The Effect of Principal Supervision and Instructional Motivation on Students’ Academic Achievement in Islamic Primary Schools
Keywords:
principal supervision, instructional motivation, academic achievement, Islamic education, primary schoolAbstract
This study aims to examine the effect of principal supervision and instructional motivation on students’ academic achievement in Islamic elementary schools within the KKMI network in Losari District, Cirebon Regency. The research employs a descriptive and verificative approach with a mixed-method design, combining qualitative and quantitative techniques. The sample consists of 44 respondents selected through purposive sampling. Data were analyzed using correlation and regression techniques, including t-tests and F-tests, to determine both partial and simultaneous effects of the independent variables on the dependent variable. The findings indicate that principal supervision has a positive and significant effect on students’ academic achievement, with a correlation coefficient of 0.554 and a determination coefficient of 30.7%. Similarly, instructional motivation demonstrates a positive and significant influence on students’ academic achievement, with a higher contribution compared to supervision. Furthermore, the simultaneous analysis reveals that both principal supervision and instructional motivation collectively have a significant effect on students’ academic achievement. These results highlight the importance of effective supervision and strong instructional motivation in improving learning outcomes. However, a substantial proportion of variance in academic achievement remains influenced by other factors not examined in this study. In conclusion, enhancing the quality of principal supervision and strengthening instructional motivation are essential strategies for improving students’ academic performance in Islamic primary education.
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