Hubungan Supervisi Akademik Kepala Sekolah, Budaya Sekolah, Dan Profesionalitas Guru Terhadap Kinerja Guru Di Sekolah Dasar Kecamatan Wonocolo
The Relationship between Principal Academic Supervision, School Culture, and Teacher Professionalism on Teacher Performance in Elementary Schools in Wonocolo
Supervisi akademik kepala sekolah, budaya sekolah, dan profesionalitas guru merupakan tiga pilar fundamental yang secara signifikan menentukan kualitas pendidikan di tingkat satuan pendidikan dasar.
Penelitian ini bertujuan untuk menganalisis secara mendalam hubungan antara ketiga variabel independen tersebut terhadap variabel dependen yaitu kinerja guru di Sekolah Dasar se-Kecamatan Wonocolo, Surabaya. Konteks geografis dan demografis Kecamatan Wonocolo sebagai wilayah urban dengan karakteristik sekolah yang heterogen memberikan dimensi penelitian yang relevan untuk dikaji lebih lanjut. Pendekatan kuantitatif dengan desain korelasional digunakan. Populasi terdiri dari seluruh guru sekolah dasar di Kecamatan Wonocolo, dan sampel diambil dengan metode Probability Sampling dengan teknik Simple Random Sampling. Sampel penelitian berjumlah 178 responden. Untuk pengujian instrumen dilakukan uji validitas dan reliabilitas dan diperoleh hasil bahwa instrumen valid dan reliabel. Teknik pengumpulan data yang digunakan adalah teknik kuesioner dengan skala Likert. Data dikumpulkan melalui kuesioner terstruktur dan dianalisis menggunakan statistik deskriptif dan analisis regresi berganda.
Hasil penelitian menunjukkan bahwa supervisi akademik kepala sekolah memiliki hubungan yang signifikan dengan kinerja guru. Budaya sekolah juga berhubungan signifikan dengan kinerja guru, sedangkan profesionalisme guru menunjukkan pengaruh yang signifikan terhadap kinerja guru. Lebih lanjut, supervisi akademik, budaya sekolah, dan profesionalisme guru secara simultan memiliki hubungan yang signifikan dengan kinerja guru. Temuan ini menunjukkan bahwa peningkatan kinerja guru membutuhkan upaya terpadu melalui supervisi akademik yang efektif, pengembangan budaya sekolah yang positif, dan pengembangan profesional yang berkelanjutan. Penelitian ini memberikan kontribusi teoritis pada literatur manajemen pendidikan dan memberikan implikasi praktis bagi pemimpin sekolah dan pembuat kebijakan dalam meningkatkan kualitas pendidikan dasar.
Supervisi Akademik Kepala Sekolah, Budaya Sekolah, Profesionalitas Guru, Kinerja Guru, sekolah Dasar
Principal supervision, school culture, and teacher professionalism are three fundamental pillars that significantly determine the quality of education at the elementary school level.
This study aims to analyze in depth the relationship between these three independent variables and the dependent variable, teacher performance, in elementary schools in Wonocolo District, Surabaya. The geographic and demographic context of Wonocolo District, as an urban area with heterogeneous school characteristics, provides a relevant research dimension for further study. A quantitative approach with a correlational design was used. The population consisted of all elementary school teachers in Wonocolo District, and the sample was drawn using the probability sampling method with simple random sampling. The study sample consisted of 178 respondents. Validity and reliability tests were conducted to test the instrument, and the results showed it was valid and reliable. The data collection technique used was a questionnaire with a Likert scale. Data were collected through a questionnaire that was compiled and analyzed using descriptive statistics and multiple regression analysis.
The results of the study indicate that the principal's academic supervision has a significant relationship with teacher performance. School culture is also significantly related to teacher performance, while teacher professionalism shows a significant influence on teacher performance. Furthermore, academic supervision, school culture, and teacher professionalism simultaneously have a significant relationship with teacher performance. These findings indicate that improving teacher performance requires an integrated effort through effective academic supervision, the development of a positive school culture, and continuous professional development. This study provides theoretical contributions to the educational management literature and provides practical implications for school leaders and policymakers in improving the quality of basic education.
Keywords: Principal Academic Supervision, School Culture, Teacher Professionalism, Teacher Performance, Elementary School