Principal’s Supervision Management in Improving Junior High School Teachers’ Performance

Tony Sariyanto; Eva Dianawati Wasliman; Sri Handayani

doi:10.59890/ijatss.v3i12.151

Authors

Tony Sariyanto Universitasi Islam Nusantara
Eva Dianawati Wasliman Universitas Islam Nusantara
Sri Handayani Universitas Islam Nusantara

DOI:

https://doi.org/10.59890/ijatss.v3i12.151

Keywords:

Principal Supervision, Supervision Management, Teacher Performance, Academic Supervision, Junior High School

Abstract

This study aims to analyze the management of principal supervision in improving teacher performance at SMPIT Baiturrahman Ciparay, Bandung Regency. The research is grounded in the assumption that systematic supervision management plays a crucial role in enhancing teachers’ professional competencies and instructional practices. A qualitative approach with a case study method was employed to obtain an in-depth understanding of supervision planning, implementation, evaluation, and follow-up within the school context. Data were collected through in-depth interviews, classroom observations, and documentation studies involving the principal, vice principal for curriculum, and teachers. Data analysis was conducted using the interactive model of Miles, Huberman, and Saldaña, encompassing data reduction, data display, and conclusion drawing, supported by source and technique triangulation to ensure data credibility. The findings indicate that the principal has implemented supervision management systematically through well-planned supervision programs, collaborative academic supervision practices, constructive evaluation, and continuous follow-up in the form of coaching and professional development activities. The supervision approach applied was dialogical and supportive, enabling teachers to reflect on their instructional practices and improve their performance. As a result, teachers demonstrated improvements in lesson planning, classroom management, instructional strategies, discipline, and professional responsibility. This study highlights that effective supervision is not merely administrative but managerial and developmental in nature. The novelty of this research lies in its comprehensive analysis of supervision management based on classical management functions, providing practical insights for school leaders in implementing sustainable academic supervision

References

Bernardin, H. J., & Russell, J. E. A. (2020). Human resource management: An experiential approach (7th ed.). New York, NY: McGraw-Hill Education.

Bush, T. (2020). Instructional leadership and school improvement (2nd ed.). London: Sage Publications.

Creswell, J. W. (2020). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Thousand Oaks, CA: Sage Publications.

Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2020). SuperVision and instructional leadership: A developmental approach (10th ed.). Boston, MA: Pearson Education.

Hallinger, P., & Wang, W. C. (2020). Analyzing instructional leadership: A review of conceptual models and research. Educational Management Administration & Leadership, 48(1), 5–32.

Hidayat, R., Rohiat, R., & Syahril, S. (2020). Academic supervision management in improving teacher professionalism. International Journal of Educational Management and Innovation, 1(2), 123–135.

Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5–22.

Liu, Y., & Hallinger, P. (2020). Principal instructional leadership, teacher self-efficacy, and teacher professional learning. Educational Administration Quarterly, 56(4), 586–621.

Miles, M. B., Huberman, A. M., & Saldaña, J. (2020). Qualitative data analysis: A methods sourcebook (4th ed.). Thousand Oaks, CA: Sage Publications.

OECD. (2020). Improving school quality through leadership and evaluation. Paris: OECD Publishing.

Prasetyo, A., & Widodo, S. (2020). The role of post-observation feedback in improving teacher instructional performance. International Journal of Instruction, 13(4), 567–582.

Rahabav, P. (2020). Academic supervision to improve teacher performance: A qualitative study. Journal of Educational Research and Evaluation, 24(2), 89–99.

Robinson, V. M. J. (2020). Reduce change to increase improvement. Thousand Oaks, CA: Corwin Press.

Sergiovanni, T. J. (2020). Moral leadership: Getting to the heart of school improvement. San Francisco, CA: Jossey-Bass.

Sopandi, A. (2020). Principal leadership and supervision in improving teacher professionalism. Journal of Educational Administration and Leadership, 5(1), 45–58.

Suharsaputra, U. (2020). Supervisi pendidikan: Pendekatan sistem dan praktik. Bandung: Refika Aditama.

Suriansyah, A., & Aslamiah. (2020). Academic supervision and teacher performance in junior high schools. Journal of Educational Management and Leadership, 8(2), 101–112.

Terry, G. R. (2020). Principles of management (13th ed.). Homewood, IL: Richard D. Irwin.

Wibowo, A., & Suryani, T. (2020). The effect of principal supervision on teacher performance in secondary schools. Jurnal Manajemen Pendidikan, 12(2), 134–145.

Yuliani, F., & Kristiawan, M. (2020). The implementation of academic supervision in improving teacher pedagogical competence. International Journal of Educational Review, 2(1), 98–110.

Yusof, H., & Ibrahim, M. S. (2020). Academic supervision practices and teachers’ professional development. International Journal of Academic Research in Education, 6(2), 45–56.