PENGARUH SUPERVISI AKADEMIK KEPALA SEKOLAH BERBASIS CLINICAL TEACHING CYCLE (CTC)TERHADAP KUALITAS PEMBELAJARANGURU SEKOLAH DASAR
DOI:
https://doi.org/10.34125/jmp.v11i4.3522Keywords:
Clinical Teaching Cycle, Elementary schools, Instructional quality, Academic supervision, School principal supervisionAbstract
Objective: This study aimed to analyze the implementation of school principals’ academic supervision based on the Clinical Teaching Cycle (CTC), teachers’ instructional quality, and the effect of CTC-based academic supervision on teachers’ instructional quality in public elementary schools in Metro Utara District, Metro City, Lampung Province. Method: This quantitative study employed an explanatory survey with a non-experimental causal-correlational design. The population consisted of 101 teachers from eight schools, with a sample of 81 teachers selected using the Slovin formula through proportional simple random sampling. Data were collected using Likert-scale questionnaires, non-participant observation, and documentation. Data were analyzed using descriptive statistics and simple linear regression with SPSS at a 5% significance level. Results: CTC-based academic supervision and teachers’ instructional quality were both categorized as high, with mean scores of 80.53 (SD = 9.90) and 68.01 (SD = 8.98), respectively. CTC-based academic supervision had a positive and significant effect on teachers’ instructional quality (t = 4.075; p < 0.001), with the regression equation Y = 37.570 + 0.378X and R² = 0.174. Novelty: CTC provides a systematic, collaborative, reflective, and data-driven approach to academic supervision, contributing 17.4% to teachers’ instructional quality.
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