STRATEGI SUPERVISI KEPALA SEKOLAH DALAM MENINGKATKAN KINERJA GURU DI SEKOLAH DASAR MUHAMMADIYAH SOKONANDI YOGYAKARTA

Alifia Salma, NIM.: 22104090004 (2026) STRATEGI SUPERVISI KEPALA SEKOLAH DALAM MENINGKATKAN KINERJA GURU DI SEKOLAH DASAR MUHAMMADIYAH SOKONANDI YOGYAKARTA. Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

The Principals play a strategic role in improving the quality of education in schools, one of which is through academic supervision of teachers. Academic supervision is a coaching effort carried out by principals to help teachers improve their professional and pedagogical competencies, as well as the quality of classroom learning. Through planned and ongoing supervision, principals can monitor the learning process, provide guidance, and evaluate teacher performance. Therefore, an appropriate supervision strategy is essential so that supervision activities are not merely administrative but also have a real impact on improving teacher performance. The purpose of this study is to analyze principal's supervision strategy in improving teacher performance at Muhammadiyah Sokonandi Elementary School, Yogyakarta. This study employed a qualitative approach with data collection techniques including interviews, observation, and documentation. Informants were selected through purposive and snowball sampling techniques, with subjects meeting the principles of knowing, understanding, and directly experiencing the implementation of academic supervision. Data analysis was conducted through data condensation, data presentation, and conclusion drawing. Data validity was tested through source and technique triangulation. The results of the study indicate that the principal's supervision strategy in improving teacher performance is carried out through a 5P strategy approach, namely Plan, Ploy, Pattern, Position, and Perspective. This strategy contributes to improving teacher performance in aspects of work quality, work quantity, timeliness, work effectiveness, academic supervision needs, and interpersonal influence. There are supporting factors in the form of cooperation between teachers and school development programs, while inhibiting factors include the principal's limited time, the large number of teachers and classes, and differences in teacher abilities and experience.

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