The Influence of Supervision and Work Motivation on Learning Management by Kindergarten Teachers

This study examines the influence of supervision and work motivation on learning management by kindergarten teachers. In early childhood education, effective learning management is not solely determined by teachers’ pedagogical competence but is also shaped by the quality of academic supervision and teachers’ intrinsic work motivation. This study employs a quantitative correlational design involving 20 kindergarten teachers from various schools in Deli Serdang, Indonesia, a non-urban area where empirical evidence on early childhood learning management remains limited. Data were collected using validated questionnaires measuring supervision effectiveness, work motivation, and learning management practices, and were analyzed through multiple regression techniques. The findings indicate that both supervision and work motivation have a significant positive effect on teachers’ learning management. Supervision contributes primarily to improved lesson planning and classroom organization, while work motivation enhances instructional creativity, initiative, and engagement with children. Simultaneously, supervision and work motivation explain 68% of the variance in learning management quality, demonstrating a strong combined influence that is both statistically and practically meaningful.