The implementation of instructional supervision in Indonesia and the Philippines, and its effect on the variation of teacher learning models and materials

Maisyaroh,; Wiyono, Bambang Budi; Hardika, Hardika; Valdez, Anabelie V.; Mangorsi, Solaiman B.; Canapi, Sanaorai P.T.

doi:10.1080/2331186x.2021.1962232

Cited by 22 publications

(17 citation statements)

References 30 publications

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“…This is connected to Indonesia's history and culture, which is known for being democratic, cooperative, and amiable. This result is consistent with the findings of research by Samawi et al, (2019), which discovered that culture-based supervision, which refers to the principles of openness, collaboration, empowerment, cooperation, democracy, and religion, is the appropriate academic supervision to be applied in Indonesia (Maisyaroh et al, 2021). Additional research reveals that the principal uses both individual and group supervision as part of his academic supervision strategy.…”

Section: Principal's Academic Supervision Competencesupporting

confidence: 91%

Principal Managerial Competence and Academic Supervision on Vocational Teacher Performance

Warman

2022

eduline j. educ. learn. innov.

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To reach educational success, it is crucial to have skilled teachers. The goal of this study is to illustrate how school administrators in Samarinda City's vocational high schools have increased professionalism through their administrative skills and academic oversight. Using a descriptive qualitative methodology, this study. Six informants, including two principals, two vice principals, and two teachers from two distinct vocational high schools, served as the sources for the data. In order to improve teacher professionalism, the collected data were analyzed based on the study's objectives and research questions, and categories were created using conceptualized codes of managerial competence, academic supervision of principals, and other codes of inductive and interpretive reading. The findings of this study show that the principal's managerial competence is in line with school planning in the teacher professionalism improvement program because the principal oversees facilities and infrastructure, students, curriculum, school finance, monitoring, evaluation, and reporting in addition to school organization, resource empowerment, school management, teacher and staff empowerment, and empowerment of teachers and staff. The need to address issues with learning aids, lesson plans, learning materials, classroom management, evaluation of learning results, teacher discipline, and character education implementation led the principal to introduce academic supervision. The principal attempts to develop positive relationships with teachers in order to effectively supervise them by developing a sense of kinship, talking with them and sharing information, motivating them, and setting a good example.

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Section: Principal's Academic Supervision Competencesupporting

confidence: 91%

Principal Managerial Competence and Academic Supervision on Vocational Teacher Performance

Warman

2022

eduline j. educ. learn. innov.

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“…Based on the research results by Alemayehu (2022), teachers benefit from instructional supervision for continuing professional growth. Maisyaroh et al (2021) found that instructional supervision has a dominant effect on variations in learning models and teacher learning materials in schools.…”

Section: Resultsmentioning

confidence: 99%

Principal Challenges in Implementing Instructional Supervision During the Transition to the New Normal

Rahmat¹

2022

JKPS

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This study explores the challenges school principals face in implementing instructional supervision during the transition period. This study uses a qualitative method. This research was conducted at a junior high school in Yogyakarta. The results of this study indicate that during the school transition to the new normal, the principal continues to supervise. The supervision process is carried out using online and face-to-face methods. Principals find challenges at each stage of supervision. In planning, principals have limited resources and are competent to become supervisors. Technical challenges in the form of poor school internet connections at the implementation stage made the learning and supervision process not optimal. Meanwhile, at the follow-up stage, the program prepared by the school for teacher competency development is not optimal because it is carried out online.

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“…In supervising the performance of English teachers, aspects of the supervision of the madrasah principal include semester and annual supervision as well as supervision of teacher performance development. (Maisyaroh et al, 2021) state that supervision activities are the process of the madrasah principal in supervising and assisting teachers in the form of guidance, direction, stimulation or other development activities. This supervision is prioritized to improve the teaching and learning process and situation of teachers and students to be even better.…”

Section: Teacher Performance Supervisionmentioning

confidence: 99%

Supervision of Madrasah Principal on the Implementation of English Learning Evaluation

Tazkiah¹,

Hendriani²,

Salam³

et al. 2022

NJMPI

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This article aims to describe the learning evaluation by English teachers and the supervision of madrasah principals using phenomenological research with a qualitative approach. It was conducted at MTsN in Tanah Datar Regency, namely MTsN 1, MTsN 2, and MTsN 3 Tanah Datar. A total of 10 research informants, including the principal of the madrasa and English teachers, were used. The data collection involves in-depth interviews, participatory observation, and documentation studies. Meanwhile, the data technique used was a source and technical triangulation. The results showed that: 1) Evaluation of learning processes and outcomes, in addition to language, was practised by English teachers. The strategies and developments include formative, summative, placement, and diagnostic evaluations. Furthermore, the evaluation of language learning comprises the domain of knowledge, attitudes, and skills. 2) There are several forms of supervision of the madrasah principal on the evaluation of learning, namely supervision of discipline, motivation, training, teacher performance, and work relations.

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The implementation of instructional supervision in Indonesia and the Philippines, and its effect on the variation of teacher learning models and materials

Cited by 22 publications

References 30 publications

Principal Managerial Competence and Academic Supervision on Vocational Teacher Performance

Principal Managerial Competence and Academic Supervision on Vocational Teacher Performance

Principal Challenges in Implementing Instructional Supervision During the Transition to the New Normal

Supervision of Madrasah Principal on the Implementation of English Learning Evaluation

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