Principle Academic Supervison in Elementary School

Abstract

This study aims to determine how academic supervision by school principals affects teacher performance in improving the quality of education. This research was conducted at State Elementary School 10 Belimbing with a descriptive qualitative research type. The sources of informants were a school principal, 6 class teachers, and 24 students from grades I-V. Data collection techniques are more in-depth interviews, observation, and documentation. Data analysis methods are carried out through data collection, data reduction, data display, and data verification in drawing conclusions. This study revealed that the teacher's understanding of the Principal's academic supervision was good. This is evidenced by how all teachers understand their duties, know the purpose of academic supervision, and know the techniques or methods of academic supervision. The implementation of the school principal's academic supervision has been going well; where in the process, there is planning, measuring teacher performance, coaching/implementing academic supervision, assessing the success of academic supervision, and revising the academic supervision program. The role of the school principal's academic supervision looks good, where 1) the performance of all teachers is following their expertise such as mastering the material, mastering teaching strategies and methods, having the ability to manage classes, and being able and expert in carrying out learning evaluations; 2) the teacher's attitude and actions look good where the willingness and sincerity in participating in school academic supervision activities; 3) teachers already have the will and participation in the implementation of academic supervision even though the time for carrying out academic supervision is limited; 4) it can be seen that student learning outcomes have increased optimally with academic supervision.