Enhancing Teacher Performance through Digital-Based Principal Supervision in Elementary Schools

Zaliani Zaliani; Niswanto Niswanto; Suparta Rasyid

doi:10.59890/ijarss.v3i6.12

Authors

Zaliani Zaliani Universitas Syiah Kuala
Niswanto Niswanto Universitas Syiah Kuala
Suparta Rasyid Universitas Syiah Kuala

DOI:

https://doi.org/10.59890/ijarss.v3i6.12

Keywords:

Digital Supervision, Teacher Performance, Principal Leadership, Elementary School

Abstract

This study examines the effectiveness of digital-based principal supervision in improving teacher performance at elementary schools in Pidie District, Aceh. Using a qualitative descriptive approach, data were collected through interviews, observations, and document analysis involving three principals and nine teachers. Findings show that digital platforms such as Platform Merdeka Mengajar (PMM) and Ruang GTK enhance supervision by improving feedback, planning, and technology integration in teaching. However, challenges such as limited internet access, digital literacy gaps, and lack of devices were identified. Principals addressed these through mentoring and offline support. The study concludes that digital-based supervision is effective when supported by infrastructure and leadership, and recommends a blended model combining digital and traditional approaches to improve sustainability and impact.

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