Academic Supervision as the Dominant Predictor of Learning Quality: The Role of Instructional Leadership and Teacher Reflection in Elementary Schools

Abstract

This study aimed to analyze the effects of academic supervision, instructional leadership, and teachers’ learning reflection on the quality of learning in elementary schools in Tlogomulyo District. The study employed a quantitative approach with an ex post facto design and survey method. The population comprised 140 teachers, with a sample of 104 teachers selected through proportional random sampling. Data were collected using a Likert-scale questionnaire and analyzed using descriptive statistics, prerequisite tests, and multiple linear regression with SPSS 26. The results showed that academic supervision, instructional leadership, and teachers’ learning reflection each had a positive and significant effect on learning quality. Simultaneously, the three variables had a significant positive effect, with an F value of 95.929 and a coefficient of determination of 0.742, explaining 74.2% of the variance in learning quality. Academic supervision was the dominant variable, contributing an effective 47.4%. These findings emphasize the importance of strengthening supervision follow-up, instructional leadership, and teachers’ reflective culture in an integrated manner to improve learning quality sustainably.