The Influence of Principal Academic Supervision Management on the Quality of Elementary School Teachers' Teaching Modules
DOI:
https://doi.org/10.36456/bp.vol22.no2.a12071Keywords:
Academic Supervision, Instructional Leadership, Teaching Modules, Teacher Competence, TPACK, Elementary EducationAbstract
In the era of digital pedagogy, the quality of elementary school teaching modules (Modul Ajar), specifically regarding the integration of Technological Pedagogical Content Knowledge (TPACK) and differentiated assessment, is crucial. However, principal academic supervision is frequently reduced to a bureaucratic checklist, creating a gap between administrative routine and the substantive feedback teachers require. This study investigates the influence of principal academic supervision on teaching module quality at an Integrated Islamic Elementary School (SIT AL MIZAN). Utilizing a quantitative correlational ex-post-facto design, data were collected from a saturated sample of 45 educators using a modified PIMRS questionnaire and a standardized document analysis rubric (validated with high inter-rater reliability). Simple linear regression revealed a strong positive correlation (r = 0.815, p < 0.001). Academic supervision accounts for 66.4% of the variance in teaching module quality (R2 = 0.664). Conclusively, clinical supervision empowers teachers to overcome cognitive barriers when integrating TPACK, Higher-Order Thinking Skills (HOTS), and Islamic values into instructional planning.
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