The Impact of Supervision and Teacher Performance on Elementary School Students' Learning Outcomes in Thirteen Tanjung Lago

Syaphani Syaphani

Authors

Syaphani Syaphani Universitas PGRI Palembang Author

Keywords:

Instructional supervision, teacher performance, learning outcomes, instructional leadership, elementary education

Abstract

This study aims to examine the impact of teacher supervision and teacher performance on elementary school students’ learning outcomes at SDN Tanjung Lago 13. Instructional supervision, as a component of instructional leadership, plays a crucial role in providing professional feedback, structured guidance, and evidence-based teaching support. Teacher performance reflects pedagogical competence, subject mastery, classroom management skills, and instructional engagement, all of which directly influence students’ academic achievement. This research employed a quantitative approach using a descriptive-correlational design. The sample consisted of 50 teachers and 200 students selected through purposive sampling. Data were collected using structured questionnaires, teacher performance appraisal instruments, and students’ academic records. Correlation and multiple regression analyses revealed that teacher supervision has a positive and significant effect on student learning outcomes. Teacher performance demonstrated a stronger direct influence on academic achievement. Simultaneously, supervision and teacher performance significantly predicted students’ academic success. The findings indicate that the effectiveness of supervision is maximized when accompanied by high levels of teacher competence and professionalism. This study highlights the importance of strengthening instructional leadership and continuous professional development to enhance the quality of learning at the elementary school level.

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