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All Journal SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL International Journal of Educational Narratives
Sigit Setiyo Budi
Universitas PGRI Semarang
Education Social Sciences Other

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ACADEMIC SUPERVISION AND TEACHERS’ PEDAGOGICAL COMPETENCE: A QUALITATIVE STUDY OF PRINCIPAL PRACTICE IN AN ELEMENTARY SCHOOL Sigit Setiyo Budi; Eni Sulistyarini; Anggun Fauziana K; Soedjono
SOSIOEDUKASI Vol 15 No 1 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i1.7102

Abstract

This study aims to examine the implementation of academic supervision conducted by the principal in improving teachers’ pedagogical competence at SD Negeri Jombor, Jumo District. A qualitative descriptive approach was employed to explore the planning, implementation, follow-up, and impact of academic supervision on teachers’ pedagogical practices. Data were collected through in-depth interviews, classroom observations, and document analysis involving the principal and teachers. The data were analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing. The findings reveal that academic supervision has been implemented through structured planning and classroom observation; however, it has not been carried out optimally due to limited time, uneven supervision frequency, and the absence of systematic follow-up programs. Academic supervision contributes positively to improving teachers’ pedagogical competence, particularly in lesson planning and instructional implementation, although improvements in student-centered learning and assessment practices remain limited. The study highlights the importance of needs-based, collaborative, and continuous academic supervision to enhance teachers’ pedagogical competence effectively.
The Influence of Organizational Citizenship Behavior, Organizational Culture, and Principals’ Emotional Competence on Teacher Performance Sigit Setiyo Budi; Ghufron Abdullah; Qristin Violinda; Clara Zhou
International Journal of Educational Narratives Vol. 4 No. 5 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i5.3868

Abstract

Background: Improving education quality in Indonesia depends strongly on teacher performance as the primary actor in learning. However, teacher performance remains suboptimal in instructional innovation, continuous professional development, and the integration of educational technology. Strengthening Organizational Citizenship Behavior (OCB), organizational culture, and principals’ emotional competence is therefore considered essential. Purpose: This study aimed to examine (1) the effect of OCB on teacher performance, (2) the effect of organizational culture on teacher performance, (3) the effect of principals’ emotional competence on teacher performance, and (4) the simultaneous effect of these three variables on the performance of public elementary school teachers in Paninggaran District, Pekalongan Regency. Method: This quantitative survey study collected data through a Likert-scale questionnaire. The population comprised 163 teachers, and the sample consisted of 115 teachers. Instrument testing included validity and reliability tests, while prerequisite analyses covered normality, linearity, and multicollinearity. Data were analyzed using correlation, coefficient of determination, t-test, F-test, and regression analysis. Results: (1) OCB had a positive and significant effect on teacher performance, contributing 54.5% (moderately strong); (2) organizational culture had a positive and significant effect, contributing 59.2% (moderately strong); (3) principals’ emotional competence had a positive and significant effect, contributing 64.6% (strong); and (4) simultaneously, the three variables had a positive and significant effect, contributing 68.3% (strong). Conclusion: Teacher performance can be improved by strengthening OCB, fostering a positive and supportive organizational culture, and enhancing principals’ emotional competence. These factors play strategic roles in sustainable educational quality improvement. Although earlier studies examined OCB, organizational culture, and leadership separately, few have investigated them simultaneously in public elementary schools in Paninggaran District.
Co-Authors Anggun Fauziana K Clara Zhou Eni Sulistyarini Ghufron Abdullah Qristin violinda Soedjono