A teaching-and-learning approach to principal supervision

Rainey, Meredith I. Honig Lydia R.

doi:10.1177/0031721720963234

Cited by 8 publications

(9 citation statements)

References 6 publications

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“…Implementation of academic supervision by principals on teachers is essential to improve teacher performance abilities and learning quality through a good learning process (Maskur et al, 2018;Messi et al, 2018;Wiyono et al, 2020). In the implementation of supervision, the principal must treat teachers as people who have the potential to progress and develop better so that the emphasis on activities is more directed towards the process of improving (Alfian et al, 2019;Honig & Rainey, 2020;Hoque et al, 2020). The principals in carrying out supervision with techniques, namely individually and in groups, are adjusted to the needs.…”

Section: Methodsmentioning

confidence: 99%

Improvement of principals’ supervision competence through accompaniment in principal working groups

Nurlaili¹,

Warman²,

Raolah³

2021

CJES

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A principal’s supervision competency affects the improvement in the teaching and learning process; therefore, it needs to be improved. This study aimed to describe the principal working group (PWG) activities and the principal’s supervision competencies after being assisted by school supervisor in the PWG at Sangkuang Island, East Kutai Regency. This research used a qualitative method and was conducted at state elementary schools. Data collection used interview, observation and documentation techniques. The data were analysed using Miles and Huberman’s model. The results showed that the PWG activities were effective and the principals could exchange ideas and solutions to solve school problems. The school supervisor’s assistance in the PWG activities increased the principal’s supervision competencies. The principals were able to plan supervision programmes properly, conduct standard supervision and implement follow-up supervision according to the needs. This study implies that a school supervisor’s assistance is important to improve the principal’s supervision competence and this can be adopted at other area. Keywords: Elementary school, principal, supervision competence.

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Section: Methodsmentioning

confidence: 99%

Improvement of principals’ supervision competence through accompaniment in principal working groups

Nurlaili¹,

Warman²,

Raolah³

2021

CJES

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“…Pembinaan pendidikan harus mengikuti pedoman supervisi dan supervisi dalam mengawasi, prinsip-prinsip supervisi dan bimbingan pendidikan untuk meningkatkan kondisi pendidikan dan pembelajaran (Rainey, 2020). Dalam menjalankan tugasnya sebagai supervisor, kepala sekolah memerlukan prasyarat keterampilan yang berbeda seperti: pemahaman konsep dan teori supervisi, supervisi engineering dan supervisi berbagai instrumen.…”

Section: Supervisi Akademik Kepala Sekolah Dalam Peningkatan Mutu Pem...unclassified

Supervisi Akademik Kepala Sekolah dalam Peningkatan Mutu Pembelajaran Guru di SMP Muhammadiyah Balikpapan

Rohana

Soe’oed

Azainil

2023

joe

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Academic supervision is a process taken by school principals to help teachers improve their ability to manage effective learning. This study aims to determine the planning, implementation, evaluation, follow-up, constraints, and solutions in the academic supervision of school principals in an effort to improve the quality of teacher learning at SMP Muhammadiyah Balikpapan. This study uses a descriptive method with a qualitative approach. Data collection techniques using interviews, observation, and documentation. Principals, vice principals, and teachers participated in this study. Data analysis was carried out through the stages of reduction, presentation, and drawing conclusions. The results of this study found that planning for the principal's academic supervision begins with holding meetings with teachers to develop regular programs and prepare supervision instruments. The implementation of academic supervision is carried out through class observation by observing the implementation of learning, starting from the teacher opening the lesson to closing the lesson, establishing communication between the principal and the teacher to provide input, discussing and sharing information between teachers so that the teacher can improve his quality and master the learning process in the classroom.

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“…Lastly, studying the interaction between school board members (viz., district leaders in USA research) and school principals as part of the broader vertical relation would be an interesting contribution to understanding vertical relations of CIP, partly within and partly outside the school building. Until now, this role of school board members in relation to school principals has rarely been studied (e.g., Hooge & Honingh, 2014;Honig & Rainey, 2020).…”

Section: Future Researchmentioning

confidence: 99%

“…Regarding horizontal relations, we suggest studying how school principals from various schools can innovate their educational and leadership practices collaboratively. Horizontal relations between school principals are rarely studied, as mentioned by Honig and Rainey (2020), while there is an opportunity for them to learn from each other.…”

Section: Suggestions For Future Researchmentioning

confidence: 99%

“…Regarding broadening analyses of vertical working relations, we suggest including school board members (district leaders in US research). While they are part of the education system, their roles in relation to school principals are rarely studied (e.g., Honig & Rainey, 2020;Hooge & Honingh, 2014;Hooge et al, 2019). Honig and Rainey (2020) argue that school board members' roles are changing in managing operational matters to helping school principals become more effective leaders.…”

Section: Suggestions For Future Researchmentioning

confidence: 99%

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Leading collaborative innovation in schools

Jong¹

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Collaborative innovation processes need to be supported, guided, and led (e.g., Bason, 2010). Most empirical studies in the organizational literature have found positive relationships between leadership and the performance of public organizations (e.g., Knies et al., 2016). Educational literature acknowledges the vital role of school principals in creating suitable conditions for innovation processes and in leading these processes (Bush & Glover, 2014;Fullan, 2007Fullan, , 2016Hallinger & Heck, 2010). School principals can build organizational climate and culture, trust, and collaboration (Daniëls et al., 2019). Leadership is commonly defined as individuals exerting influence over others to structure activities and relationships, knowledge, and skills (Daniëls et al., 2019;Yukl, 2002). It is argued, mostly theoretically, that leadership of collaborative innovation is essentially distributive, horizontal, and adaptive, and that leaders need to respect the self-regulating character of collaborative innovation processes. Thus, in relation to collaborative innovation, there are limits to the enactment of traditional leadership theories based on command and control (Angelle, 2010;Ospina, 2017).A growing body of literature acknowledges a crucial role of distributed leadership for successful innovations in schools (

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A teaching-and-learning approach to principal supervision

Cited by 8 publications

References 6 publications

Improvement of principals’ supervision competence through accompaniment in principal working groups

Improvement of principals’ supervision competence through accompaniment in principal working groups

Supervisi Akademik Kepala Sekolah dalam Peningkatan Mutu Pembelajaran Guru di SMP Muhammadiyah Balikpapan

Leading collaborative innovation in schools

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