PENGARUH KEPEMIMPINAN INSTRUKSIONAL DAN SUPERVISI PEMBELAJARAN TERHADAP EFIKASI MENGAJAR GURU SMA NEGERI DI KOMDA MAJENANG DAN SIDAREJAKABUPATEN CILACAP

Keberhasilan mengajar guru dipengaruhi oleh kepala sekolah dan pengawas. Kepala sekolah merupakan pemimpin yang memiliki peran untuk mendukung dan memfasilitasi kebutuhan guru dalam kegiatan pengajaran. Adapun pengawas memiliki peran dan fungsi membina, membimbing, serta meningkatkan kemampuan profesional guru dalam mengajar. Ketika peran dan fungsi kepala sekolah dan pengawas tersebut dapat dilaksanakan dengan baik, maka akan berdampak pada efikasi mengajar. Untuk membuktikan hal tersebut, maka penelitian yang mengkaji tentang pengaruh kepemimpinan instruksional dan supervisi pembelajaran terhadap efikasi mengajar perlu dilakukan. Penelitian ini dilakukan terhadap 147 guru SMA Negeri di Komda Majenang dan Sidareja. Dari hasil penelitian yang dilakukan, kepemimpinan instruksional berpengaruh signifikan terhadap efikasi mengajar meskipun rendah pengaruhnya. Hal ini teridentifikasi dari rendahnya hubungan tiga indikator kepemimpinan instruksional terhadap efikasi mengajar yang diukur: defining school’s mission, managing curriculum and instructional programs, dan promote positive learning climate. supervisi pembelajaran juga berpengaruh signifikan terhadap efikasi mengajar. Bahkah, pengaruh yang ditunjukkan termasuk dalam kategori tinggi. Hal ini dapat dijelaskan dari tingginya hubungan antara indikator supervisi pembelajaran dengan efikasi mengajar, yakni: teaching-learning process, content and pedagogy, serta learning environment. Kepala sekolah sebagai pemimpin instruksional dalam meningkatkan efikasi mengajar hendaknya tidak hanya berbekal pada pedagogical-knowledge, tetapi harus juga diimbangi dengan kemampuan knowledge- management khususnya dalam coordinating curriculum, maintain maintain high visibility, promote positive learning climate, communicate the school goals, dan protect instructional times. Bagi supervisor, dalam meningkatkan efikasi mengajar hendaknya memfokuskan pada planning, assessing and reporting, social regard for learning, school and community linkages, learning environment, serta personal growth. ---------- The successful of teaching is influenced by principals and supervisors. The principal is a leader who has the role to support and facilitate the teacher needs in teaching learning activities. Supervisor has the role and function of nurture, guide, and to improve the professional teacher's capability. While it's can properly implemented, it will have an impact on teaching-efficacy. To prove this, a study that examines the influence of instructional leadership and instructional-supervision of the teaching-efficacy needs to be done. This study was conducted on 147 teachers higher public schools in Komda Majenang and Sidareja. The results of research, instructional leadership significantly influence the teaching-efficacy despite the low impact. It's can be identified from the instructional-leadership's indicators that low relations of the teaching-efficacy (defining school's mission, managing curriculum and instructional programs, and promote positive learning climate). Instructional-supervision also significantly influence the teaching-efficacy. Indeed, the effect shown in the high category. This can be explained from the high correlation between three Instructional supervision's indicators with teaching-efficacy (teaching-learning process, content and pedagogy, and learning environment). Principals as instructional leaders in improving the teaching-efficacy should not only armed on-pedagogical knowledge, but must also be balanced with the knowledge- management ability, especially in coordinating curriculum, maintain maintain high visibility, promote positive learning climate, communicate the school goals, and protect instructional times. For supervisors, in improving the teaching-efficacy should be focused on planning, assessing and reporting, social regard for learning, school and community linkages, learning environment, and personal growth