OMPARATIVE STUDY OF ACADEMIC SUPERVISION, ACHIEVEMENT MOTIVATION AND TEACHER PERFORMANCE AT SOUTHEAST MALUKU REGENCY

The purpose of this study was to test the significance of differences in academic supervision by principals on achievement motivation and teacher performance in elementary, junior high and senior high school / vocational high schools in Southeast Maluku Regency. The study population was 136 schools. Teacher samples were taken using a purposive sample technique based on criteria that had 10 years of teaching experience and were certified. The total sample of teachers was 160 people with the following details: elementary school: 52 teachers; Junior High School: 52 teachers; Senior High School: 52 teachers and Vocational High School: 4 teachers. In addition, 6 teachers and 3 principals became participants to be interviewed. Those interviewed did not include the number of samples. This research approach uses mixed methods. Data collection techniques used were questionnaires, interview guides and study documentation. Data analysis techniques used were descriptive statistics, ANOVA 1 lane and qualitative analysis. The results showed that there were no significant differences in the mean of academic supervision and teacher achievement motivation in the three sample groups and there were significant differences in teacher performance in the three samples. Based on the results of the qualitative analysis it was found that academic supervision was carried out without a program, the frequency and intensity of academic supervision conducted by the principal was very less. Supervision of school principals without using standard instruments, and the absence of the results of the analysis of supervision implementation Supervisors still use the bureaucratic-autocratic approach and are not participatory. Teacher achievement motivation is still very dominant triggered by welfare factors. The teacher has shown discipline, not delayed work. However, teachers have not displayed creative, innovative attitudes, independence in work, adaptability and have not reached high performance standards. The results of qualitative analysis of teacher performance variables, it was found that most teachers do not prepare their own lesson plans but copy and paste lesson plans from network sources or other colleagues; teacher copy paste Basic Competencies and indicators exactly as contained in the Minister of National Education Regulation. The teacher does not understand the preparation of HOTS (Higher Order Thinking Skill) questions and also has not been able to compile an assessment rubric. The lesson plans prepared by the teacher are only prerequisites for teaching; so it is only to fulfill formal-administrative demands and not be seen in class performance

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The Influence of Leadership and Achievement Motivation on the Performance of Social Sciences Teachers at Private Junior High School Pekanbaru

JOURNAL OF EDUCATIONAL SCIENCES ◽

10.31258/jes.4.4.p.785-801 ◽

2020 ◽

Vol 4 (4) ◽

pp. 785

Author(s):

Nina Febriana ◽

Syakdanur Syakdanur ◽

Henny Indrawati

Keyword(s):

High School ◽

Social Studies ◽

Achievement Motivation ◽

Principal Leadership ◽

Junior High School ◽

Junior High ◽

Teacher Performance ◽

Descriptive Analysis ◽

Sampling Technique ◽

Social Studies Teachers

This study aims to identify and analyze the influence of leadership and achievement motivation on the performance of social studies (IPS) teachers at Pekanbaru Private Junior High School. The total population was 129 teachers. A sample of 32 people was obtained using a proportional random sampling technique. Data were collected by means of a questionnaire, then analyzed by descriptive analysis and path analysis. The results of the study found: (1) the leadership of the principal has an effect on the achievement motivation of social studies teachers at Pekanbaru Private Junior High School. The meaning of good leadership will be able to increase the achievement motivation of IPS teachers; (2) the leadership of the principal has a direct and indirect effect on teacher performance through the achievement motivation of social studies teachers at Pekanbaru Private Middle School. The meaning of principal leadership can improve teacher performance by increasing the achievement motivation of social studies teachers; and (3) achievement motivation has an effect on the performance of social studies teachers. The meaning of good achievement motivation will be able to improve the performance of social studies teachers at Pekanbaru Private Junior High School.

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The Relation Between the Empowerment of Teacher's Meeting and Achievement Motivation on Teacher Performances in MTsN 3 (Islamic Islamic Junior High School 3) Simalungun

Budapest International Research and Critics in Linguistics and Education (BirLE) Journal ◽

10.33258/birle.v2i2.280 ◽

2019 ◽

Vol 2 (2) ◽

pp. 37-51

Author(s):

Sumiati Lince Saragih ◽

Rusydi Ananda

Keyword(s):

High School ◽

Achievement Motivation ◽

Junior High School ◽

Significant Relationship ◽

Research Method ◽

Junior High ◽

Teacher Performance ◽

Qualitative Design ◽

Correlational Research ◽

Effective Contribution

This study deals with The Relation between the Discussion Empowerments of Teacher and Achievements Motivation on Teacher Performances in MTsn (Islamic Junior High School) 3 Simalungun. This study is conducted by using descriptive qualitative design which used the correlational research method. The results shows that there are three positives and significances of each variables. 1) There is relationship between MGMP empowerment and teacher performance. It means that the higher and positive the MGMP empowerment, the higher and positive the teacher's performance by providing an effective contribution of 13.82%. 2) There is also a positive and significant relationship between achievement motivation and teacher performance. It means that the higher and positive achievement motivation is the higher and positive the teacher's performance by making an effective contribution of 8.74%. 3) There is a positive and significant relationship together between MGMP empowerment and achievement motivation with teacher performance. It means that the higher and positive MGMP empowerment and achievement motivation, the higher and positive the teacher's performance by making an effective contribution of 22.60%.

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Efektivitas Supervisi Akademik Pengawas PAI dalam Membina Guru Agama SMP dan SMA di Kecamatan Ipuh Kabupaten Mukomuko

Pedagogi Jurnal Ilmu Pendidikan ◽

10.24036/pedagogi.v20i2.865 ◽

2020 ◽

Vol 20 (2) ◽

pp. 111-118

Author(s):

Nasrul Hendri

Keyword(s):

High School ◽

Data Analysis ◽

Junior High School ◽

Junior High ◽

Senior High School ◽

Islamic Education ◽

Research Approach ◽

Inhibiting Factors ◽

Evaluative Research

This study aims to determine the effectiveness of Islamic education supervisors in fostering junior high school and senior high school religion subject teachers, including academic supervision on (1) planning, (2) implementation, (3) follow-up, (4) blocking and inhibiting factors. This research used an evaluative research approach. Respondents in this study amounted to 9 people, consisting of 2 supervisors and 7 Islamic teachers. Participants in this study consist of 1 Islamic education supervisor for junior high school, 1 Islamic education supervisor for senior high school, 5 Islamic education teachers in junior high school, and 2 Islamic education teachers in senior high school. Data were collected using the method of observation, interviews and documentation. The results of data analysis showed that the level of effectiveness of Islamic education supervisors in fostering Islamic educators in junior and senior high school has a score of 67.46%. It means less effective because supervisors do not master academic supervision techniques, rarely receive supervisory training, and take a long trip to teach between schools.

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Implementasi Program Kerja Pengawas Dalam Peningkatan Kinerja Guru Pendidikan Agama Islam

J-MPI (Jurnal Manajemen Pendidikan Islam) ◽

10.18860/jmpi.v3i2.6457 ◽

2018 ◽

Vol 3 (2) ◽

pp. 91

Author(s):

Ayu Alfiyatur Rohma

Keyword(s):

High School ◽

Religious Education ◽

Junior High School ◽

Junior High ◽

Teacher Performance ◽

Case Study Research ◽

Research Approach ◽

Work Program ◽

Approach Training ◽

Work Programs

<div>Learning of Islamic religious education in Junior High School is very important because as learning to improve, obedient to God. Therefore, the level of teacher performance in Islamic religious education should be improved. One of the ways to improve the performance of teachers is with supervision or supervisory activities. Using the approach, training, and guidance done by PAIS supervisors so the improvement of PAI teacher performance will increase. The purpose of this study is to: (1) describe the work program of supervisors in improving the performance of Islamic religious education teachers in junior high school in Kepanjen subdistrict at the Office of the Ministry of Religious Affairs of Malang Regency (2) describe the implementation of supervisory work program in improving teacher performance PAI SMP scope in Kepanjen subdistrict at Office of the Ministry of Religious Affairs of Malang Regency (3) describe causes and solutions faced by supervisors in the implementation of supervisory work programs in improving the performance of teachers PAI scope of Junior High School in Kepanjen subdistrict at the Office of the Ministry of Religious Affairs of Malang Regency. To achieve the above objectives is using a qualitative research approach with the type of case study research. The key instrument is PAIS Supervisor at the Office of the Ministry of Religious Affairs of Malang Regency, and data collection techniques that used are observation, interview, and documentation. Data was analyzed by reducing irrelevant data, exposing data and drawing the conclusion. The result of the research indicates that (1) One of program worked of supervisor is the semester of program and program refers to basic assignment and the function of teacher that make the basic of result identification in the supervision was done and planed with group supervision together (2) Implementing of work programs supervisors in Kepanjen subdistrict namely individuals and groups (3) Implementing of supervisory work program in Kecamatan Kepanjen has various problems both the problem individually and in the groups, but with the regulation of supervisors can faced the problem with various solutions.</div>

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Pengaruh Supervisi Akademik Pengawas Sekolah Terhadap Kinerja Guru SMP di Kecamatan Tondon Kabupaten Toraja Utara

Attractive : Innovative Education Journal ◽

10.51278/aj.v3i1.203 ◽

2021 ◽

Vol 3 (1) ◽

pp. 13

Author(s):

Frans Tengko ◽

Mesta Limbong ◽

Lisa Gracia Kailola

Keyword(s):

High School ◽

Junior High School ◽

Junior High ◽

Teacher Performance ◽

Linear Regression Analysis ◽

Coefficient Of Determination ◽

Research Approach ◽

Performance Variables ◽

Performance Teachers ◽

Positive Effect

The purpose of this study was to analyze the effect of academic supervision of school supervisors on the performance teachers of Junior High School (SMP) at Tondon District, North Toraja Regency. The method used a quantitative method with an associative research approach to causal relationships. The results showed that there was an effect of academic supervision of school supervisors on the performance teachers of Junior High School (SMP at Tondon District, North Toraja Regency. It can be seen from the results of data analysis, where tcount> ttable, with t count of 6.250 and ttable of 2.014. The results of simple linear regression analysis of the regression equation are Ŷ = 1.063+0.685X, which shows the positive effect of the school supervisor's academic supervision variable on teacher performance variables. The coefficient of determination is 0.459, which means that 45.9% of the school supervisor's academic supervision variable affects the teacher performance variable. The remaining 54.1% of teacher performance variables from other factors. Keywords: Academic Supervision, School Supervisors, Teacher Performance

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Articulation between the junior high school and senior high school--Abstract

PsycEXTRA Dataset ◽

10.1037/e597312010-183 ◽

1930 ◽

Author(s):

A. J . Burton

Keyword(s):

High School ◽

Junior High School ◽

Junior High ◽

Senior High School

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Some Factors that Affecting the Performance of Mathematics Teachers in Junior High School in Medan

International Education Studies ◽

10.5539/ies.v9n4p165 ◽

2016 ◽

Vol 9 (4) ◽

pp. 165 ◽

Cited By ~ 1

Author(s):

Martua Manullang ◽

Waminton Rajagukguk

Keyword(s):

High School ◽

Decision Making ◽

Organizational Commitment ◽

Achievement Motivation ◽

Clinical Supervision ◽

Junior High School ◽

Mathematics Teacher ◽

Junior High ◽

Organizational Knowledge ◽

Good Communication

Some Factor’s That Affecting The Mathematic Teacher Performance For Junior High School In Medan. This research will examine the effect of direct and indirect of the Organizational Knowledge towards the achievement motivation, decision making, organizational commitment, the performance of mathematics teacher. The research method is a method of surveying the number of respondents as many as 102 teachers of mathematics taken by stratified proportional random sampling. The research found there is a direct influence of organizational knowledge on achievement motivation, decision making, organizational commitment and the performance of math teacher respectively 16.3%, 13.1%, 12.2% and 4.54%. Achievement motivation, decision making, and organizational commitment have directly effects on the performance of mathematics teacher. The magnitude of changes in performance that can directly determine organizational knowledge, achievement motivation, decision-making and organizational commitment respectively are 10.24%, 12.32%, 3.42% and 2.92%. To teachers of mathematics, in order to improve the understanding of the knowledge of the organization, increase achievement motivation through desire superior achievement and improvement of organizational commitment. For heads and school inspectors, need to improve clinical supervision and foster good communication increases the openness and good cooperation with teachers of mathematics, and for the head of the city education field, is expected to give a briefing and training for teachers, race through the efforts competitions drafting paper development learning mathematics.

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Elementary and Junior High School Teachers’ Promotion of Self-Determination in Taiwan

International Education Studies ◽

10.5539/ies.v10n9p141 ◽

2017 ◽

Vol 10 (9) ◽

pp. 141

Author(s):

Pen-Chiang Chao ◽

Yu-Chi Chou

Keyword(s):

High School ◽

General Education ◽

High School Teachers ◽

Junior High School ◽

Junior High ◽

Teaching Experience ◽

Self Determination ◽

School Teachers ◽

Problem Solving Skills ◽

Junior High School Teachers

instruction is implemented by elementary and junior high school teachers; (b)examine the frequency with which the components of self-determination are taught; and (c)investigate whether teachers’ gender, class setting, and teaching experience affect their classroom practices regarding the promotion of self-determination. The participants were 1,039 teachers recruited from elementary and junior high schools nationwide in Taiwan using a random sampling method. The Teaching Self-Determination Scale (TSDS) was used to gauge the extent to which educators teach knowledge and skills related to self-determination. Descriptive statistics, analyses of variance (ANOVAs) and multivariate analyses of variance (MANOVAs) were employed to analyze data collected. Findings showed that more than half of the teachers surveyed reported having often or always provided instruction to promote students’ self-determination. The most frequently taught skills are related to Psychological Empowerment (self-advocacy skills, expecting positive outcomes), while the least frequently taught skills were primarily located in the domain of Self-Regulation (goal setting and problem solving skills). Furthermore, our findings showed that teachers’ gender, class setting, and teaching experience were factors attecting the extent to which teachers delivered instruction to promote self-determination. Female teachers exhibited higher levels of implementation with respect to self-determination instruction. Teachers in general education classrooms showed significantly higher levels of applied self-determination instruction, followed by resource room teachers and self-contained classroom teachers. Additionally, teachers with more teaching experiences more frequently employed instructional activities promoting self-determination. Suggestions and implications are provided.

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Keberadaan Badan Akreditasi Provinsi Sekolah/Madrasah (Upaya Meningkatkan Mutu Pendidikan Madrasah Di Provinsi Jambi)

MADRASAH ◽

10.18860/jt.v7i2.3320 ◽

2016 ◽

Vol 7 (2) ◽

pp. 22

Author(s):

M. Syahran Jailani

Keyword(s):

High School ◽

Elementary School ◽

Junior High School ◽

Junior High ◽

Senior High School ◽

Educational Institutions ◽

Islamic School ◽

Islamic Schools ◽

Policies And Programs

This research is intended to look into the existence of Province Acreditation for School and Islamic School in Jambi through the policies and programs executed, include the result of acreditation for islamic school at Ministry of Religious Affairs in Jambi. The data from Jambi Ministry of Religious Affairs in 2012 showed that from 538 islamic schools which have been acreditated, ie:(a) 244 Islamic Kindergarten, 169 (7,63%) kindergartens were acreditated, 75 (28,37%) kindergartens were not acreditated, (b). 263 Islamic Elementary School, 171 (61%) schools were acreditated, 98 (38,20%) schools were not acreditated, (c) 345 Islamic Junior High School, 158 (44,99 %) schools were acreditated, 187 (55,01%) schools were not acreditated and (d) 184 Islamic Senior High School, 88 (47,01%) schools were acreditated and 96 (52,99%) schools were not acreditated. From 1036 educational institutions, there have been 450 (43,44%) islamic schools which were acreditated while there were 586 (56,56%) isclamic schools which were not acreditated. The main problem which happenned was there were many islamic schools got C in acreditation and even some schools were not acreditated. It was caused by: (a) socialization, (b) limitted fund, (c) geographical condition, (d) the low network among islamic schools and (e) there were many policies which have not been accompanied by commitment fully. Keywords : Madrasah/School Acreditation Board, The Quality Of Madrasah Education.

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PENINGKATAN KOMPETENSI GURU MTsN KOTA BANDA ACEH MELALUI SUPERVISI PENGAJARAN

Jurnal Ilmiah Didaktika ◽

10.22373/jid.v12i2.456 ◽

2012 ◽

Vol 12 (2) ◽

Author(s):

Djailani Djailani

Keyword(s):

High School ◽

Data Collection ◽

Qualitative Analysis ◽

Junior High School ◽

Junior High ◽

Teacher Competence ◽

Teacher Needs ◽

The Subject ◽

School Headmaster ◽

Banda Aceh

To achieve vision, mission and the objectives of an institution is determined by capability of the teachers. The development and improvement of teacher must be done systematically, systematic, and be oriented to the four teacher proficiencies. This study aims to determine of how the pattern on increasing the teacher competence in Islamic Junior High School, Banda Aceh, using descriptive methods and the data collection is through observations, interviews and documentation. The subject of the study is head master of the school, chairmen of MGMP, teacher supervisor. The study also uses qualitative analysis. The study shows that: 1) the improvement of the teacher competence at MTsN Banda Aceh has not been supported by realistic program, comprehensive and operational. 2). The implementation of improving the teacher competence is not supported through teacher needs-based program in order to be implemented systematically, well-planned, and sustainably, 3) There is still many internal and external obstacles in implementing the teacher competence through school headmaster supervision and the supervisors could not reach the expected target.

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