08. mukhtar, hapzi ali, yesi elfita, uin jambi, www.iosrjournals.org

IOSR Journal of Research & Method in Education (IOSR-JRME)
e-ISSN: 2320–7388,p-ISSN: 2320–737X Volume 6, Issue 6 Ver. II (Nov. - Dec. 2016), PP 90-97
www.iosrjournals.org
DOI: 10.9790/7388-0606029097 www.iosrjournals.org 90 | Page
Accountability Analysis of Principal: Supervision Knowledge and
Communication Interpersonal (Case Study on Principal SMP N
Jambi Province)
Prof. Dr. Hapzi Ali, Cma1
, Prof. Dr. Mukhtar2
, & Dr.Yesi Elfisa3
1
Professor of Management Graduate Mercu Buana University, Jakarta, Indonesia
2
Professor of Management Post Graduate Institute of Islamic STS Jambi, Indonesia
3
Graduate Student Institute of Islamic Studies STS Jambi, Indonesia
Abstract: The principal's role as a leader is responsible for creating a conducive learning environment. This
research aims to influence mengalisis Knowledge Against Interpersonal Communication Supervision and
Accountability Principal of SMP in Provisni Jambi. This study is a quantitative study using survey methods
conducted against the Principal of SMP Se-Jambi province. The sampling technique using the Simple Cluster
sampling with a population of 550 and 123 samples. Analysis tools with path analysis, followed by analsisi
determination (R Square), partial hypothesis test (t test) and test seimultan (F test), with α = 0.05. The results of
that study; 1) Knowledge Supervision positive and significant effect on the Accountability Principal; 2)
Communication Interpersonal influence on Accountability Principal; and 3) Knowledge and Interpersonal
Communication Supervision positive and significant impact on the Accountability Principal of SMP Negeri
Jambi Province. That the better knowledge of Supervision and Interpersonal Communication, the Accountability
Principal will also be getting better.
Keyword: Accountability, Knowledge Supervision, Interpersonal Communication.
I. Introduction
Education has a strategic role in developing quality human resources, especially to create being
development experts, skilled, creative, and innovative.Qualifications of such resources is indispensable, if
Indonesia wants to be a country that succeeded in mastering and developing science, technology, and
industrialization so as to face global competition. To achieve this goal, the one in the direction of education
development policy is the reform and strengthening of the national education system based on the principles of
decentralization, autonomy and management science.
Many factors determine the success of the implementation of education. Among them giving full
authority to the superintendent, principals and teachers to manage the school. In this case, the central
government gives authority to school principals to manage schools. In its work the school looked greater
tendencyprincipals to function as a leader and role of learning in school as a bureaucrat or manager at the
school.However, principals need to change the orientation and work culture. Sharpening the roles and
responsibilities of school principals only as a leader just become an administrator, supervisor and supervisor of
learning is meant to empower principals in supporting the quality of teaching in schools. Because of the wide
scope of the tasks and role to play then they had to prioritize the role which must be acted first. So the result
varies and is difficult to be justified.
In practice, the principal is a senior teacher who is deemed qualified to lead a school positions.
However, financially the principal office was not able to give an official promise for a better life than the leaders
of the other agencies. As affirmed in the Indonesian Government Regulation No. 19 Year 2005 on National
Education Standards Chapter VIII of Article 50 paragraph 1 that: “Every educational unit led by the head unit to
be responsible for education in the education unit called the”, “Principal”. Principals need to change the
orientation and work culture. Sharpening the roles and responsibilities of school principals only as a leader just
become an administrator, supervisor and supervisor of learning is meant to empower principals in supporting the
quality of teaching in schools. Because of the wide scope of the tasks and role to be performed, then they had to
prioritize the role which must be acted first. So the results are varied and difficult to be justified. Conditions
such as these illustrate that knowledge of supervision possessed the principal has not been optimal. Based on the
phenomenon that occurs above the Jambi provincial government sets some requirements to become principals as
follows:
Tabel 1. Being a School Principal Requirements
No Requirements
1. 5 years teaching experience
2. Minimal Education Strata 1 (S1)
3. Proposed principal or superintendent of schools to attend selection trials Principals
4. Holding registration numbers obtained from the principal training

Accountability Analysis of Principal: Supervision Knowledge and Communication Interpersonal
With the regulation applies, of course, would automatically affect the quality of a person who would be
the principal. The selection process consists of the administration and academic selection includes; knowledge,
attitude, personality, managerial, entrepreneurial and social. In addition, the school principal should undertake
responsibility as a loving attention to the needs and interests of its members, which consist of teachers, staff and
pupil.Some relevant research also suggests that the variable knowledge of supervision, interpersonal
communication and accountability of principals are variables feasible for study. The results of the study (Halidi,
2014) showed that a significant difference between the control and interpersonal communication. More (Rudy,
2005) found a positive relationship between the variables of knowledge about the formulation of public and
accountability. Therefore, interpersonal communication is also one of the factors that are also related to the
accountability of principal. All the principal goal will be achieved, if one is able to communicate well in their
duties. However, the extent of linkages between these various factors still require empirical verification.
This study aimed to analyze:
1) Effect of Knowledge supervision to the accountability of principals;
2) Effect of Interpersonal Communication to the accountability of principals; and
3) Effect of Knowledge and Interpersonal Communication Supervision of the Accountability Principal of SMP
Negeri Jambi Province simultaneously.
II. Literature Review
Accountability is a liability, either personally or with the employee who has been delegated by the
leader. Accountability also means an obligation to account for what has been done or not done by someone, but
the demands for accountability should be followed up by providing the capacity to carry out, discretion, and
authority (Martinis and Maisah, 2010) Further according (Turner and Hulme, 2012) accountability is the
necessity of public sector institutions to put more pressure on the horizontal accountability (public) not only
vertical accountability (a higher authority). Meanwhile, according to (Syahrudin Apostle, 2012) accountability is
the ability to give an answer to a higher authority for the actions of a person or group to the wider community
within an organization.
More simply again (Porter, Linda Galindo and O'malley, 2013: 8) explains accountability means
keeping her promises and has three Facets: 1) Responsibility; 2) Self empowerment; and 3) Personal
accountability. Accountability means keeping promises that contains three elements: 1) responsibility,
encouragement of self, and 3) accountability themselves. They also explain about“theaccountable leader,
menurutnya accountability in an organization begins with the leader who refuse to make excuses, assign blame,
or renege on agreements. Accountability leaders means leader who makes every expectation perfectly
clear.Accountability defined in terms of meeting information requirements is not an end in itself, but rather a
means to an end, which is always evaluation and decision-making by those who receive the
information”.Accountability is defined by (James and Cut, 2010: 2) in terms of meeting the needs of the
information is not an end in itself, but a means to an end, which is always at the evaluation.
Relating to accountability is one way to evaluate (Bateman and Snell, 2009) argues that accountability
is“Accountability means that the subordinate’s maneger has the right to expect the subordinate perform the job,
and the right to take corrective action if the subordinate fails to do so. The subordinate must report upward on
the status and quality of his or her performance of the task”.In the development discourse of accountability leads
to attempts excavation scheme that relies on the internal organizational aspects of professionalism on the other
hand leads to social and political responsibility. Attempts to distinguish these two things have been done by
(Boven, 2008) by distinguishing accountability as a policy and accountability as a social relation. Furthermore,
Boven also describes some of the terms of accountability, namely; 1) Accountability parliamentary politics for
the area; 2) legal accountability for the area of justice; 3) Accountability administrative for the administrative
area; and 4) social accountability that leads to the relationship between public institutions to citizens. The
indicators of accountability is the principal; 1) Maintaining the continuity of the school; 2) Facilitate the needs
of teachers and students; 3) Empowering human resources, 4) Clarity of work, 5) Reports continue (Boven,
2008; Batemen and Snell, 2009; James and Cut, 2010).
KnowledgeSupervision
Knowledge is a marker that we are different from other creatures. Described by (Supriyanto, 2013: 3)
that are all caught our knowledge about an object that cover aspects of ontology (what), epistemology (how,
why it happens) and axiology (what for). Another opinion is explained by Assegaf that knowledge can be
defined as a collection of specific facts, ways and means to handle anything specifically (via conventions,
trends, sequences, classifications, categories, criteria and structure). According to (Bloom, 1956) is the ability to
recognize and remember the things that are learned and stored in memory, which can be extracted when
required through the forms can recall. It may include methods, rules, principles and facts. The knowledge
acquired by man through the learning process. (Bloom et. al, 1956) states that knowledge comes from learning

outcomes and the domain or region cognitive consists of six aspects, namely the knowledge,comprehension,
application, analysis, synthesis, and evaluation.Makawimbang (2012) explains that supervision is a series of
efforts to render assistance to teachers in the form of professional services provided by supervisors (principals
and other coaches).“Supervision is the first level of management in aorganization and is concerned and
encouraging the members of a work unit to contribute positively toward accomplishing the organization goals
and objective” (Rue danByars, 2006).More (Dadang, 2001) explains, supervision is the supervision of
professionals in the academic field, is run by the rules of knowledge about his field of work, therefore, education
can not be done by indiscriminate principals and had the appropriate expertise. That is why the term supervision
in education called supervision.“Supervision is related directly to helping teachers with instruction but only
indirectly to instructing students. Supervision is not the act of instructing students-that is, teaching-but rather the
actions that enable teachers to improve instruction for student(Glickman, 2005)”.
Based on the above, can be synthesized that knowledge of supervision is the cognitive ability to
recognize and remember the theories relating to supervision to enhance the professionalism of teachers. The
indicators knowledge of supervision, namely: 1) understand the term guidance and direction; 2) analyze the
facts in helping solving the problem; 3) understand the classification of rewards and punishments; 4) understand
the concept of providing implementation guidance work (Glickman, 2005; Rue danByars, 2006; Richard, 2006).
Interpersonal Communication
Myerset al, (2012) communication as a means of reassessing and negotiating the psychological
contract between employee and the organization. Communication can be referred for assessment and
renegotiation of the contract between the employee and the psychology of work. But in this case, researchers
will describe interpersonal communication between principals and subordinates. Here are some theories related.
Based on the analysis (Miller, 1974) which is described by (DeVito, 2011) interpersonal communication is
characterized by, and distinguished from, communication non-personal (impersonal) based on at least three
factors, 1) prediction based on data from psychological, 2) Knowledge explains, 3) Rules which apply in person.
(Miller and Steinberg, 1975) distinguishes between non-inter-personal communication and interpersonal
communication based on the level of analysis that is used to make predictions in order to determine whether the
communication is non-interpersonal and interpersonal. According to them there are three levels of analysis in
determining prediction, namely cultural, sociological and psychological.
In the explanation (Richard, 2006) there are eight characteristics in interpersonal communication,
namely; 1) Involve at least two people; 2) The existence of feedback; 3) Not to be face to face; 4) There should
be aiming; 5) Generate some influence or effect; 6) Do not have to involve or use words; 7) Influenced by the
context; and 8) Influenced by noise. The importance of interpersonal communication as stated (Effendi, 2009)
Interaction formed between the speaker and the listener causing mutual understanding (mutual understanding),
mutual respect, mutual respect based on the awareness that human beings deserve, entitled, and fair valued and
respected as a human being.Interpersonal communication activities of the school, as happened in many other
institutions, can only happen in school. When school built up personal relationships full of intimacy, openness,
full of high trust, a sense of kinship, the interpersonal communication with sedirinya can run smoothly. Should
be to foster a close relationship such, it must be open to each other, to be honest, respect, and appreciate one
another in order to create harmony in the school.From the various descriptions above can be used to discuss a
conceptual definition of interpersonal communication is a person's judgment against the perceived atmosphere
in the process of interaction or exchange of messages in the form of actions, opinions and attitudes. The
indicators are: 1) openness; 2) mutual respect; 3) familiarity; and 4) the relationship of kinship (Myers et al,
(2012; Miller and Steinberg, 1975; Richard, 2006).
Conceptual Framework
Based on the background, objectives and review of the literature, the conceptual framework of this study is as
Figure 1 below.
Figur 1. Conceptual Framework

Based on the research objectives, the research hypothesis taken are as follows: 1) Knowledge of
Supervision by partial effect on Accountability; 2) Interpersonal Communication affect the partial
Accountability; and 3) Knowledge of Supervision and Accountability affect the Interpersonal Communication
simultaneously.
III. Research Methods
The unit of analysis of this research is the principal of Junior High Schoolin Jambi Province, the study
population of 550 Principals of Junior High Schoolin Jambi Province and the sample with a simple cluster
sampling as many as 123 people. Method of quantitative analysis, with analysis tools with path analysis, the
equation Y = Pyx1.X1+ Pyx2.X2 + e, where X3 is variable Accountability principals, X1 and X2 variable
coefficients Knowledge Supervision (X1) and Interpersonal Communication (X2). Data analysis tool application
program SPSS version 22.0.Path analysis is one of the analytical tools developed by (Dillon and Goldstein,
1984). Wright developed a method to determine the direct and indirect effect of a variable, where there are
variables that influence (exogenous variables) and variables that are affected (endogenous variables)(Hapzi Ali
&NandanLimakrisna, 2013:137). Once analyzed with path analysis, followed by analysis test of determination
(R Square), testing the hypothesis partially (t test) and simultaneous (test F) the error tolerance level of 5
percent. Before the first process path analysis in test research instruments (questionnaire) to test the validity and
reliability as well as classical assumptions.
IV. Results and Discussion
Coefficients Analysis
Model good path analysis equation is eligible classical assumptions, include all normal and
homogeneous distribution data. From the previous analysis has proven that the model equations are proposed in
this study meets the requirements of the classical assumption that the model equations in this study is considered
good. Path analysis is used to test the hypothesis partially and simultaneously influence exogenous variables on
endogenous variables. Based on path analysis coefficient using SPSS 20.0 was obtained results as shown in
Table 2 below:
Table2.Coefficeints
Coefficientsa
Model Unstandardized Coefficients Standardized
Coefficients
t Sig.
B Std. Error Beta
1 (Constant) 41.469 3.828 10.832 .000
Knowledge
Supervision_X1
1.343 .159 .461 8.466 .000
InterpersonalCommunicat
ion_X2
.436 .045 .521 9.851 .000
a. Dependent Variable: Accountability Principals_Y
Source: The results of data processing with SPSS 22:00
From Table 2 above were obtained results of path analysis coefficient: Y = Pyx1X1 + Pyx2X2 + e; Y =
0,436.X1 + 0,521.X2. Description: Y = Accountability Principals; X1 = Knowledge Supervision, and X2 =
interpersonal communication.This equation can be interpreted that the variable Supervision and Interpersonal
Communication Sciences has a coefficient which marked positive direction toward accountability of principals.
Knowledge path coefficient value variable to variable Supervision Accountability principal is the path
coefficient of 1,343 Interpersonal Communication variable to variable Accountability Principal amounted to
0436. Interpersonal communication path coefficient greater than Knowledge path coefficients Supervision.
Determinasition Analysis (R2
)
To see the total effect of variable Knowledge Supervision (X1),Interpersonal Communication (X2) to
the Accountability of Principals (Y) can be seen from the coefficient of determination R2
as shown in Table 3
below:
Table 3. Test Results R2
Model Summaryb
Model R R Square Adjusted R Square Std. Error of the
Estimate
1 .920a
.846 .844 4.428
a. Predictors: (Constant), Knowledge of Supervision_X1,
InterpersonalCommunication_X2
b. Dependent Variable: Accountability Principals_Y

The R value of 0.920 indicates a correlation double (Supervisory Knowledge and Interpersonal
Communication) with the Accountability of Principal. Taking into account the variations in the value of R
Square of 0.846 which indicates the magnitude of the role or contribution of Knowledge Supervision and
Interpersonal Communication were able to explain the variable Accountability of Principals by 76% and the
remaining 24% is influenced by other variables.Other variables that can affect the performance such as the
Accountability and Organizational Culture, Organizational Climate, Leadership Style, Organizational
Commitment, (Limakrisna, ZulkiZulkifli, Hapzi Ali: 2016). Besides, other variables such as the results of the
study in question is (Mukhtar, Risnita, M. ShoffaSaifillah, Hapzi Ali, 2016), That the Knowledge Management
and Work Commitment positive and significant impact on service satisfaction and impact on Accountability.
Partial Analysis (t test) and simultaneous Analysis (F test)
Assessment of the effect of partial aims to test whether each independent variable (exogenous)
significantly influence the dependent variable (endogenous) partially with α = 0.05 and also the acceptance or
rejection of the hypothesis. Partial test (t test) to answer a hypothetical one and two of this study.
Table 4. t Test Results (Partial)
No. Variabel Bebas t Sig.
1 KnowledgeSupervision_X1 8.535 0.000
2 Interpersonal Communication_X2 3.676 0.000
From Table 4 above the figures obtained t count variable X1 for 8535, due to the value of t> t table
(8535> 1657), then Ho is rejected and H1 accepted, meaning partially significant effect of Knowledge
Supervision (X1) to the Accountability of principal. In addition, also for the test based on significance testing,
can be seen from the output of significance of 0.000, due to number more significance level of <0.05 (0.000
<0.05), it can be concluded that the Knowledge Supervision affect the Accountability of Principal, so the first
hypothesis is accepted.Furthermore, in Table 4 above figures obtained t arithmetic variable accessibility (X2) of
3676, due to the value of t> t table (3,676> 1,657), then Ho is rejected, meaning a partial no significant effect of
Interpersonal Communication on the Accountability of Principal. In addition, also for the test based on
significance testing, can be seen from the output of significance of 0.000, due to the significance level figures
much of <0.05 (0.000 <0.05), it can be concluded that Interpersonal Communication affect the Accountability of
Principal, thus the second hypothesis is accepted.To answer the third hypothesis that knowledge Interpersonal
Communication Supervision and Accountability The principal influence on simultaneously can be seen from
Table 5 below.
Table 5. Test results F (Simultaneous)
ANOVAa
Model Sum of Squares df Mean Square F Sig.
1 Regression 12973,774 2 6486,887 330,801 .000b
Residual 2353,153 120 19,610
Total 15326,927 122
a. Dependent Variable: Accountability Principals_Y
b. Predictors: (Constant), KnowledgeSupervision_X1, InterpersonalCommunication_X2
From Table 5 above (Table Anova) obtained F count equal to 330.801 larger than F table 3:07
(330.801> 3:07) and significant value of 0.000 is less than 5 percent (0.000 <0.05). Then the null hypothesis
(H0) is rejected and the hypothesis alternative (H1) is accepted, meaning that there is significant influence
variable Knowledge Supervision (X1) Interpersonal Communication (X2) to the Accountability of Principals (Y)
at the head of Junior High School in Jambi province jointly (simultaneously), Thus, the third hypothesis is
accepted.
1. Effect Supervision of the Accountability Principal
Knowledge Supervision affectof the Accountability Principal it is interpreted that the better Knowledge
of Supervision which is owned by Principals will be better the Accountability of Principal. Knowledge of
Supervision is the cognitive ability to recognize and remember the theories relating to Supervision to enhance
the professionalism of teachers. Someone with this impulse hoping to achieve and surpass goals and develop its
success, Knowledge (Bloom, 1956) is the ability to recognize and remember the things that are learned and
stored in memory, which can be extracted when required through the forms can recall. It may include methods,
rules, principles and facts. While Supervision (Glickman, 2005) issupervision is related directly to helping

teachers with instruction but only indirectly to instructing students. Supervision is not the act of instructing
students - that is, teaching-but rather the actions that enable teachers to improve instruction for students.
From the above Knowledge elaborated Supervision indicators: knowing the term guidance and direction;
analyze facts in helping solving the problem; understand the classification in rewards and punishments; know
the concept of providing implementation guidance work. The findings of this study, reinforced by research
conducted by (Khaharuzzaman, 2011), studies proved that: Knowledge of Supervisory and Interpersonal
Communication teacher at Junior High School in both categories.
2. Effect Interpersonal Communication of theAccountabilityPrincipals
Interpersonal Communication styles affect the Accountability of Principals it is interpreted that the
better condition of Interpersonal Communication of the Principalof Junior High School in Jambi Provincewill be
better the Accountability of the Principal of the Junior High School Principal. According to (Robbins, 2006)
Interpersonal Communication is very important to support smooth Communication within the Organization.
From the above description can be formulated a conceptual definition of Interpersonal Communication is a
person's judgment against the perceived atmosphere in the process of interaction/exchange messages with
actions, opinions and attitudes. The indicator is: openness; mutual respect; familiarity; and a sense of family
relationships.The findings of this study, reinforced by research conducted by (Faisal Alhabib, 2013; Edgerson
and Kristonis 2006)) with the results of the study are a significant influence participatory leadership,
interpersonal communication and organizational commitment to performance Teacher High School District,
North Bengkulu.
3. Knowledge Effect of Interpersonal Communication Supervision and the Accountability Principal
Knowledge of Supervision and influence Interpersonal Communication together, both directly and
indirectly to the Accountability of Principal. Where if, Knowledge of Supervision and better Interpersonal
Communication is given to the principals will be better of theAccountability of School Principals. This is
consistent with the results of the research (Lunenburg, 2010) states that there is a significant relationship
between knowledge Supervision and Accountability Interpersonal Communication to the Leader.Knowledge of
Supervision described by the indicator; knowing the term guidance and direction; analyze facts in helping
solving the problem; understand the classification in rewards and punishments; know the concept of providing
implementation guidance work. While the indicator is Interpersonal Communication; openness; mutual respect;
familiarity; and a sense of family relationships. Leaders can perform the task effectively if it is able
meberdayakan all the resources available. Manager or leader manages five main types of resources: human
(man); money (money); machines (machine) including other facilities and energy; material (matherial);
Information Technology (Information techlogy) including database. Other resources can also be a market
(market) and method (method), (Hapzi Ali, 2009: 49)
4. Correlation Between Dimensions
Based on Table 6, we can see the relationship between the variables X1 and X2 dimensions to the
dimensions of the variable Y as indicated by the value of the Pearson correlation between dimensions
respectively. The greater the value of Pearson correlation, the stronger the relationship, it can be seen the
dimensions of variables that have the highest R value and dimension variables that have the lowest value of r.
Table6. Matrix Correlation Between Dimensions
Variable Accountability Principal
Dimensions/ Indicators Correlation (r)
Knowledge of
supervision
Knowing the term guidance and direction 0.383
Analyze facts in helping solving problem 0.330
Understand the classification in rewards and punishments 0.267
KnowtheconceptofprovidingimplementationguidanceWorks 0.208
Interpersonal
communication
Openness 0.222
Mutual respect 0.835
Familiarity 0.983
Relationships sense of kinship 0.921
Based on Table 6 above, obtained figures for the value of r which is the highest for the variable X1 is
the correlation between the indicators of “knowing the term guidance and direction” (variable Knowledge
Supervision) with the accountability of the principal that is equal to 0.383. This condition illustrates that the
Accountability of the Principal changes in the variable (Y) predominantly influenced by the indicator “know the
term guidance and direction” to the Knowledge Supervision.

The highest correlation value is a correlation between the dimensions of “intimacy” (Interpersonal
Communication variables) with the Accountability that is equal to 0.983. This condition illustrates that changes
in Accountability variable (Y) predominantly influenced by the dimension of “familiarity”.
V. Conclusions and Recommendations
Conclusion:
Conclusion The study analyzes the influence of Supervision and Interpersonal Communication
Sciences of the Accountability Principal of SMP in Jambi province are:
1) Knowledge Supervision positive and significant effect on the Accountability Principal SMN N Provisni
Jambi. The better the knowledge Supervision owned by principals will be more satisfied also the principals
in the work. Supervision knowledge consists of indicators: knowing the term guidance and direction,
analyze the facts to help solving the problem, understand the classification in rewards and punishments,
knowing the concept of providing implementation guidance work;
2) Communication Interpersonal positive and significant effect on the Accountability Principal SMN N
Provisni Jambi. The better and better Interpersonal Communication Principal, the Principal will increase
accountability. Interpersonal communication indicator is: transparency, mutual respect, friendship and
kinship relations.
3) Knowledge and Interpersonal Communication Supervision positive and significant impact on the
Accountability Principal SMN N Provisni Jambi. The better the knowledge Supervision owned by
principals will be more satisfied also the principals in the work. Supervision knowledge consists of
indicators: knowing the term guidance and direction, analyze the facts to help solving the problem,
understand the classification in rewards and punishments, knowing the concept of providing
implementation guidance work. The Begiti also nice and good Interpersonal Communication Principal, the
Principal will increase accountability. Interpersonal communication indicator is: transparency, mutual
respect, friendship and kinship relations.
Technical Recommendation:
1) Knowledge Supervision for the indicator "know the concept of providing implementation guidance work",
need to get the attention of the Principal of SMP N Jambi province Because it has the Lowest score apart
from indicators: knowing the term guidance and direction, analyze the facts to help solving the problem,
understand the classification of the provision of reward and punishment.
2) Head of SMP N Jambi Province Interpersonal Communication needs to improve, especially in the
dimension of "openness" that subordinates still get a feeling of safety and comfort in work.
Academic Recommendation:
This study needs to be followed up again to see what factors can affect Accountability Principal of
SMP N in Jambi province; Accountability Principal still influenced by many other factors, apart from
knowledge Supervision and Interpersonal Communication, therefore it needs a more comprehensive study, in
order to answer any other factors that affect Accountability Principal.
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