The Influence of Academic Supervision, Managerial Supervision, and School Supervisor Leadership on Public Elementary School Teacher Performance

Abstract

This study examines the predictive relationships of academic supervision, managerial supervision, and school supervisor leadership with public elementary school teacher performance in Wanasari, Brebes. A quantitative, non-experimental cross-sectional survey involved 83 teachers selected from a population of 490 through proportional random sampling across eight school supervision clusters. Four 20-item instruments used a four-point Likert scale. Pilot testing with 30 teachers outside the main sample showed that all 80 items were valid (r = 0.554-0.911; r critical = 0.361) and reliable (Cronbach's alpha = 0.893-0.969). Multiple linear regression indicated that academic supervision (B = -0.034; beta = -0.016; p = 0.878) and managerial supervision (B = -0.161; beta = -0.090; p = 0.398) were not significant independent predictors. School supervisor leadership was a positive significant predictor (B = 0.394; beta = 0.346; p = 0.002) and had the largest standardized coefficient in the model. The overall regression was significant, F(3,79) = 3.714, p = 0.015, and explained 12.4% of the variance in teacher performance (R2 = 0.124; adjusted R2 = 0.090). A Glejser test indicated heteroscedasticity for school supervisor leadership (p = 0.019), so coefficient-based inference should be interpreted cautiously. The findings support strengthening the measured leadership practices of directing, guiding, motivating, and controlling while retaining academic and managerial supervision as professional support functions.