The Influence of Academic Supervision, School Culture, and Teacher Competence on Education Quality: A Quantitative Study I Public Elementary School Gunem District Rembang Regency
DOI:
https://doi.org/10.19109/tadrib.v11i1.30588Keywords:
Academic supervision, pedagogical competence, education quality, elementary schools , school cultureAbstract
This study examines the influence of academic supervision, school culture, and teachers' pedagogical competence on the quality of education in public elementary schools in Gunem District, Rembang Regency, addressing the need for empirical evidence on integrated school leadership factors in rural contexts. The selection of these variables is grounded in prior studies highlighting their role in improving educational outcomes, yet rarely analyzed simultaneously in a semi-peripheral setting. Using a quantitative correlational design, data were collected from 106 elementary school teachers through validated questionnaires and analyzed with multiple regression. Results show that school culture is the most dominant factor (66.3%), followed by teachers’ pedagogical competence (39.7%) and academic supervision (30.7%), with the three variables jointly explaining 67.4% of the variance in education quality. These findings confirm that enhancing educational quality requires a holistic approach integrating effective supervision, a collaborative and value-driven school environment, and continuous professional development. The novelty of this study lies in its simultaneous assessment of these three dimensions within rural primary education using robust statistical analysis. However, the research is limited to one district and a purely quantitative approach, suggesting future studies adopt mixed methods and a wider scope to enrich contextual understanding and generalizability.
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