Academic Supervision in the Improvement of Teachers' Professional Competencies: Effective Practices on the Emergence
https://doi.org/10.35877/454RI.eduline805
Keywords:
Academic Supervision, Principal, Implementation, Obstacles, Solutions
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Abstract
This study aims to identify and analyze the implementation of academic supervision in improving the professional competence of teachers. The method used is a qualitative approach with a case study design. Collecting data using observation and interview techniques, then interview data were analyzed using manifest analysis. The results show that academic supervision carried out by school principals can help, guide, and motivate teachers in improving their professional abilities, especially in the process of teaching and learning activities in the classroom. Through a systematic and well-planned supervision process, teachers are able to fully integrate and apply their various abilities in learning through input from peers. In addition, teachers can take lessons from reflection exercises which are a hallmark of teacher professionalism. Supervisors and teachers can also know and understand the importance of academic supervision for improving the professional competence of teachers and ultimately having an impact on improving student learning outcomes.
References
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Bouchamma, Y., Kalule, L., April, D., & Basque, M. (2014). Implementation and Supervision of the Professional Learning Community: Animation, Leadership and Organization of the Work. Creative Education, 05(16), 1479–1491. https://doi.org/10.4236/ce.2014.516165
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Jamshed, S. (2014). Qualitative research method-interviewing and observation. Journal of Basic and Clinical Pharmacy, 5(4), 87. https://doi.org/10.4103/0976-0105.141942
Jina, R. (2020). Curriculum, standards and professionalisation: The policy discourse on teacher professionalism in Singapore. Teaching and Teacher, 91, 103056. https://doi.org/10.1016/j.tate.2020.103056
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Kotirde, I. Y., & Yunos, J. B. M. (2015). The Processes of Supervisions in Secondary Schools Educational System in Nigeria. Procedia - Social and Behavioral Sciences, 204(November 2014), 259–264. https://doi.org/10.1016/j.sbspro.2015.08.149
Kusrini, L., Suriansyah, A., & Saleh, M. (2018). The Influence of Supervision of Academic Supervisor with Commitment and Work Motivation on Performance of Teachers of The State High School in Banjarmasin, Indonesia. European Journal of Education Studies. https://doi.org/10.46827/EJES.V0I0.2098
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Lopez, M. C. A. (2016). Classroom supervisory practices and their relationship to teacher effectiveness as perceived by secondary teachers. SMCC Higher Education Research Journal, 2(1), 1.
Lorensius, Warman, W., Silpanus, S., & Ping, T. (2021). Leadership model and planning strategies in private Catholic colleges during the COVID-19 pandemic. International Journal of Educational Studies in Social Sciences (IJESSS), 1(2), 49–60.
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McGhee, M., & Stark, M. (2018). Promoting collegial teacher supervision: applying solution-focused strategies in a clinical supervision cycle. International Journal of Leadership in Education, 21(6), 726–740. https://doi.org/10.1080/13603124.2018.1463458
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Nurlaili, N., Warman, W., & Raolah, R. (2021). Improvement of principals’ supervision competence through accompaniment in principal working groups. Cypriot Journal of Educational Sciences, 16(4), 1704–1720.
Sagala, S. (2011). Manajemen Strategik dalam Peningkatan Mutu Pendidikan. Bandung: Alfabeta.
Sanda, Y., & Amon, L. (2019). Penerapan Model Pembelajaran Kooperatif Tipe Jigsaw untuk Meningkatkan Keaktifan dan Hasil Belajar Siswa dalam Pelajaran Agama Katolik. Gaudium Vestrum: Jurnal Kateketik Pastoral, 3(1), 37–48.
Sirait, S. (2016). Does Teacher Quality Affect Student Achievement ? An Empirical Study in Indonesia. Journal of Education and Practice, 7(27), 34–41. www.iiste.org
Undang-Undang RI. (2003). Undang-Undangan Republik Indonesia Nomor 20 Tahun 2003 Tentang Sistem Pendidikan Nasional.
Undang-Undang RI. (2005). Undang-Undang Republik Indonesia Nomor 14 Tahun 2005 tentang Guru dan Dosen Tentang Guru dan Dosen.
Wajdi, M. B. N., Rahayu, S., Ulfatin, N., Wiyono, B. B., & Imron, A. (2018). The professional competency teachers mediate the influence of teacher innovation and emotional intelligence on school security. Journal of Social Studies Education Research, 9(2), 210–227.
Wardoyo, C., Herdiani, A., & Sulikah, S. (2017). Teacher Professionalism: Analysis of Professionalism Phases. International Education Studies, 10(4), 90–100. https://doi.org/10.5539/ies.v10n4p90
Warman, W., Lorensius, L., & Rohana, R. (2021). Curriculum of Management in Improving the Quality of Catholic School Education in Samarinda City, East Kalimantan, Indonesia. Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences, 4(3), 3677–3688.
Wolf, S., Aber, J. L., Behrman, J. R., & Tsinigo, E. (2019). Experimental Impacts of the “Quality Preschool for Ghana” Interventions on Teacher Professional Well-being, Classroom Quality, and Children’s School Readiness. Journal of Research on Educational Effectiveness, 12(1), 10–37. https://doi.org/10.1080/19345747.2018.1517199
Arikunto, S. (2021). Dasar-Dasar Evaluasi Pendidikan Edisi 3. Jakarta: Bumi Aksara.
Bengtsson, M. (2016). How to plan and perform a qualitative study using content analysis. NursingPlus Open, 2, 8–14. https://doi.org/10.1016/j.npls.2016.01.001
Bouchamma, Y., Kalule, L., April, D., & Basque, M. (2014). Implementation and Supervision of the Professional Learning Community: Animation, Leadership and Organization of the Work. Creative Education, 05(16), 1479–1491. https://doi.org/10.4236/ce.2014.516165
Cooper, K., & White, R. E. (2012). Qualitative research in the post-modern era: Contexts of qualitative research. In Qualitative Research in the Post-Modern Era: Contexts of Qualitative Research (Vol. 1). Springer. https://doi.org/10.1007/978-94-007-2339-9
Cooper, P., & McIntyre, D. (1996). Effective teaching and learning: Teachers’ and students’ perspectives. Philadelphia: Open University Press.
Jamshed, S. (2014). Qualitative research method-interviewing and observation. Journal of Basic and Clinical Pharmacy, 5(4), 87. https://doi.org/10.4103/0976-0105.141942
Jina, R. (2020). Curriculum, standards and professionalisation: The policy discourse on teacher professionalism in Singapore. Teaching and Teacher, 91, 103056. https://doi.org/10.1016/j.tate.2020.103056
Kaplan, A. (2015). Opinion: Paradigms, methods, and the (as yet) failed striving for methodological diversity in educational psychology published research. Frontiers in Psychology, 6, 1370. https://doi.org/10.3389/fpsyg.2015.01370
Komariyah, L., & Wahyudi, W. (2018). Monitoring dan Evaluasi Pelaksanaan Supervisi Pembelajaran di SMA Negeri Kota Samarinda. Prosiding Seminar Nasional Administrasi Pendidikan & Manajemen Pendidikan, 193–198.
Kotirde, I. Y., & Yunos, J. B. M. (2015). The Processes of Supervisions in Secondary Schools Educational System in Nigeria. Procedia - Social and Behavioral Sciences, 204(November 2014), 259–264. https://doi.org/10.1016/j.sbspro.2015.08.149
Kusrini, L., Suriansyah, A., & Saleh, M. (2018). The Influence of Supervision of Academic Supervisor with Commitment and Work Motivation on Performance of Teachers of The State High School in Banjarmasin, Indonesia. European Journal of Education Studies. https://doi.org/10.46827/EJES.V0I0.2098
Lear, P. (2018). The principal supervisor: Redefining a critical role to support instructional excellence. Texas Christian University Dissertation., December.
Lopez, M. C. A. (2016). Classroom supervisory practices and their relationship to teacher effectiveness as perceived by secondary teachers. SMCC Higher Education Research Journal, 2(1), 1.
Lorensius, Warman, W., Silpanus, S., & Ping, T. (2021). Leadership model and planning strategies in private Catholic colleges during the COVID-19 pandemic. International Journal of Educational Studies in Social Sciences (IJESSS), 1(2), 49–60.
Maisyaroh, M., Wiyono, B. B. B., Burhanuddin, B., & Rasyad, A. A. (2017). The Relation of Educational Supervision and Teacher’s Teaching Skills. 2nd International Conference on Educational Management and Administration (CoEMA 2017), 300–303.
Marsalin, M. (2019). Pelaksanaan Supervisi Akademik Pengawas Sekolah Sebagai Upaya Peningkatan Profesionalisme Gurudi Sdn Antara. Jurnal Sains Riset, 8(2), 63–70. https://doi.org/10.47647/jsr.v8i2.43
McGhee, M., & Stark, M. (2018). Promoting collegial teacher supervision: applying solution-focused strategies in a clinical supervision cycle. International Journal of Leadership in Education, 21(6), 726–740. https://doi.org/10.1080/13603124.2018.1463458
Mulyasa, E. (2021). Implementasi Kurikulum 2013 Revisi: Dalam Era Industri 4.0. Jakarta: Bumi Aksara.
Nurlaili, N., Warman, W., & Raolah, R. (2021). Improvement of principals’ supervision competence through accompaniment in principal working groups. Cypriot Journal of Educational Sciences, 16(4), 1704–1720.
Sagala, S. (2011). Manajemen Strategik dalam Peningkatan Mutu Pendidikan. Bandung: Alfabeta.
Sanda, Y., & Amon, L. (2019). Penerapan Model Pembelajaran Kooperatif Tipe Jigsaw untuk Meningkatkan Keaktifan dan Hasil Belajar Siswa dalam Pelajaran Agama Katolik. Gaudium Vestrum: Jurnal Kateketik Pastoral, 3(1), 37–48.
Sirait, S. (2016). Does Teacher Quality Affect Student Achievement ? An Empirical Study in Indonesia. Journal of Education and Practice, 7(27), 34–41. www.iiste.org
Undang-Undang RI. (2003). Undang-Undangan Republik Indonesia Nomor 20 Tahun 2003 Tentang Sistem Pendidikan Nasional.
Undang-Undang RI. (2005). Undang-Undang Republik Indonesia Nomor 14 Tahun 2005 tentang Guru dan Dosen Tentang Guru dan Dosen.
Wajdi, M. B. N., Rahayu, S., Ulfatin, N., Wiyono, B. B., & Imron, A. (2018). The professional competency teachers mediate the influence of teacher innovation and emotional intelligence on school security. Journal of Social Studies Education Research, 9(2), 210–227.
Wardoyo, C., Herdiani, A., & Sulikah, S. (2017). Teacher Professionalism: Analysis of Professionalism Phases. International Education Studies, 10(4), 90–100. https://doi.org/10.5539/ies.v10n4p90
Warman, W., Lorensius, L., & Rohana, R. (2021). Curriculum of Management in Improving the Quality of Catholic School Education in Samarinda City, East Kalimantan, Indonesia. Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences, 4(3), 3677–3688.
Wolf, S., Aber, J. L., Behrman, J. R., & Tsinigo, E. (2019). Experimental Impacts of the “Quality Preschool for Ghana” Interventions on Teacher Professional Well-being, Classroom Quality, and Children’s School Readiness. Journal of Research on Educational Effectiveness, 12(1), 10–37. https://doi.org/10.1080/19345747.2018.1517199
Published
2022-06-12
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How to Cite
Lorensius, L., Anggal, N., & Lugan, S. (2022). Academic Supervision in the Improvement of Teachers’ Professional Competencies: Effective Practices on the Emergence. EduLine: Journal of Education and Learning Innovation, 2(2), 99-107. https://doi.org/10.35877/454RI.eduline805
Copyright (c) 2022 Lorensius, Nikolaus Anggal, Stepanus Lugan
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