Influence of School-Based Management, Teacher Participation, and Supervision on the Quality of the Learning Process in Elementary Schools

Abstract

The quality of the learning process faces ongoing challenges, particularly due to the suboptimal implementation of school-based management, limited teacher participation in school management, and a lack of continuous supervision oversight. This study aims to analyze the influence of SBM, teacher participation, and supervision oversight on the quality of the learning process. A quantitative approach was employed, involving a population of 253 teachers from 19 schools; a sample of 155 teachers was determined using Slovin's formula (5% margin of error) via proportional random sampling. Data were collected through questionnaires and analyzed using SPSS 26 (descriptive and inferential statistics), including classical assumption tests, t-tests, and F-tests. The results indicate that SBM and teacher participation positively and significantly influence the quality of the learning process, with significance values of 0.000 and 0.002<0.05, respectively. In contrast, supervision oversight did not show a significant effect 0.390>0.05. Simultaneously, the three variables exerted a positive and significant influence, contributing 44.6% to the outcome, while the remaining 55.4% was attributed to factors outside the model. These findings underscore the importance of strengthening school governance and teacher participation, as well as enhancing supervision effectiveness through intensive, contextual, and continuous guidance.