The Influence of Principal Academic Supervision and Teacher Discipline on the Improvement of Learning Quality at SMP YPPK Santa Monika Bintuni

Susana Santy Yerkohok, Wildan Zulkarnain, Sunarni Sunarni, Desi Eri Kusumaningrum

Abstract


The success of education implementation in schools can be seen from the quality of learning which is influenced by the principal's academic supervision and teacher discipline. This study analyzes the influence of these two variables partially and simultaneously on the quality of learning at SMP YPPK Santa Monika Bintuni. The approach used is quantitative with an ‘‘ex post facto” correlational design. All 40 teachers were sampled through a census technique. Data were collected using a questionnaire that has been declared valid and reliable, then analyzed with multiple linear regression. The results of the study show that the principal's academic supervision partially does not have a significant effect on the quality of learning (t = 1.817; sig. = 0.077 > 0.05). Meanwhile, teacher discipline has a significant effect on the quality of learning (t = 5.031; sig. = 0.000 < 0.05). Simultaneously, the principal's academic supervision and teacher discipline have a significant effect (F = 28.567; sig. = 0.000 < 0.05; R² = 0.607). These results place teacher discipline as a more dominant factor, so schools need to strengthen supervision that is orien

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ISSN: 2987-2448