Examining Teacher Performance from the Principals' Perceptions of Academic Supervision, Teacher Self-Efficacy, and Organizational Climate

Wiwit Rizqiani; Lia Yuliana

doi:10.56741/IISTR.jpes.002001

Authors

Wiwit Rizqiani
wiwit@nalanda.ac.id
Institut Nalanda https://orcid.org/0009-0006-4859-1067
Lia Yuliana Universitas Negeri Yogyakarta https://orcid.org/0000-0001-8435-9149

Keywords:

Academic Supervision, Educational Management, Multilevel Analysis, Organizational Climate, Teacher Performance

Abstract

This study analyzes teacher performance based on principals’ perceptions of academic supervision, teacher self-efficacy, and organizational climate, as well as their contribution to improving teacher performance through multilevel analysis. A quantitative approach with descriptive analysis was employed to support data interpretation. The study involved 111 senior high school teachers in Ngaglik District, Sleman Regency, Yogyakarta Special Region, including 15 teachers from SMA Insan Mulia Boarding School, 46 teachers from SMAN 1 Ngaglik, and 50 teachers from SMAN 2 Ngaglik. The findings indicate that principals’ academic supervision and organizational climate significantly influence teacher performance, while self-efficacy shows a weaker statistical effect. The significance values were 0.005 for academic supervision, 0.744 for self-efficacy, and 0.000 for organizational climate. Furthermore, the F-test result demonstrated a calculated F value of 19.860 with a significance level of 0.000, confirming that teacher performance is simultaneously influenced by academic supervision, self-efficacy, and organizational climate. The study concludes that both organizational and individual factors contribute to teacher performance improvement. This research is innovative because it integrates organizational climate, teacher self-efficacy, and principals’ academic supervision into a single analytical framework, emphasizing the importance of psychological and organizational dimensions in enhancing teacher performance. Teachers with stronger confidence in their professional abilities generally demonstrate better classroom management, instructional quality, and task completion. These findings highlight the importance of supportive leadership practices and positive school environments in strengthening motivation, professionalism, and performance.

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Author Biographies

Wiwit Rizqiani, Institut Nalanda

is an academic at Institut Nalanda and serves as a research team member at the Institute for Research and Community Service (Lembaga Riset dan Pengabdian kepada Masyarakat). Her academic interests include education, institutional development, and community empowerment through research-based initiatives. She is actively involved in scholarly publications, academic collaboration, and community service programs that support the advancement of higher education in Indonesia. Through her contributions in teaching, research, and community engagement, she promotes innovative educational practices and institutional quality improvement. (email: wiwit@nalanda.ac.id).

Lia Yuliana, Universitas Negeri Yogyakarta

is a lecturer in Educational Administration at Universitas Negeri Yogyakarta. Her academic interests focus on educational management and personnel management, particularly in improving institutional effectiveness and human resource development in education. She is actively involved in teaching, research, and academic supervision in the field of educational administration. Through her scholarly contributions, she supports the advancement of educational leadership, organizational management, and professional development in Indonesian educational institutions. (email: liayuliana@uny.ac.id).

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