Pengaruh Supervisi Kepala Sekolah dan Kompetensi Pedagogik Guru terhadap Kinerja Guru SD Negeri 3 Tumbang Jutuh Kecamatan Rungan Kabupaten Gunung Mas

This study aims to determine the effect of principal supervision and teacher pedagogic competence on the performance of 12 teachers. Data were collected through direct questionnaires answered by the teachers, then statistically analyzed using multiple regression analysis techniques using the SPSS Version 10.0 computer program. The results of the regression analysis show that: (1) the influence of the principal's supervision (X1) with teacher performance (Y) produces an observation t number of 2,731 > 1,978 (t table) meaning that the val-ue of the principal's supervision (X1) has an effect on teacher performance (Y), the large influence is 0.238, which means that the variance of teacher performance that is influenced by the supervision of the principal is 23.8%, (2) the influence of teacher pedagogic competence (X2) produces an observation t number of 3.135 > 1.980 (t table) meaning the value of teacher pedagogic competence (X2 ) has an effect on teacher performance (Y) the magnitude of the effect is 0.275, which means that the variance in teacher performance that is influenced by teacher pedagogic competence is 27.5%, and (3) tests the effect of principal supervision (X1) and teacher pedagogic competence (X2) on performance teacher (Y) from the ANOVA test obtained Fcount of 29.222 with a significance level of <0.001, while Ftable corresponds to with a significance level of 0.05 of 3.07 so that Fcount > Ftable (29.222 > 3.07) means that statistically the data used to prove that all independent variables (principal supervision and pedagogic competence) affect teacher performance scores. Or in other words, princi-pal supervision (X1), pedagogic competence (X2) jointly affect teacher performance (Y). The decision is to re-ject the null hypothesis and accept the alternative hypothesis. This means that the multiple regression coefficient of the principal's supervision (X1), pedagogic competence (X2), are jointly different from zero. So that the prin-cipal's supervision (X1), pedagogic competence (X2), jointly affect the teacher's performance (Y). Based on the-se conclusions, it is suggested: (1) Supervision of school principals that have been good so far need to be main-tained and even need to be improved/developed efforts that allow to further improve the quality of teacher per-formance, (2) It is necessary to apply more participatory and transformational leadership styles , (3) There needs to be similar research with different themes to test various theories of human resource management, as well as by selecting other variables that are still within the scope of teacher performance to reveal other variables that have a major influence on teacher performanc