The Relationship of School Principal Supervision and Achievement Motivation with the Pedagogic Competence of Teachers Of State Junior High School In East Binjai

Abstract

This study aims to determine: (1) the relationship between the principal's supervision and the teacher's pedagogic competence; (2) the relationship between achievement motivation and teacher pedagogic competence; and (3) the relationship between Principal Supervision and achievement motivation with teachers' pedagogical competence. The research subjects were teachers of SMP Negeri Se- Binjai Timur with a total sample of 118 people. Sampling was done by proportionate random sampling. The research method is descriptive which aims to obtain information about a symptom in the study. Before this research was conducted, the research instrument was first tested, followed by validity and reliability tests. The valid teacher Pedagogic Competency questionnaire instrument obtained 25 items out of 30 tested questionnaires, and has a reliability of 0.90. The valid principal supervision questionnaire instrument obtained 26 items out of 30 tested questionnaires, and the reliability coefficient was 0.88. The valid achievement motivation questionnaire instrument obtained 26 items out of 30 tested questionnaires, and the reliability coefficient was 0.88. Based on the hypothesis testing, it can be concluded: (1) there is a significant relationship between the supervision of the principal and the teacher's pedagogical competence of ry1.2 = 0.54 > rtable = 0.18 and tcount = 7.19 > ttable = 1.65; (2) there is a significant relationship between achievement motivation and teacher pedagogical competence of ry2.1 = 0.31 > r table = 0.18 and t count = 3.67 > t table = 1.65; and (3) there is a significant relationship between principal supervision and achievement motivation with teacher pedagogic competence of Ry(12) = 0.68 > rtable = 0.18 and Fcount = 48.37 > Ftable = 3.23. The results showed that the principal's supervision and achievement motivation together contributed 46% to the teacher's pedagogic competence, and the rest was determined by other conditions.