The Effect of Principal’s Academic Supervision, Teacher Professional Learning Community Activities, and Teacher Professional Competence on State Vocational High School Teachers’ Performance in Indragiri Hilir Regency
DOI:
https://doi.org/10.59890/ijetr.v3i1.394Keywords:
Teacher’s Professional Learning Community Activities, Teacher Performance, Teachers’ Professional Competence, Principals’ Academic supervisionAbstract
This study examines the effect of principals’ academic supervision, teachers’ professional learning community activities, and teachers’ professional competence on the performance of vocational high school (SMKN) teachers in Indragiri Hilir Regency. Using a quantitative ex-post facto approach, data were collected from 156 teachers through questionnaires and analyzed using regression tests. The findings reveal that academic supervision, professional learning community activities, and professional competence each have a significant positive impact on teacher performance. Additionally, these factors collectively effect teacher performance, with a determination coefficient of 31.2%. The results highlight the importance of effective supervision, collaborative learning, and professional competence in enhancing teacher performance, offering insights for improving educational quality in vocational high schools.
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