Quality Management of Academic Supervision by Principals in Improving Elementary School Teachers' Performance: A Qualitative Study at SD IT Matahati and SD Al-Falah Boarding School, Bandung Regency

Syatiri Ahmad; Hanafiah Hanafiah; Endang Koswara; R. Supyan Sauri

doi:10.58905/jse.v7i1.467

Authors

Syatiri Ahmad Universitas Islam Nusantara, Bandung, Indonesia
Hanafiah Hanafiah Universitas Islam Nusantara, Bandung, Indonesia
Endang Koswara Universitas Islam Nusantara, Bandung, Indonesia
R. Supyan Sauri Universitas Islam Nusantara, Bandung, Indonesia

DOI:

https://doi.org/10.58905/jse.v7i1.467

Keywords:

Principal, Teacher Performance, Academic Supervision Management

Abstract

The gap that occurs in elementary schools is related to the principal's academic supervision between performance demands that are still suboptimal. However, the function of the principal's academic supervision in improving the performance of elementary school teachers remains suboptimal. This study aimed to determine and analyze the planning, implementation, evaluation, follow-up, constraints, and solutions for improving the performance of elementary school teachers. The approach used was a descriptive qualitative method with data collection techniques through observation, interviews, documentation studies, and triangulation. The results of this study show that (1) the principal's academic supervision planning is based on objectives, making supervision schedules, compiling supervision instruments, and analyzing schoolwork programs; (2) implementation through classroom visits, classroom observations, and providing learning tools; and (3) evaluation consisting of mastery of material and communication with students. (3) Evaluation, consisting of mastery of material, communication with students, types and evaluation techniques; (4) follow-up, enrichment, improvement, coaching, reflection and reporting; (5) obstacles, namely the lack of linear education personnel, inadequate facilities, and late payment of tuition fees for some students; (6) solutions for human resources, namely the procurement of teachers who are in accordance with the needs of elementary schools, namely PGSD graduates and training such as in-house training (IHT), seminars, and workshops in developing teacher soft skills. Facilities and infrastructure solutions, namely procurement of new classes and adequate fields for teaching and learning activities. The financing solution is the school's cooperation with student guardians in terms of tuition payments and home visits when payments are due with a prior notification letter from the school. billing either in the form of a certificate, informing via wa or telephone, and finally, through home visits to student guardians for those who are late in paying.

Downloads

Download data is not yet available.

References

M. Muchlis and P. H. R. Putra, ‘Implementasi Supervisi Pendidikan dalam Meningkatkan Kinerja Guru’, J. Adm. Educ. Manag., vol. 5, no. 1, 2022, doi: https://doi.org/10.31539/alignment.v5i1.3776.

T. J. Sergiovanni and R. J. Starratt, Supervision: A Redefinition, 8th ed. McGraw-Hill, 2006.

N. Sulastri, S. Anwar, U. Suherman, and E. S. Cipta, ‘Deep Learning-Based Planning Model for Islamic Education in Indonesian Integrated Schools’, EDUKASIA J. Pendidik. dan Pembelajaran, vol. 5, no. 2, pp. 645–658, 2024, doi: https://doi.org/10.62775/edukasia.v5i2.1734.

A. A. Rahmadi, A. Rohmad, and E. Haryaty, ‘Supervision Planning in Controlling Activities in Educational Institutions’, EDUKASI J. Pendidik. Islam, vol. 11, no. 1, 2023, doi: https://doi.org/10.54956/edukasi.v11i2.385.

E. Susanti, ‘Supervision of Principal’s Managerial Performance’, PPSDP Int. J. Educ., vol. 2, no. 1, 2023, doi: https://doi.org/10.59175/pijed.v2i1.74.

S. Anwar and H. Umam, ‘Transformative education: Emphasising 21st century skills and competencies in the independent learning curriculum’, AIM J. Islam. Educ. Manag., vol. 1, no. 1, pp. 1–16, 2020, doi: 10.15575/aim.v1i1.28886.

Moleong, Metode Penelitian Kualitatif. Bandung: PT Remaja Rosdakarya, 2010.

R. Walean, Y. Koyongian, and D. Sabudu, ‘Kepemimpinan Instruksional Kepala Sekolah dalam Meningkatkan Pembelajaran’, J. Bahana Manaj. Pendidik., vol. 12, no. 1, 2023, doi: https://doi.org/10.24036/jbmp.v12i1.122781.

G. J. Soputan and T. E. M. Sumual, ‘The Principal’s Roles in Revitalizing Vocational High School’, doi: https://doi.org/10.2991/ictvet-18.2019.81.

F. Adlina, ‘Implementation of School Principal Academic Supervision’, Al-Idarah J. Kependidikan Islam, vol. 12, no. 2, 2022, doi: https://doi.org/10.24042/alidarah.v12i2.13480.

E. Hasibuan and S. B. R. Sibuhuan, ‘Kepemimpinan Instruksional Yang Efektif Sebagai Kepala Sekolah’, J. Abil. J. Educ. Soc. Anal., vol. 3, no. 3, 2022.

H. Usman, ‘Model Kepemimpinan Instruksional Kepala Sekolah’, J. Cakrawala Pendidik., vol. 3, no. 3, 2015, doi: https://doi.org/10.21831/cp.v3i3.7338.

J. Nuranjo, ‘Model Kepemimpinan Instruksional Kepala Sekolah Husaini’, Appl. Microbiol. Biotechnol., vol. 85, no. 1, 2014.

Hasnadi, ‘The Importance of Supervision Implementation in Educational Institution’, Januari, vol. 5, no. 1, 2021.

L. M. B. Zulqaidah, N. Zulfa, M. Marsyeli, and I. Nasution, ‘Strategi Supervisi Akademik dalam Meningkatkan Kinerja Guru’, Islam. Educ., vol. 3, no. 1, 2023, doi: https://doi.org/10.57251/ie.v3i1.922.

S. Darmawanti and H. Usman, ‘The effectiveness of academic supervision by school principals’, Innov. Teach. Learn. Methods Educ. Syst., 2019, doi: https://doi.org/10.1201/9780429289897-2.

W. Warman, ‘Evaluation of Academic Supervision of Catholic School Principals in Improving Teacher Professionalism’, EduLine J. Educ. Learn. Innov., vol. 2, no. 3, 2022, doi: https://doi.org/10.35877/454ri.eduline1278.

J. Vetoniemi and E. Kärnä, ‘Being included—experiences of social participation of pupils with special education needs in mainstream schools’, nternational J. Incl. Educ., vol. 25, no. 10, 2021, doi: https://doi.org/10.1080/13603116.2019.1603329.

A. Garrote, R. S. Dessemontet, and E. M. Opitz, ‘Facilitating the social participation of pupils with special educational needs in mainstream schools: A review of school-based interventions’, Educ. Res. Rev., vol. 20, 2017, doi: https://doi.org/10.1016/j.edurev.2016.11.001.

I. Anshori, ‘Improvement of Mathematics Teacher Performance Through Academic Supervision With Collaborative Approaches’, Int. J. Educ. Res. Rev., vol. 5, no. 3, 2020, doi: https://doi.org/10.24331/ijere.735935.

R. Runtifasih, ‘Efforts to Increase the Effectiveness of Teacher Performance in the Learning Process Through Academic Supervision with a Collaborative Approach’, Indones. J. Educ. Sci. Technol., vol. 2, no. 4, 2023, doi: https://doi.org/10.55927/nurture.v2i4.6736.

C. Collins, M. Allen, and J. Ericksen, ‘Performance Human Resource Management Practices, Workforce Alignment, and Firm Performance’, Hum. Resour. Manage., vol. 79, no. 4, 2004.

H. G. Heneman and A. T. Milanowski, ‘Alignment of human resource practices and teacher performance competency’, Peabody J. Educ., vol. 79, no. 4, 2004, doi: https://doi.org/10.1207/s15327930pje7904_6.

A. Saxena, ‘Human Resource Management Practices on Teachers Performance’, J. Adv. Sch. Res. Allied Educ., vol. 15, no. 4, 2018, doi: https://doi.org/10.29070/15/57126.