International Journal of Educational Management and Innovation

Academic Supervision as an Instructional Leadership Process: Evidence from Early Childhood Education in Indonesia

2026-08-05T07:19:20+00:00

Background/purpose. Academic supervision is widely recognized as a strategic mechanism for improving teacher professionalism and instructional quality. Nevertheless, in many early childhood education (ECE) settings, supervision continues to be implemented primarily as an administrative obligation rather than as a continuous professional learning process. This study aims to examine how academic supervision is enacted as an instructional leadership practice in ECE by exploring its implementation processes, challenges, and contributions to teachers’ professional practices.

Materials/methods. This study employed a qualitative multiple-case study design involving eight kindergartens in Kendari City, Indonesia. Data were collected through in-depth interviews, classroom observations, and document analysis. The data were analyzed using within-case and cross-case analysis to identify recurring patterns and contextual differences across cases.

Results. The findings reveal that the effectiveness of academic supervision is determined less by school status than by principals’ instructional leadership, the quality of interpersonal relationships, and the consistency of follow-up mentoring. Public kindergartens tend to exhibit stronger formal supervisory structures, whereas private kindergartens demonstrate greater relational flexibility in supervisory practices. Academic supervision that integrates reflective dialogue, emotional support, classroom feedback, and sustained mentoring contributes to meaningful improvements in teachers’ instructional practices and professional development.

Conclusion. Effective academic supervision in ECE extends beyond administrative compliance and functions as an instructional leadership process that promotes continuous teacher learning. Integrative supervision characterized by reflective collaboration, supportive relationships, and ongoing mentoring strengthens teacher professionalism and enhances the quality of classroom instruction across both public and private kindergarten contexts.

Determinants of Teacher Performance: An Analysis of the Influence of Principal Leadership and School Culture in Public Junior High Schools in Indramayu Regency

2026-08-03T02:04:49+00:00

Background/purpose. Teacher performance is an important organizational factor in achieving effective educational delivery and school goals. This study aims to examine the statistical relationships of principal leadership and school culture with teacher performance and to identify the relative contribution of each factor in public junior high schools in Losarang District, Indramayu Regency.

Materials/methods. This study employed a quantitative cross-sectional design. The population consisted of 84 teachers from four public junior high schools, and a census sampling technique was used. Data were collected through a structured questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS. The analysis included measurement model evaluation, structural model assessment, effect-size analysis, predictive relevance, and bootstrapping for hypothesis testing.

Results. The findings revealed that principal leadership was positively and significantly associated with teacher performance (β = 0.279; t = 2.434; p = 0.015), while school culture demonstrated a stronger positive and significant association with teacher performance (β = 0.641; t = 5.638; p < 0.001). The effect-size analysis further showed that principal leadership had a small effect (f² = 0.084), whereas school culture had a large effect (f² = 0.444). The model explained 80.3% of the variance in teacher performance (R² = 0.803) and demonstrated predictive relevance (Q² = 0.410).

Conclusion. Both principal leadership and school culture are significant predictors of teacher performance within the studied population, but school culture makes a substantially greater statistical contribution than principal leadership. The findings suggest that efforts to improve teacher performance should integrate effective principal leadership with the deliberate development of a collaborative, professional, and quality-oriented school culture.