School Principal Competence as Supervision Standard

SCHOOL PRINCIPAL COMPETENCE AS SUPERVISION STANDARD Education is one of the fields that is needed by every human being for self-actualization of the various potentials they have. The potential you have can be in the form of the ability to become a better person in improving your quality. One of these qualities is having good intellectual abilities. These capabilities must always be honed and planned well to carry out the process of developing the quality of human resources (HR) in a country. This intellectual ability cannot be separated from the role of education in creating good quality humans. Then it is stated in the Law of the Republic of Indonesia Number 20 of 2003 concerning the National Education System Article 3 which states that education is a conscious and planned effort to create a learning atmosphere and learning process so that students actively develop their potential to have religious spiritual strength, self-control, personality. , intelligence, noble morals and skills needed by himself, society, nation and state. Schools as educational institutions have dynamic and complex systems. Activities in schools are within the scope of an interconnected system, management patterns that are orderly and related to each other. Therefore, the school as an organization requires management that must be supported by all elements that exist and are involved in educational activities at the school starting from the principal, teachers, school committee, education staff, students and parents. One of the school components that is very crucial in achieving educational goals is the teacher. Teachers as educators are the figures who interact the most with students compared to other personnel in the school. With their central role as educators in schools, teachers have the responsibility to realize educational success in schools through appropriate educational processes. Teachers are a component of educational success in implementing the educational process in accordance with national education goals and the success of each educational unit depends on the teacher in preparing students as best as possible through teaching and learning activities in the classroom. Teachers' success in improving the quality of education is not created by itself, but is influenced by their abilities and performance as professional teachers. In line with Law Number 14 of 2005 Article 20 paragraph 1. In carrying out professional duties, teachers are obliged to: (a) Plan learning, implement a quality learning process, and assess and evaluate learning outcomes; (b) Improve and develop academic qualifications and competencies on an ongoing basis in line with developments in science, technology and art; (c) Act objectively and not discriminate based on considerations of gender, religion, ethnicity, race, and certain physical conditions, or family background, and socio-economic status of students in learning; (d) Uphold statutory regulations, laws and teachers' codes of ethics, as well as religious and ethical values; and (e) Maintaining and fostering national unity and integrity. Of the several main tasks of teachers in the world of education, carrying out the learning process is an important part of implementing education in schools. Apart from starting with wise planning, and being supported by good two-way communication between educators and students, the learning process must also be supported by developing strategies that can teach students. Apart from that, one of the important factors in the learning process that is created is everything related to the place where the learning process is carried out so that it can facilitate students in carrying out learning activities (Hazmi, 2019: 61). Thus, it can be said that teachers, who are one of the elements in the field of education, must play an active role and position themselves as professionals in accordance with the growing demands of society. This clearly requires good quality and professional education, so that the quality of education can truly play an optimal role in life in society. For this reason, educators are required to always improve and develop themselves in building the world of education. The implementation of a teacher's duties and work cannot be separated from the way the teacher works. Teachers are required to always have good performance. Teacher performance is the ability demonstrated by the teacher in carrying out his duties or work. Linked to the teacher's main task as a teacher, to get high student learning outcomes, high teacher teaching performance is also needed. The quality teaching performance of teachers will greatly determine the quality of students' learning outcomes because teachers are the parties who have direct contact with students in the learning process at school. Quality learning is learning that is able to position the teacher correctly so that the teacher is able to carry out his performance well in accordance with the learning needs of students. The quality of a teacher's teaching performance can be interpreted as a series of behaviors or activities carried out by an educator based on his or her ability to provide teaching services that suit the needs of students and the learning objectives to be achieved effectively and efficiently. The quality of teachers' teaching performance is demonstrated in an effective learning process, where teachers are required to have competence, professionalism and pedagogical abilities, namely mastery of the material to be taught, being able to plan and carry out learning activities, and being able to carry out learning evaluations. Learning activities based on process standards for primary and secondary education units include preliminary activities, core activities and closing activities (Permendiknas RI Number 41 of 2007). Evaluation of learning for students needs to be carried out continuously. The information obtained through this evaluation is feedback on the teaching and learning process which will be used as a starting point for improving and increasing the effectiveness of learning activities. The teacher's teaching performance is very important to pay attention to because it will have an impact on the achievement of student learning outcomes. This is in line with the explanation of Abdollah (2020, p. 31) who said that teacher performance really determines the success of an effective and efficient learning process so that educational goals can be achieved and realized from good student learning outcomes which ultimately can produce quality graduates. Based on a preliminary study conducted by interviewing school principals and observation results, empirical facts were obtained in the field which showed that there were still teachers who did not meet the criteria for a number of competencies in carrying out their teaching performance. This performance can be seen from the implementation of teachers' professional duties regarding planning, implementation and evaluation of learning. For learning planning, teachers tend not to understand administration in the form of a Learning Implementation Plan (RPP) and syllabus or flow of learning objectives (ATP). In the aspect of implementing learning, teachers have not been able to implement the plans that have been prepared, and there are no tools and materials that do not meet needs according to standards. For the evaluation aspect, teachers only use written assessments. According to sources from the Ministry of Education and Culture (Regional Education Balance), the average UKG (Teacher Competency Test) score in 2021 for the Bandung City area is still relatively low, namely an average of 63.82% overall, 58.79% for pedagogic competency and 65%. 97% for professional competence. From this data, it can be seen that the quality of teacher performance is still low because teachers have not achieved the minimum score on the Teacher Competency Test with a minimum score of 6.0. Meanwhile, the UKG results at vocational school level were an average of 64.13%, for pedagogical competence 58.78% and for professional competence 65.96%. UKG is an examination activity that aims to measure basic competencies in the field of study being taught. The UKG results of each teacher will be used as an element which will later be followed up with a teacher performance assessment. Data from SMK Negeri 14 Bandung illustrates that there are still several teachers who have not passed the PPG out of 95 teachers, namely: 70% have passed certification and 30% have not yet passed certification. From the information above, it illustrates that efforts are needed to optimize the quality of public vocational school education in Bandung City, especially at State Vocational School 14 in Bandung City. One important aspect is the quality of teacher teaching performance which needs attention, because if it is not immediately anticipated it will affect the effectiveness of implementation. teaching and learning activities. According to Munirah (2020, p. 116), teachers in principle have quite high potential to be creative and improve their performance, but the potential that teachers have to be creative as an effort to improve their performance does not always develop naturally and smoothly due to the influence of various good factors. which arise within the teacher's own personality and which exist outside the teacher's personality and hinder them from developing their various potentials optimally. Therefore, there is a need for continuous and continuous development with targeted and systematic programs for teachers as educators in improving their professionalism. In line with this, Barinto (2012, p. 202) states that "teacher performance is influenced by various elements, including competency and academic supervision". Meanwhile, according to Batkunde (2022, p. 162), the implementation of academic supervision, both in quality and quantity, can influence the quality and performance of teachers in learning activities. Apart from that, effective academic supervision will directly affect the quality and qualities of teachers and students. Based on the explanation above, it can be said that academic supervision is one of the factors that can improve the quality of teachers' teaching performance. Academic supervision activities are expected to provide motivation, input and guidance to teachers so that they can improve the quality of their performance so that later improvements in the quality of education can be achieved. This is in line with the explanation of Cecep, et al (2021, p. 2) who say that "academic supervision is professional assistance to teachers, through a cycle of systematic planning, careful observation, and objective and immediate feedback". In this way, teachers can use feedback to improve and improve the quality of their performance. Based on Minister of National Education Regulation Number 13 of 2007 concerning School/Madrasah Principal Standards, school principals have several competencies, including personality competency, managerial competency, entrepreneurial competency, supervision competency, and social competency. One of the competencies that a school principal must have is supervision competency, whose activities consist of: a) Planning an academic supervision program in the framework of teacher professionalism b) Carrying out academic supervision of teachers using appropriate supervision approaches and techniques, and c) Following up on the results of academic supervision towards teachers in order to increase teacher professionalism. Implementation of academic supervision that is well realized can improve the quality of teacher performance. But in reality implementation in the field is not optimal. Sitorus (2018, p. 37) states that "supervision activities should be carried out periodically, for example once every 3 (three) months, not according to the supervisor's interests and opportunities." If supervision is carried out once every 3 months, then in one school year the principal carries out supervision 4 times. Meanwhile, the implementation of academic supervision in one academic year is carried out by the principal of SMK Negeri 14 Bandung City, namely carrying out academic supervision once in August.