The Contribution of Role Characteristics and Supervisory Functions to Supervision Effectiveness

Weiss-Dagan, Shlomit; Ben-Porat, Anat; Itzhaky, Haya

doi:10.1007/s10615-018-0675-4

Cited by 5 publications

(3 citation statements)

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“…The literature on supervision clearly shows the essential role played by the supportive, educational, and administrative components of supervision in fostering satisfaction with the supervision process (Kadushin, 1992; Kadushin & Harkness, 2002; Noble & Irwin, 2009; Shulman, 2010). Nonetheless, only a few studies have been conducted to explore how these components are associated with supervision satisfaction among therapists and social workers in general and fewer still among social work students (Fernando & Hulse-Killacky, 2005; Johnston & Milne, 2012; Weiss-Dagan et al, 2018).…”

Section: Supervision Componentsmentioning

confidence: 99%

Supervision Satisfaction Among Social Work Students in Israel: Supervision Components, Peer Support, and Trauma-Related Factors

Zahav

Refaeli

Shemesh

et al. 2020

Research on Social Work Practice

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Purpose: Supervision is an essential part of social work education. Accordingly, supervision satisfaction plays an important role in the development of the students’ professional identity. However, the factors contributing to supervision satisfaction among social work students have rarely been examined. This study examined the contribution of supervision components, peer support, secondary traumatization, and vicarious post-traumatic growth (VPTG) to supervision satisfaction. Method: Self-report questionnaires were distributed to 259 undergraduate social work students. Correlation and hierarchical linear regression analyses were performed. Results: Higher supervision satisfaction was predicted by the educational and supportive components of supervision, peer support, and VPTG, whereas the administrative component of supervision satisfaction and secondary traumatization predicted lower supervision satisfaction. Discussion: The findings highlight the negative ramifications of secondary traumatization and the positive contribution that supportive and educational supervision, peer support, and VPTG can have on social work students’ supervision satisfaction. Practical implications for practice and policy are discussed.

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Section: Supervision Componentsmentioning

confidence: 99%

Supervision Satisfaction Among Social Work Students in Israel: Supervision Components, Peer Support, and Trauma-Related Factors

Zahav

Refaeli

Shemesh

et al. 2020

Research on Social Work Practice

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“…Komponen Kepemimpinan Pengawas (Glatthorn, 1990) Supervisor harus dapat memberkalisiswa dengan keterampilan profesional dan metode intervensiyang mereka butuhkan untuk bekerja secara efektif dengan berbagai jenismasalah dan populasi yang bervariasi (Fortune & Abramson, 1993;Noble & Irwin, 2009). Serta komponen administrasi dalam memantau tugas siswa dan mengevaluasi mereka kemampuan dan pengembangan profesional menjadi indikator dalam komponen pengawasan (Firman, 2020;Hopkins & Austin, 2004;Kadushin & Harkness, 2002;Shulman, 2010 (Fernando & Hulse-Killacky, 2005;Johnston & Milne, 2012;Weiss-Dagan et al, 2018).…”

Section: Pendahuluanunclassified

Intensitas, Kualitas, Derajat Relevansi Supervisi Akademik Dalam Meningkatkan Kinerja Guru Madrasah Di Era Teknologi Komunikasi

Mustaqim

Fahmi

Setiyaningsih

2020

JSMP

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The failure of academic supervision in various areas is more dominant due to inappropriate scheduling. In addition, the awareness of the importance of implementing academic supervision is also an inhibiting factor in the implementation of supervision. The era of media technology is a challenge for educational institutions from elementary to high levels. The problems that arise are related to the habit of teaching and learning processes based on communication technology. An interesting phenomenon is that Central Java ranks third in having the most madrasas in Indonesia. So it is necessary to know the mechanism for the implementation and evaluation of academic supervision. The challenge of providing supervision in the era of communication technology is seen from three points of view, namely intensity, quality, degree of relevance associated with teacher performance in madrasah. The research method used is mixed research by relying on the strength of the description that comes from the informant. And also involve respondents to explore quantitative data. The informants involved were 5 school principals and supervisors. Meanwhile, there are 190 madrasah teachers in Central Java. Data obtained from interviews, questionnaires and documentation. Data analysis used the Milles and Huberman pattern. The results of this study explain that the intensity, quality and degree of relevance of educational supervision are in the average category. This condition is able to improve the performance of madrasah teachers in Central Java. The teachers support online supervision and the method preferences tend to be CCTV, virtual and fingerprint.

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“…The respondents indicated that using this dimension predominantly led to diminished capacity and understanding of how to implement the other dimensions of supervision (Dill & Bogo, 2009). Weiss-Dagan, Ben-Porat, and Itzhaky (2018), in a study of supervision among Israeli social workers, found that exposure to child abuse and role stress negatively affected workers' ability to benefit from supervision. In addition, they found that the educational and supportive functions of supervision correlated positively with the effectiveness of supervision, whereas the administrative function did not.…”

Section: Literature Reviewmentioning

confidence: 99%

Child welfare supervisors empowered through MSW education: graduates of a statewide title IV-E MSW program for public child welfare supervisors describe their learning

Falk

2020

Journal of Public Child Welfare

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This paper describes a study of a statewide Title IV-E program that provides support for currently employed child welfare supervisors to obtain an MSW degree. The program's purpose is to strengthen the practice of supervision in the state's public child welfare system. This study examines the program's effectiveness in meeting its objectives, as evaluated by a survey of the first cohorts of program graduates. Responses to this survey indicate that the program is preparing supervisors with the tools they need to provide more effective supervision to their workers.

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The Contribution of Role Characteristics and Supervisory Functions to Supervision Effectiveness

Cited by 5 publications

References 50 publications

Supervision Satisfaction Among Social Work Students in Israel: Supervision Components, Peer Support, and Trauma-Related Factors

Supervision Satisfaction Among Social Work Students in Israel: Supervision Components, Peer Support, and Trauma-Related Factors

Intensitas, Kualitas, Derajat Relevansi Supervisi Akademik Dalam Meningkatkan Kinerja Guru Madrasah Di Era Teknologi Komunikasi

Child welfare supervisors empowered through MSW education: graduates of a statewide title IV-E MSW program for public child welfare supervisors describe their learning

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