The Influence of Academic Supervision and Teacher Competence on Teacher Performance: Implementation of Merdeka Curriculum at Senior High School
Abstract
This study examined the influence of academic supervision and teacher competence on teacher performance in implementing the Merdeka Curriculum at SMAN 71 Jakarta. The study is important because the successful implementation of the Merdeka Curriculum depends largely on teachers’ professional performance, while empirical evidence regarding the combined effects of academic supervision and teacher competence remains limited. The purpose of this study was to analyze the partial and simultaneous effects of academic supervision and teacher competence on teacher performance. A quantitative survey design was employed, involving 58 teachers selected through a saturated sampling technique. Data were collected using structured questionnaires and analyzed using multiple linear regression with SPSS version 27. The results revealed that academic supervision had a positive and significant effect on teacher performance (B = 0.528, β = 0.612, t = 5.739, p < .001), while teacher competence also showed a positive and significant effect (B = 0.617, β = 0.684, t = 7.092, p < .001). Simultaneously, academic supervision and teacher competence significantly predicted teacher performance (F = 48.512, p < .001), explaining 63.8% of the variance in teacher performance (R² = .638). The resulting regression model was Y = 8.215 + 0.412X₁ + 0.495X₂. These findings indicate that effective academic supervision and strong teacher competence are critical factors in enhancing teacher performance and supporting the successful implementation of the Merdeka Curriculum. Therefore, schools should strengthen supervision practices and provide continuous professional development opportunities to improve educational quality and curriculum implementation outcomes.
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DOI: https://doi.org/10.31004/jele.v11i5.2646
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