The influence of learning supervision and achievement motivation on effective learning through teachers’ professional

Abstract

This study aimed to analyze the effects of learning supervision and achievement motivation on effective learning through teachers' professional competence at State Junior High Schools in Padang City. The study employed a quantitative approach using the SEM-PLS method, involving 385 teachers selected from a population of 1,916 teachers across 45 State Junior High Schools. The results showed that learning supervision (β = 0.218; t = 6.752; p < 0.05), achievement motivation (β = 0.320; t = 7.943; p < 0.05), and teachers' professional competence (β = 0.320; t = 4.736; p < 0.05) had positive and significant effects on effective learning. Learning supervision and achievement motivation also had positive effects on teachers' professional competence (β = 0.401), which significantly mediated their effects on effective learning with an indirect effect of 0.128 (p < 0.05). These findings indicate that improving learning supervision, achievement motivation, and teachers' professional competence can enhance effective learning.