The Role of the Principal's Academic Supervision and Teacher Work Motivation in Improving Teacher Professionalism at SMKN 7 Manado

Abstract

This study aims to analyze the influence of the principal's academic supervision and teacher work motivation on teacher professionalism, both partially and simultaneously, at SMK Negeri 7 Manado. This study used a quantitative approach with multiple linear regression analysis. The population and sample were all 38 teachers at SMK Negeri 7 Manado, using a census sampling technique. Data were collected through questionnaires and analyzed using the classical assumption test, t-test, F-test, and coefficient of determination (R²) using SPSS. The results showed that: (1) the principal's academic supervision had a significant effect on teacher professionalism with a significance value of 0.039 < 0.05, but with a negative direction of the effect, indicating that the implementation of supervision has not fully shifted from an evaluative paradigm to a continuous professional development approach; (2) teacher work motivation had a significant effect on teacher professionalism with a significance value of 0.026 < 0.05, with a negative direction of the effect reflecting the dominance of extrinsic motivation over intrinsic motivation in developing teacher professional competence; (3) The principal's academic supervision and teacher work motivation simultaneously have a significant effect on teacher professionalism, with a calculated F-value of 4.737 and a significance level of 0.015 < 0.05. The Adjusted R² value of 0.168 indicates that these two variables contribute 16.8% to the variation in teacher professionalism, while 83.2% is influenced by factors outside this research model. This study recommends transforming the academic supervision approach from an inspection model to a dialogic and reflective coaching model, as well as strengthening teacher intrinsic motivation by providing professional autonomy and creating a collaborative culture in the school environment.