Impact Of Academic Supervision on Improving Performance of Early Childhood Education Teachers in Early Age Learning

Authors

  • Theresia Alviani Sum pg paud unika santu paulus ruteng
  • Ignatius Febriyanto R Bora Universitas Katolik Indonesia Santu Paulus Ruteng

DOI:

https://doi.org/10.33830/ijeiece.v5i2.1617

Keywords:

Keywords: academic supervision, PAUD teacher performance

Abstract

This research aims to understand and describe the implementation of academic supervision by school principals; assess the performance of Early Childhood Education (PAUD) teachers; determine the influence of academic supervision on PAUD teacher performance; and identify the impact of academic supervision implementation on PAUD teacher performance. This study employed an ex-post facto correlational research design. The population consisted of 594 respondents from various PAUD institutions, with a sample size of 44 respondents selected using Stratified Random Sampling based on the accreditation status of the PAUD institutions. Data were collected through non-test methods, including questionnaires validated using Likert scales and Cronbach's Alpha reliability test, interviews, observations, and documentation. Instrument content validity was 0.89 < 0.75, and reliability was 0.815 < 0.6. Data analysis involved parametric statistical analysis and Spearman correlation tests.

The findings revealed: 1) Academic supervision by school principals in Manggarai Raya was implemented with a percentage of 40% for accreditation A, indicating excellent performance. However, when viewed comprehensively, it was considered low or unsatisfactory due to being below 50%; 2) PAUD teacher performance in Manggarai Raya, assessed using all indicators, fell into the very good category with a percentage of 20%. Yet, when viewed holistically, it was deemed inadequate/poor as it was below 50%; 3) There was a positive influence of academic supervision by school principals on PAUD teacher performance in Manggarai Raya, with a Cohen's value of 0.99, indicating that 99% of the variance in teacher performance was influenced by academic supervision by school principals; 4) The contribution of academic supervision to PAUD teacher performance in Manggarai Raya, assessed using an R2 coefficient, was 0.27% or 27%; and 5) There was an impact of academic supervision on PAUD teacher performance.

Keywords: academic supervision, PAUD teacher performance

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Published

2024-03-19

How to Cite

Sum, T. A., & Bora, I. F. R. . (2024). Impact Of Academic Supervision on Improving Performance of Early Childhood Education Teachers in Early Age Learning. International Journal of Emerging Issues in Early Childhood Education, 5(2), 16–21. https://doi.org/10.33830/ijeiece.v5i2.1617

Issue

Vol. 5 No. 2 (2023)

Section

Research Articles

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Copyright (c) 2024 Theresia Alviani Sum, Ignatius Febriyanto R Bora

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