The Effect of Principal Supervision, Teacher Pedagogic Competence, and Organizational Climate on the Performance of Integrated Islamic Elementary School Teachers in Pangkalan Kerinci District, Pelalawan Regency
DOI:
https://doi.org/10.59890/ijetr.v3i1.409Keywords:
Organizational Climate, Teacher Performance, Pedagogical Competence, School Principal SupervisionAbstract
This study examines the effect of school principal supervision, teachers' pedagogical competence, and organizational climate on teacher performance in Pangkalan Kerinci Islamic Integrated Elementary School. Using a quantitative approach with ex post facto design, data were collected from 126 teachers using validated questionnaires. Simple and multiple linear regression analyses were applied. Findings reveal that: (1) school principal supervision contributes 31.2% to teacher performance (p = 0.002), (2) teachers' pedagogical competence contributes 42.8% (p = 0.001), and (3) organizational climate contributes 27.5% (p = 0.004). Collectively, these factors account for 62.3% of teacher performance. The study recommends enhancing principal supervision, offering comprehensive teacher training, and fostering a conducive organizational climate to improve educational quality.
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