The Influence of Academic Supervision and Abstraction Ability on Elementary School Teachers' Performance in Kragan District

Abstract

This study examines the influence of academic supervision and abstraction ability on elementary school teachers' performance in Kragan District. Academic supervision is a critical aspect of professional development, aiming to enhance instructional quality, while abstraction ability reflects teachers' cognitive capacity to understand and apply learning concepts effectively. Understanding these factors is essential for improving teacher performance and the overall quality of education. This research employs a quantitative approach using Structural Equation Modeling (SEM). Data were collected through structured questionnaires tested for validity and reliability. A proportional random sampling technique was used to select 192 elementary school teachers as respondents. Data analysis was performed to determine the causal relationships among academic supervision, abstraction ability, and teacher performance. The findings indicate that academic supervision significantly and positively influences teacher performance, with effective supervision improving lesson planning, teaching execution, and assessment. Furthermore, abstraction ability also plays a crucial role in enhancing teacher performance. Teachers with higher abstraction ability tend to be more innovative, analytical, and capable of creating engaging learning experiences. The combined influence of academic supervision and abstraction ability suggests that both factors are mutually reinforcing in improving teacher effectiveness.These findings highlight the importance of optimizing academic supervision and fostering teachers’ abstraction ability as key strategies for enhancing elementary education quality. Therefore, school principals and education supervisors are encouraged to implement effective academic supervision practices while supporting teachers in developing higher- order thinking skills. Additionally, policymakers should focus on strengthening academic supervision and designing professional development programs to enhance teachers’ analytical and creative skills.This research provides valuable insights for academics, educational practitioners, and policymakers in designing strategies to improve teacher performance through effective supervision and cognitive skill development, ultimately contributing to broader educational improvements.