LITERACY AND NUMERACY MENTORING PROGRAMS AND TEACHER PERFORMANCE IN ELEMENTARY SCHOOLS

  • Mursidati . Manajemen Pendidikan, Universitas PGRI Palembang, Indonesia
  • Syarwani Ahmad Manajemen Pendidikan, Universitas PGRI Palembang, Indonesia
  • Nur Ahyani Manajemen Pendidikan, Universitas PGRI Palembang, Indonesia
DOI: https://doi.org/10.36655/jsp.v14i2.2547
Keywords: Literacy Mentoring, Numeracy Mentoring, Education Quality, Elementary Teachers, Professional Development

Abstract

This study examines the influence of literacy (X1) and numeracy (X2) mentoring programs on improving elementary school education quality, as reflected in Education Report Card indicators (Y) in Payaraman District, Ogan Ilir Regency. A quantitative explanatory approach with a correlational design was employed, involving 96 teachers selected purposively from a population of 209. A validated and highly reliable questionnaire (90 items) served as the instrument. Data analysis used descriptive statistics, prerequisite tests, and regression with SPSS 25. The results indicate that both literacy mentoring (R² = 0.465; p = 0.000) and numeracy mentoring (R² = 0.507; p = 0.000) significantly contribute to improving the Education Report Card, with numeracy showing a relatively larger contribution (56.6%). The study concludes that ongoing mentoring programs are effective in enhancing teacher competence and student learning outcomes. It recommends the Education Department continue the program with a focus on numeracy and low-achieving schools.

Published
2026-07-08
Issue
Vol 14 No 2 (2026): Agustus
Section
Articles
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This work is licensed under a Creative Commons Attribution 4.0 International License.

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