The Effectiveness of the Collaborative Supervision Model in Improving Teaching Practices in Schools

Agus Mulyanto; Agus Gunawan; Endang Saepudin; Arip Ripandi; Cep Agung Muharam; Gamal Abdul Nasir Zakaria; Fuzi Nuraeni Anggraeni; Narti Nurlaela; Wafa Shofiyatul Huda; M. Al-Mighwar

doi:10.59890/ijatss.v3i12.130

Authors

Agus Mulyanto UNINUS Bandung
Agus Gunawan STAI Bhakti Persada Majalaya
Endang Saepudin STAI Baitul Arqom Al-Islami
Arip Ripandi Institut Agama Islam Tasikmalaya
Cep Agung Muharam STAI At-Taqwa Daarut Tauhid
Gamal Abdul Nasir Zakaria University Brunei Darussalaam
Fuzi Nuraeni Anggraeni Institut Kesehatan Rajawali
Narti Nurlaela STAI Baitul Arqom Al-Islami
Wafa Shofiyatul Huda STAI At-Taqwa Ciparay
M. Al-Mighwar UIN Sunan Gunung Djati Bandung

DOI:

https://doi.org/10.59890/ijatss.v3i12.130

Keywords:

Collaborative Supervision, Teaching Effectiveness, Teacher Professional Development, SLR, Instructional Practice

Abstract

This study analyzes the effectiveness of the collaborative supervision model in improving teaching practices in schools through a Systematic Literature Review (SLR) of five articles published between 2020 and 2024. The paradigm shift from an inspection-based approach toward a collaborative model demonstrates that egalitarian relationships between supervisors and teachers strengthen professional reflection, enhance pedagogical competence, and foster a supportive school culture. The findings confirm that collaborative supervision consistently has a positive impact on the quality of instructional interactions, teacher motivation, and the sustainability of professional development. The strength of this study lies in its synthesis of recent literature, which provides a comprehensive understanding of the contribution of collaborative models to improving teaching quality. Accordingly, it serves as a valuable reference for policymakers and education practitioners in designing more humanistic and effective supervision practices

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