The Effect of Collaborative Supervision Approaches and Collegial Supervision Techniques on Teacher Intensity Using Performance-Based Learning

Wiyono, Bambang Budi; Rasyad, Ach.; Maisyaroh,

doi:10.1177/21582440211013779

Cited by 15 publications

(17 citation statements)

References 30 publications

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“…The higher the teacher’s work motivation is, the higher their performance is. Thus, it can be concluded that the results of this study support the results of the previous studies about work motivation which has a positive effect on employee work performance ( Wiyono et al, 2021 ).…”

Section: Discussionsupporting

confidence: 90%

Implementation of Group and Individual Supervision Techniques, and Its Effect on the Work Motivation and Performance of Teachers at School Organization

et al. 2022

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Teachers have a very important role in determining the quality of the teaching-learning process and the students’ learning outcomes. Learning outcomes will optimally be achieved if it is supported by qualified teachers. One way to enhance the teachers’ performance is through instructional supervision which can be divided into two techniques, namely group and individual supervision techniques. Therefore, this study aims to find out the influence of instructional supervision techniques on the work motivation and performance of elementary school teachers. This study was conducted in East Java, Indonesia, and an explanatory research design was used. The sample was taken from 80 elementary school teachers in Malang and Blitar using a multi-stage random sampling technique. Data were collected through the use of questionnaires and documentation, and then they were analyzed by using the structural equation modeling technique. The result of this study showed that group supervision has a significant effect on teachers’ performance, whereas individual supervision influenced teachers’ work motivation and it affected their performance.

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Section: Discussionsupporting

confidence: 90%

Implementation of Group and Individual Supervision Techniques, and Its Effect on the Work Motivation and Performance of Teachers at School Organization

et al. 2022

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“…There is a significant positive relationship between several supervision techniques and teacher performance [6]. The frequency of collegial supervision techniques using a collaborative approach affects the performance-based learning that is applied by teachers [37]. The implementation of clinical supervision can also improve teachers' teaching performance [38].…”

Section: Discussionmentioning

confidence: 99%

The Use of Information and Communication Technology (ICT) in the Implementation of Instructional Supervision and Its Effect on Teachers’ Instructional Process Quality

et al. 2021

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This study aimed to explore communication techniques based on the information and communication technology (ICT) used in the implementation of instructional supervision to determine their effect on the teacher’s learning process and find effective techniques to improve the quality of the teacher’s learning process. This research was conducted in Blitar City with a sample of 60 teachers through a random sampling technique. The data collection technique used a rating scale, checklist, and open-form questionnaire. Descriptive statistics were used to describe the data, while the Pearson product-moment correlation techniques and multiple regression were used to test the research hypotheses. The results show that the most widely used ICT-based communication techniques are WhatsApp, Google Meet, Zoom, Skype, and Google Forms. These are followed by email, video-recording, and audio-recording techniques. The use of ICT is still rare. There is a significant relationship between the use of ICT in instructional supervision and the quality of the teacher’s teaching-learning process, except when using telephones and televisions. ICT techniques are most commonly used for synchronous communication, followed by use for sharing information, and recording activities. The use of ICT in instructional supervision simultaneously affects the teacher’s instructional process.

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“…Several research results have shown that collegial supervision is effective in improving teaching competence [8]. Collegial discussion is the most common form of collegial supervision carried out by teachers.…”

Section: Collegial Discussion As An Instructional Supervision Techniquementioning

confidence: 99%

“…The findings of this study are related to the results of previous studies that a supervisory approach using a collaborative approach can improve the teaching competence of the teachers. Collegial supervision techniques are effective in improving teaching competence as well [7,8].…”

Section: Discussionmentioning

confidence: 99%

“…The implementation of supervision carried out online is an example of the implementation of supervision using communication media. The implementation process is also carried out concerning the right principles, for example democratic, constructive, creative, and so on [8]. Several research results show that instructional supervision activities have a significant effect on the quality of teaching [9][10][11][12].…”

Section: Instructional Supervisionmentioning

confidence: 99%

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The Effectiveness of Utilizing Information and Communication Technology in Instructional Supervision with Collegial Discussion Techniques for the Teacher’s Instructional Process and the Student’s Learning Outcomes

et al. 2022

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Information and communication technology has been widely used in educational activities, not only in the learning process but also in the teachers’ professional development programs. One of the most popular applied supervision techniques is teacher collegial discussion. Students’ learning outcomes are largely determined by the quality of the teacher’s instructional process, and the quality of the teacher’s instructional process is influenced by the effectiveness of supervision. However, there has not been much research on its effectiveness in development programs and their effects on student learning outcomes. This study aimed at examining the effectiveness of utilizing ICT in collegial discussions as an instructional supervision technique for the teachers’ teaching process and students’ learning outcomes. This research was conducted in the District and Malang City with a sample of 787 junior high school teachers selected randomly from 20 schools. The study used a descriptive correlational research design, and Structural Equation Modeling (SEM) is applied to deal with its data analysis. The results showed that collegial discussion as an instructional supervision technique affected the quality of a teachers’ instructional process. Implementation of ICT in collegial discussions had an effect and a higher coefficient value than the collegial discussions. The utilization of ICT in collegial discussions also affects the intensity of the utilization of ICT in teachers’ instructional processes. Quality of teaching and the utilization of ICT in a teachers’ instructional process had significant effects on student learning outcomes.

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The Effect of Collaborative Supervision Approaches and Collegial Supervision Techniques on Teacher Intensity Using Performance-Based Learning

Cited by 15 publications

References 30 publications

Implementation of Group and Individual Supervision Techniques, and Its Effect on the Work Motivation and Performance of Teachers at School Organization

Implementation of Group and Individual Supervision Techniques, and Its Effect on the Work Motivation and Performance of Teachers at School Organization

The Use of Information and Communication Technology (ICT) in the Implementation of Instructional Supervision and Its Effect on Teachers’ Instructional Process Quality

The Effectiveness of Utilizing Information and Communication Technology in Instructional Supervision with Collegial Discussion Techniques for the Teacher’s Instructional Process and the Student’s Learning Outcomes

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