A Quantitative Ex Post Facto Study on the Influence of Academic Supervision and Principal Motivation on Teacher Discipline
DOI:
https://doi.org/10.52690/jswse.v8i1.1650Keywords:
Academic Supervision, Educational Management, Principal Motivation, Public Senior High School, Teacher Work DisciplineAbstract
This article examines the influence of academic supervision and principal motivation on teachers’ work discipline at SMA Negeri 1 Semendawai Barat, Ogan Komering Ulu Timur, South Sumatra. The study was developed from a quantitative ex post facto thesis using saturated sampling involving all 41 teachers at the school. Data were collected through closed questionnaires supported by interview and documentation data. Academic supervision was measured through harmonious relationships, needs analysis, strategy and media development, and evaluation or revision. Principal motivation was measured through achievement, affiliation, and power needs, while teacher work discipline was measured through punctuality, facility use, responsibility, and obedience to school rules. The instruments were valid and reliable, with Cronbach’s Alpha values of 0.980 for academic supervision, 0.978 for principal motivation, and 0.969 for teacher work discipline. The results show that academic supervision has a significant effect on teachers work discipline, with a reported contribution of 26.2%. Principal motivation also has a significant effect, with a reported contribution of 36.9%. Simultaneously, academic supervision and principal motivation have a significant influence on teachers work discipline, with a reported F value of 14.903 and a simultaneous contribution of 29.6%. These findings indicate that teacher discipline improves when principals provide systematic academic guidance and maintain motivational leadership. The study recommends that principals develop supervision programs that are collegial, constructive, and integrated with continuous motivation strategies.
References
Abedi, E. A. (2024). Tensions between technology integration practices of teachers and ICT in education policy expectations: implications for change in teacher knowledge, beliefs and teaching practices. Journal of Computers in Education, 11(4), 1215–1234. https://doi.org/10.1007/s40692-023-00296-6
Aljumah, A. (2023). The impact of extrinsic and intrinsic motivation on job satisfaction: The mediating role of transactional leadership. Cogent Business and Management, 10(3). https://doi.org/10.1080/23311975.2023.2270813
Amani, J., Myeya, H., & Mhewa, M. (2022). Understanding the Motives for Pursuing Postgraduate Studies and Causes of Late Completion: Supervisors and Supervisees’ Experiences. SAGE Open, 12(3). https://doi.org/10.1177/21582440221109586
Bocquier, A., Branchereau, M., Gauchet, A., Bonnay, S., Simon, M., Ecollan, M., Chevreul, K., Mueller, J. E., Gagneux-Brunon, A., & Thilly, N. (2023). Promoting HPV vaccination at school: a mixed methods study exploring knowledge, beliefs and attitudes of French school staff. BMC Public Health, 23(1), 1–11. https://doi.org/10.1186/s12889-023-15342-2
Chicco, D., Tötsch, N., & Jurman, G. (2021). The matthews correlation coefficient (Mcc) is more reliable than balanced accuracy, bookmaker informedness, and markedness in two-class confusion matrix evaluation. BioData Mining, 14, 1–22. https://doi.org/10.1186/s13040-021-00244-z
Cook, D. (2020). The freedom trap: digital nomads and the use of disciplining practices to manage work/leisure boundaries. In Information Technology and Tourism (Vol. 22, Number 3). Springer Berlin Heidelberg. https://doi.org/10.1007/s40558-020-00172-4
Ding, W., Chen, J., Liu, J., Lin, B., Li, S., Li, F., Guo, J., Li, Y., & Li, J. (2022). Development and validation of the Health Education Adherence Scale for Stroke Patients: a cross-sectional study. BMC Neurology, 22(1), 1–15. https://doi.org/10.1186/s12883-022-02597-2 Source: SPSS 26 output processed from the thesis
Esterhazy, R., de Lange, T., Bastiansen, S., & Wittek, A. L. (2021). Moving Beyond Peer Review of Teaching: A Conceptual Framework for Collegial Faculty Development. In Review of Educational Research (Vol. 91, Number 2). https://doi.org/10.3102/0034654321990721
Guay, F. (2022). Applying Self-Determination Theory to Education: Regulations Types, Psychological Needs, and Autonomy Supporting Behaviors. Canadian Journal of School Psychology, 37(1), 75–92. https://doi.org/10.1177/08295735211055355
Gudeta, D. (2022). Professional development through reflective practice: The case of Addis Ababa secondary school EFL in-service teachers. Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2022.2030076
He, P., Guo, F., & Abazie, G. A. (2024). School principals’ instructional leadership as a predictor of teacher’s professional development. Asian-Pacific Journal of Second and Foreign Language Education, 9(1). https://doi.org/10.1186/s40862-024-00290-0
Hennink, M., & Kaiser, B. N. (2022). Sample sizes for saturation in qualitative research: A systematic review of empirical tests. Social Science and Medicine, 292, 114523. https://doi.org/10.1016/j.socscimed.2021.114523
Holst, J. (2023). Towards coherence on sustainability in education: a systematic review of Whole Institution Approaches. Sustainability Science, 18(2), 1015–1030. https://doi.org/10.1007/s11625-022-01226-8
Ibrahim, A., & El Zataari, W. (2020). The teacher–student relationship and adolescents’ sense of school belonging. International Journal of Adolescence and Youth, 25(1), 382–395. https://doi.org/10.1080/02673843.2019.1660998
Jerrim, J., & Sims, S. (2022). School accountability and teacher stress: international evidence from the OECD TALIS study. Educational Assessment, Evaluation and Accountability, 34(1), 5–32. https://doi.org/10.1007/s11092-021-09360-0
Kim, J., Lee, H., & Cho, Y. H. (2022). Learning design to support student-AI collaboration: perspectives of leading teachers for AI in education. In Education and Information Technologies (Vol. 27, Number 5). Springer US. https://doi.org/10.1007/s10639-021-10831-6
Koay, J. (2023). Self-directed professional development activities: An autoethnography. Teaching and Teacher Education, 133(August), 104258. https://doi.org/10.1016/j.tate.2023.104258
Latan, H., Chiappetta Jabbour, C. J., Lopes de Sousa Jabbour, A. B., & Ali, M. (2023). Crossing the Red Line? Empirical Evidence and Useful Recommendations on Questionable Research Practices among Business Scholars. Journal of Business Ethics, 184(3), 549–569. https://doi.org/10.1007/s10551-021-04961-7
Maros, M., Korenkova, M., Fila, M., Levicky, M., & Schoberova, M. (2023). Project-based learning and its effectiveness: evidence from Slovakia. Interactive Learning Environments, 31(7), 4147–4155. https://doi.org/10.1080/10494820.2021.1954036
Osher, D., Cantor, P., Berg, J., Steyer, L., & Rose, T. (2020). Drivers of human development: How relationships and context shape learning and development1. Applied Developmental Science, 24(1), 6–36. https://doi.org/10.1080/10888691.2017.1398650
Pearce, N., Monks, H., Alderman, N., Hearn, L., Burns, S., Runions, K., Francis, J., & Cross, D. (2024). ‘It’s All About Context’: Building School Capacity to Implement a Whole-School Approach to Bullying. International Journal of Bullying Prevention, 6(1), 53–68. https://doi.org/10.1007/s42380-022-00138-6
Rohim, S., Surip, M., Lubis, M. J., & Fardian Gafari, M. O. (2023). Leadership contribution and organizational commitment on the work achievement of the school principals and teachers in high schools in Medan. Cogent Education, 10(2). https://doi.org/10.1080/2331186X.2023.2239595
Sweet, J. J., Klipfel, K. M., Nelson, N. W., & Moberg, P. J. (2021). Professional practices, beliefs, and incomes of U.S. neuropsychologists: The AACN, NAN, SCN 2020 practice and “salary survey.” Clinical Neuropsychologist, 35(1), 7–80. https://doi.org/10.1080/13854046.2020.1849803
Veletić, J., Price, H. E., & Olsen, R. V. (2023). Teachers’ and principals’ perceptions of school climate: the role of principals’ leadership style in organizational quality. In Educational Assessment, Evaluation and Accountability (Vol. 35, Number 4). Springer Netherlands. https://doi.org/10.1007/s11092-023-09413-6
Weckroth, M., & Kemppainen, T. (2023). Rural conservatism and the urban spirit of capitalism? On the geography of human values. Regional Studies, 57(9), 1747–1768. https://doi.org/10.1080/00343404.2022.2151582
Welsh, R. O. (2024). Administering Discipline: An Examination of the Factors Shaping School Discipline Practices. Education and Urban Society, 56(7), 847–880. https://doi.org/10.1177/00131245231208170
Yang, Y., Wang, L., Yang, F., Hu, N., & Liang, L. (2021). Evaluation of the coordination between eco-environment and socioeconomy under the “Ecological County Strategy” in western China: A case study of Meixian. Ecological Indicators, 125. https://doi.org/10.1016/j.ecolind.2021.107585
Zhang, X., Admiraal, W., & Saab, N. (2021). Teachers’ motivation to participate in continuous professional development: relationship with factors at the personal and school level. Journal of Education for Teaching, 47(5), 714–731. https://doi.org/10.1080/02607476.2021.1942804
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Yushartina Yushartina, Bukman Lian, Mahasir Mahasir
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
