Development of the Supervision Model Based on Clinical Approach to Increase Managerial Competence of School Principal

Abstract

In the context of educational supervision, the school quality development is extremely determined by the teachers, the principal, and the school supervisor. All of them have their task and roles. The purpose of this research is developing a Model of Managerial Competence Supervision for Principals with Clinical Approach School Based. The research procedures were conducted with stages such as planning and preliminary study, product design development, product try out, and the final product. These stages were conducted to know the appropriateness, practicality, and effectivity of the model. The results of data analysis on expert validation and the practicality by the school supervisors show a very high category. And the result of pretest and posttest data analysis on the limited and enlarged try out show a significant difference. This indicates that the supervision model with a clinical approach based is exceptionally proper to be applied in the implementation of managerial supervision.

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

“…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.…”

“…The principal's task is to manage the school and carry out the teaching and learning process properly (Azainil et al, 2021;Maskur et al, 2018). Meanwhile, the teacher's task is to carry out the learning process (Alfian et al, 2019;Wiyono et al, 2020).…”

“…In order for the principal to work in a planned and directed manner, a school supervisor is needed who can foster and guide the implementation of his duties as a principal (Alfian et al, 2019;Arman et al, 2016). In addition, to become a professional principal, a forum is needed to develop his potential so that he can share his experiences with other school principals.…”

“…The school supervisor is the person in charge of fostering and guiding the principal in improving school performance (Aldaihani, 2017;Alfian et al, 2019). Therefore, the principal is very competent in assisting PWG activities.…”

“…The principal's competencies are formed based on five indicators that are comprehensive and synergistic, namely 1): managerial competency, 2) supervision competency, 3) entrepreneurial competency, 4) social competency and 5) personality competency. The principals must possess the competency to carry out their role and function professionally and work effectively and efficiently to realise a quality school (Alfian et al, 2019;Hidayat & Ulya, 2019;Wiyono et al, 2020).…”