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All Journal Jurnal Konseling dan Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA)
Sunar Abdul Wahid
Universitas Indraprasta PGRI
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics

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Enhancing Principal Effectiveness: A Meta-Analysis on the Roles of Academic Supervision and Instructional Leadership Tati Maryati; Merry Lapasau; Sunar Abdul Wahid
Jurnal Penelitian Pendidikan IPA Vol 11 No 9 (2025): September
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i9.12849

Abstract

School principal performance plays a crucial role in achieving institutional goals through effective leadership and academic supervision. While previous studies have demonstrated that both academic supervision and instructional leadership significantly influence principal performance, there remains a need for a comprehensive synthesis of empirical findings to clarify the strength and consistency of this relationship. This meta-analysis study focuses on supervision conducted by educational supervisors and instructional leadership as the primary factors affecting principal performance. A total of 27 empirical studies published between 2018 and 2025 were carefully selected based on predetermined inclusion criteria from the Google Scholar, SINTA, and Scopus databases. Meta-analytic procedures were implemented using JASP version 0.14.10, employing random-effects models to calculate effect sizes and test for heterogeneity and publication bias. The analysis revealed significant positive correlations between academic supervision (r = 0.611, p < 0.01) and instructional leadership (r = 0.578, p < 0.01) with principal performance. Results indicated moderate heterogeneity among studies, suggesting variability due to contextual factors, while no evidence of publication bias was detected. These findings affirm the critical influence of academic supervision and instructional leadership on principal effectiveness. The study highlights the importance of leadership development and the formulation of institutional policies that integrate supervisory and instructional dimensions to strengthen educational outcomes.
Meta-analytical model of the relationship between learning motivation, self-efficacy, and academic achievement in online learning Hermawan Setiawan; Widodo Widodo; Merry Lapasau; Sunar Abdul Wahid; Acep Musliman
Jurnal Konseling dan Pendidikan Vol. 13 No. 4 (2025): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1187600

Abstract

The transformation of global education towards e-learning poses challenges to students' motivation and self-efficacy, impacting inequalities in academic achievement. A number of studies indicate that the relationship between motivation, self-confidence, and achievement remains complex and warrants further investigation. This study conducted a meta-analysis to assess the strength of the relationship between motivation, self-efficacy, and academic achievement in the context of digital learning. By analyzing 52  recent studies (2004–2025), we used a randomized effects model to account for heterogeneity between studies. The correlation coefficient reported in each study was converted to Fisher's Z to normalize the distribution of effects. Subsequently, the meta-analytic SEM was performed to test the self-efficacy mediation model. The results of the meta-analysis showed that the combined correlation between motivation and self-efficacy (r = 0.52) and motivation and academic achievement (r = 0.44) exhibited a moderate to strong ffect. The meta- structural equation modelling (SEM) analysis confirmed that self-efficacy mediates a partial influence of motivation on Academic Achievement (β indirect = 0.355, 36% of the total influence). Theoretically, these results strengthen social cognitive theory (Bandura) and self-determination theory (Deci & Ryan) in the field of e-learning. Practically, the results suggest that teachers and institutions should develop interventions that increase students' intrinsic motivation and self-confidence (e.g., through autonomy-supporting learning) and support educational policies that incorporate non-cognitive psychological indicators into the curriculum. This study provides a more accurate estimate of average effects and supports the development of the theory and practice of digital education based on cross-cultural evidence.
Co-Authors Acep Musliman Hermawan Setiawan Merry Lapasau Tati Maryati Widodo Widodo