The Effect of Communication and Academic Supervision on Teacher Performance in Palembang City

Mardalena Mardalena

Authors

Mardalena Mardalena Universitas PGRI Palembang Author

Keywords:

principal communication, academic supervision, teacher performance, instructional leadership, primary school

Abstract

This study examines the influence of principal communication and academic supervision on the performance of primary school teachers in Palembang City. A quantitative method with a correlational design was employed. The population consisted of public primary school teachers in Palembang, and the sample was determined through proportional random sampling. Data were collected using a closed-ended Likert-scale questionnaire and analyzed through multiple linear regression to determine the relationships among variables. The findings reveal that principal communication has a positive and statistically significant effect on teacher performance. Academic supervision conducted in a structured and continuous manner also significantly contributes to improving teacher performance. Simultaneously, both variables provide a meaningful contribution to teacher performance. These results highlight the strategic role of effective leadership communication and systematic academic supervision in fostering teacher professionalism and enhancing performance in primary schools.

References

Awam, R., Rifma, H., Hadiyanto, H., & Sabandi, A. (2023). The contribution of principal's academic supervision and pedagogical competence to teacher performance. Indonesian Research Journal in Education, 7(2), 529–544. https://doi.org/10.22437/irje.v7i2.31476

Bellibaş, M. Ş., & Liu, Y. (2019). The effects of principals’ perceived instructional and distributed leadership practices on teacher self-efficacy and job satisfaction. Educational Management Administration & Leadership, 47(6), 945–964. https://doi.org/10.1177/1741143218776788

Bidandari, A., & Hariyati, N. (2023). Implementation of clinical supervision to improve the quality of teacher performance in the learning and teaching process. International Journal of Emerging Research and Reviews, 1(4). https://doi.org/10.56707/ijoerar.v1i4.55

Day, C., & Sammons, P. (2020). Successful school leadership. Education Development Trust Research Report.

Fatmawati. (2020). The relationship between the principal's leadership style and teachers' interpersonal communication with teacher performance at SD DDI Tolai. Jurnal Paedagogy, 7(2), 58–65. https://doi.org/10.33394/jp.v7i2.2493

Fauziah Yolviansyah, F., Hermanto, H., & Rosyidah, D. M. (2024). Academic supervision and work climate to improve primary school teacher performance. JPI (Jurnal Pendidikan Indonesia), 13(4). https://doi.org/10.23887/jpiundiksha.v13i4.79502

Gumus, S., Bellibas, M. S., Esen, M., & Gumus, E. (2020). A systematic review of studies on leadership models in educational research. Educational Management Administration & Leadership, 48(1), 25–48. https://doi.org/10.1177/1741143217745885

Hallinger, P., & Wang, W. C. (2020). Principal leadership and teacher professional learning in schools: A systematic review. Educational Management Administration & Leadership, 48(1), 56–75. https://doi.org/10.1177/1741143218764175

Harhas, S. (2024). Implementation of teacher’s performance academic supervision. PPSDP International Journal of Education, 2(2), 180–190.

Hastuti, R., Johar, P., & Taufani. (2024). Effectiveness of principals' supervision and the learning performance of high school teachers through digital-based PLC. Indonesian Research Journal in Education, 9(1). https://doi.org/10.22437/irje.v9i01.37112

Kristianingrum, S. (2024). The influence of interpersonal communication, job satisfaction, and work motivation on teacher performance. Scientific Journal of Educational Professions, 9(4), 2778–2784. https://doi.org/10.29303/jipp.v9i4.2557

Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5–22. https://doi.org/10.1080/13632434.2019.1596077

Liu, Y., Bellibaş, M. Ş., & Gümüş, S. (2021). The effect of instructional leadership on teacher self-efficacy and collective teacher efficacy. Educational Management Administration & Leadership, 49(4), 639–657. https://doi.org/10.1177/1741143220910438

Mukaromah, L. L., Wartim, W., & Putri, A. M. (2024). The effect of academic supervision on teacher performance. An-Nahdliyyah: Journal of Islamic Studies, 3(2), 206–218.

Nguyen, D., Harris, A., & Ng, D. (2020). A review of the empirical research on teacher leadership. Journal of Educational Administration, 58(1), 60–80. https://doi.org/10.1108/JEA-02-2018-0023

Nikmah, K., Amini, A., & Nurzannah, N. (2024). Effectiveness of supervision to improve teacher discipline in Islamic education learning. Islamic Management: Journal of Islamic Education Management, 7(2). https://doi.org/10.30868/im.v7i02.6503

Nursanty, D. (2021). Improving teacher performance through academic supervision and principal's interpersonal competence. PPSDP International Journal of Education, 1(2). https://doi.org/10.59175/pijed.v1i2.27

OECD. (2020). TALIS 2018 results (Volume II): Teachers and school leaders as valued professionals. OECD Publishing. https://doi.org/10.1787/19cf08df-en

Oskandar, A. A. P., Putri, D., Gustina, M., & Marini, A. (2024). Analysis of the relationship between principal interpersonal communication and teacher performance. Scholar: Journal of Education and Teaching, 2(6), 184–189.

Pangestu, F. A., & Wijayanti, W. (2025). Examining teacher performance from the perspective of principal academic supervision, work environment, and compensation. Indonesian Journal of Educational Development, 6(2), 575–590. https://doi.org/10.59672/ijed.v6i2.4735

Paswan, A., Meirawan, D., Saton, D., & Sutarsih, C. (2025). The role of digital supervision in enhancing teacher performance in Indonesian secondary education. Indonesian Research Journal in Education, 9(1), 495–508. https://doi.org/10.22437/irje.v9i01.44664

Prasojo, L. D., & Sudrajat, A. (2021). The influence of principal leadership and supervision on teacher performance in Indonesian primary schools. Cakrawala Pendidikan, 40(3), 678–690. https://doi.org/10.21831/cp.v40i3.40114

Printy, S., & Liu, Y. (2021). Distributed leadership globally: The interactive nature of principal and teacher leadership. Journal of Educational Administration, 59(1), 34–51. https://doi.org/10.1108/JEA-08-2020-0178

Sari, R. N. (2025). The principal's academic supervision on improving teachers' performance and students' learning achievement. PPSDP International Journal of Education, 4(2), 559–567. https://doi.org/10.59175/pijed.v4i2.537

Sebastian, J., Huang, H., & Allensworth, E. (2019). Examining integrated leadership systems in high schools. Educational Administration Quarterly, 55(2), 303–339. https://doi.org/10.1177/0013161X18769045

Shaked, H. (2020). Instructional leadership and teacher performance: The mediating role of teacher empowerment. Educational Management Administration & Leadership, 48(3), 497–516. https://doi.org/10.1177/1741143218792919

Sihotang, H., & Effendi, M. (2022). The effect of instructional supervision and organizational communication on teacher performance. Jurnal Manajemen Pendidikan, 14(2), 120–132.

Sofia, S., Syaidah, S., & Shunhaji, A. (2023). Principal's effective communication and teacher performance: A classroom perspective. Kelola: Journal of Educational Management, 10(2), 101–114. https://doi.org/10.24246/j.jk.2023.v10.i2.p101-114

Supovitz, J. (2019). Teacher collaboration and instructional improvement. Teachers College Record, 121(6), 1–40.

Syukri, M. Z., Viona, E., & Utama, H. B. (2023). The impact of academic supervision on teacher professionalism in improving educational quality. PPSDP International Journal of Education, 2(1). https://doi.org/10.59175/pijed.v2i1.49

Toropova, A., Myrberg, E., & Johansson, S. (2021). Teacher job satisfaction: The importance of school working conditions and teacher characteristics. Educational Review, 73(1), 71–97. https://doi.org/10.1080/00131911.2019.1705247

Wardani, R. K., Rahmawati, D., & Santosa, H. (2023). The role of academic supervision and communication on teacher performance. Journal of Educational Research and Evaluation, 5(2). https://doi.org/10.23887/jere.v5i2.30212

Yıldırım, K. (2021). The relationship between school principals’ communication skills and teachers’ organizational commitment. International Journal of Educational Leadership and Management, 9(2), 142–165. https://doi.org/10.17583/ijelm.2021.5654

Zheng, X., Yin, H., & Liu, Y. (2022). The effects of principal instructional leadership on teacher professional learning and performance. Frontiers in Psychology, 13, 875234. https://doi.org/10.3389/fpsyg.2022.875234

Zhang, T., & Sun, B. (2023). Instructional leadership, teacher collaboration, and teacher performance: Evidence from secondary schools. School Effectiveness and School Improvement, 34(2), 210–228. https://doi.org/10.1080/09243453.2022.2141234