Leadership  Supervision and School Climate: : Their Effects on Teacher Performance in Islamic Education Contexts in Indonesia

Indah Setyati; Maria Dominica Niron

doi:10.29240/belajea.v10i1.12807

Authors

Indah Setyati Universitas Negeri Yogyakarta, Indonesia
Maria Dominica Niron Universitas Negeri Yogyakarta, Indonesia

DOI:

https://doi.org/10.29240/belajea.v10i1.12807

Keywords:

School Principal Supervision, School Work Climate, Teacher Performance

Abstract

This study examines the influence of school principal supervision and the school work climate on teacher performance based on educational management and organizational climate theories. A quantitative approach with an explanatory research design was adopted. Data were collected from 180 teachers at Islamic junior high schools in Jombang Regency using simple random sampling. The research instrument consisted of a questionnaire using a 4-point Likert scale, validated through expert judgment (content validity) and construct validity, and tested for reliability using Cronbach’s alpha coefficient. Data analysis techniques included descriptive statistics, classical assumption tests, and multiple regression analysis. The results demonstrate that school principal supervision significantly influences teacher performance by 34.7%, while the school work climate contributes 40.6%. These findings underline the importance of adequate academic supervision and a supportive school environment in enhancing teacher competence and professional performance. The study provides valuable insights for educational leaders and policymakers to optimize supervisory practices and foster positive work climates to improve the overall quality of education.

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