The The Influence of Coaching and Motivation-Based Principal Supervision on the Professionalism of Elementary School Teacher Performance

Cakrawala Jurnal Pendidikan Volume 20 No 1 (2026) http://cakrawala.upstegal.ac.id/index.php/Cakrawala email: The Influence of Coaching and Motivation-Based Principal Supervision on the Professionalism of Elementary School Teacher Performance 1 Sri Kusningsih, 2Beni Habibi, 3Yoga Prihatin. History _______________________________________________ 1,2,3, Program Studi Magister Pedagogi,Universitas Pancasakti Tegal, Indonesia Email: Received Januari Revised Accepted Februari Publish Mei DOI: https://doi.org/10.24905/mk0kmk59 _____________________________________ DOI: ........ Abstract This study aimed to examine how scientific reasoning has been repositioned in educational research in the post-COVID era through a bibliometric review. Bibliographic data were retrieved from the Scopus database, covering journal articles published between 2021 and 2025. A total of 161 articles were analyzed using Biblioshiny and VOSviewer to identify publication trends, country contributions, collaboration patterns, and thematic structures. The results showed a growing scholarly emphasis on scientific reasoning after COVID-19, particularly in relation to student-centered pedagogies, assessment practices, higher-order thinking skills, and technology-enhanced learning environments. Keyword network analysis revealed scientific reasoning as a central research theme interconnected with inquiry-based learning, problembased learning, critical thinking, and digital learning contexts. Overlay visualization further indicated emerging research directions involving artificial intelligence and hybrid learning environments. Overall, the findings demonstrated a clear repositioning of scientific reasoning as a foundational competency in post-COVID educational research and provided insights to inform future studies and instructional innovations. Keywords: coaching-based supervision, motivation, teacher performance professionalism The Influence of Coaching and Motivation-Based Principal Supervision |131| INTRODUCTION Education is a planned process designed to create a learning environment that allows students to actively develop their potential. One crucial factor in educational success is the teacher, as they play a direct role in creating quality learning. Teacher quality is reflected in their professional performance, namely their ability, responsibility, and commitment to carrying out their duties effectively and efficiently. However, in reality, the professional performance of elementary school teachers is still suboptimal. Based on initial observations in several elementary schools, it was found that some teachers still do not maximize their implementation of active, innovative, and enjoyable learning. Some teachers still tend to focus on delivering material, do not reflect on their teaching outcomes, and do not fully utilize learning media creatively. This indicates that the level of teacher professionalism still needs to be improved. One factor suspected of contributing to low teacher professionalism is the principal's ineffective supervision. In practice, supervision often remains instructive and administrative in nature, resulting in teachers feeling supervised rather than guided. To address this, a coachingbased supervision approach emerged, in which the principal acts as a coach, helping teachers discover their potential, reflect, and develop independent performance development plans. Coaching-based supervision encourages collaborative and empowering two-way communication, rather than simply controlling. Previous research, including "Supervision and Motivation Have a Significant Effect on Teacher Performance," does not explain the coaching-based supervision model, even though it is relevant to modern teacher development. Zuhairi, A. (2022). "The Effect of Principal Supervision and Work Motivation on Elementary School Teacher Performance." Journal of Elementary Education Management, 7(2), 115–124. Research conducted by Himmatulhaq (2021), published in the Journal of Educational Administration and Management, entitled "The Effect of Principal Supervision on Junior High School Teacher Performance," shows that principal supervision has a 33.6% impact on teacher performance. This research confirms that the principal's role in supervision significantly contributes to improving teacher performance. However, the supervision model studied remains conventional and has not adopted a coaching-based supervision approach that emphasizes empowerment, reflection, and collaboration in teacher development. Commitment, competence, and motivation have a positive and significant influence on vocational high school teacher performance, according to Prihatinni (2022) in the journal "The Influence of Commitment, Competence, and Motivation on Vocational High School Teacher Performance." Journal of Vocational Education and Learning, 4(1), 45–53. However, this study has not yet addressed the principal's supervision or coaching-based development models as factors that strengthen teacher motivation and professionalism. Based on a review of several previous studies, it can be concluded that research on the influence of principal supervision and work motivation on teacher performance or professionalism has been conducted extensively. However, most have focused on conventional supervision and have not yet examined coaching-based supervision models that emphasize collaborative and reflective mentoring. Furthermore, research combining coaching-based supervision and motivation on the professionalism of elementary school teachers is still very limited. Therefore, this study has a research gap in the supervision model, the variables used, and the context of both public and private elementary education units. Sri Kusningsih, Beni Habibi, Yoga Prihatin / Cakrawala 20 (1) (2026) |132| The purpose of this study is to determine the significant influence of coaching-based supervision on teacher professionalism. Identifying the significant influence of coaching-based supervision on teacher professional performance. Understanding the impact of coaching-based supervision and motivation on teacher professional performance. According to Carl D. Glickman (1981; 2010), academic supervision is a series of professional development activities aimed at helping teachers improve their teaching abilities consciously and reflectively. He introduced the Developmental Supervision model, a supervision approach tailored to the teacher's level of professional development. According to Glickman (2010:25), "Supervision is an assistance in the development of better teaching through cooperative activities between supervisor and teacher." Arthur Costa and Robert Garmston (2002) introduced the concept of Cognitive Coaching, which became the main foundation for the development of coaching-based principal supervision. Robbins & Alvy's approach reinforces Costa and Glickman's view that modern supervision must shift from inspection to inspiration—foc (...truncated)