Likert-scale questionnaires measuring pedagogical competence (α = 0.925), school committee roles (α = 0.902), academic supervision (α = 0.941), and school quality (α = 0.944). Analysis utilized IBM SPSS Statistics version 27.01 following classical assumption testing. The regression model explained 72.4% of school quality variance (F = 63.955, p < .001). Academic supervision exhibited the strongest influence (β = 0.429, p < .001, SE = 34.97%), followed by pedagogical competence (β = 0.382, p < .001, SE = 31.13%). Unexpectedly, school committee roles showed non-significant effects (β = 0.140, p = .149) despite strong bivariate correlation (r = .696, p < .001). School quality predominantly depends on instructional factors—teacher capability and systematic supervision—rather than governance structures, suggesting that community participation operates indirectly through support for pedagogical systems.
Co-Authors Slamet Lestari