Situational Leadership Management of School Principals Through Academic Supervision in Improving Teacher Performance
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Abstract
Improving teacher performance is a key factor in achieving quality basic education, which is greatly influenced by the effectiveness of the principal's leadership, particularly through the implementation of situational leadership and academic supervision. This study aims to analyze the principal's situational leadership management through academic supervision, its supporting and inhibiting factors, and its impact on improving teacher performance at SDN Palasari, Cianjur Regency, and SDN Pangestu, Sukabumi Regency. This study uses a qualitative approach with a case study method. Data collection techniques were carried out through in-depth interviews, observations, and documentation studies, with the research subjects being the principal and teachers. Data analysis was carried out through the stages of data reduction, data presentation, and drawing conclusions. The results of the study indicate that SDN Palasari implements structured and scheduled academic supervision, which has an impact on improving teacher regularity and discipline, although it still tends to be top-down. Meanwhile, SDN Pangestu implements collaborative and reflective learning community-based academic supervision, which has an impact on increasing teacher motivation and professional development, but is not yet supported by an optimal control system. The conclusion of this study indicates that the principal's situational leadership management through academic supervision is effective in improving teacher performance if it balances structural and collaborative approaches according to the teacher's needs and readiness.
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