Supervision and Participation in Teachers Working Group Toward the Teach-ers’ Professional Competence

Abstract

Learning activities cannot be carried out with optimum results in case teachers have professional competence. Academic supervision by the school principals and professional learning community activities are two of the efforts which are conducted to improve teachers' professionalism competence in Indonesia, especially in kindergarten level. This study aims at finding out the effect of school principal supervision and participation of the kindergarten teachers in Teacher Working Group (TWG), a kind of professional learning community, towards the kindergarten teachers' professional competence. There were 57 kindergarten teachers involved in this study. Data of the study were collected through questionnaire. The collected data from the result of the questionnaire were analyzed using multiple regression statistical analysis. Statistically, the results of the study show that academic supervision of quality achievement conducted by the school principals and teachers' participation in TWG have a significant effect on teachers' professional competence. For this reason, the following suggestions are made: (1) It is necessary for teachers to develop a positive mindset about the benefits of academic supervision; (2) teachers also need to actively participate in TWG activities; and (3) school principals needs to be closer to teachers.

Teacher Professionalism Development

“…It is since education is the most central precondition for the future competitiveness and success of both individuals and states that teachers as the key contributor to the economic growth have been given the responsibility (Dodillet, Lundin, & Kruger, 2019). In line with the opinion of Isniwati, et al (2020) that explained as a teacher in carrying out his duties he is expected to be able to manage his class into an educational environment that is full of (full) values. Thus, the teacher prepares his students not only as independent individuals, but also helps his students to achieve their perfect level of humanity (Sumarto & Harahap, 2020).…”

Pengaruh Supervisi Kepala Sekolah Dan Pengembangan Diri Guru Terhadap Kompetensi Profesional Guru

“…Hal ini tentu perlu mendapat perhatian khusus karena kepala sekolah sebagai pimpinan memerlukan keterampilan dalam melaksanakan fungsi tugasnya dimana dalam hal ini mensupervisi bawahannya agar tujuan sekolah untuk memiliki situasi yang kondusif baik untuk bekerja maupun sebagai sarana penyelenggara pendidikan dapat tercapai. Hasil pengujian berikutnya fenomena yang ditemukan dalam penelitian ini mendukung bahwa Isniwati et al (2019) yang menunjukkan bahwa teknik supervisi yang dilakukan kepala sekolah terbukti secara signifikan berpengaruh terhadap kompetensi profesionalisme guru. Hal ini menunjukkan bahwa pentingnya ada jaminan atas kualitas supervisi kepala sekolah demi peningkatan kompetensi profesional guru yang mengacu pada dasar-dasar supervisi, penyampaian tujuan, penentuan bentuk pendekatan, menghadirkan area yang akan diawasi, penyusunan jadwal pelaksanaan, pembuatan desain operasional, indentifikasi sumber daya, dan penyampaian target.…”

Principal Academic Supervision: Performance, Problems and Solutions

“…Academic supervision can be interpreted as an effort made by supervisors to help teachers improve academic quality on an ongoing basis through supervision and coaching activities (Istiningsih et al, 2020;Yang et al, 2021;Zulfakar et al, 2020). The academic quality in question is related to increasing teacher competence in planning, implementing, evaluating and following up on classroom learning (Isniwati et al, 2020;Slameto, 2017). Thus, the academic supervision activities carried out show the principal's active role as a form of collaboration with teachers in improving the quality of learning (Grissom & Bartanen, 2019;Jong et al, 2020;Prastania & Sanoto, 2021).…”