Principal Administration In Improving Teacher Performance

(Case study at SMPN 2 Cibatu, Purwakarta Regency)

Abstrak

Principal administration plays a strategic role in improving teacher performance and ensuring the effective management of educational institutions. This study aims to analyze the implementation of principal administration and its contribution to improving teacher performance at SMP Negeri 2 Cibatu, Purwakarta Regency. The research employed a qualitative approach using a case study method to obtain an in-depth understanding of administrative practices in a real school context. Data were collected through observations, semi-structured interviews with the principal and teachers, and documentation studies of school administrative records, including work plans, supervision reports, and teacher performance assessments. The findings indicate that the principal’s administration has been implemented systematically through the functions of planning, organizing, implementing and directing, as well as supervising and evaluating teacher performance. Administrative planning provides clarity of tasks and work standards for teachers, while organizational arrangements help define roles and responsibilities within the school structure. Furthermore, implementation and direction through meetings and academic supervision contribute to improved teacher discipline and administrative readiness. However, the study also reveals that administrative practices are still predominantly procedural and document-oriented. Follow-up actions from supervision and performance evaluations have not been fully integrated into continuous professional development programs for teachers. As a result, improvements in teacher performance tend to be administrative rather than substantive, particularly in pedagogical innovation and instructional quality. This study concludes that principal administration has a significant influence on teacher performance through mechanisms of task clarity, discipline, motivation, and supervision. Nevertheless, to achieve sustainable and substantive improvement in teacher performance, principal administration must be strengthened by integrating administrative functions with systematic professional development and reflective supervision practices.