The Influence of Commitment and Supervision on the Performance of Principals at SMKS 10 Telekomunikasi in Bengkulu City
Keywords:
Commitment, Supervision, Principal Performance, Multiple Linear Regression, Vocational SchoolAbstract
This study aims to analyze the effect of commitment and supervision on the principal’s performance at SMKS 10 Telekomunikasi Kota Bengkulu. The study employed a quantitative approach using a survey method. The population consisted of all teachers at SMKS 10 Telekomunikasi Kota Bengkulu, and the sampling technique used was total sampling due to the relatively small population size; therefore, all teachers were included as respondents, totaling 20 participants. Data were collected using a questionnaire with a five-point Likert scale. Data analysis included descriptive statistics, instrument validity and reliability testing, and hypothesis testing using multiple linear regression through the Model Summary, ANOVA (F-test), and Coefficients (t-test) outputs. The results indicate that, simultaneously, commitment and supervision have a significant effect on the principal’s performance, as shown by the ANOVA significance value of 0.000064 (< 0.05). The coefficient of determination (R²) of 0.679 suggests that 67.9% of the variance in principal performance can be explained by commitment and supervision, while the remaining 32.1% is influenced by other factors outside the model. These findings imply that improving principal performance should be supported by strengthening commitment and implementing supervision in a planned and consistent manner, accompanied by clear follow-up actions to enhance school managerial performance
References
Adam, A. (2009). Organizational management: Concepts and practices. Jakarta: Raja Grafindo Persada.
Adi, A. (2016). Implementation of school principals’ managerial competencies in Kuala Kampar District, Pelalawan Regency, Riau Province. Jurnal Akuntabilitas Manajemen Pendidikan, 4(1), 1–16.
Allen, N. J., & Meyer, J. P. (1990). The measurement and antecedents of affective, continuance, and normative commitment to the organization. Journal of Occupational Psychology, 63(1), 1–18. https://doi.org/10.1111/j.2044-8325.1990.tb00506
Ashkanasy, N. M., Wilderom, C. P. M., & Peterson, M. F. (2000). Handbook of organizational culture and climate. Thousand Oaks, CA: Sage.
Auliah, Y., Putra, I. N. N., & Novianti, I. (2022). The effect of principals’ managerial competence on educational quality in public junior high schools throughout Bima City. 5(2), 341–352.
Bafadal, I. (2016). Management of quality improvement in elementary schools. Jakarta: Bumi Aksara.
Bafadal, I. (2016). Performance appraisal of school principals as instructional leaders in enhancing school accountability. Manajemen Pendidikan, 25(1), 1–9.
Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122–147. https://doi.org/10.1037/0003-066X.37.2.122
Bandura, A. (1994). Self-efficacy. In Encyclopedia of mental health (Issue 1994). Academic Press. https://doi.org/10.1002/9781119547174.ch243
Bass, B. M., & Avolio, B. J. (1997). Full range leadership development: Manual for the Multifactor Leadership Questionnaire. Palo Alto, CA: Mind Garden.
Bass, B. M., & Riggio, R. E. (2006). Transformational leadership (2nd ed.). Mahwah, NJ: Lawrence Erlbaum.
BPK, J. (2005). Law No. 14 of 2005 on Teachers and Lecturers. Regulatory Database. https://peraturan.bpk.go.id/Home/Details/40266/uu-no-14-tahun-2005
Bush, T. (2008). Leadership and management development in education. London: Sage.
Caillier, J. G. (2013). Satisfaction with work-life benefits and organizational commitment/job involvement: Is there a connection? Review of Public Personnel Administration, 33(4), 340–364. https://doi.org/10.1177/0734371X12443266
Caillier, J. G. (2013). Satisfaction with work-life benefits and organizational commitment/job involvement. Review of Public Personnel Administration, 33(4), 340–360.
Capps, J. (2020). A common-sense pragmatic theory of truth. Philosophia, 48(2), 463–481.
Chang, C. M., Hsieh, H. H., Chou, Y. H., & Huang, H. C. (2021). The relationship between physical education teachers’ perceptions of principals’ transformational leadership and creative teaching behavior at junior and senior high schools: A cross-level moderating effect of innovative school climates. Sustainability (Switzerland), 13(15). https://doi.org/10.3390/su13158184
Chen, S. H., & Liao, C. C. (2011). Are foreign banks more profitable than domestic banks? Home- and host-country effects of banking market structure, governance, and supervision. Journal of Banking and Finance, 35(4), 819–839. https://doi.org/10.1016/j.jbankfin.2010.11.006
Cheng, Y. C. (1993). Profiles of organizational culture and effective schools. School Effectiveness and School Improvement, 4(2), 85–110. https://doi.org/10.1080/0924345930040201
Chordiya, R., Sabharwal, M., & Goodman, D. (2017). Affective organizational commitment and job satisfaction: A cross-national comparative study. Public Administration, 95(1), 178–195. https://doi.org/10.1111/padm.12306
Chordiya, R., Sabharwal, M., & Goodman, D. (2017). Affective organizational commitment and job satisfaction. Review of Public Personnel Administration, 37(2), 168–191
