Improving Teaching Performance Through Collegial Supervision in Schools

Wariah,; Sa’ud, Udin Syaefudin

doi:10.2991/assehr.k.210212.017

Cited by 1 publication

(1 citation statement)

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“…Solutions that can be provided in overcoming the problem of online academic supervision activities are that agencies or school principals need to ensure facilities and infrastructure such as stable internet access and improve teacher abilities in using IT (Ma'ayis, 2022;Rindarti, 2021). Furthermore, for the problem of the many other tasks of the school principal which result in the implementation of supervision not running optimally, the school principal can apply peer-based supervision or collegial supervision by giving full rights to expert teachers in carrying out academic supervision activities so that they can run optimally (Handayani et al, 2021;Joy et al, 2020;Rochim, 2020;Wariah & Sa'ud, 2021;Warlizasusi et al, 2020). Collegial supervision provides benefits to teachers in developing their professionalism, improving teacher competence or performance, and optimizing learning activities (Hashim et al, 2020;Wardana, 2018;Wibawa, 2019;Wiyono et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

Problems Implementing Academic Supervision in Pandemic and New Normal Period in Senior High School

Menda,

Yari Dwikurnaningsih

2023

Mimb. Ilmu

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Implementing academic supervision in schools has yet to be carried out optimally. Supervisors still need to follow up on the results of supervision. This research aims to analyze the problem of implementing academic supervision during the pandemic and the new normal. This type of research is qualitative. The research subjects were school principals and teachers. Data was collected through interviews, open questionnaires, FGDs, and documentation studies. The data analysis technique uses descriptive qualitative analysis. The results of this study indicate that during the pandemic academic supervision activities could not be carried out due to the problem of unsupported internet access, teachers' ability to operate IT was still low, especially teachers who were age adrift and school principals did not know for sure the mechanisms for implementing online supervision. In the new normal period, the problem with this academic supervision activity was that the preliminary meeting stage was sometimes not carried out, so teachers were usually given a sudden schedule of supervision activities, academic supervision activities had not used a variety of approaches and methods, and follow-up supervision had not been carried out. It was concluded that during the pandemic and new normal, the implementation of supervision still experienced problems that needed to be of concern to the school principal so that in the future, the implementation of supervision could be carried out more optimally.

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