The Effect of Collegial Supervision and School Organizational Culture on Teacher Performance
DOI:
https://doi.org/10.26740/jp.v11n1.p28-42Keywords:
Collegial Supervision, School Organizational Culture, Teacher Performance, Professional DevelopmentAbstract
This study investigates the effects of collegial supervision and school organizational culture on elementary school teacher performance in Indonesia, grounded in the growing recognition of collaborative professional development. Using a quantitative survey of 300 teachers from 51 public schools in Purwakarta Regency, data were analyzed through Structural Equation Modeling. The measurement instruments showed strong validity and reliability. The results indicate that collegial supervision is implemented at a good level and has a significant effect on teacher performance, while school organizational culture also contributes significantly, though to a lesser extent. Together, both variables explain 8.7 percent of the variance in teacher performance and demonstrate predictive relevance. The study concludes that collegial supervision plays a meaningful role in enhancing teacher performance when supported by a positive and well-established organizational culture, offering important implications for strengthening teacher development practices in Indonesian elementary schools.
References
Andarin, M., Hariri, H., & Sari, S. R. (2025). Principal Transformational Leadership Style on Teacher Performance. 10(2), 219–231.
Anderson, M. D., & Pounder, D. G. (2019). Broad-Based, Collegial Supervision has Strong Positive Effects on both Teaching and Learning. Journal of Educational Supervision, 6(1), 1–28.
Bandura, A. (1977). Social Learning Theory. Englewood Cliffs.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences.
Demir, S., & Uşak, M. (2025). Analyzing the implementation of PLS-SEM in educational technology research: A review of the past 10 years. SAGE Open, 15(1), 1–18. https://doi.org/10.1177/21582440251345950
Enright, K., & Wieczorek, D. (2021). Collegial Supervision Transforms Clinical Practice. Journal of Educational Supervision, 4(1), 1–22.
Fitria, H., & Puspita, P. (2021). The influence of principal leadership and school work culture on teacher professionalism. Journal of Education and Learning, 15(2), 187–199.
Frawley, C., & Campbell, L. O. (2025). Factors that predict teachers’ intentions to utilize emerging technologies: An investigation using PLS-SEM. Education and Information Technologies, 30, 1589–1606. https://doi.org/10.1007/s10639-024-12796-8
Grissom, J. A., Egalite, A. J., & Lindsay, C. A. (2021). How Principals Affect Students and Schools: A Systematic Synthesis of Two Decades of Research. https://wallacefoundation.org/report/how-principals-affect-students-and-schools-systematic-synthesis-two-decades-research
Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2022). A primer on partial least squares structural equation modeling (PLS-SEM) (3rd ed.). Sage Publications.
Hargreaves, A., & Fullan, M. (2020). Professional capital: Transforming teaching in every school. Teachers College Press.
Hashim, A., Tahir, L., & Musa, M. (2020). Collegial Supervisory Practice in Malaysian Public Schools: Evidence from Secondary School Teachers. International Journal of Psychosocial Rehabilitation, 24(5), 1–12. https://doi.org/10.37200/ijpr/v24i5/pr201942
Hofstede, G. (2001). Culture’s Consequences: Comparing Values, Behaviors, Institutions and Organizations Across Nations. In Behaviour Research and Therapy - BEHAV RES THER (Vol. 41). https://doi.org/10.1016/S0005-7967(02)00184-5
Hollins, E. R. (2015). Rethinking field experiences in preservice teacher preparation. Routledge.
Hoque, K. E., Banu, H. B. K., Subramaniam, M. V. D., Islam, R., & Annamalai, S. (2020). Relationships between supervision and teachers’ performance and attitude in secondary schools in Malaysia. SAGE Open, 10(3), 1–11. https://doi.org/10.1177/2158244020925501
International Society for Technology in Education. (2020). ISTE standards for educators. ISTE Publications.
Menda, F. E., & Dwikurnaningsih, Y. (2024). A development of collegial supervision model through gallery walk and virtual community to improve teacher’s ability. Journal of Educational Supervision, 7(2), 112–134. https://doi.org/10.1177/08920206241269397
Meyer, A., Yada, T., Yada, A., Kempert, S., & Richter, D. (2025). Principal leadership practices for supporting teacher collaboration and collective teacher efficacy: A random intercept cross-lagged panel model. Educational Administration Quarterly, 61(1), 1–28. https://doi.org/10.1177/17411432251383096
Nehez, E., & Blossing, U. (2022). School cultures and their influence on principals’ improvement efforts. School Effectiveness and School Improvement, 33(1), 1–18. https://doi.org/10.1080/09243453.2021.1979457
Nehez, J., Blossing, U., Gyllander Torkildsen, L., Lander, R., & Olin, A. (2022). Middle leaders translating knowledge about improvement: Making change in the school and preschool organisation. Journal of Educational Change, 23(3), 315–341. https://doi.org/10.1007/s10833-021-09418-2
Plaku, A. K., & Leka, K. (2025). The role of leaders in shaping school culture. Frontiers in Education, 10, 1–12. https://doi.org/10.3389/feduc.2025.1541525
Schein, E. H., & Schein, P. (2017). Organizational culture and leadership (5th ed.). Jossey-Bass.
Schein, E. H., & Schein, P. A. (2021). Organizational culture and leadership (6th ed.). Wiley.
Silalahi, M., Simatupang, S., Romy, E., Candra, V., & Sudirman, A. (2021). Analysis of teacher performance assessed from the aspects of organizational culture, motivation, and competence. Journal of Education Research and Evaluation, 5(3), 406–413. https://doi.org/10.23887/jere.v5i3.33617
UNESCO Institute for Statistics. (2024). Teacher indicators: Global framework for monitoring progress towards SDG 4. UNESCO.
Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press.
Widodo, W., Soetjipto, B. E., & Suhanadji, S. (2024). How cultural intelligence-based principal leadership affects teacher task performance: The mediating role of organizational culture and school governance. Journal of Intercultural Communication, 24(2), 88–104.
Wiyono, B. B., Rasyad, A., & Maisyaroh. (2021). The Effect of Collaborative Supervision Approaches and Collegial Supervision Techniques on Teacher Intensity Using Performance-Based Learning. SAGE Open, 11(2). https://doi.org/10.1177/21582440211013779
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Abstract views: 0
,
PDF Downloads: 1
.png)
