The Influence of Academic Supervision and Organizational Climate on Learning Quality in Islamic Higher Education Institutions
DOI:
https://doi.org/10.51278/bse.v6i1.3116Keywords:
Academic Supervision, Organizational Climate, Learning Quality, Islamic Higher Education, Instructional LeadershipAbstract
This study aims to examine the influence of academic supervision and organizational climate on learning quality in Islamic higher education institutions. The study employed a quantitative approach involving 78 respondents. Data were collected using a Likert-scale questionnaire and analyzed using descriptive statistics, correlation analysis, reliability testing, and multiple regression analysis. The findings indicate that Academic Supervision has a very strong and significant influence on Learning Quality (β = 0.951, t = 26.460, p < 0.001). Organizational Climate, however, shows a positive bivariate relationship with Learning Quality but does not have a significant independent effect in the simultaneous regression model (β = 0.012, t = 0.328, p = 0.744). The regression model explains 91.1% of the variance in Learning Quality. These findings indicate that learning quality is more directly associated with instructional supervision than with the general organizational climate. The study contributes a contextual perspective to Islamic higher education by positioning organizational climate as an enabling context and academic supervision as a direct instructional mechanism for improving learning quality. The findings imply that higher education institutions should strengthen continuous academic supervision through observation, constructive feedback, reflection, and instructional improvement.
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