Academic Supervision of School Principals, Principal Transformational Leadership, and School Climate on Senior High School Teachers' Competence

Abstract

The study aims to determine and describe the effect of principal academic supervision, principal transformational leadership, and school climate toward pedagogic and professional competence of teachers in Senior High School in Lembata Regency. The research uses a quantitative approach with the ex-post facto type. The population was 200 teachers of Senior High School who taught national exam subjects in Lembata Regency. The sample was 127 teachers using the simple random sampling technique. Data collection used is questionnaires with expert validation and empirical tests. Multiple regressions are used to analyze the data. Based on the study results, it was found that the principal's academic supervision affected teacher competence. The principal's transformational leadership also affected teacher competence, and the school climate affected teacher competence. So that the principal's academic supervision, principal's transformational leadership, and school climate on teacher competence in Lembata.

Revitalizing Educational Leadership: A Comprehensive Literature Review of Transformational Leadership in Indonesia Academic Settings

“…Two articles contain transformational leadership influencing school quality (Ali, 2022) and quality management (Frihastama & Hermanto, 2022). One article each discusses transformational leadership influencing the quality of teacher service (Fitriyah et al, 2019), teacher welfare (Meidelina et al, 2023), teaching effectiveness and integrity (Ahmad & Rochimah, 2021), student achievement (Nurabadi et al, 2021), pedagogical and professional competence (Belan & Niron, 2021), OCB (Rahmansyah, 2022) and decision making (Elele, 2020).…”

“…Apart from improving teacher performance, the principal's transformational style can make teachers more creative (Ali, 2022) and build student success (Rahmansyah, 2022). School principals with a transformational style encourage teachers to develop their skills and competencies (Belan & Niron, 2021) so that learning will certainly be more interesting according to student development. Seeing the above, of course, the transformational leadership of school principals is very interesting to research.…”

School Leadership Scale for Teachers’ Pedagogical Competence (SLSS-TPC): Designing and Validity Evaluation

“…Four domains of the instrument were identified in the initial version through literature review, qualitative interviews, and focus group, which were; (i) the role of secondary school head (SSH) as a transformational leader (TL) in improving TPC, (ii) the role of SSH as an instructional leader (IL) to improve TPC, (iii) the role of SSH as a distributed leader (DL) to improve TPC, and (iv) the role of SSH as an authentic leader (AL) to improve TPC (Ahmad & Batool, 2018;Asim et al, 2023;Bahzar, 2019;Bush et al, 2018;Bush & Glover, 2014;Danbaba & Panshak, 2021;Gougas & Malinova, 2021;Gumus et al, 2018;Leithwood, 2005;Sharif, et al, 2020). The role of SSH or SL as TL encourages and inspires teachers to innovate and develop new ways to improve their pedagogical competence (Andriani et al, 2018;Belan & Niron, 2021;Eliophotou-Menon & Ioannou, 2016;Onorato, 2013;Susilawati et al, 2022). In the instructional leader role, SSH/SL focuses on teaching and learning and improves students learning and teachers' effectiveness (Bada et al, 2020;Bellibaş et al, 2021;Fink & Markholt, 2011;Ismail et al, 2018;Nguyen et al, 2022;Shava et al, 2021;Sibomana, 2022;Wahab et al, 2020).…”