The Role of School Accreditation Quality in Mediating the Effect of Principal Supervision and Teacher Commitment on Student Academic Achievement

Ika Pratiwi; Dewi Surani; Nuryati

doi:10.29240/jsmp.v10i2.17766

Authors

Ika Pratiwi Universitas Bina Bangsa, Indonesia https://orcid.org/0009-0002-9812-3094
Dewi Surani Universitas Bina Bangsa, Indonesia https://orcid.org/0000-0001-9149-1412
Nuryati Universitas Bina Bangsa, Indonesia https://orcid.org/0000-0002-8282-7698

DOI:

https://doi.org/10.29240/jsmp.v10i2.17766

Keywords:

Principal Supervision, Teacher Commitment, Accreditation Quality, Student Learning Achievement, SmartPLS

Abstract

Student academic achievement in primary schools is theoretically viewed as the ultimate outcome of managerial interventions and pedagogical quality within the school ecosystem. Built upon Systems Theory and School Effectiveness Theory, this study examines how principal supervision and teacher commitment influence student achievement through the mediating role of school accreditation quality. This study employed a quantitative causal-descriptive design utilizing Partial Least Squares Structural Equation Modeling (PLS-SEM) in SmartPLS 4. Data were collected through closed structured questionnaires from a proportional stratified random sample of 160 elementary school teachers across 15 public and private schools in Serang Subdistrict. Outer and inner measurement models were rigorously evaluated for validity, reliability, predictive power, and out-of-sample predictive capability (PLSpredict). The findings reveal that principal supervision and teacher commitment have strong, positive, and statistically significant direct effects on school accreditation quality. However, neither principal supervision nor teacher commitment exerts a direct significant effect on student academic achievement. Furthermore, school accreditation quality does not significantly mediate these relationships, confirming a structural decoupling between macro-institutional administrative management and micro-level learning outcomes in the classroom. Multi-Group Analysis (PLS-MGA) established composite invariance across school types (public vs. private) and employment statuses. Pushing educational quality merely through administrative accreditation compliance or top-down managerial oversight is insufficient to automatically drive student academic success. Educational leaders and policymakers must shift from bureaucratic paper-based audits toward humanistic, clinical supervision and student-centered, differentiated instruction to bridge the gap between macro-governance and classroom instruction.

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