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JOSS :

Journal of Social Science

THE ROLE OF MANAGERIAL PRINCIPLES AND TEACHING

SUPERVISION IN IMPROVING TEACHER PERFORMANCE AT THE

ISLAMIC EDUCATION CENTER FOR KIDS

Muhammad Abduh Tuasikal

, Lantip Diat Prasojo

, Muhyadi

Universitas Negeri Yogyakarta, Indonesia

E-mail: [email protected]

, [email protected]

KEYWORDS

managerial principle;

teaching supervision;

teacher teaching

performance

ABSTRACT

The Islamic Educational Center for Kids (IECFK) is an important institution

that teaches children about Islam and Al-Qur'an. However, many IECFKs

need more competent teachers. Therefore, more research is needed to

identify ways to improve teacher performance in IECFKs. This study aims

to improve the teaching performance of IECFK teachers by enhancing their

managerial principles and teaching supervision. Cluster random sampling

was used to gather data and electronic questionnaires were sent to 288

IECFK administrators out of 995 IECFKs in Gunungkidul, Yogyakarta. The

questionnaires were filled out to collect research data, which was analyzed

using Partial Least Squares Structural Equation Modeling (PLS-SEM). The

study found that both managerial principles and teaching supervision

positively and significantly impacted teacher performance. These findings

can be used to improve the quality of teacher performance at IECFKs and

provide recommendations for improvement. Supervision should focus on

continuous teacher development. Future research could explore other

variables that affect teacher performance, such as school culture, teacher

training, and improving teacher welfare.

INTRODUCTION

Teachers' integral role in providing quality education to students has been consistently

recognized in government documents. According to (Rahmatullah, 2016), a teacher's

performance significantly impacts the success of their students' learning. Similarly, better

teaching performance by teachers can increase the motivation of students to learn

(Dinova &

Tuti, 2022)

; (Alif et al., 2020) ; (Bustos-Contell et al., 2021); (Setena et al., 2021).

The Islamic Educational Center for Kids (IECFK), also known as Taman Pendidikan

Al-Qur'an or IECFK, is a non-formal educational institution that provides a positive

environment for children's education. The center primarily focuses on teaching children the

Quran and basic Islamic lessons. Classes are taught in the afternoon, between four and seven

pm, at various mosques.

IECFK, similar to other Islamic educational institutions, strives to produce graduates

who possess values that can lead to a fulfilling life in this world and in the hereafter. The

objective of Islamic education is to blend religious values with practical knowledge, allowing

graduates to maintain their religious identity while possessing expert technical knowledge.

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Furthermore, Islamic education aims to enhance students' self-awareness and transform them

into ideal individuals according to the expectations of Islamic society. This viewpoint has

been previously expressed by scholars such as Imam Az-Zarnuji in the Book of Ta'lim Al-

Muta'allim Thariq At-Ta'allum, as cited in the

(Adnan et al., 2022)

article.

According to the IECFK Coordinator's data, there are currently 995 legally registered

IECFKs in Gunungkidul Regency, Yogyakarta. However, not all of these IECFKs are active.

The IECFK is facing several challenges, such as limited availability of teachers, lack of

facilities, insufficient funding, and lack of direction in teaching, as shown in Table 1.

Table 1

Problems faced by IECFK in Gunungkidul Regency and percentage of the total number of

IECFKs

Problems

Percentage of total

IECFKs

Lack of number of teachers

44.2%

Inadequate IECFK teachers

56.6%

Lack of facilities to study at IECFKs

44.6%

There are no salaries or incentives for teachers

42.8%

Teaching is not directed because there is no

syllabus

49.8%

According to the data presented above, teaching supervision and research on

managerial principles have a significant impact on teacher performance. This can help to

address teacher shortages and performance issues, as documented by a study conducted by

(Mutohar & Trisnantari, 2020).

Managerial principles

Managerial principles refer to the skills required to effectively run an organization and

achieve its goals. These skills are acquired through education and experience, allowing

managers to act effectively in various conditions using conceptual, interpersonal, and

technical abilities (Ofei et al., 2020).

(Ibay & Pa-alisbo, 2020) defined three critical skills for managers: conceptual, human,

and technical skills. Conceptual skills involve the ability to organize and strategize for

organizations, while human skills refer to the ability to manage conflicts. Technical skills

include managing finances, proficiency in using technology, and expertise in managing

marketing. (Beenen et al., 2021) added that managers must possess essential interpersonal

skills, such as supporting, motivating, and managing conflicts. Moreover, successful managers

must possess various skills, including conceptual, technical/clinical managerial,

interpersonal/collaborative, political, commercial, governmental, and digital (Elmezain et al.,

2021); (Karakose et al., 2021); (Sunindijo, 2015); (Sunindijo & Zou, 2012). The school

principal plays a vital role in supervising the school's day-to-day operations, including

managing the facilities and infrastructure (Munandar et al., 2023) .

To implement managerial principles effectively, five key steps must be taken: planning,

organizing, implementing, supervising, and coordinating. A recent study by (Maheshwari,

2022) in Vietnam examined the impact of different leadership styles on teacher performance

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and job satisfaction. The research found that the transformational leadership style, which

focuses on inspiring and motivating subordinates, has a more significant influence on teacher

performance and job satisfaction than the transactional leadership style, which emphasizes

using rewards to motivate employees. The study also suggests that teacher job satisfaction is

positively influenced by integrated leadership, where school principals can combine

instructional and transformational skills. The study's authors, (Baharuddin et al., 2023), believe

that school principals must possess both instructional and transformational leadership skills to

ensure teacher satisfaction and performance.

Teaching supervision

Supervision of teaching can be carried out by observing classes, visiting classrooms,

conducting meetings with teachers, and enhancing the learning process at every stage from

planning to monitoring and analysis. An experienced teacher or a master teacher should be

entrusted with the responsibility of supervision. WhatsApp can be used as a means of

communication for work-related discussions among supervisors and teachers. (Habibi et al.,

2018); (Rambe & Mkono, 2019); and (Wiyono et al., 2021) propose that supervisors can use

information and communication technology-based communication techniques, such as

WhatsApp, Google Meet, and Zoom, as well as audio and video recordings for supervision

purposes. As per the study conducted by (Murire & Gavaza, 2023), utilizing WhatsApp in

higher education has numerous benefits. One of the major advantages is the improvement in

the relationship between students and teachers. Moreover, it can be inferred that WhatsApp can

also serve as an efficient channel of communication between IECFK teachers and parents of

their students, as well as IECFK teachers and their students.

In the study conducted by (Hoque et al., 2020) , three types of supervision were

identified: directive supervision, collaborative supervision, and non-directive approaches.

Directive supervision involves the supervisor providing clear directions and instructions to

the teacher. This approach is best suited for teachers who are at a low level of development

and commitment and require more direct guidance in problem-solving. Collaborative

supervision is when supervisors and teachers work together as a team to solve problems. This

approach works well for teachers who can independently provide solutions and suggestions

but still need collaborative support and help. The non-directive approach involves the

supervisor giving the teacher the freedom to solve problems independently. This approach is

suitable for teachers who are at a high level of development and commitment and can

effectively find solutions to the problems they face in their teaching.

Teaching performance

According to (Mutohar & Trisnantari, 2020), teacher performance results from the

educator's individual and team efforts. It does exist in the school organizational framework

for educators to carry out their duties and responsibilities to achieve the school's vision and

mission.

According to (Wahyuni et al., 2022), evaluating a teacher's initial academic

qualifications is based on competency. The goal of assessing teacher performance is to support

their professional growth. The assessment model considers four criteria, namely pedagogic,

professional, vocational, and technological competence. Among these, pedagogic competence

is the most crucial aspect. It refers to a teacher's ability to understand and cater to the diverse

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needs of their students, including moral, emotional, and intellectual aspects. Additionally,

(Bazán-Ramírez et al., 2022) research highlights several dimensions of teacher performance,

such as supervising learning activities, providing feedback, and conducting evaluations.

(Hartinah et al., 2020) stated that teacher performance can be influenced by the school

principal's leadership, as well as a conducive work environment.

(Lewis et al., 2021) suggest that teacher performance is associated with self-efficacy and

self-confidence in understanding the subject matter. Then, technological and teaching

innovations need improvement to enhance teacher performance, especially in adapting to

today's technological advancements, as (Zhao et al., 2023) suggested. To enhance teacher

performance, research by (Loi et al., 2023) highlights the crucial role of teacher training.

(Kanya et al., 2021) suggest that improving school principal leadership, organizational

culture, and teacher competency is crucial for enhancing teacher performance. Additionally,

according to (Sarwar et al., 2022) , the principal's leadership style strongly influences teacher

performance.

This research examines teacher performance improvements at IECFK and relates them

to other variables. Although an important topic, IECFK has yet to receive much attention in

research. If IECFK is used as a research discourse, it will undoubtedly benefit 148,996

IECFK in Indonesia, according to data from the Indonesian Ministry of Religion for 2019.

The research findings can be used to improve IECFK's management and supervision,

ultimately enhancing teachers' teaching performance at IECFK.

METHOD RESEARCH

This study is a type of quantitative research that used the Isaac and Michael method to

obtain samples from the total IECFK population consisting of 995 people. Cluster random

sampling was conducted, which involved randomly selecting IECFKs from 18 sub-districts

in Gunungkidul Regency, Yogyakarta. For this study, 288 IECFKs were selected, and each

was represented by one administrator who served as the primary data source. The research

was carried out from March 6, 2023, to May 31, 2023.

To collect data, a questionnaire was created using Google Forms. The questionnaire

consists of 26 statements that are arranged based on a Likert scale ranging from 1 to 5. This

scale helps translate variables into indicator variables. The questionnaire was completed by

the administrators of the selected IECFKs. After gathering the data, it underwent a statistical

analysis using Partial Least Squares Structural Equation Modeling (PLS-SEM) to assess the

measurement model and the structural relationships among the variables. The analysis

utilized 35 statements listed in Appendix 1 as indicators. According to the theoretical study,

Figure 1 below shows that teacher performance is influenced by managerial principles and

teaching supervision.

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Figure1

Hypothesis of the research

RESULTS AND DISCUSSION

Quantitative research primarily focuses on two models: the outer model and the inner

model. The measurement model or outer model is evaluated to determine the validity and

reliability of the research. On the other hand, the structural model or inner model aims to

predict the relationship between latent variables.

The objective of the outer model test is to ensure that the measurement model used is

reliable and valid. Several iterations were carried out using the SmartPLS 3 program to

achieve accurate results. Loading factor values below 0.5 were eliminated to improve the

model's accuracy. The loading factor value indicates the correlation between the indicator

and the construct. A low loading value for an indicator suggests that the indicator needs to

be fixed in the measurement model. Ideally, the expected loading value should be greater

than 0.7.

After dropping indicators below 0.7, the iteration was carried out four times. Tables 2,

3, and 4 present indicators that still impact variables with loading factor values.

Table 2 indicates that the management principles of IECFK are greatly influenced by

several indicators, including determining the vision and mission, program planning, holding

meetings to change the management structure, preparing proper management, and holding

regular meetings.

Table 2

Quantitative data on managerial principles

No.

Instrument Item/ Category

Loading factor

Determination of the IECFK vision and mission

0.783

Program planning

0.812

Board change meeting every certain period

0.804

Proper management

0.809

Regular Meeting

0.723

Table 3 indicates that the teaching supervision of IECFK is greatly influenced by

several indicators, including supervision of IECFK teachers via WhatsApp by the head of

IECFK, training and coaching for IECFK teachers, monthly evaluation meetings for teacher-

teaching method improvement, and follow-up of the evaluation.

Table 3

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Quantitative data on teaching supervision

No.

Instrument Item/ Category

Loading factor

Supervision of IECFK teachers via WhatsApp by

the head of IECFK

0.751

Training and coaching for IECFK teachers

0.744

Monthly evaluation meetings for teacher-teaching

method improvement

0.853

Follow-up of the evaluation

0.786

Table 4 indicates that the teaching performance of IECFK is greatly influenced by

several indicators, including understanding of the lesson taught, delivery by telling Islamic

stories, and diligently studying books (Huda et al., 2016).

Table 4

Quantitative data on teacher performance

No.

Instrument Item/ Category

Loading factor

Understanding of the lesson taught

0.856

Delivery by telling Islamic stories

0.820

Diligently study books

0.812

Once the estimated model has met the outer model criteria, the structural model (inner model)

is then tested.

The relationship between variables is shown in the path coefficient values. From this value, it

can be seen whether a hypothesis has a positive or negative direction. The path coefficient has a value

in the range of -1 to 1. If the value is 0 to 1, it can be declared positive. Meanwhile, if the value is

from -1 to 0, it is declared negative. Bootstrapping is used to assess the significance or probability of

direct, indirect, and total effects. From bootstrapping, data will be obtained:

a. The t statistical value, which we compare with the t table value to test whether or not the exogenous

variable has a significant effect on the endogenous

b. The p-value, to compare whether the value is below the significance level, for example, below

0.05 or above 0.05, to state whether the null hypothesis or alternative hypothesis is accepted or

rejected.

c. Original sample, used as regression coefficient value, to complete the regression equation.

Following are the calculation results of parameter coefficients among variables.

a. The influence of the IECFK headmaster’s managerial principles on teacher-teaching performance is

0.128, meaning it has a positive and significant effect. The higher the IECFK headmaster’s

managerial principles, the higher the teacher's teaching performance.

b. The effect of teaching supervision on teacher teaching performance is 0.255, meaning it has a

positive and significant effect. The higher the teaching supervision, the higher the teacher's teaching

performance.

The SEM analysis generated t-count, t-table, p-value, and original sample which can be used to

conclude hypotheses as shown in Table 5.

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Table 5

Quantitative data on teacher performance

No.

Relationships Between Variables

Quantitative Data

: The relationship between

managerial principles and teacher

teaching performance

The relationship is positive and significant

because the value of influence on the

original sample is 0.128, t-count > t-table

= 1.997 > 1.967 (H7), p-value = 0.047

: The relationship between

teaching supervision and teacher

teaching performance

The relationship is positive and significant

because the value of influence on the

original sample is 0.255 and t-count > t-

table = 3.338 > 1.967 (H10), p-value =

0.001

The quantitative data above results indicate a significant and positive relationship

supporting the hypothesis.

According to this research, the managerial principles followed by IECFK principals have

a positive and significant impact on the teaching performance of teachers. This aligns with a

study by (Mutohar & Trisnantari, 2020) , which found that managerial ability has a positive

effect on teachers' teaching performance, with a significance value of 0.000. The managerial

abilities of leaders have an impact on the behavior and abilities of teachers, as shown in

research by (Mahaputra & Saputra, 2021) and (Hanim et al., 2023), which reported similar

results. Furthermore, research by (Van Waeyenberg et al., 2022) found that the performance

management process was negatively correlated with teacher burnout and positively correlated

with their performance.

According to this study, teaching supervision has a positive and significant impact on

teacher performance. The study conducted by (Mutohar & Trisnantari, 2020) supports this

finding, indicating a strong correlation between learning supervision and teacher performance

with a significance value of 0.001. Adequate supervision can enhance teaching performance

and create a positive work culture, as demonstrated in the research by Adnan et al. (2022). The

research conducted by (Jung & Woo, 2022) shows that teacher guidance, which is part of

supervision, influences teacher readiness in teaching, self-efficacy, and career motivation.

Additionally, the study conducted by (Esia-Donkoh & Baffoe, 2018) reveals that all principal

supervisory practices, such as checking teacher work records, providing in-service training,

observing lessons, and monitoring timeliness and continuity, can impact teacher performance.

When principals exercise adequate supervision, teachers tend to perform better and achieve

better results in their teaching. (Amani & Jumriadi, 2020) further state that supervision by the

school principal has a dominant influence on teacher performance.

According to a study conducted by (Hoque et al., 2020), it was found that the

supervision approach in education needs to be restructured to focus more on teacher

development and providing the necessary support to enhance teacher performance. Many

school principals overlook their role as educational supervisors and adopt a hierarchical,

bureaucratic, and authoritarian approach while supervising. This can hurt the overall

supervision practices and adversely affect the teachers, students, and the school as a whole.

Hierarchical supervision involves a principal or supervisor using their power and authority

to control and direct teachers, with little room for teacher participation or collaboration.

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Bureaucratic supervision is characterized by strict adherence to established procedures and

policies, with limited flexibility or initiative given to teachers. Authoritarian supervision

involves the principal or supervisor using strong power and control to direct and control

teachers, with little participation or involvement of teachers in the decision-making process.

CONCLUSION

This latest research indicates that educational principles have a positive and significant

impact on teacher performance. Additionally, teaching supervision has a positive and

significant effect on teacher performance. However, improvements in supervision are

necessary, particularly in hierarchical, bureaucratic, and authoritarian supervision approaches.

Supervision that leads to continuous teacher development is essential. It should no longer aim

to inspect or evaluate teacher performance but instead, focus on technical processes that

improve teacher professional growth and work performance. This research provides valuable

insights into managing the Islamic Educational Center for Kids (IECFK). It highlights how

managerial skills and teaching supervision influence teacher performance and student

motivation. This study is a significant contribution to the literature and offers practical

implications for IECFK managers and policymakers who wish to enhance the well-being and

quality of IECFK teachers.

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Muhammad Abduh Tuasikal

, Lantip Diat Prasojo

, Muhyadi

(2024)

First publication right:

JoSS - Journal of Social Science

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