Waryan, Siti Nur Azizah

The Effect of Work Motivation and Principal Supervision on Teacher Performance SMK YPE SUMPIUH

Introduction

The effect of work motivation and principal supervision on teacher performance smk ype sumpiuh. Studi menunjukkan motivasi kerja & supervisi kepala sekolah berdampak positif signifikan pada kinerja guru SMK YPE Sumpiuh. Tingkatkan apresiasi & supervisi untuk kualitas pengajaran.

Abstract

This study aims to analyze the influence of work motivation and principal supervision on teacher performance at SMK YPE Sumpiuh. This study uses a quantitative method. The data used in this study is primary data obtained through questionnaires. The sample of this study is the entire teacher population of SMK YPE Sumpiuh, which totals 30 people. The sampling technique used is saturated sampling or the entire population is used as a sample member for the reason that the population is less than 100 people. The data were analyzed using multiple linear regression as well as validity, reliability, and classical assumption tests. The results of the study show that the work motivation and supervision of the principal have a positive and significant effect on teacher performance. The regression coefficient showed a value of 0.401 for work motivation and 0.930 for principal supervision. The Adjusted R Square value of 0.751 shows that these two variables are able to explain 75.1% of the variation in teacher performance, while other variables influence 24.9%. This study confirms that high work motivation and effective supervision from school principals can significantly improve teacher performance. Thus, school principals are advised to increase supervision and give appreciation to teachers' performance to encourage work morale and improve the quality of teaching in schools.

Review

This study capably investigates the influence of work motivation and principal supervision on teacher performance at SMK YPE Sumpiuh, employing a quantitative approach with primary data collected via questionnaires. The objective is clearly stated, and the methodology of using saturated sampling for a small, defined population (30 teachers) is appropriate given the context provided. The core finding—that both work motivation and principal supervision significantly and positively affect teacher performance—is well-supported by the statistical analysis, including multiple linear regression and classical assumption tests. The study's conclusion, emphasizing the importance of supervision and appreciation from school principals, offers a practical and actionable recommendation for improving educational quality. A significant strength of this research lies in its clear articulation of the statistical findings. The reported regression coefficients (0.401 for work motivation, 0.930 for principal supervision) provide specific insights into the relative impact of each variable, with principal supervision showing a notably stronger influence. Furthermore, the Adjusted R Square value of 0.751 indicates that these two variables explain a substantial portion of the variance in teacher performance, lending considerable explanatory power to the model. The inclusion of validity, reliability, and classical assumption tests underscores a commitment to methodological rigor, enhancing the credibility of the reported results. The practical implications drawn are direct and valuable for school administrators seeking to enhance teacher effectiveness. While the study provides robust findings for its specific context, its generalizability might be a point for consideration. Being conducted at a single vocational high school with a relatively small sample size, the applicability of these exact quantitative results to other schools or educational systems could be limited. Future research could benefit from exploring the "other variables" that account for the remaining 24.9% of variation in teacher performance, perhaps through a qualitative phase to uncover nuanced perspectives. Additionally, the abstract does not elaborate on the specific dimensions of principal supervision or work motivation measured, which could offer deeper insights into *how* these factors exert their influence. Despite these points, this study offers a valuable contribution to understanding factors affecting teacher performance within a specific educational setting.

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