Volume 7 Number 2 .
May-August 2025
Page: 545-565
E-ISSN: 2656-4491
P-ISSN: 2656-4548
DOI: 10.
37680/scaffolding.
THE INFLUENCE OF PRINCIPALAoS ACADEMIC SUPERVISION.
THE ROLE OF MOTIVATOR TEACHERS.
AND TEACHERSAo WORK DISCIPLINE ON SCHOOL
QUALITY AT PUBLIC ELEMENTARY SCHOOLS
Au Memik Nor Fadilah1.
Maryanto2.
Ngasbun Egar3 123Universitas PGRI Semarang.
Indonesia Correspondence Email.
memoafaradila@gmail.
Submitted: 22/02/2025 Revised: 10/04/2025 Abstract This study aims to examine the influence of principal academic supervision, the role of teacher leaders (Guru Penggera.
, and teacher work discipline on the quality of elementary schools in Gunungpati District.
Semarang City.
Employing a quantitative approach with an ex post facto method and correlational design, the research involved a total population of 270 public elementary school teachers across 32 schools.
A sample of 161 teachers was selected through proportional random Data were collected using a closed-ended questionnaire measured on a Likert scale and tested for validity and reliability using SPSS software.
Data analysis techniques included prerequisite tests .
ormality, linearity, multicollinearity, and heteroscedasticit.
and hypothesis testing through multiple linear regression The findings indicate that principal academic supervision significantly influenced school quality with a contribution of 65.
the role of teacher leaders and teacher work discipline contributed 59.
Simultaneously, the three variables accounted for 75.
5% of the variance in school quality.
These results demonstrate that internal school factors play a crucial role in achieving educational quality.
The study underscores the importance of optimizing the principal's supervisory role, strengthening teacher leadership capacity, and fostering a disciplined work culture among teachers.
The findings provide empirical evidence that can inform policy and strategic decisions to improve school quality at the institutional and systemic levels.
Academic Supervision.
Elementary School.
School Quality.
Teacher Leaders.
Work Discipline.
Keywords Accepted: 09/06/2025 Published: 03/08/2025 A 2025 by the authors.
This is an open access publication under the terms and conditions of the Creative Commons Attribution-NonCommercial 4.
0 International License (CC BY NC) license .
ttps://creativecommons.
org/licenses/by-nc/4.
0/).
Published by Institut Agama Islam Sunan Giri (INSURI) Ponorogo.
Indonesia Accredited Sinta 2 Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme INTRODUCTION Education quality is the fundamental foundation for achieving national development goals.
It not only promotes individual welfare but also accelerates economic growth and social transformation (Siahaan et al.
, 2023.
Fatimah & Rosyidah, 2.
To address this, the Ministry of Education and Culture of Indonesia introduced several strategic policies, including the National Assessment, as regulated in Permendikbud No.
17 of 2021 (Indahri, 2021 .
Mujiburrahman et al.
The assessment aims to enhance school quality by focusing on literacy, numeracy, and character development (Mustapa, 2024 .
Muliantara & Suarni, 2.
This National Assessment evaluates school quality through three main instruments: the Minimum Competency Assessment (AKM), the Character Survey, and the Learning Environment Survey (Syamsuddin & Harianto, 2023.
Nur Laksmi Astutiningtyas & Kusumaningsih, 2.
serves not only as a measure of student achievement but also as a feedback mechanism to improve educational practices and school climate (Rubiherlan et al.
, 2.
The resulting Education Report Card becomes a strategic tool for schools and policymakers to design data-driven improvement plans (Siahaan et al.
, 2.
However, despite these well-intentioned efforts, there remains a significant gap between national policy ideals and their practical implementation.
A preliminary study conducted in Gunungpati District revealed several challenges hindering school quality, such as teacher shortages, disproportionate workloads, and low instructional commitment.
These issues are worsened by a limited understanding of the Merdeka Curriculum and ineffective academic supervision by school Many educators are unfamiliar with the curriculum's pedagogical foundation, leading to compliance-focused rather than transformative practices.
The implementation of academic supervisionAia mechanism meant to ensure instructional qualityAihas also fallen short of expectations (Fahmi Addini et al.
, 2.
Rather than being reflective and developmental, supervision activities are often procedural, focusing on documentation with minimal impact on teaching improvement.
Although planning, execution, and follow-up stages are rated AugoodAy on paper, they rarely translate into real pedagogical change.
In parallel, the Human Resource Development policy through the Guru Penggerak programAi designed to cultivate teacher leadership and promote learning communitiesAihas not met its full potential (Siregar et al.
, 2.
These motivator teachers are expected to be change agents who foster sustainable learning ecosystems.
Yet, in practice, their engagement in collaborative teaching and The Influence of PrincipalAos Academic Supervision, the Role of Motivator A (Memik Nor Fadila.
peer mentoring remains low.
Their role-model behavior in discipline, professional growth, and knowledge sharing is still limited.
Teacher work discipline also plays a critical role in shaping school quality (Lestari Prasilowati, 2.
Issues such as tardiness, lack of student mentoring, disengagement from scientific activities, and poor utilization of certification incentives are widespread.
These behaviors contradict the professional expectations set by national education reforms and undermine efforts toward quality improvement.
Scholarly evidence reinforces the importance of aligning inputs, processes, and outputs in educational institutions.
Research by Suwartini & Sutama .
emphasizes that any imbalance across these components reduces overall school performance.
This aligns with quality management theory, which views the relationship between inputs .
eachers, infrastructur.
, processes .
eaching strategie.
, and outputs .
tudent achievemen.
as the cornerstone of institutional success (Santosa et , n.
Furthermore.
Fitriyanti & Sholeh .
further argue that school leadership, particularly in curriculum design and supervision, is crucial for effective quality control.
Similarly.
Mushthofa et al.
highlight the role of resource accountability in achieving sustainable school Regarding the Merdeka Curriculum, research by Negeri & Sumatera Selatan .
points to the critical role of school committees and community involvement in supporting implementation success.
In the context of quality management.
Muflihah & Khofya Haqiqi .
also stated that inputAeprocessAeoutput-based control measures significantly improve the quality of secondary education, which is relevant to be adapted at the elementary level.
Thus, although various studies provide strong insights into the role of inputs, processes, outputs, leadership, and resource management in education quality, there remains a significant research gap.
One such gap is the lack of empirical studies that simultaneously examine three internal factors: principal academic supervision, the role of Guru Penggerak, and teacher work discipline, particularly in the context of implementing the Merdeka Curriculum in elementary This study aims to fill that gap by providing integrated and contextual empirical evidence.
Based on these conditions, this research is both important and relevant as it seeks to address the gap between system idealism and empirical realities in public elementary schools in the Gunungpati District.
This study also strengthens the theoretical discourse on the importance of school governance based on professionalism and collaboration within learning communities.
Theoretically.
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme the results of this research are expected to enrich the body of knowledge in the field of educational management, particularly regarding instruments for improving the quality of elementary schools.
Practically, the findings can serve as a basis for decision-making by principals, education offices, and other stakeholders in formulating more adaptive and solution-oriented policies to address fieldrelated challenges.
Therefore, the objective of this research is to investigate the influence of principal academic supervision, the role of Guru Penggerak, and teacher work discipline on the quality of public elementary schools in Gunungpati District.
Semarang City.
The significance of this study lies in its effort to link these variables into an integrative model that is expected to provide a more comprehensive and applicable solution to address school quality issues.
METHOD
This study employs a quantitative approach with an ex post facto method, which is a type of research aimed at identifying causal relationships based on events that have already occurred (GyuNGynR & GEyNKL, 2.
This approach is used because the researcher does not administer any direct treatment to the variables, but instead observes the influence of independent variables on the dependent variable as they naturally occur (Client et al.
, 2.
The focus of this research is to examine the influence of the principalAos academic supervision, the role of Guru Penggerak (Motivator Teacher.
, and teacher work discipline on the quality of elementary schools in the Gunungpati District.
Semarang City.
The research was conducted from January to July 2025 across 32 public elementary schools located in Gunungpati District.
Semarang City.
Central Java Province.
IndonesiaAian area characterized by a mix of urban and peri-urban communities with diverse socio-cultural The total population included 270 teachers, from which a sample of 161 teachers was selected using SlovinAos formula and proportional random sampling technique.
The research design applied is a non-experimental correlational design, in which the researcher maps the relationships among variables without any manipulation or specific treatment (Mursyd et al.
, 2.
In this design, school quality (Y) is the dependent variable, which is influenced by three independent variables: the principalAos academic supervision (X.
, the role of Guru Penggerak (X.
, and teacher work discipline (X.
To measure each variable, a questionnaire instrument was used, developed based on theoretical and operational indicators, and tested for validity and The Influence of PrincipalAos Academic Supervision, the Role of Motivator A (Memik Nor Fadila.
reliability using SPSS software (Hardani MSi et al.
, 2.
Primary data were collected directly from 161 public elementary school teachers in Gunungpati District.
Semarang City, through a structured, closed-ended questionnaire using a Likert scale.
Secondary data were obtained from official documents provided by the Education Office of Semarang City, school profiles, and relevant government regulations.
The inclusion of both primary and secondary data strengthens the empirical foundation of this study and ensures the validity of the conclusions drawn.
Presenting these data sources transparently and systematically enables readers to verify the accuracy of the arguments and assess whether the data used are representative and aligned with the research objectives stated at the beginning of the article.
The data analysis techniques used include prerequisite tests .
ormality, linearity, multicollinearity, and heteroscedasticit.
, followed by simple linear regression, multiple linear regression, the coefficient of determination test (RA), and Pearson Product-Moment correlation to determine the strength and direction of the relationships among variables (Yam & Taufik, 2.
The conceptual design of this study is illustrated as follows:
Academic Supervision The Role of Guru Penggerak .
otivator school quality Teacher Work Discipline Figure 1.
Diagram of Conceptual Framework The diagram shows that the three independent variables (X1.
X2, and X.
are assumed to influence the dependent variable (Y), which is school quality.
This design supports the correlational approach, aiming to identify the extent and significance of the relationships among these variables within the context of primary education.
Based on the research objectives and framework, this study formulated four hypotheses to be tested Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme HCA: There is a significant influence of principal academic supervision on the quality of public elementary schools in Gunungpati District.
Semarang City.
HCC: There is a significant influence of the role of Guru Penggerak .
eacher leader.
on school quality in the same context.
HCE: There is a significant influence of teacher work discipline on the quality of public elementary HCE: There is a simultaneous and significant influence of principal academic supervision, the role of Guru Penggerak, and teacher work discipline on school quality.
These hypotheses were developed to empirically verify the theoretical assumption that internal school factors, particularly those related to instructional leadership, teacher empowerment, and professional ethics, have a measurable impact on school quality.
The hypothesis testing in this study was conducted using simple and multiple linear regression analysis, enabling the researcher to assess both partial and simultaneous relationships among the variables under investigation.
FINDINGS AND DISCUSSION
Findings Data Description Based on descriptive analysis of responses from 161 elementary school teachers in Gunungpati District, all four research variables, academic supervision, the role of Guru Penggerak, teacher work discipline, and school quality, fall into the moderate category.
Academic supervision had a mean score of 120.
09, with 40.
3% of teachers rating it as low or very low, indicating inconsistency and the need for more effective implementation across schools.
The role of Guru Penggerak scored an average of 120.
20, yet a notable portion of teachers .
still rated it low or very low, suggesting its transformational role in improving learning is not yet fully realized.
Teacher work discipline averaged 118.
36, also in the moderate range, but 21.
8% of responses indicated low or very low discipline, reflecting a need to reinforce professional ethics and School quality, the dependent variable, had a mean of 128.
66, with over a third of teachers perceiving it as low or very low, likely influenced by variation in the three contributing factors.
The Influence of PrincipalAos Academic Supervision, the Role of Motivator A (Memik Nor Fadila.
Overall, the results indicate that while the internal factors show moderate performance, improvements are necessary to elevate the overall quality of education in a consistent and sustainable manner.
Dimension Test Results The dimensional analysis of each variable in this study, conducted using factor analysis (Sawji et al.
, 2.
, shows that the components within each construct contribute unequally to the overall variable.
For the school quality variable, which comprises five dimensions, the dimension of school learning emerged as the most dominant with an extraction value of 0.
1%), while school accountability contributed the least at 0.
3%).
This indicates that teachers perceive the quality of the learning process as the core indicator of overall school quality.
In the case of the principalAos academic supervision, follow-up activities were found to contribute the most significantly to the construct, with a value of 0.
1%).
In contrast, the implementation dimension only accounted for 0.
9%), suggesting that many supervisory activities are conducted in a procedural manner without sufficient impact on improving teaching and learning processes.
The role of Guru Penggerak also showed varied contributions across its dimensions.
The highest contribution came from the dimension of building collaborative efforts .
819 or 81.
9%),
reinforcing the notion that teacher collaboration is a central force in educational transformation.
Meanwhile, fostering a learning ecosystem was the least contributing dimension, with a relatively low value of 0.
9%), reflecting a gap in internalizing long-term, sustainable learning culture among motivator teachers.
For teacher work discipline, the execution of tasks had the most substantial contribution .
751 or 75.
1%), highlighting that responsibility in performing both instructional and administrative duties is central to discipline.
Conversely, work ethics had the lowest contribution at 0.
3%),
pointing to a need for improvement in professional conduct and interpersonal behavior within the school environment.
Overall, the findings of this dimensional analysis suggest that while some components of each variable are functioning well, others remain weak and require targeted development.
Addressing these weaker dimensions is crucial to improving the overall quality of education in public elementary schools in Gunungpati District.
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Regression Requirement Test Results Before performing data analysis, the implementation of both simple and multiple linear regression analysis in hypothesis testing requires several assumptions to be met, namely data normality, linearity, multicollinearity, and heteroscedasticity (Rizky et al.
, 2.
(Sugiyanto et al.
Normality Test The normality test aims to determine whether the data collected from each variable is normally distributed (Silalahi et al.
, 2.
This study employed the One-Sample KolmogorovSmirnov test.
The criterion for determining normal distribution is: if the significance value (Si.
> 05, the data is normally distributed.
otherwise, it is not.
Table 1.
One-Sample Kolmogorov-Smirnov Test Variable Sig.
Value Academic Supervision Role of Guru Penggerak Teacher Work Discipline School Quality Source: SPSS Output Based on the table above, with a 5% significance level ( = 0.
, all variables have significance values greater than 0.
05, indicating that the data for academic supervision, role of Guru Penggerak, teacher work discipline, and school quality are normally distributed.
Linearity Test The linearity test is used to determine whether there is a linear relationship between the independent variables and the dependent variable (Alwy Yusuf et al.
, 2.
The decision rule is: if the significance value of the deviation from linearity > 0.
05, the relationship is linear.
otherwise, it is Table 2.
Linearity Test between Academic Supervision (X.
and School Quality (Y) Component Deviation from Linearity Sum of Squares Sig Conclusion: Since the significance value of 0.
216 > 0.
05, it can be concluded that there is a linear relationship between academic supervision and school quality.
The Influence of PrincipalAos Academic Supervision, the Role of Motivator A (Memik Nor Fadila.
Table 3.
Linearity Test between Role of Guru Penggerak (X.
and School Quality (Y) Component Deviation from Linearity Sum Squares Sig Conclusion: With a significance value of 0.
109 > 0.
05, the relationship between the role of Guru Penggerak and school quality is linear.
Table 4.
Linearity Test between Teacher Work Discipline (X.
and School Quality (Y) Component Deviation from Linearity Sum of Squares Sig Conclusion: The significance value of 0.
894 > 0.
05 confirms a linear relationship between teacher work discipline and school quality.
Multicollinearity Test The multicollinearity test examines whether there is a high correlation among independent variables (Mardiatmoko, 2.
A good regression model should not have multicollinearity.
This is assessed using Tolerance and Variance Inflation Factor (VIF) values.
Table 5.
Multicollinearity Test Variable Academic Supervision Role of Guru Penggerak Teacher Work Discipline Tolerance VIF Conclusion: Since all VIF values are less than 10 and all Tolerance values are greater than 0.
there is no indication of multicollinearity among the independent variables.
Therefore, these variables can be considered mutually independent and appropriate for inclusion in the regression Heteroscedasticity Test The heteroscedasticity test aims to determine whether there is an unequal variance of residuals across observations.
A good regression model exhibits homoscedasticity, where the residuals have constant variance (Subhaktiyasa, 2.
Table 6.
Heteroscedasticity Test Variable Sig.
Value Academic Supervision Role of Guru Penggerak Teacher Work Discipline Conclusion: All significance values are greater than 0.
05, indicating that no heteroscedasticity Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme is present in the regression model.
Hypothesis Test Results Hypothesis testing was conducted using simple and multiple linear regression analysis to facilitate data analysis.
All data processing was carried out using SPSS version 21.
0 and Microsoft Office Excel 2013 (Husdi & Dalai, 2.
The Influence of Academic Supervision on School Quality of Public Elementary Schools in Gunungpati District.
Semarang City.
The first hypothesis tested in this study is as follows:
Ha = There is an influence of academic supervision on school quality in public elementary schools in Gunungpati District.
Semarang City.
H0 = There is no influence of academic supervision on school quality in public elementary schools in Gunungpati District.
Semarang City.
The result of the Pearson product-moment correlation to determine the relationship between academic supervision and school quality is as follows:
Table 7.
Correlation between Academic Supervision and School Quality Academic Supervision School Quality (Pearson Correlatio.
Sig.
-taile.
Source: SPSS Output Based on the table above, the correlation coefficient between academic supervision and school quality is 0.
When converted according to the interpretation table (Table 3.
, it indicates a very strong relationship between academic supervision and school quality.
To determine whether the hypothesis is accepted or rejected, refer to the following coefficients table:
Table 8.
The Influence of Academic Supervision on School Quality Model (Constan.
Academic Unstandardized Coefficients (B) Std.
Error Beta Sig.
Supervision Source: SPSS Output The results from the table show that the t-value for academic supervision is 17.
362, while the t-table value is 1.
Since 17.
362 > 1.
9750 and the significance value is 0.
000 < 0.
H0 is rejected and Ha is accepted.
This means that academic supervision has a significant influence on the quality of public elementary schools in Gunungpati District.
Semarang City.
The Influence of PrincipalAos Academic Supervision, the Role of Motivator A (Memik Nor Fadila.
To determine the magnitude of the contribution, the coefficient of determination (R-square.
is used and expressed as a percentage.
Table 9.
Contribution of Academic Supervision to School Quality R Square Adjusted R Square Std.
Error of the Estimate Source: SPSS Output The result shows an R-square value of 0.
655, which means academic supervision has a strong influence on school quality.
This indicates that academic supervision contributes 65.
5% to school quality, while the remaining 34.
5% is influenced by other variables not examined in this study.
Based on Table 8, the constant coefficient is 43.
052, and the regression coefficient for academic supervision (X.
713, resulting in the following regression equation:
Y= XCA
Y = 43.
713XCA
This regression equation implies that when academic supervision equals zero, the school quality score is 43.
The positive coefficient .
indicates a positive directional relationship, meaning that every increase in academic supervision will increase school quality by 0.
Therefore, the higher the academic supervision, the higher the school quality.
The Influence of the Role of Teacher Leaders on School Quality of Public Elementary Schools in Gunungpati District.
Semarang City The second hypothesis tested in this study is as follows:
Ha = There is an influence of the role of teacher leaders on school quality in public elementary schools in Gunungpati District.
Semarang City.
H0 = There is no influence of the role of teacher leaders on school quality in public elementary schools in Gunungpati District.
Semarang City.
The result of the Pearson product-moment correlation to determine the relationship between the role of teacher leaders and school quality is as follows:
Table 10.
Correlation between the Role of Teacher Leaders and School Quality Role of Teacher Leaders School Quality (Pearson Correlatio.
Sig.
-taile.
N Source: SPSS Output Based on the table above, the correlation coefficient between the role of teacher leaders and school quality is 0.
This value indicates a strong relationship.
To verify the hypothesis, refer to the following coefficients table:
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Table 11.
The Influence of the Role of Teacher Leaders on School Quality Model (Constan.
Role of Teacher Leaders Unstandardized Coefficients (B) Std.
Error Beta Sig.
Source: SPSS Output The results show that the t-value for the role of teacher leaders is 14.
267, while the t-table value is 1.
Since 14.
267 > 1.
9750 and the significance value is 0.
000 < 0.
H0 is rejected and Ha is accepted.
This indicates that the role of teacher leaders has a significant influence on school quality in public elementary schools in Gunungpati District.
Semarang City.
To determine the magnitude of the influence, the R-squared value is used and expressed as a percentage.
Table 12.
Contribution of the Role of Teacher Leaders to School Quality R Square Adjusted R Square Std.
Error of the Estimate Source: SPSS Output The result shows an R-square value of 0.
561, meaning the role of teacher leaders contributes 1% to school quality, while the remaining 43.
9% is influenced by other variables not studied in this research.
Based on Table 11, the constant coefficient is 46.
515, and the regression coefficient for the role of teacher leaders (X.
683, resulting in the following regression equation:
Y= XCC
Y = 46.
683XCC
This equation indicates that when the role of teacher leaders equals zero, the school quality score is 46.
The positive regression coefficient .
indicates a positive directional relationship, meaning that every increase in the role of teacher leaders increases school quality by 0.
Hence, the greater the role of teacher leaders, the higher the school quality.
The Influence of Teacher Work Discipline on the Quality of Public Elementary Schools in Gunungpati District.
Semarang City The third hypothesis tested in this study is as follows:
Ha = There is an influence of teacher work discipline on the quality of public elementary schools in Gunungpati District.
Semarang City.
HCA = There is no influence of teacher work discipline on the quality of public elementary schools in Gunungpati District.
Semarang City.
The Pearson product-moment correlation coefficient was used to determine the relationship The Influence of PrincipalAos Academic Supervision, the Role of Motivator A (Memik Nor Fadila.
between teacher work discipline and school quality, as shown below:
Table 13.
Correlation between Teacher Work Discipline and School Quality Teacher Work Discipline School Quality Pearson Correlation: 0.
Sig.
-taile.
: 0.
N = 161
Source: SPSS Output Based on Table 13, the correlation coefficient between teacher work discipline and school quality is 0.
According to the interpretation table (Table 3.
, this indicates a strong relationship between teacher work discipline and school quality.
To determine whether the hypothesis is accepted or rejected, the coefficients table is examined as follows:
Table 14.
The Influence of Teacher Work Discipline on School Quality Unstandardized Coefficients Standardized Coefficients Std.
Error (Constan.
Teacher Work Discipline Model Beta Source: SPSS Output The results from Table 14 show that the t-value for teacher work discipline is 15.
198, while the t-table value is 1.
198 > 1.
, with a significance value of 0.
000 < 0.
Thus.
HCA is rejected and Ha is accepted, indicating that teacher work discipline has a significant influence on the quality of public elementary schools in Gunungpati District.
Semarang City.
To determine the magnitude of the influence of teacher work discipline on school quality, the coefficient of determination (R-squar.
is used, expressed as a percentage:
Table 15.
Contribution of Teacher Work Discipline to School Quality R Square Adjusted R Square Std.
Error of the Estimate Source: SPSS Output The results of the determination coefficient test in the table above show that the R-square value is 0.
592, indicating that teacher work discipline has a fairly strong influence on school quality.
This result means that teacher work discipline contributes 59.
2% to the quality of public elementary schools in Gunungpati District.
Semarang City, while the remaining 40.
8% may be influenced by other variables not examined in this study.
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Based on Table 14, the value of the constant coefficient is 41.
337, and the coefficient of the teacher work discipline variable (XCE) is 0.
The regression equation is as follows:
Y= XCE
Y = 41.
738XCE
The regression equation shows that teacher work discipline has a positive influence on school A unit increase in work discipline is associated with a 0.
738-point increase in school quality, indicating that better teacher discipline leads to improved school performance.
The Influence of Academic Supervision, the Role of Teacher Leaders, and Teacher Work Discipline on the Quality of Public Elementary Schools in Gunungpati District.
Semarang City.
The fourth hypothesis tested in this study is as follows:
Ha = There is an influence of academic supervision, the role of teacher leaders, and teacher work discipline on the quality of public elementary schools in Gunungpati District.
Semarang City.
HCA = There is no influence of academic supervision, the role of teacher leaders, and teacher work discipline on the quality of public elementary schools in Gunungpati District.
Semarang City.
The Pearson product-moment multiple correlation coefficient was used to determine the relationship between academic supervision, the role of teacher leaders, and teacher work discipline with school quality, as shown below:
Table 16.
Multiple Correlation R Square Adjusted R Square Std.
Error of the Estimate Square Change Change Sig.
Change 931 3 157 0.
Source: SPSS Output Based on Table 16, the correlation coefficient between academic supervision, the role of teacher leaders, and teacher work discipline with school quality is 0.
According to the interpretation table (Table 3.
, this indicates a very strong relationship.
To determine whether the hypothesis is accepted or rejected, the following ANOVA table is examined:
Table 17.
The Influence of Academic Supervision.
Role of Teacher Leaders, and Teacher Work Discipline on School Quality Source Regression Residual Total Sum of Squares 46,666.
15,175.
61,842.
Mean Square 15,555.
Sig.
Source: SPSS Output The Influence of PrincipalAos Academic Supervision, the Role of Motivator A (Memik Nor Fadila.
The results from Table 17 show that the calculated F-value is 160.
931, while the F-table value 66 .
931 > 2.
, with a significance value of 0.
000 < 0.
Therefore.
HCA is rejected and Ha is accepted, indicating that academic supervision, the role of teacher leaders, and teacher work discipline collectively have a significant influence on the quality of public elementary schools in Gunungpati District.
Semarang City.
To determine the magnitude of the contribution, the R-square value is used and expressed as a percentage:
Table 18.
Contribution of Academic Supervision.
Role of Teacher Leaders, and Teacher Work Discipline to School Quality R Square Adjusted R Square Std.
Error of the Estimate Source: SPSS Output The results of the coefficient of determination test in the table above indicate that the Rsquare value is 0.
This means that academic supervision, the role of teacher leaders, and teacher work discipline collectively contribute 75.
5% to school quality.
The remaining 24.
5% may be influenced by other variables not examined in this study.
To determine the regression equation, the coefficients table is used:
Table 19.
Coefficients of Academic Supervision.
Role of Teacher Leaders, and Teacher Work Discipline on School Quality Model (Constan.
Academic Supervision Role of Teacher Leaders Teacher Work Discipline Unstandardized Coefficients Standardized Coefficients Std.
Error Sig.
Beta Source: SPSS Output Based on Table 19, the multiple linear regression analysis results in the following regression Y= XCA XCC XCE Y = 23.
393XCA 0.
144XCC 0.
344XCE
The regression analysis shows that when all independent variablesAiacademic supervision, the role of teacher leaders, and teacher work disciplineAiare zero, the predicted school quality score Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Each variable has a positive effect on school quality: a one-unit increase in academic supervision raises the score by 0.
393, the role of teacher leaders by 0.
144, and teacher work discipline These coefficients indicate that improvements in any of these factors are directly associated with higher school quality.
Overall, the findings confirm that the quality of public elementary schools in Gunungpati District is significantly influenced by the effectiveness of academic supervision, teacher leadership, and work discipline.
The better these internal factors are managed, the higher the resulting school Ay Discussion Ay This section presents the studyAos findings on the influence of principal academic supervision, the role of teacher leaders (Guru Penggera.
, and teacher work discipline on the quality of public elementary schools in Gunungpati District.
Semarang City.
The results show that all three independent variables significantly affect school quality, both individually and collectively.
These findings confirm that improving school quality is closely tied to the principalAos strategic role in academic supervision, the contribution of teacher leaders in instructional leadership, and the level of teacher discipline in fulfilling professional duties.
Based on data analysis, academic supervision by the principal has a very strong influence on school quality, with a coefficient of determination (RA) of 0.
655 or 65.
5%, and a correlation coefficient This means that more than half of the variation in school quality can be explained by the effectiveness of the principalAos academic supervision.
These findings indicate that academic supervision designed systematically, implemented consistently, and followed up with concrete actions can have a positive impact on improving learning quality, teacher professionalism, and overall institutional performance.
This result is consistent with the findings of (Kholil & Harahap, 2.
, who reported that academic supervision contributes significantly to school quality Similarly, studies by Fahmi Addini et al.
, .
and Sari & Huzairin, .
emphasize that academic supervision contributes to the quality of teaching, even though its implementation is often the weakest aspect.
This implies that even weak supervision has some positive impact, but greater results can be achieved if it is conducted intensively and systematically.
Furthermore, the findings also demonstrate that the role of teacher leaders has a significant influence on school quality, with an RA value of 0.
561, equivalent to a 56.
1% contribution.
The high correlation coefficient indicates a strong relationship between the presence of teacher leaders and The Influence of PrincipalAos Academic Supervision, the Role of Motivator A (Memik Nor Fadila.
the improvement of educational quality.
Teacher leaders who perform their roles effectively are able to inspire their peers, build learning communities, and create a student-centered learning This finding is supported by Damayanti et al.
, .
, who reported that the presence of teacher leaders significantly enhances education quality in schools.
Likewise.
Bagas Aviyanto et , .
found that the core values of teacher leaders, such as student-centeredness, reflectiveness, and innovation, have been implemented effectively in several elementary schools.
Studies by Siregar et al.
, .
and Ambawani et al.
, .
also state that teacher leaders are learning leaders who foster collaboration and serve as change agents in realizing the profile of Pancasila Students.
Therefore, this study strengthens the view that teacher leaders are vital components in the transformation of school quality.
Teacher work discipline has also been proven to significantly affect school quality, with an RA value of 0.
592 or 59.
2% and a correlation coefficient of 0.
This indicates that disciplined teachers are more consistent in performing their duties, managing classrooms, and delivering highquality learning services.
Discipline reflects the professional responsibility of teachers and directly impacts the learning climate and studentsAo academic achievements.
These results are supported by a study by Wijayanti, .
, which found that teacher work discipline contributes 83.
5% to education quality.
Lestari Prasilowati, .
also emphasized that discipline is key to a teacherAos success in creating a conducive learning environment and in serving as a role model for students.
Hasibuan & Munasib, .
stated that disciplined teachers produce disciplined, creative, and highachieving students.
Research by Sheptea Mardhiyah Putri et al.
, .
also supports the conclusion that teacher work discipline significantly influences the quality of elementary schools.
Simultaneously, academic supervision, the role of teacher leaders, and teacher work discipline jointly contribute 75.
5% to school quality, with a correlation coefficient of 0.
These findings indicate that the three variables collectively have a very strong and significant relationship with school quality.
Thus, it can be concluded that improving school quality cannot be done partially but requires a holistic approach that integrates academic leadership, instructional leadership by teacher leaders, and strong teacher work ethics.
These three aspects create a complementary synergy that accelerates the achievement of comprehensive educational quality.
The implications of this research are that elementary schools aiming to improve their quality must give serious attention to strengthening the academic supervision function of school principals, optimizing the role of teacher leaders, and fostering a strong culture of work discipline among Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme If these three aspects are developed collectively, they will create a healthy, collaborative educational ecosystem focused on high-quality student learning outcomes.
These findings support the results of studies by Eru Ugi & Armin .
and Sunarya .
, who state that the synergy between school leadership, organizational climate, and teacher work motivation is the key to achieving excellent school quality.
In the context of Indonesian education, which still faces quality challenges, this study contributes significantly to the formulation of school quality improvement strategies based on the strengthening of internal school capacities.
CONCLUSION
This study affirms that the quality of elementary schools is significantly influenced by internal school factors, which include academic supervision by the principal, the role of teacher leaders (Guru Penggera.
, and teacher work discipline.
When these three factors are strategically and integratively managed, they can form a strong, effective, and sustainable educational management Academic implementation, teacher leaders serve as drivers of educational innovation and change, while teacher discipline ensures order, consistency, and professional responsibility in the execution of Together, these elements form a mutually reinforcing system that supports the achievement of optimal educational quality.
More broadly, these findings illustrate that improving school quality cannot be achieved solely through structural policy changes.
it also requires a transformation of the working culture within schools.
The implementation of instructional leadership, the strengthening of professional learning communities, and the enforcement of discipline based on intrinsic awareness are key to creating a productive school ecosystem.
Therefore, if academic supervision is carried out in a scheduled and meaningful manner, the role of teacher leaders is systemically strengthened, and teacher discipline is consistently upheld, schools will be well-positioned to serve as primary agents in realizing the goals of national education.
This research not only expands theoretical insight into educational quality management but also provides practical contributions for policymakers and education practitioners at the elementary school level.
The Influence of PrincipalAos Academic Supervision, the Role of Motivator A (Memik Nor Fadila.
REFERENCES