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Collaboration-Based Academic Supervision Model with Peer Evaluation Approach Improving Pedagogical Competence and School Performance

Most of the supervision carried out in schools has been carried out using the observation method. In order for the supervision activity to provide objective and detailed results, a collaborative self-evaluation is carried out, namely peer evaluation to find teacher strengths that need to be maintained and deficiencies that must be corrected. This study aims to determine the effect of collaboration-based Academic Supervision model with Peer Evaluation Approach to Improve Pedagogic Competence and Quality of School Performance: The Role of Principal's Motivation as Moderation Variable. This research is a quantitative study with numerical data analyzed using the SEM assisted by the Smart PLS application. The population in this study amounted to 2,476 teachers. Data obtained from questionnaires distributed to 100 teachers who were selected by random sampling. The results showed that Academic Supervision has an effect on Pedagogic Competence with a P-Value of 0.000 (p <0.05). Academic Supervision affects the Quality of Performance with a P value of 0.000 (p <0.05). motivation is able to moderate positively pedagogic competence with a P value of 0.032 (p <0.05). Motivation is not able to moderate supervision of the quality of performance with a P value of 0.138 (p> 0.05). Supervision is able to explain the Pedagogic Competence variable of 69.4%. Supervision is able to explain the Performance Quality variable of 40.1%. The principal should be able to periodically monitor the learning carried out by the teacher in the classroom, so that the principal knows the problems faced by the teacher in learning.