Teacher Administration In Improving Student Achievement

(Case Study at SMPN 1 Cileunyi, Bandung Regency)

Abstract

This research is motivated by the critical role of teacher administration as a manifestation of professionalism in managing measurable and systematic learning. Administration is often viewed as merely a clerical burden, yet documents such as lesson plans, syllabi, and class journals serve as quality control instruments for mapping learning difficulties and boosting student achievement. This study aims to describe and analyze the four functions of teacher administrative management: planning, organizing, implementing/directing, and supervising, in improving student achievement, encompassing cognitive, affective, and psychomotor aspects, at SMPN 1 Cileunyi. The research method used was a case study with a qualitative approach. Data collection was conducted through field observations, in-depth interviews with subject teachers, and documentation studies of learning materials and student evaluation results. Data analysis focused on the synchronization between administrative documents and the effectiveness of pedagogical interventions in the classroom. The results of the preliminary study indicate that teachers are compliant in preparing administrative documents, but their use as a "roadmap" for learning strategies is not yet fully optimal. There remains a gap between the availability of administrative data and concrete actions in remedial and enrichment programs. This research is expected to provide a correlation model between administrative order and the stability of student learning achievement trends, as well as provide recommendations for schools in optimizing the digitalization of educational administration (e-Report) as a tool for controlling the quality of sustainable learning outcomes.