EM 13 (1) (2024) 1-9

Educational Management

http://journal.unnes.ac.id/sju/index.php/eduman
The Effect of Academic Supervision and Managerial Ability on
Teacher Competence Through Work Motivation

Anang Yuniyanto, Fakhruddin Fakhruddin, Amir Mahmud

Universitas Negeri Semarang, Indonesia

Article Info Abstract

________________ ___________________________________________________________________
History Articlel: The objective of this study is to examine the causal relationships between
Recived 01th December academic supervision and the managerial abilities of principals, and their impact
2023
on teacher competence. This analysis will also consider job motivation as a
Accepted 02th
mediating component in this relationship. The present study employs a
February 2024
Published 30th June
quantitative methodology. The study's sample included 125 teachers from seven
2024 private vocational schools located in Temanggung Regency. The employed
________________ sample methodology was random sampling. The research instrument employed
Keywords: in this study consisted of a questionnaire that underwent initial testing to
Academic Supervision, establish its validity and reliability. In the context of hypothesis testing, the
Managerial Ability, process of data analysis often involves employing path analysis and the Sobel
Work Motivation, test to examine the role of mediating variables. The study's findings indicate that
Teacher Competence there exists a significant relationship between academic supervision,
____________________
administrative ability of school principals, and work motivation. The influence
of academic supervision and managerial abilities of principals on teacher
competence is evident. The mediating role of work motivation is observed in the
relationship between academic supervision, principal's administrative abilities,
and teacher competence.


Correspondence: p-ISSN 2252-7001
Kampus Pascasarjana UNNES Jl Kelud Utara 3 Sampangan
e-ISSN 2502-454X
Semarang, Indonesia
E-mail: anangyuniyanto@gmail.com

1
 Anang Yuniyanto, et al./ Educational Management 13 (1) 2024 1-9

INTRODUCTION effectively utilizing information and

communication technology to enhance the
The establishment of Vocational High learning process;
School (SMK) education is a key initiative (6) fostering the development of learners'
undertaken by the government to provide human potential by enabling them to explore and utilize
resources with the necessary skills to effectively their existing abilities; (7) engaging in clear,
navigate the challenges posed by the industrial empirical, and respectful communication with
revolution 4.0. The Directorate of Vocational learners; (8) conducting thorough assessment and
Schools, originally administered by the Director evaluation of the learning process and outcomes;
General of Primary and Secondary Education, (9) utilizing the results of assessment and
has been transferred to the jurisdiction of the evaluation to improve the learning experience;
Director General of Vocational Education. and (10) engaging in reflective practices to
Significant modifications have been implemented continuously enhance the quality of education.
in vocational school education under the Based on the aforementioned description,
supervision of the Director General of Vocational a number of issues have been identified pertaining
Education. The revitalization initiative of SMK to the proficiency of private vocational instructors
represents the government's dedication to the in Temanggung Regency. These issues primarily
advancement of vocational education in SMK revolve around deficiencies in the areas of lesson
institutions. The total renewal of SMK education planning, instructional delivery, assessment, and
encompasses eight national education standards, evaluation of learning outcomes. This is
which span from graduation criteria to evaluation particularly evident among instructors teaching
standards. The enhancement of teacher productive subjects who possess non- educational
competency should be prioritized in alignment backgrounds. The level of work motivation
with the prevailing requirements of IDUKA. The among private vocational school teachers in
implementation of the revitalization program Temanggung Regency appears to be suboptimal,
aims to enhance the educational system at SMK, as evidenced by the relatively low average scores
with the objective of equipping students with the obtained in the UKG assessments. The
necessary skills and knowledge to effectively implementation
participate in the industrial revolution 4.0. This of the principal's monitoring program was
initiative is expected to contribute towards the disrupted due to the principal's attendance at
achievement of the national education goals. The official meetings. The managerial competencies
significance of SMK instructors in the of principals have not been fully established.
achievement of national educational objectives is This study aims to describe and analyze the
paramount. influence of: (1) principal's academic supervision
The pedagogical competences of SMK on teachers' work motivation; (2) principal's
instructors, as outlined in Permendiknas number managerial ability on teachers' work motivation;
16 of 2007, encompass the following basic areas: (3) principal's academic supervision on teachers'
The academic requirements for educators competence; (4) principal's managerial ability on
include: (1) understanding and addressing the teachers' competence;
various aspects of students' development, such as (5) work motivation on teachers'
physical, moral, spiritual, social, cultural, competence; (6) principal's academic supervision
emotional, and intellectual dimensions; (2) through work motivation on teachers'
acquiring knowledge of learning theories and competence; (7) principal's managerial ability
principles to effectively facilitate educational through work motivation on teachers'
learning; (3) designing and implementing competence.
curriculum that aligns with the subjects being Academic supervision refers to the
taught; (4) organizing educational activities and provision of professional support and guidance to
experiences to optimize learning outcomes; (5) educators in the execution of their instructional
2
 Anang Yuniyanto, et al./ Educational Management 13 (1) 2024 1-9

responsibilities. The responsibility of overseeing enhanced when there is a strong sense of work
academic activities is under the purview of school motivation exhibited by the teacher. The present
principals, with the aim of enhancing the overall analysis leads to the inference that a strong
standard of education. Several research findings inclination towards work motivation has a
indicate that supervision variables have a discernible impact on the level of teacher
statistically significant and favorable impact on competency.
teacher competence. However, it is worth noting Based on the previous description, the
that several studies have also revealed that the author believes that academic supervision has an
magnitude of this influence remains relatively impact on the competency of teachers. The
low. The potential variability in the impact of impact is moderated by an additional factor,
academic supervision on teacher competency can specifically the motivation of teachers in their
be attributed to unexplored mediating factors work. In conjunction with academic oversight,
within the study. This research aims to investigate another autonomous factor that influences
the impact of academic supervision on teacher teacher proficiency is the administrative ability of
competence based on the provided description. the principal. The impact of the principal's
The variable of principal administrative administrative ability on teacher
capacity has the potential to impact the proficiency is mediated by an additional
competence of teachers. Several research have variable, specifically teacher work motivation.
demonstrated a favorable and statistically This issue requires investigation through
significant relationship between principle empirical inquiry.
leadership and teacher ability. On the contrary,
alternative research findings indicate that the Teacher Competence
level of principle leadership does not have a Wibowo (2007) argues that competence
significant impact on teacher ability. According refers to the capacity to effectively perform a job
to Permendikbud Number 40 of 2022, principals or task, drawing upon one's abilities and
are educators who are assigned extra knowledge, while also demonstrating the
responsibilities to oversee and administer necessary work attitude that aligns with the
educational institutions, with the aim of requirements of the job. According to Djaman
enhancing the educational standards in Satori (2007), competence is derived from
alignment with the shift towards student- English competency, which encompasses
centered learning. The principle is responsible for proficiency, ability, and authority. Competence
the leadership and management of schools, can be defined as the ability to effectively conduct
which encompasses the utilization of managerial tasks and activities that result in the successful
abilities. This description highlights the necessity attainment of desired objectives and
of doing research to examine the impact of circumstances. According to Kuncoro (2005),
administrative skill on teacher competency. core competence plays a pivotal role in enabling
Several studies have demonstrated that a company or organization to fully accomplish its
there is a strong and statistically significant objectives and attain the ideal conditions.
relationship between work motivation and Teacher competence refers to the capacity,
teacher ability. Work motivation is an intrinsic authorization, capability, and expertise that a
force that resides within individuals and has the teacher possesses in effectively fulfilling their
potential to influence the outcomes of their professional responsibilities in order to attain
performance. It is imperative for educators to educational objectives. This study primarily
possess a strong sense of motivation in fulfilling centers on pedagogical competence, which is one
their instructional responsibilities, with the of the four essential characteristics that
ultimate objective of enhancing the educational instructors are required to possess. Within the
standards inside educational institutions. The context of pedagogical competence, educators are
level of teacher competency is likely to be required to possess a comprehensive
3
 Anang Yuniyanto, et al./ Educational Management 13 (1) 2024 1-9

understanding of student characteristics, mastery effective supervision. In the execution of

of learning theory, the ability to design supervision, principals are required to adhere to
curriculum, the capacity to execute educational the standards of academic supervision. The
instruction, the skill to measure and evaluate process of supervision encompasses three main
student learning results, and the ability to use stages:pre-observation, observation, and
these outcomes to enhance the quality of post- observation activities.
learning. Pedagogical competence refers to the
ability and expertise of educators in several Managerial Competence
aspects of the teaching process, including the According to Rosyada (2016), the
formulation of instructional plans, the execution managerial competencies of school principals
of teaching strategies, the assessment and should be given careful consideration as the
evaluation of student progress, and the utilization initial step in executing managerial tasks. These
of evaluation outcomes to attain educational competencies include (1) the capacity to generate
objectives. ideas, which involves the principal's ability to
provide insights on problems, innovate through
Academic Supervision policy-making, and employ imaginative thinking
Glickman (as cited in Hartanto, 2019) to establish connections between disparate
defines academic supervision as a set of concepts; (2) the ability to plan; (3) the ability to
interventions aimed at enhancing instructors' organize; (4) effective communication skills,
capacity to effectively oversee the educational encompassing the capacity to comprehend
process, hence enhancing their pedagogical and others, actively listen, possess proficiency in oral
professional skills, ultimately resulting in and written language, and foster the development
improved student outcomes. According to of others; (5) motivational skills, involving the
Daresh and Hartanto (2019), academic facilitation of others in achieving predetermined
supervision is a proactive approach aimed at objectives, inspiring those in their area, and
assisting educators in enhancing their assisting others in assessing their own
instructional proficiency to effectively attain contributions and accomplishments; (6)
educational objectives. Academic supervision is a evaluation skills. The principal's managerial
purposeful effort aimed at providing support and competence is exemplified by their capacity to
guidance to educators in order to foster the make suitable, precise, and relevant judgments.
growth and enhancement of their professional The principal's administrative ability refers
skills and expertise. The form of support provided to their proficiency in various areas, including the
includes various elements associated with development of school programs, adherence to
education, such as the development of lesson national education standards, implementation of
plans (referred to as RPP), instructional supervision and assessment processes,
techniques, utilization of multimedia and demonstration of effective school leadership, and
educational tools, evaluations of learning management of school management information
achievements, classroom-based research, and systems. Principals, in their managerial capacity,
other related areas. bear the responsibility of ensuring the effective
Academic supervision by the principal and efficient execution of education within
includes the provision of professional support to schools, with the ultimate goal of achieving high-
teachers in relation to various aspects of quality education. In order to effectively manage
educational activities, including the formulation, the 8 National Education Standards (SNP),
implementation, and evaluation of supervision principals are required to possess managerial
programs. The role of principals includes a range abilities that comply withrelevant legal
of activities and obligations that contribute to the regulations. The effective administration of 8
achievement of successful learning outcomes National Education Standards (SNP) will result
within the classroom setting, mostly through in the achievement of high-quality educational
4
 Anang Yuniyanto, et al./ Educational Management 13 (1) 2024 1-9

outcomes. In reality, school principals are not METHOD

solely responsible for overseeing the
implementation of the 8 National Education This study use regression as a quantitative
Standards (SNP) in accordance with national research methodology. The participants of this
guidelines, but are also anticipated to achieve the study consisted of all teachers employed in
standards established by the governing private Vocational High Schools (SMK) within
authorities. Hence, the effectiveness of the Temanggung Regency. The total number of
educational institution relies on the courage and participants was 421, distributed over fifteen
managerial competence of the principal in schools. The researchers employed the Area
overseeing the implementation of the 8 (SNP). Random Sampling technique to choose the
sample for this investigation. The sample sizes
Work Motivation were determined proportionally for each school,
The term "motivation" originates from the with SMK Dr. Sutomo Temanggung having 37
Latin word "movere" and the English verb "to teachers, SMK Muhammadiyah 1 Temanggung
move," both of which denote the action of having 22 teachers, SMK General Bambang
moving. According to Hasibuan (2013), Sugeng having 10 teachers, SMK Anwarus
motivation is derived from the fundamental term Solichin Kranggan having 9 teachers, SMK 17
"motive," which refers to stimulation, desire, and Parakan having 29 teachers, SMK
driving force that generates an individual's Muhammadiyah 1 Ngadirejo having 11 teachers,
inclination to engage in activity. According to and SMK Nahdlatul Ulama Temanggung having
Winardi (2013), work motivation is an inherent 7 teachers. The methodology employed for data
capacity within individuals that can be influenced collection in this study involved the use of a
by various external factors, particularly material questionnaire. Path analysis was employed in this
incentives, resulting in either positive or negative work to conduct hypothesis testing. Path analysis
impacts on their performance outcomes. The is a statistical technique employed to examine the
extent of these effects is contingent upon the direct and indirect impacts of independent factors
specific circumstances and conditions faced by on a dependent variable by considering the
the individuals in question. mediating variables.
Work motivation refers to the internal
force that motivates individuals to give maximum RESULT AND DISCUSSION
efforts and perform efficiently in order to attain
the desired objectives within a work setting. In Through the use of path analysis, the
order to facilitate the delivery of quality research hypothesis will be put to the test in an
education through meaningful learning, it is effort to establish whether or not there is a direct
imperative for a teacher to have a strong sense of effect between the independent variable and the
job motivation. intervening variable and the intervening variable
Numerous aspects serve as sources of on the dependent variable, or whether or not
motivation for teachers, encompassing both inner there is an indirect effect between the
and extrinsic elements. Intrinsic factors are independent variable and the dependent through
mostly driven by self- motivation, namely an the intervening variable. The results of numerous
individual's desire for admiration, recognition, linear regression tests are summed up on figure
trust, responsibility, and possibilities for self- following:
development. In contrast, extrinsic motivation is
primarily shaped by external stimuli, including
but not limited to financial compensation,
workplace conditions, interpersonal dynamics,
and institutional regulations.

5
 Anang Yuniyanto, et al./ Educational Management 13 (1) 2024 1-9

outcome. This finding suggests that the level of a

principal's administrative competence has a
The Effect of Principal significant influence on enhancing the work
motivation of instructors in private vocational
schools located in Temanggung Regency.

The Effect of Principal Academic

Supervision on Teacher Competency
The regression coefficient for the variable
representing the principal's academic supervision
Figure 1. Schematic of regression between is 0.191, which corresponds to a percentage value
Variables of 19.1%. Furthermore, the coefficient is positive
Description: in nature. This observation demonstrates a
X1: Independent variable academic supervision positive correlation between the quality of
X2: Independent variable managerial academic supervision provided by the principal
competence and the level of competence shown by teachers.
X3: Mediating variable work motivation The t-test findings for the variable of the
Y: Dependent variable teacher competence principal's academic supervision yielded a value
of 1.983, with a significance level of < 0.05. This
Academic Supervision on Work Motivation indicates that there is a statistically significant
The findings indicated a significant beneficial impact of the principal's academic
relationship between the variable of academic of supervision on the competence of private SMK
work motivation (X3), as evidenced by a teachers in Temanggung Regency.
significance value of 0.001. The study reveals that
there is a significant correlation between principal The Effect of Principal Managerial
supervision and job motivation among private Ability on Teacher Competency
vocational school teachers in Temanggung The regression coefficient for the variable
Regency, with a coefficient of determination of representing the principal's administrative skill is
17.1%. The results of this investigation indicate a 0.558, indicating a positive relationship. This
statistically significant good outcome. This coefficient may also be interpreted as 55.8%. This
finding suggests that effective supervision by observation indicates a positive correlation
principals has a positive influence on the level of between the administrative abilities of the
work motivation among instructors at private principal and the level of teacher competency.
vocational schools in Temanggung Regency. The t-test findings for the variable of the
principal's managerial ability yielded a value of
The Effect of Principal Managerial 3.076, indicating a statistically significant
Ability on Work Motivation relationship. The significance value of 0.003,
The findings indicated a strong which is less than the predetermined threshold of
relationship between the principal's 0.05, suggests that the principal's managerial
administrative skills (X2) and work motivation ability has a favorable impact on the competence
(X3), as evidenced by a significance value of of private SMK instructors in Temanggung
0.000. The study reveals that there is a significant Regency.
relationship between the principal's managerial
skills and the work motivation of private The Effect of Work Motivation on Teacher
vocational school instructors in Temanggung Competence
Regency, accounting for 26.4% of the variance in The findings indicate that there is a direct
work motivation. The results of this investigation and statistically significant relationship between
demonstrate a statistically significant positive the variable of job motivation and teacher
6
 Anang Yuniyanto, et al./ Educational Management 13 (1) 2024 1-9

competency, as evidenced by the significance study suggest that the provision of academic
value of supervision has a notable and constructive impact
0.000. The regression coefficient for the on the level of teacher competence. Effective
work motivation variable is 0.608, indicating a academic supervision can significantly enhance
positive relationship with the dependent variable. teacher competence. The impact of academic
This number can be interpreted as explaining supervision on teacher competence is likely to be
60.8% of the variance in the dependent variable. more pronounced when it is mediated by work
This finding demonstrates a positive correlation motivation.
between work motivation and teacher
competency, indicating that as job motivation The Effect of Principal's Managerial Ability on
increases, so does the level of competence Teacher Competency through Work
exhibited by teachers. The impact of work Motivation
motivation on the competency of private SMK The indirect influence of the principal's
instructors in Temanggung Regency is both managerial abilities on teacher competency is
positive and significant. The study's findings mediated by job motivation. The variable of work
indicate that there is a positive correlation motivation serves as a mediating variable. This
between the level of work motivation among study yielded findings indicating that the
private SMK teachers in Temanggung Regency principal's administrative ability has a significant
and their overall competency. impact on teacher competence, as mediated by
work motivation, with an effect size of 71.9%.
The Effect of Principal Academic Supervision The presence of a positive sign signifies that any
on Teacher Competence through Work alteration in the variable representing the
Motivation principal's administrative skill will result in a
The impact of academic supervision by corresponding change in teacher competence,
principals on teacher competency, mediated by moving in the same direction. The findings from
work motivation, is an indirect effect. The the Sobel test indicate that work motivation
concept of work motivation is as a mediating mediates the relationship between the principal's
variable. The present investigation yielded a administrative skills and the competence of
result of 29.5% based on the conducted analysis. teachers in private vocational schools in
The presence of a positive sign signifies that any Temanggung Regency. The Sobel test yielded a
alteration in the independent variable of value of 2.624, with a p-value of 0.009, which is
academic supervision by the principal will result statistically significant at the 0.05 level. Based on
in a corresponding change in teacher competence the findings presented, it can be inferred that
in the same positive direction. The findings from work motivation plays a significant role in
the Sobel test indicate that work motivation plays mediating the impact of the principal's
a mediating role in the relationship between the administrative abilities on the competency of
principal's academic supervision and the private vocational school instructors in
competence of private SMK teachers in Temangggung Regency. The findings of this
Temanggung Regency. The Sobel test yielded a study suggest that there is a notable and favorable
value of impact of the principal's administrative
2.444 with a p-value of 0.015, which is proficiency on the competence of teachers. The
statistically significant at a significance level of administrative proficiency of a competent
0.05. Based on the findings presented, it can be principal can significantly influence the
inferred that work motivation plays a significant enhancement of teacher competence. The impact
role in mediating the impact of academic of the principal's managerial aptitude on the
supervision by principals on the competency of competence of teachers is likely to be more
instructors in private vocational schools located pronounced when it is influenced by job
in Temangggung Regency. The findings of this motivation.
7
 Anang Yuniyanto, et al./ Educational Management 13 (1) 2024 1-9

On the Competence of PKN Teachers in

CONCLUSION South Solok District, 6, 886-892.
Habibi, B. (2015). The Effect of Principal
Based on the findings and subsequent Managerial Competence and Teacher
analysis presented in this research, the study Work Motivation on the Professionalism
draws the following conclusions: firstly, there of Smk Bismen Teachers in Tegal City.
exists a significant impact of the principal's December, X(2), 188-195.
academic supervision on the motivation levels of Hartanto, S., & Purwanto, S. (2019). Supervision
teachers; secondly, the principal's managerial and teacher performance appraisal.
ability significantly influences the work Hatta, M. (2018). Four Competencies to Build
motivation of teachers; thirdly, the principal's Teacher Professionalism.
academic supervision has a notable effect on the Hilel, A., & Ramírez-García, A. (2022). The
competence of teachers; fourthly, the principal's Relationship between
managerial ability significantly impacts the Professional Environmental Factors and
competence of teachers; fifthly, work motivation Teacher Professional
significantly influences the competence of Development in Israeli Schools.
teachers; and finally, the principal's academic Education Sciences, 12(4).
supervision indirectly affects teacher competence Hilmi, A. H. (2018). The influence of teacher
through its influence on work motivation.. motivation on teacher competence in
realizing the quality of Islamic religious
REFERENCE education learning. Khazanah Akademia,
2 (2580-3018), 85-93.
Anggraini, M. (2022). The Effect of Principal Ministry of Education and Culture (2018).
Supervision on Teacher Pedagogical Permendikbud No. 15/2018 on the
Competence. Journal of Innovation in Workload of Teachers, Principals, and
Teaching and ..., 2(3), 170-174.Arifin, J. School Supervisors. In kemdikbud (Vol.
(2022). Implementation of Principal 53, Issue 9, pp. 1689-1699).
Academic Supervision Management in Kemdiknas. (2007). Permendiknas No 16 of 2007
Improving the Quality of Teacher on Teacher Academic Qualification and
Professional Competence. JIIP - Scientific Competency Standards.
Journal of Education Science, 5(9), Magdalena, M. (2022). The Role of Academic
3850-3857. Supervision and Work Motivation on
Ariyanti, I., Miyono, N., & Improving Teacher Competence in
Retnaningdyastuti, R. (2020). The Influence of Elementary Schools. Journal of Education
Principal Managerial Competence and and Counseling Volume 4 Number 4 Year
Organizational Climate on the 2022 E- ISSN: 2685-936X and P-ISSN:
Professionalism of State Elementary 2685- 9351, 4(4), 79.
School Teachers in Tengaran District, Muhajirin, M., Prihatin, T., & Yusuf, A. (2017).
Semarang Regency. Journal of Education The Effect of Academic Supervision and
Management (JMP), 8(2), 242-258. Teacher Participation in MGMP Through
Dody, S. (2016). The Role of Self Awareness in Work Motivation on the Professionalism
Mediating the Effect of Supervisory of SMA/MA Teachers. Educational
Academic Supervision and Principal Management, 6(2), 170-177.Paini.
Managerial Ability on Teacher (2022). Pengaruh Supervisi Akademik
Competence. Journal of Social Science Terhadap Peningkatan Kompetensi dan
Education, 26(1), 35-43. Motivasi Guru Matematika di
Efendi, F. (2022). The Effect of Self- Kabupaten Labuhanbatu Selatan. Jurnal
Development and Learning Supervision
8
 Anang Yuniyanto, et al./ Educational Management 13 (1) 2024 1-9

MathEducation Nusantara Vol. 5 (2), dimoderasi. Kasetsart Journal of Social

2022, 81 - 88, 5(2), 81–88. Sciences, 43(2), 353-360.
Sanoto, H., Soesanto, Soegito, A., & Kardoyo. Sutihat, I. (2022). THE INFLUENCE OF
(2021). The Effect of Academic PRINCIPAL SUPERVISION AND
Supervision on Improving Teacher CAREER DEVELOPMENT ON
Competence in 3T (Frontier, Remote, TEACHER ACHIEVEMENT
Disadvantaged) Areas. Journal of MOTIVATION IN ONE OF THE
Education and Culture, 11(2), 166-172. SCHOOLS IN KUNINGAN
Singerin, S. (2021). The Impact of Academic REGENCY. P-ISSN: 2620-4363 & E-
Supervision on Teacher Pedagogical ISSN: 2622-1098 Edum Journal, Vol 5, No 1,
Competence and Teacher Performance: March 2022, 5(1).
The Moderating Role of Teacher Efficacy. Syakir, M. J., & Pardjono, P. (2015). The Effect
International Journal of Elementary of Principal Leadership, Work
Education, 5(2), 496. Motivation, and Organizational Culture
Siriparp, T., Buasuwan, P., & Nanthachai, S. on the Competence of High School
(2022). Pengaruh kepemimpinan Teachers. Journal of Educational
instruksional kepala sekolah, efikasi guru Management Accountability, 3(2), 226-
kolektif, dan peran guru terhadap efikasi 240.
diri guru: Pemeriksaan mediasi yang