Relationship of Academic Supervision and Organizational Climate with Elementary School Teacher Professionalism
DOI:
https://doi.org/10.37680/basica.v6i2.10808Keywords:
Academic Supervision, Elementary School, Organizational Climate, Teacher ProfessionalismAbstract
This study examines the partial and joint relationships of academic supervision and organizational climate with the professionalism of public elementary school teachers. A quantitative ex post facto design was used with 206 teachers selected from a population of 424 civil-service teachers across 53 supervised schools in Ketanggungan District through proportional random sampling. Data from validated and highly reliable five-point Likert questionnaires were analyzed using descriptive statistics, Pearson correlation, simple and multiple linear regression, t tests, the F test, and coefficients of determination. Academic supervision was positively and significantly related to teacher professionalism (r=0.584; R²=0.342; p<0.001), while organizational climate also showed a positive and significant relationship (r=0.361; R²=0.130; p<0.001). Jointly, both predictors were significantly associated with teacher professionalism (R=0.624; R²=0.390; F=64.770; p<0.001), with academic supervision showing the stronger standardized coefficient (β=0.527) than organizational climate (β=0.227). The findings imply that strengthening reflective supervision, particularly evaluation and follow-up, should be accompanied by supportive leadership, motivation, communication, and organizational systems to sustain teacher professional development.
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