Innovative Managerial Supervision by School Principals in Improving the Functional Positions of Elementary School Teachers
DOI:
https://doi.org/10.58905/jse.v7i1.1.800Keywords:
Continuing Professional Development, Innovative Leadership, Managerial Supervision, Organizational Resilience, School PrincipalAbstract
Many Indonesian elementary school teachers remain in the same functional rank for years because they lack understanding of credit regulations, struggle to produce classroom action research, and receive little systematic support from school leadership. This study analyzes how principals use innovative managerial supervision to improve teachers’ functional positions at SDN Peuteuycondong 1 in Cianjur Regency and SDN Gegerbitung in Sukabumi Regency. A qualitative multi-site case study collected data from eight informants (two principals, two senior teachers, and four junior teachers) through participant observation, in-depth interviews, and document study. The data were analyzed with the interactive model of data reduction, data display, and conclusion drawing, and trustworthiness was established through triangulation, member checking, and an audit trail. Planning relied on a personnel diagnostic audit that mapped teachers into safe, critical, and stagnant career zones. Implementation combined Promotion Clinics, peer mentoring, and in-house training on classroom action research, supported by kindness-based leadership. Evaluation was formative and monthly, and follow-up addressed the workload causes of delay rather than issuing reprimands. Teachers’ understanding of administrative requirements and the quality of their instructional portfolios improved, and school records indicate that more than 80 percent of eligible teachers who applied for promotion over two years succeeded. The two schools shared the same supervisory logic but differed in delivery: problem-based grouping led by the principal at one site and delegation to peer facilitators at the other. The study concludes that managerial supervision works as career facilitation rather than inspection but depends on stable external regulation.
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