THE RELATIONSHIP BETWEEN ACADEMIC SUPERVISION AND PRINCIPAL LEADERSHIP STYLE ON TEACHER PERFORMANCE IN PUBLIC ELEMENTARY SCHOOLS IN BANGKO DISTRICT

Abstract

Teacher performance is a critical component in determining the quality of education, particularly at the elementary school level. However, several issues related to academic supervision, school principals’ leadership styles, and teacher performance are still found in the public elementary schools of Bangko District, Rokan Hilir Regency. This study aims to analyze the influence of academic supervision and school principals’ leadership styles on teacher performance in public elementary schools in Bangko District. The research employed a quantitative approach with a correlational method. The population consisted of all teachers from two public elementary schools SDN 005 Bagan Barat and SDN 003 Bagan Hulu which were also used as the research sample through a census technique. Data were collected using a Likert-scale questionnaire and analyzed using descriptive statistics, normality testing, linearity testing, correlation testing, and multiple linear regression. The results indicate that academic supervision has a significant effect on teacher performance. The school principals’ leadership style also significantly influences teacher performance. Simultaneously, both academic supervision and leadership style contribute meaningfully to improving teacher performance. These findings emphasize that strengthening academic supervision and applying effective leadership styles are essential strategies for enhancing teacher performance.