Educational Research (ISSN: 2141-5161) Vol. 4(9) pp. 627-633, September, 2013
DOI: http:/dx.doi.org/10.14303/er.2013.110
Available online@ http://www.interesjournals.org/ER
Copyright © 2013 International Research Journals
Full Length Research Paper
Analysis of determinant factors of success supervising
elementary school teachers post certified
Sri Utaminingsih1, Sutama2
1
Lecturer, Muria Kudus University
Lecturer, Muhammadiyah University of Surakarta
Correspondence to: Sutama: email; sutama_mpd@yahoo.com
2
Abstract
The aim of this research is to analyze the determinant factors for post certified teacher mentoring in
Demak Indonesia. The problem is how to influences of motivation, abilities and attitudes of teachers
toward success supervising supervisor through the methods and supervision principles for post
certified teachers at the primary school. This research is expected to benefit the supervising wisdom of
post certified teacher primary school teachers. Using purposive proportional sampling methods for the
sample setting, and the number of the sample are 285 teachers with location in Demak, Indonesia. The
analysis methods is path analysis with quantitative research method paradigm. The research findings
are: the determinant factor of models are fitted with the empirical data in the field; the exogenous
variables such as: motivation of teachers, teachers ' skills, and attitude of supervisors has direct and
indirect influence to the supervision successful through the techniques and principles of supervision.
Contribution of the motivation is 10 %; teachers ' skills is 9%; attitudes of supervisors 45%, and the
rest percentage is influenced by other factors. The conclusion is the model factors of determination
post certified teacher accepted, because the theoretical models structure is fit or with the data in the
field. Suggestions or recommendations is need to combine the elements of motivation in the
construction of the teacher profesionalism.
Keywords: Analysis, supervise, teacher, post certified.
INTRODUCTION
Post certified teacher mentoring important for supervising
and improvement of the quality of education. Successfully
of supervising for teacher postcertified can be used to
cover or to comply with the implementation of the
certification in which has not been able to improve the
performance of teachers.
Some of the results of the study showed that teacher
certification turns out to have not been able to improve
the quality of teachers ' performance, the Directorate
General of studies raising the quality of educators and
Educators (PMPTK) where the value of Sponsored 2008
teacher competence despite graduating average
certification numbers range 52-64 percent. The feasibility
of teaching teachers, to the level of both public and
private primary schools turned out to be only 58.12% for
junior high school teacher and private sector 60.99%.
Research results Koswara dkk (2009; 27) cited where
certification has a low influence on the professionalism
and the quality of learning. Teacher supervising models
postcertified has been developed, According to research
findings Santyasa (2012:7), find the need for innovative
learning and assessment, lesson study, and research
action class. Ngabiyanto (2011: 17-28) advocated for
increased competency paedagogic using lesson study,
case study, and teaching clinic. According to Haryono
(2010: 47) guidance teachers should identify the need of
teachers as model teaching clinic (TC), simply because
of the limitations of this model while funding has helped
the success of the process of supervising teacher
pascasertfikasi.
The success of the teacher supervise benchmarking is
the goal of supervising is to increase the quality of
learning
and
performance
improvement
of
professionalism, therefore refer to this success
supervising parameters is improved quality of
learning with teacher indicators able to distinguish the
628 Educ. Res.
characteristics of learners, to implement the principle of
learning and teaching materials and evaluation according
to the characteristics of the students. Professional
performance indicator of this is there is an increased test
results Improved relationships with KUA, colleagues and
More understanding about the functioning of the
profession (Hammond, 2000; Brewer,1997; Heck,2007;
Monk, 1994; Strauss and Sawyer,1986; Suyanto, 2012;
Houle,1980).
Research on the influential factors on the success of
many teacher training in meticulously by experts, Bafadal
(2001: 1) find the influence of constancy principle of
supervising. The principle is the reference that is used in
the construction of indicators in this study, namely the
construction carried out scientifically, democratically,
comprehenship and constructive as well as paying
attention to aspects such as availability of supporting
speakers or instructors, facilities and funds (Segiovani,
1987; Glickman,1981; Gwyn, 2002). Sundari (2002) takes
more looks at the techniques that are taken to carry out
the construction. Construction techniques is the way used
in individual supervising that be executed when the
teacher asks for guidance on its own, the techniques is
using personal visits, teacher orientation etc, and the
group techniques if many teachers who are experiencing
the same problems, and the techniques could be used
are
meetings, workshops, seminars, etc.
Direct
techniques can be describe such as: convene a meeting
of teachers, worksop, visiting classes, hold a conference.
While indirectly, for example via bulletin board and
questionaire. (Gwynn,2002 in,2006 Bafadal: 13;
Sahaertian in,2010: 173 Sagala).
Yung (2009: 17) says supervision or guidance teacher
performance enhancement requires an attitude of
patience and tolerance. Supervisor's attitude indicator in
the study viewed from the position of supervisor, i.e.
direct or indirect supervisor of teachers, active and open
relationship as a humane, humanist, placing teachers as
object and subject. (Mantja, 1998: 8; Baedhowi, 2001: 4).
Yung also mentioned that teacher performance is
determined by the motivation of teachers to improve
themselves personally with indicator such as:
boost/motives, goals and motivation work achievement
(Santrock, 1993: 131; Kenneth et al., 1977: 77; Mc.
Cleland, 1987). In addition, the successful of supervising
to teacher is also determined by the ability of the
teachers themselves. The ability of teacher's can be
detailed are the ability to perform administration, teaching
and tutoring students (Garry Thomas,1997; Margareth
Thomas, 2007).
Refer to the discussion mentioned above, it can be
concluded the existence of a number of factors that affect
the construction of the teachers in this study post certified
teacher’s and looking for the factors that influence the
successfull of the process of supervision post certified
teacher’s at the primary school, so the problems of
this research is whether the motivation, the ability of the
teacher and the supervisor's attitude influence directly
and indirectly towards the successfull of supervision
through the principles and techniques of supervision for
the post certified teacher’s at primary school in the
District of Demak, Indonesia. The goal of this research is
to find a successfull supervision models for post certified
teacher’s at primary school teachers in the Demak
District. The results of this study are expected by finding
the determinant factors in the process of supervision the
good supervise to the post certified teacher’s can be
done.
RESEARCH METHOD
Sampling was conducted in purposive random sampling
proportional to the criteria: has gained supervising
teacher post certified, primary school teachers under the
ministry of national education, affordable living in the
region then elected District 3 sub-district Demak City
represented the city district and sub-district Mranggen
represents a district close to the city of Semarang and
Karangnyar District (Dantes, 2006).
Data collection techniques used such as follows:
questionnaires, interviews, and documentation. Research
instruments such as questionnaires and i Quantitative
research methods study was based on ex-post because it
aims to reconstruct or confirm a theory of several factors
that influencing the successful of supervision for
elementary school post certified teacher’s (Dantes, 2012:
60-62).
This research was conducted in the District of Demak,
Indonesia with the subject post certified teacher’s. The
population of this research is all primary school teachers
in Demak Regency are certified educators under the
Education Department started in 2006-2011 with the
amounts to 1505. The sample size n = 285, as
determined by Isaac and Michael formula’s (Sugiono,
2006: 126-128).
The Sampling methods is purposive random sampling
proportional with in criteria: has gained supervising
teacher post certified, primary school teachers under the
Ministry of national education, affordable living in the
region then elected District 3 sub-district Demak City
represented the city district and sub-district Mranggen
represents a district close to the city of Semarang and
Karangnyar District, Indonesia (Digital, 2006). Data
collection techniques used are as follows: questionnaires,
interviews, and documentation. Research instruments
such as questionnaires and interview guidelines were
also used. Questionnaires that are used to retrieve data
with validity tests meets the formula and reabilitas momet
and product (Sutama, 2012: 94; Arikunto, 2006: 168).
Data analysis techniques using path analysis
processed with lisrel for acquiring goodnes of fit of the
model and software version 16 Cuckold Kelly wells.
(Ghozali, 2005: 306). The Regression equation is Y = a
Utaminingsih and Sutama 629
b1 + X 1 b1X2+ b1X3. Test assumptions made include test
normality by looking at the data declared Gaussian if the
value of the P-Value is greater than 5% significance level
of 0.05, or linieritas test and multi-colinearity test by
looking at the results of the calculation of the Correlation
Matrix of Independent Variables in the table is obtained
under the r score is 0.09 (Sugiyono, 2006: 235).
Data Analysis
Data analysis techniques using path analysis processed
with lisrel for acquiring goodness of fit models with
software version 16 Cuckold Kelly wells. Previously done
test the assumption of normality test covers by looking at
the data declared Gaussian when the value of the PValue is greater than 5% significance level of 0.05, or
linearity test and multicolinearity test by looking at the
results of the calculation of the Correlation Matrix of
Independent Variables in the table is obtained under the r
score is 0.09 (Sugiyono, 2006: 235).
The analysis shows the Goodness of Fit of statistica
RMSEA. 0.18, NFI, CFI, GFI of 0.99, AGFI of 0.89. Thus
it can be said if the model has been drawn up can be
accepted as a model of equal, or balanced. (Ghozali,
2005: 306). The full Model is presented within the
framework of thought in test by using Lisrel and produce
a full model as follows (Figure 1.1).
The regression equation obtained Y = X 1 0.9941 X 2
0.5153 11.340 0.844 X 3.It shows there is a positive
impact cumulatively between three non-independent
variable to the variable with the level of significance of
0.01 so believable that it is true there is a positive
influence. R reach 0.793 and R square of 0.629, it can be
inferred if the variable work motivation, ability and attitude
of the teacher supervisor directly affect the success of the
construction of 63% while the remaining 37% are affected
by other variables that are not included in the model.The
detail of the direct and indirect influences on top of table
1.1 can be compiled as follows.
RESULTS AND DISCUSSION
This study analyzed the motivation factors of work, the
ability of teachers, supervisors, attitudes, principles and
techniques
of
supervising
success
supervising
elementary school teacher postcertified. First, Based on
the analysis of the data is known to be the highest value
from the respondents to the motivation of working 100
and the lowest value is 69. Average value calculation
results average motivation kerjasebesar of 84.51, the
median and the mode of 80.00, 84.00, and standart
deviasinya 6.29 and range score 31. Descriptive
variables work motivation of teachers showed that only
27% of respondents who have a teacher motivation of
working under average, 27% on an average class, 45%
above average.
The variable contribution of work
motivation techniques, principles of supervising
supervising 0,101 amounted to 0.26, 0.27 supervising
success with positive direction, it means the better the
better the working motivation techniques and principles
are to be applied supervising and this will affect the
success of supervising.
Results of the research on the motivation of teachers
post certified work is in line with the findings of the
competence development of teachers that Yang was
greatly influenced by motivation, supervising techniques
and also the basic capabilities of teachers. Motivation is
the effort to do something. In the construction of teachers
' work motivation is necessary, because it will encourage
a teacher towards a better future. Someone in doing
something or achieving certain targets needed
encouragement, encouragement from inside (internal)
may out of necessity as well as from the outside
(external) because of environmental factors (Yang, 2011;
Mulyasa, 2005: 47; Tilar:, 2002 67, Robbin, 2003; 187).
Results of research work motivation post certified
teacher is also the same with the opinion that Lizarraga
Elawar (2007: 565-592), motivation, encouragement for
the successfull achievement of a training. Teacher
motivation is a form of desire or urge to upgrade
voluntarily or with a sense of love, not forced to follow the
guidance. Thereby, it is understood the relation between
motivation of working with success supervising since
supervising function when implemented with be sincerely
earnest can increase the motivation of teachers' work.
Additionally during this supervising techniques in
conducting the election, the Builder is trying to use
techniques that are varied, the motivation of working
teachers often will improve techniques in supervising, if
teachers work motivation in following the construction of
the well, then it will easily adapt to the construction
techniques used. Supervising is done with sustainable
materials vary (Poerksen, 2005; Elawar, Lizarraga, 2007:
565-592; Sergiovani,1987: 47; Bafadal, 2006: 45).
In general aspects in the work motivation can be
compared with the apportionment of motivation according
to Mc Clelland (Widiyanto, 2010) is divided into 3 need
achievement i.e.; affiliation achievement, Power
achievement, and Prestige achievement.
The 3
achievement has also been used to check the teacher
motivation in Korea for junior secondary school teachers.
The finding are motivation
improving teachers'
achievement in the spirit of adding knowledge, then
improves teachers friendship motive in sharing with
friends to enhance learning in the classroom, they share
and exchange experiences on the group which was
facilitated by the district, are powerful motivation
improves leadership attitude and enthusiasm in order to
guide their students (Widiyanto, 2010: 17-27).
The result in this study shows aspects of the motive or
the encouragement of work demonstrate a high
motivation, judging the research findings have influenced
630 Educ. Res.
Figure 1.1 Models of the relationship between variables based on test track analysis
Table 1.1 Summary of direct and indirect Influence
1.
Work Motivation
0.27
Indirect
Influence
TS
PS
0.5124 0.3064
2.
3.
Teacher Ability
Supervisor
Attitude
0.28
0.79
0.0624
0.0960
No
Variable
Direct
Influence
0.0360
0.0168
Pengaruh Total
Inf
TS
0.7824
PS
0.5764
D>ID
0.3424
0.8860
0.3164
0.8068
D>ID
D>ID
Information: TS : technique of supervise, PS: Principle of supervise, D: Direct, ID: Indirect
nearly 45% from 51% total influence motivation towards
success supervising. This aspect of the ability to
complete a difficult task is also an accomplished and
wishes can also be classified on power achievement
aspects of motivation because with the ability to
accomplish difficult give prestige and authority that
allows it to acquire its own class, this is if the motivation
is linked to social as it is adduced by Atkinson in
Widiyanto (2010), a performance in the results that
appear from the motivation combined with existing
circumstances. It appears as a motif or desire, is the
tendency to strive in particular on one type of (24) than
the desire or goal for example: achievements,
relationships, and power (Hartoyo, 2009: 7; Widiyanto,
2010, 17-27).
Aspects of this feedback can go in a category for
affiliation achievement in Mc Clelland, because it will
result in a relationship with groups namely colleagues,
teachers, students and might even give feedback on a
wider scale. In the construction of clear objectives and
targets have clearly indicates the optimum work results
aspects (Mantja, 1987: 17; Baedhowi and Hartoyo, 2009:
7) there is a slight difference in the motivation of teachers
working in this study with the results of other studies to
determine the competency of teachers of post certified,
that the motivation of teachers to immediately join the
certification was not to increase their competence or
professionalism, but impressed merely to earn additional
income through the tunjuangan profession. A similar case
is found to the Directorate-General PMPTK Monev when
doing similar studies in the province of West Sumatra,
East Java, Central Java, South Sulawesi, and Nusa
Tenggara Barat in 2008.The study found that the reason
teachers following the certification, among other things, in
order to benefit the profession, soon got the money to
meet the necessities of life, the allowances for tuition
fees, the cost of children's education, renovating a
House, and pay debts. (Baedhowi and Hartoyo, 2009:
7;D IG PMPTK Mone, 2008; Suharta, and sublime
Sudiarta, 2009: 17). While in the study of motivation
used to base the participation of teachers in supervising.
Results of the discussion above, it can be concluded if
the success of the construction can be based on work
motivation of teachers. The better teacher working with
Utaminingsih and Sutama 631
techniques and principles motivation then also better
supervising and this affects the success supervising
teacher post certified.
Second, Based on the data analysis capability of the
teachers known to be the highest score of 130 and the
lowest value is 75. The median value calculations the
average teacher's ability of 99.85, median of 90.00 and
90.00 registration mode, as well as raw Byway 1.03. as
well as the range to score 55. Descriptive variables
teacher capabilities that 40% of teachers who have the
ability under the average, 60% in class average and
above average. Results of the study indicate that there is
a direct and indirect influence on the ability of teachers.
The variable contribution of teacher skills supervising
techniques amounted to 0.69, principles of supervising of
0.40, 0.28 of success supervising with positive direction,
it means the better the ability of teachers getting better
supervising techniques and principles are being applied
and this affects the success supervising. The analysis
results also showed a 9% changes occurring on the
supervising
techniques,
principles,
supervising,
supervising success is directly attributable to a change in
the ability of the teacher. There are three aspects that
are developed in this research are: (1) the ability to
conduct related administration; (2) learning-related Skills;
and (3) the ability of supervising related. From these
aspects in detail is the primary ability competence of
paedagogic occurring on the supervising techniques,
principles, supervising, supervising success is directly
attributable.
A related aspect of the ability to perform administration,
from the results of the teacher responses through
answering the question is enough to top more than 52%,
and only about 11% less expressed, from the answer
then it can be said to be actually starting ability teachers
can be said to be good enough for the administrative
matters, the ability of a carrying capacity for teachers for
success in education, it is related to the problem
assessment, attendance and assignments from other
students. The Administration also strongly supports the
capability on the order and discipline of teachers, will
further enhance the efficiency and effectiveness of
teacher work (Mulyasa, 2005: 47; Tilaar,2002: 67;
Mohammed, 2002: 47).
Aspects of learning-related skills, the result of
respondents very moderate once where between
sufficient and are somewhat less almost proportional i.e.
51% compared to 49% for less, through this ability is
crucial for teachers, teaching the correct paradigm should
be based on the ability of teachers, the ability not only to
the knowledge owned by the teacher alone, but the
capabilities are a number of competencies that must be
possessed by the teachers, and the ability and motivation
in the construction of much-needed basic supervising
teacher (Poerksen, 2005, 471-484; Shermer Danziger
2004,147; Elawar, Irwin, 2007 Lizarraga, 565-592)
A related aspect of supervising ability, objective
function for the teacher to the students is required it is
primarily in the teaching and learning activities, and
others. Realize the construction on the ability of the
required understanding of the limits of ability of teachers,
it is because the primary purpose of stating the
supervising to improve the quality of learning and
professionalism. Professionalism of teachers refers to
productivity, therefore it can be said the purpose of the
construction of teachers includes on scientific insight:
growth, thinking, attitude towards work and skills in the
implementation of its job everyday until its productivity
can be improved (Sundari; 47: 2002).
In the construction of the teacher post certified not
preceded by the identification of issues and clearly
appropriate characteristics, whereas the construction
without knowing the initial capabilities of teachers actually
useless, due to the success and the failure is hardly
measurable. (Agee, 2004, 747-774; Poerksen, 2005,
471-484; Shermer Danziger 2004,147; Elawar, Irwin,
2007 Lizarraga, 565-592).
A basic introduction on the
ability of teachers and the motivation for supervising has
a goal to improve techniques in supervising, the precision
engineering continues on election success rate, although
this is not an absolute determinant, but 80% of the results
showed the spring thing. Utilizing the basic ability to
supervise success of teachers can be done by detecting
the teacher is cross-sectional i.e. through identification of
teachers in private, student responses to teacher's ability
in learning, and information colleagues. (Bembenutty,
2007: 165; Perry (2008; 271)
So it is evident that the variable ability of teachers
based on research findings and results of the research
there were also former dependencies with success
supervising. For it in the construction of early
identification of skills needs to do teacher training so that
more precise targets and compliance problems faced the
teacher postcertified.
Third, Based on data analysis is known to be the
highest value from the respondents for the supervisor's
attitude and the most value 55 low 33. The median value
calculations the average attitude of supervisors 44.74,
median of 44.00 43.00 and a mode, as well as raw
Byway 4.23. as well as the range to score 55. Descriptive
variables of the supervisor's attitude that only 13% of
respondents stated that teachers under supervisor's
attitude, on average, 27% on average, class of 87% on
grade average and above average. Supervisor's attitude
in supervising has a direct and indirect influence. It is
seen from the variable contribution of supervisor attitudes
of supervising techniques, principles of supervising 0.122
0.40, success supervising with the positive direction of
0.79, which means the better the supervisor's attitude is
getting better all the techniques and principles of
supervising. The analysis results also showed 45% with
changes in supervising techniques directly caused a
change in the attitude of the supervisor.
632 Educ. Res.
These findings indicate that the ability of the
supervisors are qualified as a builder. It reaffirmed the
view that the teacher supervisor in the construction by
use of some techniques, both techniques were in groups
or individually and directly and indirectly However, from
the results of the interview there are a few supervisors
who have limited capabilities for being the supervisor
because the position. More teacher morale when a
supervisor has no direct bearing or not direct superiors
such as school principals, trustees and patrons of the
District Education Office. A supervisor must have terms
as follows: (1) have the confidence that the teacher has
the ability or potential to solve the problem themselves
and develop themselves; (2) has the willingness and the
ability to be able to build a relationship that is intimate
and warm with everyone indiscriminately; (3) have the
ability to listen as well as a desire to take advantage of
the experience of the teacher as resource persons
experience led him to attempt to achieve objectives; (4)
has a antusiaisme and keyakian on clinical supervise as
the process of continuous activities to serve the personal
growth and development as well as the teaching
profession; (5) have skills in communicating, observing,
and analyzing the behavior of the teacher teaching, and
(6) have a commitment to devote himself and wish hard
to continue to deepen the supervision.
So for, there is still a postcertified teacher and
supervisor connections less maximum which caused
many post certified the number of teachers and
supervisors are limited. Teacher expectations against
the supervisors, among others, to got the service to its
full potential without fear, then the teacher wanted a
supervisor who mastered the learning, welcoming and
respecting teachers. In accordance with the Sagala's
opinion, the teachers hope for supervisor requirement
such are: (1) has the earnest attention of learning and
school management; (2) being sympathetic, open,
confident; (3) has the power of humor is not easily
offended; (4) critical but constructive;(5) broad
knowledge; (6) physical health, well-dressed and polite.
(Sagala, 2010: 236)
Facilitation activities supervisor in the construction of its
central character is a teacher which is expected to
improve its quality, while the supervisor acts as a
facilitator is a main factor should drive to the teacher, for
that is the role of the facilitator should provide assistance
to teachers in order to achieve the goal by providing
opportunities on teachers to: (1) examine, discuss and
explain in full program-learning programme; (2) receive
objective feedback on the program a program that
trained/practiced; (3) test the real behavior and
relationships that are anticipated in the classroom; (3)
examine the relationship between the desired
consequence and konsekwensinyata behavior of
supervisors and teachers; (4) examine the relationship
between the program along with the assumptions,
theories and research about effective teaching; (6)
develop, implement and receive support regarding the
changes according to educational programs that are
practical. The spirit and the paradigm according to the
new paradigm about supervising against the teacher who
must be humane, no longer considers the teacher as
object construction or in economic language as a factor
of production but as an asset that must be preserved and
developed. The findings of other studies mention the
development of education on teachers through
professional organizations more successfully when it is
treated the same and parallel. The presence of the
facilitator in the Organization are more considered due to
teachers appreciate not being arrogant, but actually
facilitating. (.(Sergiovani, 1983: 87;Martoyo, 2008;
Mantja, 1998: 18; Morteza, 2000: 16).
The supervision at least have to parties such as:
supervisee. Both of two parties have two maintain the
cooperation during the supervision process, and also
keep the relationship equity. Keeping the supervising
relationship then a supervisor should have the properties
of flexible (flexible) to understand the subject matter in
the sense that should be nurtured. Luwesan of a
Supervisor (supervisors) often hinders the process of
development, in delivery patterns, the introduction of new
informsi the result of innovation or the delivery of a
number of rules and policies are not a necessary
communicators over acting and arrogant, because it
would hamper the process of acceptance (Schofield,
2004: 217, Keating,2003: 367, Muller,2000: 316).
Success supervising relationship with the supervisor's
attitude can be said strongly enough either as seen from
the results of this study as well as a number of other
studies simply provide a description of the magnitude of
the influence of supervisor attitudes in supervising.
Whether or not a respected Builder of subjects of
supervising will greatly affect the success of supervising
(Taylor, 1988: 287-295). Based on an analysis of the
research results and expert opinion indicate that the
attitude of the supervisors affect the success supervising
teacher postcertified so in the construction supervisor's
attitude is expected to better appreciate, humanist,
dynamic and not positioned as a boss.
CONCLUSION
Regarding the testing results analysis using SEM can be
summed up as follows: each independent variable has a
direct and indirect influence as well as the dependent
variable of donations which can be specified as follows in
direct contributions to the work motivation of 0.27
indirectly totalling 0.5124; teachers ' contributions directly
by 0.28, indirectly totalling 0.3424; contributions directly
to the supervisor's attitude amounted to 0.79, indirectly
totalling 0.886; It is evident that success supervising
teacher postcertified is affected by the variable technical
supervising and supervising principles. Influence of the
Utaminingsih and Sutama 633
slightest factor could not be ignored, because it affects
the level of success of the construction of the
postcertified primary school teachers in the District of
Demak; the exogenous variable proven work motivation,
ability and attitude of teachers, supervisors and technical
effect on the principle of construction of the primary
school teachers in postcertified district of Demak, this
proves that the selected variables to support variable
engineering
and
construction
principles
have
significance.
Conclusion based on the above, can be
suggested as follows: (1) this Model can be used to test
things that affect success supervising, because it has
confidence in the fulfillment of Goodnes of Fit; (2)
variable that his contributions were small in the
implementation guidance should be used because it has
a fairly significant role; (iii) Technical Factors fostering
and good supervising principles need to get attention
relevant agencies in realizing success supervising; (4)
need to do more research to reveal other factors that can
provide kontribudi to increased success supervising
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