JURNAL BASICEDU The Effect of Academic Supervision of School Principles and Teachers’ Performance Satisfaction in Increasing Teachers’ Pedagogical Competence

akademik. Abstract This study aims to determine the effect of the principal's academic supervision and teacher performance satisfaction on improving the pedagogic competence of teachers in PAB schools, Deli Serdang Regency. This type of research is quantitative with a survey method involving teachers. The data was collected through observation, questionnaires, and documentation. Data analysis used instrument validity and instrument reliability. The results of hypothesis testing have a positive and high relationship between the principal's academic supervision and teacher job satisfaction together with the teacher's pedagogic competence. The magnitude of the effect is indicated by the coefficient of determination R 2 (R square) = 0.431, meaning that the principal's academic supervision and teacher job satisfaction together have an influence on the teacher's pedagogic competence of 43.1%, and the remaining 56.9% is determined by other factors. The results of simple regression analysis show the equation = 32.725 + 0.190X 1 + 0.567X 2


INTRODUCTION
Education is one of the efforts that can be made to improve the quality of human resources, and it becomes a necessity to provide education with good quality so that it can produce better human beings and be able to compete locally, nationally, and globally (Arfani, 2018). Education is something that is very significant for the formation of the character of civilization and progress (Hura & Mawikere, 2020). Without education, a nation or society will not get progress, so it becomes a nation or society that is less or even uncivilized (Fathurrohman, 2012;Masang, 2021). Therefore, civilization will be born from a pattern of education that is appropriate and effective and able to answer all the challenges of the times (Munir, 2008:1).
Education is a long-term investment in building human resources that have strategic value for the survival of human civilization (Djamarah, 2010). Therefore, almost all countries place the education variable as important and main in the context of the nation and state development. There are even some countries that put education first in nation-building (Shaifudin, 2014). Education will always change along with changing times, some changes that often occur in the wider community that must be considered are regarding the implementation of education in the country, especially with regard to the implementation of Law Number 22 of 1999 concerning Central and Regional Autonomy which has brought changes to the education management system from centralized to decentralized. Stipulation of Law Number 20 of 2003 concerning the National Education System and the management of national education as a system. The existence of the Law on Teachers and Lecturers (Law No. 14 of 2005) emphasizes teachers and lecturers become professional educators.
Considering the function of the teacher as the creator of a quality learning process, a teacher who will carry out the learning process must have the requirements as stated in Law Number 14 of 2005 concerning Teachers and Lecturers Chapter IV Article 8 which states "teachers are required to have academic qualifications, competence, and competence, educator certificate, physically and mentally healthy, and has the ability to realize national education goals. Teachers as implementers of the educational process must have adequate competence to develop the potential possessed by students, so as to produce quality human resources through their performance (Sopian, 2016;Hasyim, 2014). Daryanto & Rachmawati (2015:162) state that teacher competence is the knowledge, skills, and abilities that are mastered by someone who has become part and psychomotor as well as possible.
Based on the Law of the Republic of Indonesia Number 14 of 2005 concerning Teachers and Lecturers Chapter IV Article 10 Paragraph 1, there are four competencies that must be possessed by a teacher, namely pedagogic, personality, social, and professional competencies, all of which are obtained through professional education. These four competencies have a very important role in improving the professionalism of a teacher. Of the four competencies, pedagogic competence is a competence that plays a very important role for teachers in carrying out the learning process.
In general, technical errors in educating with adverse consequences are not difficult to correct or correct. This form of educational error usually stems from the educator's own personality, this error is not easy to correct, because correcting a person's personality structure is not easy and to improve his personality and behavior requires the willingness and willingness of the person concerned and takes a long time (Nasution, 2006). A common educational error is then a conceptual error, namely in carrying out the educational process, educators are less aware that their mistakes can have profound consequences on students. Therefore, this pedagogic competence is very important in shaping the child's personality to be independent in solving problems faced with the guidance and direction given by the teacher (Fattah, 2000;Rusman, 2013). So those teachers are required to understand this pedagogic competence so that mistakes in the learning process can be overcome.
There are several things that can improve teacher competence, namely job satisfaction and academic supervision of the principal. Supervision related to the learning process is academic supervision (Basri, et.al., 2140 The Effect of Academic Supervision of School Principles and Teachers' Performance Satisfaction in Increasing Teachers' Pedagogical Competence -Nurhayati, Mesiono, Nurika Priatna, et.al., 2021). Mulyasa (2008) stated that the core competence of academic supervision is to foster teachers in improving the quality of the learning process. Therefore, the target of academic supervision is the teacher in the learning process, which consists of the main material in the learning process, the use of media and information technology in learning, assessing the learning process and results, and classroom action research. The purpose of academic supervision is basically to improve the quality of education. This statement is in accordance with what was conveyed by Mulyasa (2009) regarding several objectives of academic supervision which include: (1) helping teachers develop their competencies; (2) developing curriculum; (3) developing teacher working groups, and (4) guiding classroom action research. Thus, academic supervision is expected to increase the understanding of teachers' pedagogic competencies which will synergize with increasing teacher performance, in order to create education that is in accordance with national education goals. Principals as Leaders in Islamic educational institutions are expected to be able to carry out their duties well and be able to develop themselves with their partners to achieve the progress of educational institutions and also achieve the goals of Islamic education. school for a vision and mission of the school. The role of the principal as a supervisor is very helpful in the progress and success of the school, both in increasing teacher job satisfaction, teacher pedagogic competence, and in improving school quality (Syufrianti & Gustina, 2020;Prastania & Sanoto, 2021).
One of the main keys to the success of education lies in the quality of teachers. Given the large role of teachers in the educational process, principals as direct supervisors are required to have the main capacity as educators, managers, administrators, supervisors, leaders, innovators, and motivators. Meanwhile, the teacher has the main task, namely: making learning programs, implementing learning programs, carrying out evaluations, carrying out analysis of student learning outcomes, implementing improvements, remedial, and enrichment (Aqib, 2010:82;Rifa'i & Assingkily, 2021).
In its function as a motivator for teachers, principals must also be able to move teachers so that their performance increases because teachers are the spearhead in realizing quality human beings. Teachers will work optimally if they are supported by several factors, including the ability of the principal as a supervisor. This shows how important the role of the principal as a supervisor is to carry out academic supervision of teachers as a form of effort to improve the quality of education in schools and improve teacher pedagogic competence (Sadulloh, 2010).
Based on the various descriptions above, it is known that if the academic supervision ability of the principal is not good, then the supervision activities have nothing to do with the level of teacher job satisfaction whereas good supervision activities are expected to increase teacher job satisfaction. Supervision activities are carried out not only to find faults but are also improvement efforts, so the hope to increase teacher job satisfaction is not just a hope but becomes a stage that must continue to be implemented (Sanoto, 2021).
As a supervisor, the principal is expected to be able to act as a consultant, as a facilitator who understands the needs of the teacher and is also able to provide alternative solutions. In addition, the principal is also expected to motivate teachers to be more creative and innovative. Within the framework of developing teacher competence through supervision, it should be noted that these activities are not only focused on increasing knowledge and skills in managing learning but also encouraging the development of motivation to improve the quality of their performance. The principal in addition to being tasked with fostering teacher competence also functions as a motivator. Each element of the leadership should be able to move other people, both subordinates or colleagues, so that they are consciously and collectively willing to behave to achieve the goals that have been set (Mulyasa, 2007).
In other words, supervision activities are able to realize their function as a process of improving the quality of teachers through activities that emphasize self-realization, self-growth, and self-development. The development includes activities to help increase and grow the abilities, attitudes, skills, and knowledge of members (Mulyasa, 2012:22). Based on this background, the researchers are interested in conducting research

METHOD
This research was conducted at the Deli Serdang PAB School, which is located in Helvetia Deli Serdang district. The researcher chose the PAB school in Deli Serdang is the place to be researched because based on previous observations, when the researchers carried out PPL at the school, the researchers felt interested in conducting more in-depth research related to the supervision of the principal, teacher job satisfaction and teacher pedagogic competence. While the time of this research starts from November 2021.
This type of research is a quantitative research using survey methods. According to Sugiyono (2012:11), the notion of the survey method is research carried out using questionnaires as a research tool carried out on large and small populations, but the data studied are data from samples taken from the population, so that relative incidence, distribution, and the relationship between variables, sociological and psychological. The purpose of survey research is to provide a detailed description of the background, characteristics, and characteristics of a case or event of a general nature.
To obtain objective data, in this field research the researcher uses a systematic procedure, as follows: (Iskandar, 2009;Assingkily, 2021) 1. The questionnaire or questionnaire used in this study is that when viewed from the way of answering, it is a closed questionnaire because the subject only needs to choose the answers that have been provided by the researcher. When viewed from the respondents' answers, it is categorized as an indirect and direct questionnaire, because the subject gives answers about other people and also about themselves. When viewed from the form, the questionnaire in this study was in the form of a check-list and rating scale, namely a statement followed by columns indicating levels, for example from strongly agree to strongly disagree. 2. Documentation. Documentation is used to obtain data about the history of the establishment of the Deli Serdang PAB school, in the form of photos and data in the form of files. While the data analysis technique is the validity test (Arikunto, 2009:196 The validity testing criteria is that each item is valid if: (rtable is obtained from the critical value of rproduct moment) The results of the calculation of each item will be consulted with the "r" table, provided that if the "r" count is greater than the "r" table, the item is declared valid and can be used to collect the required data. If the "r" table is greater than the "r" count, then the variable cannot be used to collect data because it is invalid (Trihendradi, 2010).

Instrument Reliability
Instrument reliability is used to determine the level of confidence of an instrument. The instrument can be trusted enough to be used as a data collection tool because it is considered good. To test the reliability of the instrument, it can be used the Alpha formula (Arikunto, 2009:196): To find the total variance, the following formula is used: The total variance is the total score variance ∑ = Total score (all items) The test reliability criteria are as follows: (Trihendradi, 2010) r11≤0,20 very low reliability 0,20 <r11≤0,40 low reliability 0,40 <r11≤0,60 medium reliability 0,60 <r11≤0,80 high reliability 0,80 <r 11 ≤1,00 very high reliability

Simultaneous Hypothesis Test (F Test) Multiple Regression
The F test is used to test the significant level of the effect of the independent variables simultaneously on the dependent variable. The F test is carried out by comparing the steps of Fcount and Ftable. The value of Fcount can be seen from the results of data processing in the ANOVA section. The statistical hypothesis proposed is as follows: 1. Formulate the hypothesis, test the null hypothesis (H0) and the alternative hypothesis (H1): H0: b1 & b2 = 0, there is no effect between the school principal's academic supervision variable (X1) on the teacher's pedagogic competence (Y). H1: b1 & b2 0, There is an influence between the school principal's academic supervision variable (X1) on the teacher's pedagogic competence (Y). 2. H0: b1 & b2 = 0, There is no influence between the variables of School Teacher Job Satisfaction (X2) on the pedagogic competence of teachers (Y). H1: b1 & b2 ≠ 0, There is an influence between the variables of Teacher Job Satisfaction (X2) on the pedagogic competence of teachers (Y). 3. H0: b1 & b2 = 0, There is no influence between the variables of the principal's academic supervision (X1) and Teacher Job Satisfaction (X2) on the teacher's pedagogic competence (Y). H1: b1 & b2 ≠ 0, There is an influence between the principal's academic supervision variable (X1) and Teacher Job Satisfaction (X2) on the teacher's pedagogic competence (Y). Based on the table, it can be determined how much influence the independent variable has on the dependent variable, which in this study is the effect of the principal's academic supervision and teacher job satisfaction on increasing the pedagogic competence of teachers at the Deli Serdang PAB School.

Research Object Overview
The research carried out pays attention to the place of research starting from the geographical location, history, profile and activities contained in the research place attached in the appendix.

Description of Research Result Data
The description of the research data presented is to provide a general description of the distribution of data in the field. The data that is used as the basis for the description of the results of this study are data generated from three variables, namely Teacher Pedagogic Competence scores (Y), Principal Academic Supervision (X1), and Teacher Job Satisfaction (X2). The data is processed using SPSS software to present descriptive statistics, so that some descriptive data can be seen, including: the number of respondents (N), the average price (mean), the average standard error (Standard Error of Mean), the median or the middle value, mode (mode) or value that occurs frequently, standard deviation (Standard Deviation), variance (Variance), range (range), lowest score (minimum score), highest score (maximum score), which are as follows:

Principal Academic Supervision (X1)
Based on table 2, the descriptive data of the Principal Academic Supervision variable (X 1 ) obtained from the research results, shows that the number of respondents is 67 respondents, the average score is 116.41, the median is 117, the mode is 1118, the standard deviation is 7.727, the variance is 59.708, the range score 37, lowest score 95, highest score 132. The frequency distribution table of the Principal Academic Supervision variable (X1) is as follows:

Testing Requirements Research Hypothesis Analysis
The analytical technique used to test the hypotheses about the effect of Principal Academic Supervision (X1), and Teacher Job Satisfaction (X2), on Teacher Pedagogic Competence (Y), both individually and collectively is a simple correlation analysis technique. and multiple regression as well as simple and multiple regression techniques. To be able to use the correlation and regression analysis techniques mentioned above, it is necessary to fulfill the analytical requirements, namely the requirements for simple correlation analysis (Y over X1, X2), then the regression equation must be linear. While the requirements for simple and multiple regression analysis are the estimated errors (errors) of the five variables must be normally distributed and the group variance of the five variables must be homogeneous. The independence test of the three independent variables was not carried out, because the three independent variables were assumed to be independent.
Based on the description above, before testing the hypothesis, it is necessary to test the analysis requirements as referred to above, which are as follows:

Estimated Error Normality Test
The normality test for the estimated error distribution of the three research variables is as follows:

a. The Effect of Principal's Academic Supervision (X 1 ) on Teacher's Pedagogic Competence (Y)
H0: The error in the estimation of Teacher Pedagogic Competence on Principal Supervision is normal. H 1 : The error in the estimation of Teacher Pedagogic Competence on Principal Supervision is not normal. .311 So, the estimation error for the regression equation Ŷ 1 atas X 1 shows Asymp. Sig (2-tailed) or score P= 0,311 > 0,05 (5%) or Z hitung 0,963 and Z tabel at the level of confidence/significance α= 0,05 is 1,960 (Z hitung 0,963 < Z tabel 1,960), which means H0 received and H 1 rejected. Thus, it can be interpreted that the requirements for normality of the distribution of the estimated error are met, in other words, the estimated error of the regression equation Ŷ over X1 is normally distributed.     or P value = 0,167 > 0,05 (5%) or Zhitung 1,114 and Ztabel at the level of confidence/significance α = 0,05 is 1,960 (Zhitung 1,114 < Ztabel 1,960), which mean H0 received and H1 rejected. Thus, it can be interpreted that the requirements for normality of the distribution of the estimated error are met, in other words, the estimated error for the Ŷ regression equation on X1, and X2, is normally distributed. Based on the table above, it can be seen the value of Zhitung estimation error Ŷ -X1 , is 0,963, Ŷ -X2 is 1,035 and Ŷ -X1, X2 is 1,144 all three are less than the value Ztabel= 1,960, so it can be concluded that the three variables above are normally distributed. In a simple and multiple regression model, it is necessary to test the homogeneity of group variance or test the assumption of heteroscedasticity. A good regression model is if there is no heteroscedasticity (similarity of variance from the residuals in one observation to another) or in other words a good regression model if the variance from observations to other observations is homogeneous.

Homogeneity Test or Group Variation or Regression Heteroscedasticity Assumption Test
1. Test the assumption of heteroscedasticity regression of Teacher Pedagogic Competence (Y) on Principal Academic Supervision (X1).

Figure 1. Teacher's Pedagogic Competence (Y) on the academic supervision of the principal (X1)
Based on the picture above, it turns out that the dots spread above and below the zero point on the Y axis, and do not make a certain pattern. Thus, it can be interpreted/interpreted that there is no heteroscedasticity or in other words the group variance is homogeneous.

Test the assumption of heteroscedasticity regression of Teacher Pedagogic Competence (Y) on Teacher
Job Satisfaction (X2) 2148

Figure 2. Teacher's Pedagogic Competence (Y) on Teacher Job Satisfaction (X2)
Based on the picture above, it turns out that the dots spread above and below the zero point on the Y axis, and do not make a certain pattern. Thus, it can be interpreted/interpreted that there is no heteroscedasticity or in other words the group variance is homogeneous.

Test the heteroscedasticity regression assumption of Teacher Pedagogic Competence (Y) Principal
Academic Supervision (X1) and Teacher Job Satisfaction (X2).

Figure 3. Teacher's Pedagogic Competence (Y), Principal Academic Supervision (X1) and Teacher Job Satisfaction (X2)
Based on the picture above, it turns out that the dots spread above and below the zero point on the Y axis, and do not make a certain pattern. Thus, it can be interpreted/interpreted that there is no heteroscedasticity or in other words the group variance is homogeneous. There is no heteroscedasticity Homogeneous variance Based on the test results of the three research hypothesis analysis requirements as described above, it turns out that all the requirements are fulfilled. Thus, simple and multiple correlation analysis techniques as well as simple and multiple regression analysis can be used to test research hypotheses.

CONCLUSION
Based on the results of the research data and the results of the research data analysis that have been discussed above, with the data analysis requirements which include validity test, reliability test, linearity test, normality test, homogeneity test, and regression significance test have been met, the following conclusions can be drawn.
First, there is a positive and low relationship between principals' supervision on teacher performance by 30.5%. The magnitude of the effect is indicated by the coefficient of determination R 2 (R square) = 0,093, which means that the principal's academic supervision has an influence on the teacher's pedagogic competence by 9.3% and the remaining 90.7% is determined by other factors. The results of simple regression analysis show the regression equation Ŷ = 93,055 + 0,278X1, which means that every one unit increase in the principal's academic supervision score will be followed by an increase in the pedagogic competency score of 0.278. Second, there is a positive and high relationship between teacher job satisfaction and 62.3% teacher pedagogic competence. The magnitude of the effect is indicated by the coefficient of determination R 2 (R square) = 0,389, which means that teacher job satisfaction has an influence on teacher pedagogic competence by 38.9% and the remaining 61.1% is determined by other factors. The results of simple regression analysis show the regression equation Ŷ = 50.788 + 0,600X2, which means that every one unit increase in the teacher's job satisfaction score will be followed by an increase in the teacher's pedagogic competency score of 0.600.
Third, there is a positive and high correlation between the principal's academic supervision and the teacher's job satisfaction together with the teacher's pedagogic competence. The magnitude of the effect is indicated by the coefficient of determination R 2 (R square) = 0.431, which means that the principal's academic supervision and teacher job satisfaction together have an influence on the teacher's pedagogic competence of 43.1% and the remaining 56.9% is determined by other factors. The results of simple regression analysis show the equation Ŷ = 32,725 + 0,190X1 + 0,567X 2.