The Effect of School Administration and Educational Supervision on Teachers teaching performance: Training Programs as a Mediator Variable

Abstract

<p>The aim of the present study was to investigate the effect of educational supervision as an independent variable on English language teachers’ teaching performance as a dependent variable as well as the role of training programs as a mediator variable. The investigation reported in the study was carried out among Libyan school teachers of English in the city of Zawiya in Libya. Reaching an overall number (N=3036) of teachers as reported by the Ministry of Education, the study sample was (N=351) teachers who were chosen using a random sampling technique. In order to achieve this, the study used a quantitative analysis, specifically a confirmatory factor analysis (CFA) to test the validity of the assumed relationships among these variables as well as structural equation modeling (SEM) through AMOS. The study obtained several results, most important of which indicated that educational supervision was positively correlated with teachers’ performance in teaching English. In addition, the results showed that training programs played an important role as a mediator variable in a making a higher indirect positive impact of educational supervision on teachers’ teaching performance. Based on these results, in order to enable the Libyan school teachers of English address their weaknesses and identify their strengths, educational supervisors should organize more effective activities related to teacher training. Their interests should not be exclusive to teachers’ imperfections, but they should interact and communicate with teachers for better identifications of their strengths and weaknesses. By so doing, teachers can promote their professional knowledge, skills and experiences.</p>

The implementation of instructional supervision in Indonesia and the Philippines, and its effect on the variation of teacher learning models and materials

“…These findings are in line with several research results. The results of research by Shakuna et al (2016) or Maisyaroh et al (2017) showed that there is a relationship between educational supervision and teachers' performance or their teaching skills. The results of Lopez's (2016) research showed that classroom supervision is a tool to improve teacher teaching effectiveness.…”

Pengaruh Supervisi Kepala Sekolah Terhadap Peningkatan Kinerja Guru

“…Keprofesionalan inilah yang akan bermuara pada pelaksanaan tugas yang optimal sehingga baiklah kinerja guru. Faktor-faktor lain yang ikut memberi pengarruh pada kinerja guru diantaranya iklim sekolah, psikologis guru, tingkat pendapatan, motivasi kerja, dan kemampuan manajerian kepala sekolah (Barrie & Walwyn, 2021;Mutohar & Trisnantari, 2020;Shakuna et al, 2016).…”

Pengaruh Supervisi Pengajaran dan Motivasi Berprestasi Terhadap Kompetensi Prosesional Guru SMP Advent Sulawesi Utara

“…Keberhasilan rencana pendidikan di setiap negara tergantung pada guru yang berbekal kompetensi ilmiah dan keterampilan profesional. Para peneliti di bidang pendidikan telah melakukan banyak jenis penelitian untuk mengetahui kompetensi guru yang baik dan pengajaran yang mengesankan dan telah membagi kompetensi tersebut ke dalam kategori yang berbeda (Rohim, 2011;Hasanah & Kristiawan, 2019;Shakuna et al, 2016). Masing-masing kategori ini mempertimbangkan aspek tertentu.…”

“…Tujuan pengembangan kelompok, sebagai dimensi supervisi instruksional, adalah untuk mendukung guru bekerja secara kooperatif, bukan sendirian atau kompetitif. Antara lain, kerja kelompok dirancang untuk mengembangkan komunikasi, pengambilan keputusan, dan kemampuan memecahkan masalah (Nursam, 2017;Shakuna et al, 2016;Tesfaw & Hofman, 2014).…”