Beyond Compliance: Unpacking the Disconnect between Instructional Leadership and Enacted Curriculum Competence in the Classroom

Jaja Sudarjat; Parid Abdulloh; Julie Simon Macariola

doi:10.56741/IISTR.jpes.002252

Authors

Jaja Sudarjat
jajasudrajat@unpak.ac.id
Universitas Pakuan
Parid Abdulloh Universitas Pakuan
Julie Simon Macariola Shinawatra University https://orcid.org/0009-0004-5158-1201

Keywords:

Curriculum Competence, Educational Management, Learning Effectiveness, Principal Supervision, Teaching Quality

Abstract

This study examines the influence of principal supervision and teacher curriculum competence on learning effectiveness, with teaching quality serving as a mediating variable. The study aims to analyze the direct relationships among the variables and to examine the mediating role of teaching quality in improving learning effectiveness. A quantitative explanatory survey design was employed. Data were collected using a structured questionnaire and analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS) with SmartPLS 4.0. The measurement model demonstrated satisfactory validity and reliability, with outer loadings exceeding 0.70, Cronbach's Alpha ranging from 0.883 to 0.889, Composite Reliability from 0.923 to 0.931, and AVE from 0.718 to 0.761. The structural model revealed that all proposed hypotheses were supported. Principal supervision positively affected teaching quality (β = 0.428, p < 0.001) and learning effectiveness (β = 0.238, p = 0.005), while teacher curriculum competence positively influenced teaching quality (β = 0.456, p < 0.001) and learning effectiveness (β = 0.257, p = 0.003). Teaching quality also exerted a significant positive effect on learning effectiveness (β = 0.396, p < 0.001). The model explained 61.2% of the variance in teaching quality and 67.3% of the variance in learning effectiveness. The findings highlight teaching quality as the key mechanism linking principal supervision and teacher curriculum competence to enhanced learning effectiveness, offering both theoretical and practical contributions to educational management.

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Author Biographies

Jaja Sudarjat, Universitas Pakuan

earned a Diploma in Mathematics Education from the Bandung Institute for Teacher Education (PGSMTP) in 1988, followed by D-1 and D-2 degrees in Mathematics from the Open University, Jakarta, in 1989 and 1999, respectively. He obtained his Bachelor's degree in Mathematics Education from Universitas Islam Nusantara, Bandung, in 2003, a Master's degree in Educational Management from Universitas Pakuan, Bogor, in 2005, and a Doctoral degree in Educational Management from the same university in 2015. His academic interests include educational management, curriculum development, and teacher professional development (email: jajasudrajat@unpak.ac.id).

Parid Abdulloh, Universitas Pakuan

received his Bachelor's degree in English Education from the Faculty of Teacher Training and Education, Ibn Khaldun University, Bogor, in 2018. He completed his Master's degree in English Education at Universitas Indraprasta PGRI, Jakarta, in 2021. He is currently a lecturer at STAI Al-Aulia Bogor and also serves as a Leading Teacher at SMK Informatika Global Nusantara and a Teacher and Regional Facilitator at MTs Sirojul Munir, Bogor. His research interests include English language education, teacher professional development, and educational innovation (email: paridabdulloh1995@gmail.com).

Julie Simon Macariola, Shinawatra University

is a licensed professional educator with extensive experience in academia since 2003. She holds a Bachelor of Secondary Education (BSED) degree in Filipino Language, as well as a Master's degree in Education (MAEd) with a specialization in Guidance and Counseling. Currently, she is pursuing a Doctorate in Philosophy (PhD) with a major in English. She serves as the International Affairs Manager at Shinawatra University. She is also the International Ambassador for GLEARS Philippines and holds the position of Chief Deputy Director at PSHE Inc. (email: julie.s@siu.ac.th).

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