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The effects of principals’ academic supervision and school climate on teachers’ pedagogical competence: The mediating role of work motivation

Year: 2026

Type: article

Abstract: This study examined the direct effects of principals’ academic supervision and school climate on teachers’ pedagogical competence and their indirect effects through work motivation. A quantitative survey was conducted involving 152 civil servant elementary school teachers in West Pasaman Regency, Indonesia. Data were collected using validated questionnaires and analyzed through partial least squares structural equation modeling (PLS-SEM) using SmartPLS. Academic supervision positively and significantly affected pedagogical competence (β = 0.469, p < .001) and work motivation (β = 0.253, p < .001). School climate also positively and significantly affected pedagogical competence (β = 0.435, p < .001) but did not significantly affect work motivation (β = 0.091, p = .294). Work motivation did not significantly affect pedagogical competence (β = 0.057, p = .422) and did not mediate either of the proposed relationships. These findings emphasize the direct importance of systematic academic supervision and a supportive school climate in strengthening teachers’ pedagogical competence.

Source: Indonesian Research Journal in Education |IRJE|

DOI: 10.22437/grxzma79

Authors: Ahyarti, Ayra, Rifma, Rifma, Rusdinal, Rusdinal, Susanti, Lusi

Language: English

Topic: School Leadership and Teacher Performance

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: diamond

OpenAlex ID: W7216364697

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